EN 26 IB MYP Freshman English - Mesa Public Schools · • Craft quality argumentative,...

EN 26

IB MYP Freshman English

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL APRIL 2019

Table of Contents

Document Introduction ................................................................................................................................................ Page 1

Standards Overview ....................................................................................................................................................

Course Overview ......................................................................................................................................................... Page 4

Coding ......................................................................................................................................................................... Page 7

Reading Standards...................................................................................................................................................... Page 8

Reading for Literature ......................................................................................................................................... Page 10

Reading for Informational Text ............................................................................................................................. Page 19

Writing Standards ...................................................................................................................................................... Page 30

Speaking and Listening Standards ............................................................................................................................ Page 46

Language Standards ................................................................................................................................................. Page 56

Language Progression Chart .................................................................................................................................... Page 64

Arizona English Language Arts Standards Grades 9-10…………………………………………………………………...Page 66

Introduction

1

Arizona English Language Arts Standards

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all

students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of

what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and

Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms.

These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the

Arizona State Board of Education.

Mesa Public Schools Curriculum Documents

In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content

experts for each grade level. These groups included representation from each of the district’s high school campuses who have an abundance of

experience with courses offered in the district. The 9th and 10th grade expert groups worked in conjunction to create an instructional progression for

each standard in each strand of the English Language Arts Standards that reflects an intentional scaffolding within the 9-10 grade band for courses

offered in the district. The 9th Grade curriculum documents that resulted provide the following:

• an overview of the Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading

(literature and informational text), Writing, Speaking and Listening, and Language

• course information including course number, level of difficulty, and course description

• a key to the correct coding of standards

• the eighth grade standards (located beneath the 9-10 standards) included as a frame of reference for vertical alignment

• a breakdown of suggested quarterly progression of instruction per standard by strand

• a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

Since the Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state, these documents provide a

suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for

instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources

adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each

standard. While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested

progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is

that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

Grade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. Below each standard are two columns.

Previous grade standards are included to help teachers know the skills students should have mastered the year before allowing for instruction to continue to build on what students have learned in previous grades, taking advantage of the vertical articulation that is an integral part of the Arizona ELA Standards.

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Bolded text within this column indicates the next step in the progression of the standard.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students.

Bolded text indicates a new

focus for scaffolding. STANDARD AND SUGGESTED PROGRESSION

This column contains a suggested progression for instruction.

Entire Arizona English Language Arts Standard Standard Code

Grade Band, Strand, Standard

SUGGESTED ACTIVITIES FOR INSTRUCTION This column contains activities, structures, and strategies that might

aid in instruction specific to each standard. Note that this list is in

no way an exhaustive or prescriptive list of required strategies.

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks. Reading Standards for Literature:

• Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres

• Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose

• Use details to cite and analyze examples from the text

• Analyze how an author’s choices about structure, order of events, or manipulation of time create such effects as mystery, tension, or surprise

• Analyze author’s word choice and intent to examine impact on meaning and tone Reading Standards for Informational Text:

• Analyze supporting details to infer meaning and determine main ideas and author’s purpose

• Analyze and synthesize texts to determine how structure and organization impact the presentation of information and its effectiveness in conveying information and support claims

• Support their analysis with strong textual evidence Writing Standards:

• Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal

• Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format for citation appropriate for the task and audience

• Plan, draft, revise, and edit writing in an effective and strategic manner Speaking and Listening Standards:

• Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal

• Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources

• Present information using various forms of multimedia technology appropriate to the task, purpose, and audience Language Standards:

• Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)

• Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences; Write and edit work so that it conforms to the guidelines in a style manual

• Use parallel structure and various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations

• Determine the meanings of unknown words and figurative language using a variety of strategies

Overview

4

IB/MYP Guiding Terms

Key Concepts (Bolding indicates Language and Literature contributions)

• Aesthetics • Change • Communication • Communities • Connections • Creativity • Culture • Development • Form • Global Interactions • Identity • Logic • Perspective • Relationships • Systems • Time, Place, and Space

Related Concepts • Audience Imperatives • Character • Context • Genre • Intertextuality • Point of View • Purpose • Self-Expression • Setting • Structure • Style • Theme

Global Contexts • Identities and Relationships • Orientation in Space and Time • Personal and Cultural Expression • Scientific and Technical Innovation • Globalization and Sustainability • Fairness and Development

Inquiry Questions Use statements of inquiry to produce inquiry questions. These give direction to teaching and learning and help to organize and sequence learning experiences. (Workbook 24).

Factual (knowledge/fact based, content-driven, skills-related, supported by evidence, topical, recall and comprehension)

Conceptual (big ideas exploration, compare and contrast, exploring contradictions, deeper disciplinary and interdisciplinary understanding, promotes transfer, analysis and application

Debatable (use of facts and concepts to debate a position, promote discussion, explore ideas from multiple perspectives, can be contested, have tensions, deliberately provocative, encourage synthesis and evaluation).

Approaches to Learning (Principles to Practice Books 98-104 or Workbook 96-104) Communication Skills

• Exchanging thoughts, messages, and information effectively through interaction

• Reading, writing, and using language to gather and communicate information

Social Skills • Working effectively with others

Self-Management Skills • Managing time and tasks effectively • Managing state of mind • (Re)considering the process of learning:

choosing and using ATL skills Research Skills

• Finding, interpreting, judging, and creating information

• Interacting with media to use and create ideas and information

Thinking Skills • Analyzing and evaluating issues and

ideas • Generating novel ideas and considering

new perspectives. • Utilizing skills and knowledge in multiple

contexts.

Overview

5

Assessment Criteria (Language and Literature)

Criterion A: Analyzing Maximum: 8 At the end of year 5, students should be able to:

• analyze the content, context, language, structure, technique

and style of text(s) and the relationship among texts

• analyze the effects of the creator’s choices on an audience

• justify opinions and ideas using examples, explanations and

terminology

• evaluate similarities and differences by connecting features

across and within genres and texts

Criterion B: Organizing Maximum: 8 At the end of year 5, students should be able to:

• employ organizational structures that serve the context and

intention

• organize opinions and ideas in a sustained, coherent and logical

manner

• use referencing and formatting tools to create a presentation

style suitable to the context and intention

Criterion C: Producing text Maximum: 8 At the end of year 5, students should be able to:

• produce texts that demonstrate insight, imagination and

sensitivity while exploring and reflecting critically on new

perspectives and ideas arising from personal engagement with

the creative process

• make stylistic choices in terms of linguistic, literary and visual

devices, demonstrating awareness of impact on an audience

• select relevant details and examples to develop ideas

Criterion D: Using Language

Maximum: 8

At the end of year 5, students should be able to:

• use appropriate and varied vocabulary, sentence structures and

forms of expression

• write and speak in a register and style that serve the context

and intention

• use correct grammar, syntax and punctuation

• spell (alphabetic languages), write (character languages) and

pronounce with accuracy

• use appropriate non-verbal communication

Overview

6

Course #: EN26 Grade Level: 9th Grade Course Name: IB MYP Freshman English Level of Difficulty: High Prerequisites: None # of Credits: 1 (2 Sem.)

Course Description: An accelerated language arts course with an emphasis on communication skills, including advanced work in literature, composition, grammar, research and reading. There are six skill areas: listening, speaking, reading, writing, viewing and presenting, which develop as both independent and interdependent skills. Students develop these skills through the study of both language and literature. This course can be a prerequisite to the IB Diploma Programme courses and takes the place of EN 27 (MPS Course Catalog).

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

• Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

• Comprehension and Collaboration • Presentation of Knowledge and Ideas

WRITING LANGUAGE

• Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing

• Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use

Teacher’s Note:

The design of the Arizona English Language Arts and MYP programs include two-year grade bands for the high school level, meaning the standards for Grade 9 are the same as those for Grade 10. As teachers work toward mastery of these standards for their students, they should keep in mind that students will work on the same skills in 10th Grade with elevated rigor as they read increasingly complex texts. Students will demonstrate, through writing, increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas as they address increasingly demanding content and sources.

Coding

7

9-10.RL.1

Grades 9-10 Standard 1

Strand:

Reading

Literature

8

READING

STANDARDS

IB MYP FRESHMAN ENGLISH EN26

Bold text indicates focus for scaffolding 10

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES

9-10.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8th Grade Standard

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence to support analysis of what the text says. Activities/Instructional Techniques: ● AVID strategy of 3-part source integration; introduce template and

show students how to put in evidence and why it is needed to support analysis (teacher may select the evidence)

● Lens or theme gathering grid (students collect evidence that would support a larger premise)

● C-SPECS structure outlining and highlighting (Claim, Supporting Points, Evidence, Commentary, Summary)

● Socratic seminar - Cite textual evidence to discuss inferences and interpret theme(s)

● Practice annotation to determine main ideas and to identify strong evidence for a new claim

IB Connections: ● Inquiry Questions: Factual and Conceptual, Debatable ● Key Concept: Communication, Logic ● Related Concepts: Point of View, Purpose, and Theme ● Approaches to Learning: Communication (reading, writing, and

using language to gather and communicate information); Thinking (analyzing and evaluating issues and ideas)

● MYP Assessment: ❖ Criterion A: Analyzing (justify opinions and ideas, using

examples, explanations, and terminology)

Possible Resources: ● A Midsummer Night’s Dream by William Shakespeare ● Fahrenheit 451 ● What is Art? Essay sources ● Collection Two: The Struggle for Freedom (from “Nobody Turn Me

Around: The People’s History of the 1963 March on Washington”; “America: The Story of Us”; “Cairo: My City, Our Revolution”

2nd Quarter Select and cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

3rd Quarter Select and cite thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

4th Quarter The standard in its entirety.



READING STANDARDS FOR LITERATURE STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES 9-10.RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

8th Grade Standard

Determine a theme or central idea of a text and analyze its development over the course of a text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

1st Quarter Determine a theme or central idea of a simple text and analyze its development over the course of the text; provide an objective summary of the text (teacher directed).

Activities/Instructional Techniques: ● AVID strategy of 3-part source integration; introduce template and

show students how to put in evidence and why it’s needed to support analysis (teacher may/will select the evidence)

● Lens or theme gathering grid (students collect evidence that would support a larger premise)

● Word Cloud Poster to gather evidence to determine theme. ● Socratic seminar - theme-based inquiry question used as a starting

point to begin to discuss and analyze the development of theme. ● Annotation and synthesis writing to articulate a theme and support

it with evidence from the text.

IB Connections: ● Inquiry Questions: Conceptual and Debatable ● Key Concepts: Change, Communication, Identity, and Perspective ● Related Concepts: Point of View, Style, Intertextuality, and Theme ● Global Contexts: Identities and Relationships, Personal and

Cultural Expression, Fairness and Development ● Approaches to Learning: Communication (reading, writing, and

using language to gather and communicate information), Thinking Skills (analyzing and evaluating issues and ideas).


examples, explanations, and terminology)

Possible Resources: ● A Midsummer Night’s Dream by William Shakespeare ● When the Emperor Was Divine by Julie Otsuka ● Fahrenheit 451 by Ray Bradbury ● Various Harlem Renaissance poems ● Selected short stories

2nd Quarter Determine a theme or central idea with teacher-provided theme statement of a complex 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.

3rd Quarter Determine a theme or central idea (student-generated) of a complex 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.





MPS RESOURCES 9-10.RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

8th Grade Standard

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

1st Quarter Analyze how a complex character develops over the course of a text.

Activities/Instructional Techniques: ● Re-teach direct and indirect characterization methods ● Character motivation chart (quotation gathering focused on

motivations and character interactions) ● Create infographic to show motivations and interactions. ● Reflective writing to explore ways in which characters develop,

interact, and advance the plot (supported by textual evidence)

IB Connections: ● Inquiry Questions: Conceptual and Debatable ● Key Concepts: Perspective, Development, and Identity ● Related Concepts: Character, Point of View, Structure, and Theme ● Global Contexts: Identities and Relationships; Fairness and

Development ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information), Research Skills (Finding, interpreting, judging, and creating information), Thinking Skills (analyzing and evaluating issues and ideas)


examples, explanations, and terminology) ❖ Criterion B: Organizing (organize opinions and ideas in a

sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

Possible Resources: ● Fahrenheit 451 by Ray Bradbury ● When the Emperor Was Divine by Julie Otsuka ● Selected short stories

2nd Quarter Focus on character interaction.

3rd Quarter Analyze how complex characters advance the plot or develop the theme.





MPS RESOURCES 9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

8th Grade Standard

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

1st Quarter Determine meanings of words and phrases as they are used in the text, including figurative meanings.

Activities/Instructional Techniques: ● Re-teach literary devices, analogies, and allusions ● Re-teach denotation and connotation ● Introduce satire terms and techniques ● Mad Libs of an important passage- replace key-words with other words and

determine the impact; could tell them to change their tone/meaning based on the words they replace

● Rewrite a scene according to a new tone or from a new perspective, analyzing the shifts in diction to produce new effect

● Keep a record of diction choices in a text and note the impact of the choices on meaning, tone, and mood

IB Connections: ● Inquiry Questions: Conceptual ● Key Concepts: Aesthetics; Communication; Creativity, Time, Place, and Space ● Related Concepts: Self-Expression, Style ● Global Contexts: Personal and Cultural Expression ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information), Research Skills (finding, interpreting, judging, and creating information), Thinking Skills (analyzing and evaluating issues and ideas)

● MYP Assessment: ❖ Criterion C: Producing Text (make stylistic choices in terms of linguistic,

literary and visual devices, demonstrating awareness of impact on an audience)

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures, and forms of expression, write and speak in a register and style that serve the context and intention)

Possible Resources: ● Fahrenheit 451 by Ray Bradbury ● “Refugio’s Hair” by Alberto Rios ● Assorted poetry from the Harlem Renaissance ● When the Emperor Was Divine by Julie Otsuka ● A Midsummer Night’s Dream by William Shakespeare

2nd Quarter Determine meanings of words and phrases as they are used in the text, including connotative meanings.

3rd Quarter Determine the meaning of words and phrases as they are used in the text, including figurative meanings; analyze the cumulative impact of specific word choices on meaning and tone.





MPS RESOURCES 9-10.RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

8th Grade Standard

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

1st Quarter Examine structure of a text, order of events within it, and manipulation of time.

Activities/Instructional Techniques: ● Plot diagramming leading to diagrams with more complexity and depth

(exploring multiple plot lines, flashbacks, dynamic and static characters and characterization)

● Storyboarding or graphic short story to show structure and subtleties of a text ● Articulate the writer’s motivation in structuring a text

IB Connections: ● Inquiry Questions: Conceptual, Debatable ● Key Concepts: Forms, Systems, Perspective ● Related Concepts: Structure, Style ● Global Contexts: Orientation in Space and Time ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information), Thinking Skills (analyzing and evaluating issues)

● MYP Assessment: ❖ Criterion B: Organizing (organize opinions and ideas in a sustained,

coherent, and logical manner) ❖ Criterion C: Producing Text (select relevant details and examples to

develop ideas)

Possible Resources: ● A Midsummer Night’s Dream by William Shakespeare ● When the Emperor Was Divine by Julie Otsuka ● Fahrenheit 451 by Ray Bradbury

2nd Quarter Examine structure of a text, order of events within it, and manipulation of time and how they create effects such as mystery, tension, or surprise.

3rd Quarter Analyze why the author made certain choices regarding order of events, time and pacing and their effects.





MPS RESOURCES 9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

8th Grade Standard

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

1st Quarter Identify and analyze a particular point of view (cultural perspective/bias) reflected in a work of literature.

Activities/Instructional Techniques: ● Japanese American Culture Project (using primary source documents to present

a cultural perspective) ● Harlem Renaissance poetry selections (analyzing how poems from the period

reflect the philosophies and tensions of the place and time) ● Character analysis of shifting character perspective chapters (or in a text told

from a single perspective, examine the supporting characters and their cultural perspectives)

IB Connections: ● Inquiry Questions: Conceptual, Debatable ● Key Concepts: Communities, Cultures, Global Interactions, Identity ● Related Concepts: Context, Intertextuality, Point of View ● Global Contexts: Identities and Relationships, Orientation in Space and Time,

Personal and Cultural Expression ● Approaches to Learning: Thinking Skills (analyzing and evaluating issues and

ideas and considering new perspectives, generating novel ideas and considering new perspectives

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language, structure,

technique, and style of texts, and the relationship among text; evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources: ● When the Emperor Was Divine by Julie Otsuka ● “Refugio’s Hair” by Alberto Rios ● Assorted Harlem Renaissance poems

2nd Quarter Analyze a cultural experience reflected in a work of literature.

3rd Quarter Analyze a particular point of view (cultural perspective/bias) or cultural experience reflected in a wide reading of world literature.





MPS RESOURCES 9-10.RL.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

8th Grade Standard

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

1st Quarter Compare and contrast the representation of a subject in two different artistic mediums.

Activities/Instructional Techniques: ● Poetic Theaters (students create a visual or diorama which symbolically conveys

the ideas and tone of a poem) ● Teaching annotation of a compare/contrast text assignment ● Small group discussion to share annotations and observations ● Small writing assignment to practice articulating findings

IB Connections: ● Inquiry Questions: Debatable ● Key Concepts: Connections, Perspective, Relationships ● Related Concepts: Context, Intertextuality, Point of View, Style ● Global Contexts: Identities and Relationships, Personal and Cultural Expression,

Globalization and Sustainability ● Approaches to Learning: Social Skills (working with others); Thinking Skills

(analyzing and evaluating issues and ideas and considering new perspectives; generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)


technique, and style of texts, and the relationship among texts; analyze the effects of the creator’s choices on an audience; justify opinions and ideas, using examples, explanations, and terminology; evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources: ● Teacher or student-selected texts, visual art pieces, performance art pieces, etc. ● A Midsummer Night’s Dream by William Shakespeare ● Fahrenheit 451 by Ray Bradbury

2nd Quarter Compare and contrast the representation of a key scene in two different artistic mediums.

3rd Quarter Analyze the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment.





MPS RESOURCES 9-10.RL.8: (Not applicable to literature) 9-10.RL.9: Analyze how an author draws on and transforms source material in a specific work.

8th Grade Standard

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories or religious works, including describing how the material is rendered new.

1st Quarter Identify the source material the author draws from 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) Activities/Instructional Techniques:

● Allusion study of source material as references come up ● Committee work to note what techniques the new work employs to reference the

source work ● Writing to articulate the techniques used to transform the source material ● Studying the transformation of source material (i.e. Bradbury’s “The Pedestrian”)

and researching allusion in the text

IB Connections: ● Inquiry Questions: Conceptual, Debatable ● Key Concepts: Connections, Development, and Systems ● Related Concepts: Context, Intertextuality, Point of View, Purpose, Style ● Global Contexts: Identities and Relationships, Orientation in Space and Time

Personal and Cultural Expression ● Approaches to Learning: Social Skills (working with others); Thinking Skills

(generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)



Possible Resources: ● Teacher or student-selected texts, visual art pieces, performance art pieces, etc. ● When the Emperor Was Divine by Julie Otsuka ● A Midsummer Night’s Dream by William Shakespeare ● Fahrenheit 451 by Ray Bradbury

2nd Quarter Identify how an author draws on and transforms source material in a specific work.

3rd Quarter Begin to explain how and why an author draws on and transforms a source material in a specific work.





MPS RESOURCES 9.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in text complexity range determined by qualitative and quantitative measures appropriate to grade 9.

8th Grade Standard

Read and comprehend literature at the high end of grades 6–8 text complexity band (925-1185 Lexile) independently and proficiently.

Grades 9-10 text complexity band – 1050-1335 Lexile Addressed in all above standards.



READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES 9-10.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8th Grade Standard

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence to support analysis of what the text says (identify claim).

Activities/Instructional Techniques: ● AVID strategy of 3-part source integration; introduce template and show

students how to cite evidence and why it’s needed to support analysis (teacher may/will select the evidence)

● Scholarly texts to support literature (for 9th grade, overt teaching of annotation)

● Teach students to annotate texts by highlighting, summarizing, annotating, rereading the text

● ACE: Answer, Cite, and Explain ● Socratic seminar (post-seminar notes to articulate inferences and reflect

on the evidence presented) ● Highlighting of the text to identify claim, body paragraph claims,

counterclaims, evidence, commentary

IB Connections: ● Inquiry Questions: Factual and Debatable ● Key Concept: Communication ● Related Concepts: Genre, Context, Point of View, Purpose ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information) ● MYP Assessment:

❖ Criterion A: Analyzing (justify opinions and ideas, using examples, explanations, and terminology)

Possible Resources: ● AVID Weekly Selections ● “Silent Spring” by Rachel Carson ● What is Art? (various articles) ● “A Modest Proposal” by Jonathan Swift ● Various scholarly texts which analyze the literature text selections

2nd Quarter Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (identify claim & evidence).

3rd Quarter Select and cite thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.





MPS RESOURCES 9-10.RI.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

8th Grade Standard

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

1st Quarter Determine a central idea (claim) of a simple text and analyze its development over the course of the text; provide an objective summary of the text (teacher directed).

Activities/Instructional Techniques: ● Teach students to annotate texts by highlighting, summarizing, annotating,

discovering patterns, rereading the text ● Teach C-SPECS (Claims, Supporting Points, Evidence, Commentary,

Summary) annotation process to determine claims and evidence ● Highlight (color coding) the text to identify umbrella claim, body paragraph

claims, supporting points and counterclaims, evidence, and commentary ● Examine scholarly texts to support literature ● ACE: Answer, Cite, and Explain ● Socratic seminar (post-seminar notes to articulate inferences and

summarize the central ideas presented)

IB Connections: ● Inquiry Questions: Factual and Debatable ● Key Concept: Communication, Perspective ● Related Concepts: Genre, Context, Point of View, Purpose, Theme ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information), Research Skills (finding, interpreting, judging, and creating information)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, language, structure,

technique and style of text(s) and the relationship among texts; analyze the effects of the creator’s choices on an audience; justify opinions and ideas, using examples, explanations, and terminology)


2nd Quarter Determine a central idea (claim), with teacher assistance, of a complex 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 (evidence).

3rd Quarter Determine a central idea (student-generated) of a complex 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 (evidence).





MPS RESOURCES 9-10.RI.3: Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

8th Grade Standard

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

1st Quarter Trace the author’s structure of a series of ideas, including the order in which points are made.


discovering patterns, rereading the text ● Teach C-SPECS (Claims, Supporting Points, Evidence, Commentary,

Summary) annotation process to determine claims and evidence ● Highlight (color coding) the text to identify umbrella claim, body paragraph

claims, supporting points and counterclaims, evidence, and commentary ● Reverse outline (take an existing text and create an outline showing the

structure of the piece) ● Identify organizational patterns and interpret their effectiveness in supporting

the main idea (e.g. chronological, compare/contrast, problem/solution, cause/effect, spatial, etc.)

IB Connections: ● Inquiry Questions: Factual and Conceptual ● Key Concepts: Form; Time, Place, and Space ● Related Concepts: Structure, Purpose ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Research Skills (finding, interpreting, judging, and creating information)

● MYP Assessment: ❖ Criterion A: Analyzing (justify opinions and ideas, using examples,

explanations, and terminology; analyze the content, context, language, structure, technique, and style of text(s) and the relationship among texts)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and logical manner)


2nd Quarter Examine how the author introduces and develops his ideas (focus on techniques).

3rd Quarter Analyze the connections that are drawn between the ideas, events, and development of them.





MPS RESOURCES 9-10.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

8th Grade Standard

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

1st Quarter Determine meanings of words and phrases as they are used in the text, including figurative and technical meanings.

Activities/Instructional Techniques: ● Annotation for unknown vocabulary, interesting diction, and patterns of use ● Paraphrasing to discover contextual meaning ● Research of etymology and metaphorical naming ● Exploring shifts in diction by rewriting for a different audience ● Integrate vocabulary from informational texts into writing

IB Connections:

● Inquiry Questions: Factual ● Key Concepts: Communication, Form ● Related Concepts: Style, Purpose ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Research Skills (finding, interpreting, judging, and creating information); Thinking Skills (utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language,

structure, technique, and style of text(s) and the relationship among texts; analyze the effects of the creator’s choices on an audience)

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures and forms of expression; write and speak in a register and style that serve the context and intention)

Possible Resources:

● AVID Weekly Selections ● “Silent Spring” by Rachel Carson ● What is Art? (various articles) ● “A Modest Proposal” by Jonathan Swift ● Various scholarly texts which analyze the literature text selections

2nd Quarter Determine meanings of words and phrases as they are used in the text, including connotative meanings.

3rd Quarter Determine the meaning of words and phrases as they are used in the text, including figurative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.





MPS RESOURCES 9-10.RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

8th Grade Standard

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

1st Quarter Chart / trace the order of the author’s ideas as they are expressed in the text.


discovering patterns, rereading the text ● Teach C-SPECS (Claims, Supporting Points, Evidence, Commentary, Summary)

annotation process to determine claims and evidence ● Highlight (color coding) the text to identify umbrella claim, body paragraph claims,

supporting points and counterclaims, evidence, and commentary ● Reverse outline (take an existing text and create an outline showing the structure of

the piece) ● Identify organizational patterns and interpret their effectiveness in supporting the

main idea (e.g. chronological, compare/contrast, problem/solution, cause/effect, spatial, etc.)

● Syntax analysis of texts (analyzing use of phrases, clauses, and rhetorical devices) IB Connections:

● Inquiry Questions: Factual and Conceptual ● Key Concepts: Form ● Related Concepts: Structure, Purpose ● Approaches to Learning: Communication (reading, writing, and using language to

gather and communicate information); Research Skills (finding, interpreting, judging, and creating information)

● MYP Assessment: ❖ Criterion A: Analyzing (justify opinions and ideas, using examples,

explanations, and terminology; analyze the content, context, language, structure, technique, and style of text(s) and the relationship among texts)

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures)

Possible Resources:

● “Equal Rights for Women” by Shirley Chisholm ● AVID Weekly Selections ● “Silent Spring” by Rachel Carson ● “A Modest Proposal” by Jonathan Swift ● Various scholarly texts which analyze the literature text selections

2nd Quarter Identify points in author’s text where something is added to the central idea.

3rd Quarter Analyze how an author’s ideas or claims are developed by particular sentences, paragraphs, or larger portions of a text.





MPS RESOURCES 9-10.RI.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

8th Grade Standard

Determine an author’s point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

1st Quarter Determine an author’s point of view or purpose in a text.


discovering patterns, rereading the text ● Use Rhetorical Precis template from AVID. ● Use SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone) or TAP

(Task, Audience, Purpose) ● Syntax analysis of texts (analyzing use of phrases, clauses, and rhetorical devices)

IB Connections:

● Inquiry Questions: Debatable ● Key Concepts: Perspective ● Related Concepts: Point of View, Purpose ● Approaches to Learning: Communication (reading, writing, and using language to

gather and communicate information); Thinking Skills (analyzing and evaluating issues and ideas; generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)


technique, and style of text(s) and the relationship among texts) Possible Resources:

● Theory of Knowledge annotated bibliography ● “Equal Rights for Women” by Shirley Chisholm ● AVID Weekly Selections ● “Silent Spring” by Rachel Carson ● “A Modest Proposal” by Jonathan Swift ● Various scholarly texts which analyze the literature text selections

2nd Quarter Define rhetorical devices and identify them in a text.

3rd Quarter Analyze how the author uses rhetorical devices to advance his/her point of view.





MPS RESOURCES 9-10.RI.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

8th Grade Standard

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

1st Quarter Compare and contrast various accounts of a subject told in different mediums.

Activities/Instructional Techniques: ● Research of a historical time period using primary and secondary sources ● Compare and contrast outline or annotations of comparable texts ● Informal, reflective writing to explore conclusions about the texts ● Write claim statements that explore the multiple perspectives on the topic

IB Connections:

● Inquiry Questions: Conceptual and Debatable ● Key Concepts: Connections, Perspective ● Related Concepts: Context, Intertextuality, Point of View, Purpose, Style ● Approaches to Learning: Research Skills (finding, interpreting, judging, and

creating information); Thinking Skills (generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)



Possible Resources:

● Theory of Knowledge research texts ● Adopted resources for nonfiction texts ● Japanese-American culture research ● Protest music lyrics and the social justice events which inspired them

2nd Quarter Compare and contrast various accounts of a subject told in different mediums and determine which details are emphasized in each account.

3rd Quarter Analyze various accounts of a subject told in different mediums and determine why the author chose to emphasize certain details in each account.





MPS RESOURCES 9-10.RI.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

8th Grade Standard

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

1st Quarter Identify argument’s claim, evidence, and reasoning.

Activities/Instructional Techniques: ● Teach students to annotate texts by highlighting, summarizing, annotating, discovering

patterns, rereading the text ● Teach C-SPECS (Claims, Supporting Points, Evidence, Commentary, Summary)

annotation process to determine claims and evidence ● Highlight (color coding) the text to identify umbrella claim, body paragraph claims,

supporting points and counterclaims, evidence, and commentary ● Reverse outline (take an existing text and create an outline showing the structure of

the piece) ● Syntax analysis of texts (analyzing use of phrases, clauses, and rhetorical devices) ● Exploring logical fallacies and other rhetorical devices ● Write a rhetorical analysis paragraph

IB Connections: ● Inquiry Questions: Factual and Debatable ● Key Concepts: Communication and Logic ● Related Concepts: Point of View, Purpose ● Approaches to Learning: Communication (reading, writing, and using language to

gather and communicate information); Research Skills (finding, interpreting, judging, and creating information); Thinking Skills (analyzing and evaluating issues and ideas)


technique, and style of text(s) and the relationship among texts; analyze the effects of the creator’s choices on an audience; justify opinions and ideas, using examples, explanations, and terminology)

Possible Resources: ● “Equal Rights for Women” by Shirley Chisholm ● “On Corporal Punishment” by Stephen Frye ● AVID Weekly Selections ● “Silent Spring” by Rachel Carson ● “A Modest Proposal” by Jonathan Swift ● Rhetorical Analysis of a Current Event Editorial

2nd Quarter Evaluate evidence for relevance and sufficiency & define false statements and fallacious reasoning techniques.

3rd Quarter Locate false statements & evaluate use of fallacious reasoning.





MPS RESOURCES 9-10.RI.9: Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

8th Grade Standard

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

1st Quarter Trace the theme or concept of a seminal/primary document of historical and literary significance.

Activities/Instructional Techniques: ● Teach students to annotate texts by highlighting, summarizing, annotating, discovering

patterns, rereading the text ● Gather “thematic” lines and practice articulating theme statements ● Use graphic organizers to compare/contrast how multiple texts address similar themes

IB Connections:

● Inquiry Questions: Conceptual and Debatable ● Key Concepts: Communication; Culture; Perspective; Time, Place, and Space ● Related Concepts: Intertextuality, Point of View, Purpose ● Approaches to Learning: Research Skills (finding, interpreting, judging, and creating

information); Thinking Skills (analyzing and evaluating issues and ideas; generating novel ideas and considering new perspectives)


technique, and style of text(s) and the relationship among texts; analyze the effects of the creator’s choices on an audience; justify opinions and ideas, using examples, explanations, and terminology; evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources:

● “Equal Rights for Women” by Shirley Chisholm ● Japanese American culture project primary source documents ● “Silent Spring” by Rachel Carson ● “A Modest Proposal” by Jonathan Swift ● Testimony of Fanny Lou Hamer ● Various speeches (rhetorical analysis)

2nd Quarter Examine the theme or concept of multiple seminal/ primary documents of historical and literary significance, including how they address related themes and concepts.

3rd Quarter Analyze the theme or concept of a seminal/primary document of historical and literary significance.





MPS RESOURCES 9.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measure appropriate to grade 9.

8th Grade Standard

By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 8.

Grades 9-10 text complexity band – 1050-1335 Lexile Addressed in all above standards.

30

WRITING

STANDARDS



WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES 9-10.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

8th Grade Standard

Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence

logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the

topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

1st Quarter Using Model Text ● Identify author’s claims (RI.2) and compose

claim/counterclaims for topical issues ● Identify transitional words used to distinguish between

claim /reasons, reasons/evidence, and claim/counterclaim

● Evaluate tonal words (formal/informal, objective/subjective)

Individual Composition

● Compose analytic paragraphs that employ claim, reasons, evidence, and counterclaims in a cohesive manner

● Compose a concluding statement or section that follows from and supports the argument presented

NOTE: These suggestions apply to all quarters

Activities/Techniques: ● Dissect model texts for: claims/counterclaims, transitional words, tonal

words, bias, reasons/evidence, conclusions ● Dissect texts using C-SPECS formula (Claim, Supporting Points,

Evidence, Commentary, and Summary) for each segment of the argument

● Evaluate tonal words and definitions list in order to identify author’s tone ● T-Charts, AVID writing template, Venn Diagram to explore different

viewpoints and evidence ● Utilize argument outlines ● SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, and

Tone) ● Compose an argument piece for a specific audience ● Provide models without conclusions for students to complete ● AVID Weekly articles and templates ● Rhetorical techniques glossary ● Socratic seminar and philosophical chairs



WRITING STANDARDS


2nd Quarter Using Model Text ● Outline elements of an argument


● Compose multi-paragraph essays ● Incorporate transitional support and utilizes segues ● Revise to create a formal tone (eliminate personal

pronouns, slang, etc.) ● Compose a concluding statement or section that

follows from and supports the argument presented

IB Connections: ● Key Concepts: Development; Form; Logic ● Related Concepts: Context, Point of View, Purpose, Structure, and Style ● Inquiry: Factual, Conceptual, and Debatable ● Approaches to Learning: Communication (exchanging thoughts,

messages, and information effectively through interaction; reading, writing, and using language to gather and communicate information); Research (finding, interpreting, judging, and creating information; Interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas; generating novel ideas and consider new perspectives; utilizing skills and knowledge contexts)


structure, technique, and style of text(s) and the relationship among texts; analyze the effects of the creator’s choices on an audience; justify opinions and ideas, using examples, explanations, and terminology; evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and logical manner

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures)

Possible Resources: ● Nonfiction texts from a variety of sources ● C-SPECS color-coding chart ● Argument Prewriting Grid ● AVID templates ● “Claim and Evidence (or Proposition and Support)” (The Critical Reading

Process, pg. 193) ● “Analyzing and Summarizing Evidence: Template” ● AVID precis template: “Writing an Argument Summary: Rhetorical

Precis” (The Critical Reading Process, pg. 285)

3rd Quarter Individual Composition ● Create a convincing argument from text (teacher

or student-supplied) ● Construct valid arguments that can be supported

and developed from text into a multi-paragraph essay

● Add dynamic transitional words and sections to support moves beyond formulaic models

● Consistently utilize formal tone ● Refine concluding statement (move beyond the

formulaic conclusion)





MPS RESOURCES 9-10.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions;

include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or

other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships

among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the

discipline in which they are writing. f. 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). 8th Grade Standard

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting

(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

1st Quarter Using Model Text ● Identify the author’s use of organizational structure to

(order of importance, spatial order, chronological,

compare/contrast)

● Identify precise language used in informative text

● Recognize transitional words to link the major sections of

the text, create cohesion, and clarify the relationships

among complex ideas and concepts

● Evaluate tonal words (formal/informal, objective/subjective)


● Compose analytic paragraphs that employ claim, reasons, evidence, and counterclaims in a cohesive manner

● Compose a concluding statement or section that follows from and supports the information or explanation presented


Activities/Techniques: ● Dissect model texts for: claims, transitional words, tonal words,

conclusion

● Dissect texts using C-SPECS formula (Claim, Supporting Points,

Evidence, Commentary, and Summary) for each segment of the

argument

● Evaluate tonal words and definitions list in order to identify author’s

tone

● Utilize explanatory outlines

● Practice elaboration and description techniques

● Summarizing a concept or complex system

● Synthesize information from reliable resources to create a logically ordered presentation using varied multimedia presentation platforms



WRITING STANDARDS


2nd Quarter Using Model Text ● Evaluate the author’s use of organizational structure

(order of importance, spatial order, chronological, compare/contrast) using models and thinking maps


● Integrate precise language into informative text. ● Incorporate transitions beyond formulaic models ● Revise to maintain formal tone (elimination of personal

pronouns, slang, etc.) ● Continue to compose a concluding statement or section

that follows from and supports the information or explanation presented and begin articulating implications or the significance of the topic

IB Connections: ● Key Concepts: Communities, Global Interactions, Relationships,

Systems ● Related Concepts: Context, Intertextuality, Structure, Style ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging thoughts,

messages, and information effectively through interaction; reading, writing, and using language to gather and communicate information); Research (finding, interpreting, judging, and creating information; Interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas; utilizing skills and knowledge contexts)

● MYP Assessment:

❖ Criterion A: Analyzing (analyze the content, context, language,

structure, technique, and style of text(s) and the relationship among

texts; analyze the effects of the creator’s choices on an audience;

justify opinions and ideas, using examples, explanations, and

terminology; evaluate similarities and differences by connecting

features across and within genres and texts)

❖ Criterion B: Organizing (employ organizational structures that serve

the context and intention; organize opinions and ideas in a

sustained, coherent, and logical manner; use referencing and

formatting tools to create a presentation style suitable to the context

and intention)

❖ Criterion C: Producing Text (produce texts that demonstrate insight,

imagination and sensitivity while exploring and reflecting critically

on new perspectives and ideas arising from personal engagement

with the creative process; make stylistic choices in terms of

linguistics, select relevant details and examples to develop ideas)

❖ Criterion D: Using Language (use appropriate and varied

vocabulary, sentence structures and forms of expression

Possible Resources: ● Nonfiction texts from a variety of sources

● C-SPECS color-coding chart

● Explanatory Prewriting Grid

● Elaboration techniques

● Quotation integration document

3rd Quarter Individual Composition ● Utilize logical ordering of ideas to best suit a given topic

(order of importance, spatial order, chronological, compare/contrast) within writing

● Create precise language that uses appropriate connotation to achieve correct tone and style

● Create a multimedia presentation using appropriate headings, graphics, and order to aid comprehension

● Incorporate transitional segues ● Attend to norms and conventions to maintain formal

tone (elimination of personal pronouns, slang, etc.) ● Continue to compose a concluding statement or section

that follows from and supports the information or explanation presented articulating implications or the significance of the topic

4th Quarter The standard in its entirety




MPS RESOURCES 9-10.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. 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.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative.

8th Grade Standard

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

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show

the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

1st Quarter Using Model Text ● Use a graphic organizer to reverse outline an

existing narrative (conflict, exposition, development of conflict, and resolution)

● Given an existing model, use narrative techniques such as dialogue to develop characterization

● Identify and revise precise language used in narrative text specifically to convey a vivid picture including setting and character


Activities/Techniques: ● Read and study varied narratives styles to inspire writing ● Dissect model texts for: structural techniques, descriptive language, literary

devices, point-of-view, and tone/mood ● Utilize prewriting techniques: story starters, plot diagrams, webs, and other

prewriting strategies ● Practice elaboration and description techniques ● Implement structural techniques such as pacing, sequencing, and multiple plot

lines ● Create nuanced and complex characters ● Create compelling, possible ambiguous resolutions



WRITING STANDARDS


2nd Quarter Individual Composition ● Utilize graphic organizer to compose

narrative piece that employs characterization and a consistent point of view

● Create alternate version of existing text by employing a differing point of view that may develop a secondary plot line

● Create precise language that should be used in a narrative text to specifically convey a vivid picture including setting and characters (sensory language and relevant descriptive details)

● Write a conclusion that reflects on characters’ experiences and observations

IB Connections: ● Key Concepts: Communication, Connections, Creativity, Identity, Perspective,

Relationships ● Related Concepts: Audience Imperatives, Character, Point of View, Self-

Expression, Intertextuality, Structure, Style ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Self-Management (managing time and tasks effectively) Thinking (generating novel issues and ideas, utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion B: Organizing (employ organizational structures that serve the

context and intention; organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; make stylistic choices in terms of linguistics, select relevant details and examples to develop ideas)

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures and forms of expression; write and speak in a register and style that serve the context and intention; use correct grammar, syntax, punctuation; spell alphabetic language write character languages and pronounce with accuracy; use appropriate non-verbal communication)

Possible Resources: ● Varied fiction models showing innovative writing techniques

● Narrative Grid (plot and character planner)

● Elaboration techniques

● Imagery, vivid verbs, and unique figurative language workshops

3rd Quarter Individual Composition ● Compose a narrative that utilizes a variety of

techniques to set up exposition, conflict, sequence of events, and conclusion that provides resolution

● Utilize dialogue, pacing, description, multiple points of view, and multiple plot lines to develop events and characters

● Utilize precise language that includes appropriate connotation in a narrative text to specifically convey a vivid picture including setting and characters (sensory language and relevant descriptive details)





MPS RESOURCES 9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

8th Grade Standard

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

1st Quarter Engage in prompt analysis to determine purpose, audience, and form.

Activities/Techniques: ● Develop texts using C-SPECS formula (Claim, Supporting Points, Evidence,

Commentary, and Summary) for each segment of the argument ● Use prewriting techniques such as T-Charts, AVID writing templates, Venn

Diagrams, webs, outlines, lens gathering resources, etc. ● Write multiple drafts and employ revision strategies ● Establish revision communities within the classroom for writing enhancement ● Provide model prompts to determine purpose, audience, and form

IB Connections: ● Key Concepts: Communication; Development; Form ● Related Concepts: Purpose, Structure, and Style ● Inquiry: Factual, Conceptual, and Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Social Skills (working effectively with others); Research (finding, interpreting, judging, and creating information); Thinking (analyzing and evaluating issues and ideas; generating novel ideas and consider new perspectives; utilizing skills and knowledge contexts)



❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures and forms of expression)

Possible Resources: ● Model fiction and nonfiction texts from a variety of sources ● C-SPECS color-coding chart ● Prewriting Grids ● MYP Revision Checklist ● MYP Language and Literature Rubric and other appropriate rubrics ● Standard Analysis of a Short Story ● AVID templates ● “Claim and Evidence (or Proposition and Support)” (The Critical Reading Process,

pg. 193) ● “Analyzing and Summarizing Evidence: Template” ● AVID precis template: “Writing an Argument Summary: Rhetorical Precis” (The

Critical Reading Process, pg. 285)

2nd Quarter Utilize prompt analysis techniques to produce a variety of clear, coherent writing.

3rd Quarter Utilize prompt analysis techniques to produce a variety of clear, coherent writing.





MPS RESOURCES 9-10.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

8th Grade Standard

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

1st Quarter Utilize writing process to develop writing, focusing on addressing what is most significant for a specific purpose and audience. Differentiate between revision and editing. Complete graphic organizer based on analysis of cold prompt and compose short written piece.


Activities/Techniques: ● Develop texts using C-SPECS formula (Claim, Supporting Points, Evidence,

Commentary, and Summary) for each segment of the argument ● Use prewriting techniques such as T-Charts, AVID writing templates, Venn

Diagrams, webs, outlines, lens gathering resources, etc. ● Write multiple drafts and employ revision strategies ● Establish revision communities within the classroom for writing enhancement ● Use peer review to help strengthen writing outcomes

IB Connections: ● Key Concepts: Communication; Development; Form ● Related Concepts: Audience Imperatives, Purpose, Structure, and Style ● Inquiry: Factual, Conceptual, and Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Social Skills (working effectively with others); Self-Management Skills (managing time and tasks effectively, managing state of mind, (re)considering the process of learning: choosing and using ATL); Thinking (analyzing and evaluating issues and ideas; generating novel ideas and consider new perspectives; utilizing skills and knowledge contexts)



❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; make stylistic choices in terms of linguistics, literary and visual devices, demonstrating awareness of impact on an audience; select relevant details and examples to develop ideas)

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures and forms of expression, use correct grammar, syntax, and punctuation)

2nd Quarter Utilize writing process to develop and strengthen writing, focusing on addressing what is most significant for a specific purpose and audience.

Use specific revision techniques to enhance clarity and significance.

Continue practice with cold prompts and short written pieces.

3rd Quarter Utilize writing process, focusing on addressing what is most significant for a specific purpose and audience.

Use specific revision techniques to enhance clarity and significance.

Compose multi-paragraph essay based on cold prompt.



WRITING STANDARDS


4th Quarter The standard in its entirety. Possible Resources: ● C-SPECS color-coding chart ● Prewriting Grids ● MYP Revision Checklist ● MYP Language and Literature Rubric and other appropriate rubrics ● Narrative Grid (plot and character planner) ● Elaboration techniques ● Imagery, vivid verbs, and unique figurative language workshops ● AVID templates ● “Claim and Evidence (or Proposition and Support)” (The Critical Reading Process,

pg. 193) ● “Analyzing and Summarizing Evidence: Template” ● AVID precis template: “Writing an Argument Summary: Rhetorical Precis” (The

Critical Reading Process, pg. 285)

9-10.W.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

8th Grade Standard

Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

1st Quarter Become aware of how to use available technology to create a product.


Activities/Techniques: ● Engage in digital research projects ● Visual media for presentation (infographics, blogs, slide presentations, websites,

social media, etc.) ● Establish revision communities online including peer reviews and conferencing ● Incorporate instruction in research methods ● Introduce MLA citation resources and explain rationale ● Teach techniques to produce annotated bibliographies (including O.P.C.V.L.) ● Complete digital citizenship module



WRITING STANDARDS


2nd Quarter Use available technology to create a product. IB Connections: ● Key Concepts: Communication; Connections; Development; Form; Global Interactions;

Time, Place, and Space ● Related Concepts: Audience Imperatives, Purpose, Structure ● Inquiry: Factual, Conceptual, and Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Research (finding, interpreting, judging, and creating information; interacting with media to use and create ideas and information); Thinking (generating novel ideas and consider new perspectives; utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion B: Organizing (employ organizational structures that serve the context

and intention; organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; make stylistic choices in terms of linguistics, literary and visual devices, demonstrating awareness of impact on an audience; select relevant details and examples to develop ideas)

Possible Resources: ● Online publishing: Wattpad, school newsletter, etc.

● Library research websites

● Canvas and Turn-It-In

● GoogleDocs, Slides, Forms, etc.

● Infographics: Canva, Piktochart, Venngage, etc.

● Graphic Design: Adobe Suite

● Animation sites: Powtoons, Storybird, Haiku

● Podcasting: Audacity, Garage Band, etc.

● Filmmaking: iMovie, Windows Moviemaker

3rd Quarter Use available technology to create a product that links other information and to display information flexibly and dynamically.





MPS RESOURCES 9-10.W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8th Grade Standard

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

1st Quarter Determine a guiding thesis/claim from a broad topic with teacher provided sources.

Activities/Techniques: ● Engage in digital research projects ● Incorporate instruction in research methods ● Incorporate and teach paper-based and digital annotation ● Introduce MLA citation resources and explain rationale ● Teach skills for evaluating resources ● Organize and categorize annotated sources ● Teach techniques to produce annotated bibliographies (including O.P.C.V.L.) ● Produce inquiry questions based on writing prompt ● Analyze rhetorical techniques in informational text

IB Connections: ● Key Concepts: Communication; Connections; Development; Form; Global Interactions; Time,

Place, and Space ● Related Concepts: Intertextuality, Point of View, Purpose, Structure ● Inquiry: Factual, Conceptual, and Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and information

effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Research (finding, interpreting, judging, and creating information; interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas, generating novel ideas and consider new perspectives; utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language, structure, technique,

and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (employ organizational structures that serve the context and intention; organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

Possible Resources: ● Theory of Knowledge Essay Project (choose topic, research using library resources page,

annotate articles, define and explore important terms, create annotated bibliographies, rhetorical analysis of an editorial, compose essay)

● Library databases ● OPCVL (Origin, Purpose, Content, Value, Limitations) ● MLA citation resources ● Prewriting grids for each mode of writing

2nd Quarter Conduct research from multiple sources (some teacher supplied/some student found based on list of suggestions) to support a thesis/claim. Develop appropriate plan for a research product.

3rd Quarter Conduct sustained research project (student supplied sources).





MPS RESOURCES 9-10.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8th Grade Standard

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

1st Quarter Recognize characteristics found in credible and relevant sources.

Activities/Techniques: ● Engage in digital research projects ● Teach Library Resource Page database methods ● Incorporate instruction in research methods ● Incorporate and teach paper-based and digital annotation ● Introduce MLA citation resources and explain rationale ● Quotation integration practice ● Teach skills for evaluating resources ● Organize and categorize annotated sources ● Teach techniques to produce annotated bibliographies (including O.P.C.V.L.) ● Produce inquiry questions based on writing prompt ● Analyze rhetorical techniques in informational text

IB Connections: ● Key Concepts: Communication; Connections; Development; Form; Global Interactions; Time, Place,

and Space ● Related Concepts: Intertextuality, Point of View, Purpose, Structure ● Inquiry: Factual, Conceptual, and Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and information

effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Research (finding, interpreting, judging, and creating information; interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas, generating novel ideas and consider new perspectives; utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language, structure, technique, and style

of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (employ organizational structures that serve the context and intention; organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

Possible Resources: ● Theory of Knowledge Essay Project (choose topic, research using library resources page, annotate

articles, define and explore important terms, create annotated bibliographies, rhetorical analysis of an editorial, compose essay)

● Library databases ● OPCVL (Origin, Purpose, Content, Value, Limitations) ● MLA citation resources ● Prewriting grids for each mode of writing

2nd Quarter Use credible and relevant source material to develop understanding of the subject and introduce the standard format for citation.

3rd Quarter Integrate credible and relevant source material, developing understanding of the subject, avoiding plagiarism and following standard format for citation.





MPS RESOURCES 9-10.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature. b. Apply grades 9–10 Reading standards to informational and nonfiction text.

8th Grade Standard

Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature and to literary nonfiction.

1st Quarter Direct instruction in basic annotation techniques.


Activities/Techniques: ● Incorporate and teach paper-based and digital annotation ● Introduce MLA citation resources and explain rationale ● Teach strategies for summarizing main ideas ● Analyze for C-SPECS structure in source texts ● Organize and categorize annotated sources ● Analyze claims and rhetorical techniques in informational texts ● Analyze thematic lines from fiction texts ● Support ideas in Socratic Seminar

IB Connections: ● Key Concepts: Communication, Culture, Connections, Development, Form, Logic,

Perspective ● Related Concepts: Intertextuality, Context, Point of View, Purpose, Structure, Theme ● Inquiry: Factual, Conceptual, and Debatable ● Approaches to Learning: Communication (reading, writing, and using language to gather

and communicate information); Self-Management (managing time and tasks effectively; managing state of mind; reconsidering the process of learning: choosing and using ATL skills) Thinking (analyzing and evaluating issues and ideas, generating novel ideas and consider new perspectives; utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language, structure, technique,

and style of texts, and the relationship among texts; analyze the effects of the

creator's choices on an audience; justify opinions and ideas, using examples,

explanations, and terminology, evaluate similarities and differences by connecting

features across and within genres and texts)

❖ Criterion B: Organizing (employ organizational structures that serve the context and

intention; organize opinions and ideas in a sustained, coherent, and logical manner;

use referencing and formatting tools to create a presentation style suitable to the

context and intention)

2nd Quarter Students use prescribed techniques to annotate a text.

3rd Quarter Students begin to build their own annotation techniques. Students extract the most compelling evidence from the text to support ideas.



WRITING STANDARDS


4th Quarter The standard in its entirety. Possible Resources: ● Theory of Knowledge Essay Project (choose topic, research using library resources page,

annotate articles, define and explore important terms, create annotated bibliographies,

rhetorical analysis of an editorial, compose essay)

● OPCVL (Origin, Purpose, Content, Value, Limitations)

● MLA citation resources

● Lens gathering grids in response to a prompt or inquiry question

● Prewriting grids for each mode of writing

● Socratic Seminar form

9.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Addressed in all above standards.

46

SPEAKING AND

LISTENING

STANDARDS



SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. 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.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. 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.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.

8th Grade Standard

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

1st Quarter Review parameters of discussion. Set norms for discussions/collaboration (students should be active participants in the creation of these norms).This includes one-on-one discussions, group discussions, and teacher-led discussions. Provide questions and materials to allow students to be prepared for the discussion. Teacher should go over the materials and questions with the student.


Activities/Techniques: ● Read and annotate complex text sets using Critical Reading strategies to

prepare for class discussions ● Establish norms for classroom discussions ● Practice polite discourse ● Teach Costa’s Levels of Questioning to determine inquiry questions ● Practice agility in defending multiple perspectives ● Engage in Socratic Seminar, Philosophical Chairs, Pinwheel discussions,

surveys, to explore complex issues

● Establish revision communities within the classroom for feedback



SPEAKING AND LISTENING STANDARDS


2nd Quarter Students develop their own questions related to the materials provided by the teacher. The teacher explains the parameters of a good question and provides models. Begin to vocalize their acknowledgement of different viewpoints in discussions. When appropriate, students should justify their own views using information from the research provided. Summarize points of agreement and disagreement at the end of the discussion.

IB Connections: ● Key Concepts: Communication; Connections; Development; Global Interactions;

Perspective; Relationships

● Related Concepts: Context, Intertextuality, Point of View, Purpose

● Inquiry: Factual, Conceptual, and Debatable

● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to

gather and communicate information); Social Skills (working effectively with others);

Self-Management (managing state of mind); Thinking (analyzing and evaluating

issues and ideas; generating novel ideas and consider new perspectives; utilizing

skills and knowledge contexts)

● MYP Assessment:

❖ Criterion A: Analyzing (analyze the content, context, language, structure,

technique, and style of texts, and the relationship among texts; justify opinions

and ideas, using examples, explanations, and terminology, evaluate

similarities and differences by connecting features across and within genres

and texts)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent,

and logical manner)

❖ Criterion D: Using Language (use appropriate and varied vocabulary,

sentence structures and forms of expression; write and speak in a register

and style that serves the context and intention; use appropriate non-verbal

communication)

Possible Resources: ● Socratic Seminar and discussion resources

● Literature Circle

● Pinwheel Discussion

● Protest Music Unit - analyze an existing song and compose a song based on a

social justice issue

● What is Art? Discussions

3rd Quarter Continue to develop their own questions related to the materials provided by the teacher. The students review the parameters of a good question and provide models for their peers. Vocalize their acknowledgement of different viewpoints in discussion. When appropriate, students will justify their own views using information from the research provided. Summarize points of agreement and disagreement at the end of discussion.





MPS RESOURCES 9-10.SL.2: Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.

8th Grade Standard

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

1st Quarter Introduce the different forms of media to be used in presentations. The teacher can model these in their own presentations or lessons. Provide examples of credible sources versus noncredible sources, depending on type of assignment.

NOTE: These suggestions apply to all quarter

Activities/Techniques: ● Engage in digital research projects ● Teach Library Resource Page database methods ● Incorporate instruction in research methods ● Incorporate and teach paper-based and digital annotation ● Introduce MLA citation resources and explain rationale ● Quotation integration practice ● Teach skills for evaluating resources ● Organize and categorize annotated sources ● Teach techniques to produce annotated bibliographies (including O.P.C.V.L.) ● Support verbal claims with apt evidence from texts ● Synthesize multiple sources in discussions and presentations ● Present findings using slide show, infographic, video, digital story, etc.

IB Connections: ● Key Concepts: Communication; Creativity ● Related Concepts: Context, Intertextuality, Point of View, Purpose, Structure ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Social Skills (working effectively with others); Self-Management (managing time and tasks effectively, managing state of mind); Research (finding, interpreting, judging, and creating information; interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas; generating novel ideas and consider new perspectives; utilizing skills and knowledge contexts)


technique, and style of texts, and the relationship among texts; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

2nd Quarter Compare and contrast different forms of media or reference material. Identify credible versus noncredible sources.

3rd Quarter Explain the credibility and accuracy of a source. Avoid using noncredible sources in their presentations. Begin to integrate multiple sources of information in their presentations.





4th Quarter The standard in its entirety. Possible Resources: ● Library Resources Page

● OPCVL (Origin, Purpose, Content, Values, Limitations)

● Infographic software: Canva, Infogram, Piktochart, Venngage, Google Charts

● Presentation software: PowerPoint, GoogleSlide

9-10.SL.3: Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

8th Grade Standard

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

1st Quarter Identify and understand a speaker’s claim and reasoning.

Activities/Instructional Techniques: ● Critical Reading skills to evaluate verbal arguments ● Use evaluation rubrics to assess peers during discussion ● Explore logical fallacies and other rhetorical devices ● Group work to analyze protest songs

IB Connections:

● Key Concepts: Communication and Logic ● Related Concepts: Point of View, Purpose ● Approaches to Learning: Communication (reading, writing, and using language to

gather and communicate information); Research Skills (finding, interpreting, judging, and creating information); Thinking Skills (analyzing and evaluating issues and ideas)

● Inquiry Questions: Factual, Conceptual, and Debatable ● MYP Assessment

❖ Criterion A: Analyzing (analyze the content, context, language, structure, technique, and style of text(s) and the relationship among texts; analyze the effects of the creator’s choices on an audience; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources:

● “Equal Rights for Women” by Shirley Chisholm ● “On Corporal Punishment” by Stephen Frye ● Political speeches ● AVID Weekly Selections ● “Silent Spring” by Rachel Carson ● “A Modest Proposal” by Jonathan Swift

2nd Quarter Identify different types of evidence and rhetoric used in a speech. Define and identify distorted evidence or fallacious reasoning used.

3rd Quarter Explain how distorted or fallacious reasoning affects the speech.





MPS RESOURCES 9-10.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

8th Grade Standard

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

1st Quarter Properly identify the purpose, audience, and task of a prompt.


Activities/Techniques: ● Engage in digital research projects ● Prewriting techniques to organize information for presentations ● Practice agility in presentation type based on factors such as audience and context ● Modeling (as a teacher) effective ways to present complex information seamlessly ● Support claims with apt evidence from texts ● Synthesize multiple sources in discussions and presentations ● Present findings using slide show, infographic, video, digital story, etc.

IB Connections: ● Key Concepts: Change; Communication; Form; Logic ● Related Concepts: Audience Imperatives, Context, Point of View, Purpose, Structure, Style ● Inquiry: Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and information

effectively through interaction; reading, writing, and using language to gather and communicate information); Social Skills (working effectively with others); Self-Management (managing time and tasks effectively, (Re)considering the process of learning: choosing and using ATL skills); Thinking (utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (justify opinions and ideas using examples, explanations, and

terminology)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and

logical manner; use referencing and formatting tools to create a presentation style

suitable to the context and intention)

❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination and

sensitivity while exploring and reflecting critically on new perspectives and ideas arising

from personal engagement with the creative process; make stylistic choices in terms of

linguistics, literary and visual devices, demonstrating awareness of impact on an

audience; select relevant details and examples to develop ideas)

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures and forms of expression; write and speak in a register and style that serves the context and intention; use appropriate non-verbal communication)

2nd Quarter Use a variety of prompt analysis techniques to create a concise and logical speech.

3rd Quarter Use a variety of prompt analysis techniques to create a concise and logical speech.





4th Quarter The standard in its entirety. Possible Resources: ● Library Resources Page

● OPCVL (Origin, Purpose, Content, Values, Limitations)

● Infographic software: Canva, Infogram, Piktochart, Venngage, Google Charts


9-10.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

8th Grade Standard

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

1st Quarter Introduce different types of digital media (e.g., textual, graphical, audio, visual, and interactive elements).

Activities/Techniques: ● Engage in digital research projects ● Enhance presentation of claims with digital resources ● Consider aesthetic aspects in presentation materials ● Present findings using slide show, infographic, video, digital story, etc.

IB Connections: ● Key Concepts: Aesthetics; Communication; Creativity

● Related Concepts: Structure, Style

● Inquiry: Conceptual, Debatable

● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to

gather and communicate information); Self-Management (managing time and tasks

effectively, managing state of mind); Research (interacting with media to use and

create ideas and information); Thinking (analyzing and evaluating issues and ideas;

utilizing skills and knowledge contexts)


technique, and style of texts, and the relationship among texts; justify opinions

and ideas, using examples, explanations, and terminology, evaluate similarities

and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

Possible Resources: ● Infographic software: Canva, Infogram, Piktochart, Venngage, Google Charts


2nd Quarter Use different types of digital media.

3rd Quarter Explain why particular types of media were used in the presentation.





MPS RESOURCES 9-10.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

8th Grade Standard

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

1st Quarter Review of all 8 parts of speech, review parts of sentence including subject/predicate, phrases and clauses, introduce parallelism (define, model, identify, practice). Identify various phrases and clauses.

Addressed in all above standards.

2nd Quarter Focus on applying parallelism to oral presentations.

3rd Quarter Continue applying parallelism and sentence variety to oral presentations.


56

LANGUAGE

STANDARDS



LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES 9-10.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure. b. 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.

8th Grade Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, interrogative, conditional, and subjective mood. d. Recognize and correct inappropriate shifts in verbals, voice, and mood.

1st Quarter Review of all 8 parts of speech, review parts of sentence including subject/predicate, phrases and clauses, introduce parallelism (define, model, identify, practice). Identify various phrases and clauses.

Activities/Techniques: ● Identify parallel structure, phrases, and clauses in model texts ● Mini-lessons focusing on grammatical structures ● Underline and label sentence parts ● Syntax Search Party ● Special Effects: Syntax ● Refine drafts to utilize parallel structure ● Refine syntax in final products

IB Connections: ● Key Concepts: Communication; Form; Systems ● Related Concepts: Structure, Style ● Inquiry: Factual ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Thinking (utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion D: Using Language (use appropriate and varied vocabulary,

sentence structures and forms of expression; use correct grammar, syntax and punctuation; spell (alphabetical languages), write (character languages) and pronounce with accuracy; use appropriate non-verbal communication)

Possible Resources: ● Elements of Syntax Reference ● Revision Checklist ● Previews (deep analysis of texts) ● School House Rock ● O.W.L. at Purdue for definitions and examples

2nd Quarter Focus on applying parallelism to sentence structure, including phrases and clauses.

3rd Quarter Continue applying parallelism to sentence structure. Begin incorporating different structures in larger writing assignments.





MPS RESOURCES 9-10.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Use correct spelling. 8th Grade Standard

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Use correct spelling.

1st Quarter Review writing and spelling conventions (emphasis on commas, parentheses, dashes) while reviewing parts of speech and parts of sentences.

Review different sentence types: simple, compound, complex, compound-complex.

Introduce colons and semicolons.

Activities/Techniques: ● Explain sentence structure and usage of semicolon and colon ● Mini-lessons focusing on sentence composing ● Revise drafts to combine choppy sentences into more flowing ● Quotation integration techniques

IB Connections: ● Key Concepts: Communication; Form; Systems ● Related Concepts: Structure, Style ● Inquiry: Factual ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Thinking (utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion D: Using Language (use appropriate and varied vocabulary,

sentence structures and forms of expression; use correct grammar,

syntax and punctuation; spell (alphabetical languages), write (character

languages) and pronounce with accuracy; use appropriate non-verbal

communication)

Possible Resources: ● Elements of Syntax Reference

● Revision Checklist

● Previews (deep analysis of texts)

● Quotation Integration

● OWL at Purdue for definitions and examples

● Proofreading and editing practice drills

2nd Quarter Write, highlight, and label different sentence types.

Proper use of colon/semicolon in different sentences.

Focus on effectively using colons while introducing a list.

3rd Quarter Writing, highlighting, and labeling different sentence types.

Proper use of colon/semicolon in different sentences.

Focus on effectively using colons to introduce quotations.





MPS RESOURCES 9-10.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual. 8th Grade Standard

Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the conditional and subjective mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

1st Quarter Introduce a style manual, focusing on in-text citation, headers, and works cited page. Students should be able to identify the style in model papers.

Use model papers to introduce the purposeful use of syntax, paragraphing, and grammar to create uniquely developed responses.

Activities/Techniques: ● Analyze syntax structures used for effect in various model texts ● Exploration of register and tone in diverse works ● Composing in a variety of registers and tones for diverse audiences. ● Analyze stylistic choices in a text ● Explore how works exemplify a unique perspective or literary lens.

IB Connections: ● Key Concepts: Communication; Creativity; Form; Perspective; Systems ● Related Concepts: Context, Purpose, Self-Expression, Style ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (Exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Thinking (generating novel ideas and considering new perspectives, utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the effects of the creator’s choices on an

audience) ❖ Criterion C: Producing Text (produce texts that demonstrate insight,

imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; make stylistic choices in terms of linguistics, literary and visual devices, demonstrating awareness of impact on an audience; select relevant details and examples to develop ideas)


Possible Resources: ● Previews ● Music Review Essay ● Op. Ed. Writing ● Revision Checklist ● Previews (deep analysis of texts) ● OWL at Purdue for MLA citation ● MLA Guidebook

2nd Quarter Use of proper formatting, works cited, and in-text citation. Applying proper in-text citation when quoting, paraphrasing, and summarizing. When typing papers, students will be expected to use proper formatting, including headers and Works Cited.

Identify purposeful use of syntax, paragraphing, and grammar in selected readings.

3rd Quarter Use of proper formatting, works cited, and in-text citation. Applying proper in-text citation when quoting, paraphrasing, and summarizing. When typing papers, students will be expected to use proper formatting, including headers and Works Cited.

Analyze the use of certain writing styles in reading material.





MPS RESOURCES 9-10.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

b. 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.

c. 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.

d. Verify the preliminary determination of the meaning of a word or phrase. 8th Grade Standard

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede). b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. c. 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 or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase.

1st Quarter Review of context as a clue to the meaning of a word or phrase.

Review of Greek and Latin affixes and roots. Review using reference materials.

Students become familiar with the meaning of certain prefixes and suffixes.

Introduce and explain derivatives of vocabulary words.

Activities/Techniques: ● Read and annotate texts exploring etymology, root words, and metaphorical namings ● Encourage curiosity about the evolution of words and their connotative meanings ● Study academic and domain-specific vocabulary

IB Connections: ● Key Concepts: Change, Communication; Time, Place, and Space ● Related Concepts: Context, Self-Expression, Style ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (reading, writing, and using language to

gather and communicate information); Self-Management Skills (Reconsidering the process of learning: choosing and using ATL skills); Thinking (utilizing skills and knowledge contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the effects of the creator’s choices on an

audience) ❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence

structures and forms of expression; write and speak in a register and style that serve the context and intention; spell and write and pronounce with accuracy)

Possible Resources: ● Previews ● Vocabulary Plus for High School ● Previews (deep analysis of texts) ● Theory of Knowledge Semester Project ● Etymonline.com

Teach students how to use certain resources, such as online dictionaries and thesauri. http://dictionary.reference.com/ http://thesaurus.com/

Require students to use their vocabulary words in a writing activity.

2nd Quarter Introduce denotation and connotation.

Use knowledge of prefixes and suffixes to identify different word meanings.

Generate derivatives while consulting reference materials.

3rd Quarter Explain the connotation of a word.

Apply knowledge of affixes and derivatives into their writing.

Continue to consult reference materials while writing.


http://dictionary.reference.com/

http://thesaurus.com/




MPS RESOURCES 9-10.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 8th Grade Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,

resolute).

1st Quarter Introduce expressions, euphemisms, oxymorons, and other figures of speech. Students are taught the meaning of certain expressions and euphemisms.

Identify the author’s use of figure of speech.

Teach the difference between connotation and denotation. Students are beginning to distinguish among the connotations of words with similar denotations.

Activities/Techniques: ● Explore literal and figurative meanings in text ● Experiment with unusual figurative language (especially strong metaphorical

verbs) ● Explore denotation and connotation of words ● Analyze stylistic choices of figurative language

IB Connections: ● Key Concepts: Communication; Perspective ● Related Concepts: Context, Self-Expression, Style ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (reading, writing, and using language

to gather and communicate information); Self-Management Skills (Reconsidering the process of learning: choosing and using ATL skills); Thinking (analyzing and evaluating issues and ideas utilizing skills and knowledge contexts)


technique and style of text(s) and the relationship among texts; analyze the effects of the creator’s choices on an audience)


Possible Resources: ● Voice Lessons ● Music Reviews ● Previews (deep analysis of texts) ● Sensory language lists ● Vivid Verbs list

2nd Quarter Continue to learn the meanings of certain expressions and euphemisms.

Explain and interpret why an author uses a certain figure of speech.

Continue to distinguish among the connotations of words with similar denotations.

3rd Quarter Continue to learn the meaning of certain expressions and euphemisms.

Continue to explain and interpret why an author uses a certain figure of speech. Students begin to apply these figures of speech in their writing.

Recognize nuances in the meaning of words with similar denotations.





MPS RESOURCES 9-10.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

8th Grade Standard

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

1st Quarter Review general academic and domain-specific words and phrases. Students identify and understand the meaning of academic vocabulary as it applies to reading and writing.

Activities/Techniques: ● Incorporate academic vocabulary into daily student activities and projects ● Experiment with domain-specific words ● Explore denotation and connotation of words

IB Connections: ● Key Concepts: Communication; Systems ● Related Concepts: Context, Genre, Self-Expression ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging thoughts,

messages, and information effectively through interaction; reading, writing, and using language to gather and communicate information); Thinking (analyzing and evaluating issues and ideas; utilizing skills and knowledge contexts)


structure, technique and style of text(s) and the relationship among texts; analyze the effects of the creator’s choices on an audience)


Possible Resources: ● Voice Lessons by Nancy Dean ● Vocabulary Plus: High School ● Previews (deep analysis of texts) ● Academic articles modeling use of academic language

2nd Quarter Apply knowledge of academic vocabulary to adequately respond to reading and writing assignments.

3rd Quarter Apply knowledge of academic vocabulary to thoroughly respond to reading and writing assignments.


Language Strand – Standards 1 & 2 Progressive Skills by Grade

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The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Kindergarten

Form regular plural nouns orally by adding /s/or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation

1st Grade Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series

2nd Grade Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs

Use adjectives and adverbs, and choose between them depending on what is to be modified

Produce, expand, and rearrange complete simple and compound sentences

Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives

3rd Grade

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

and choose between them depending on what is to be modified Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional

patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a text Use a comma before a coordinating conjunction in a compound

sentence

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5th Grade

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences

Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade

Explain the function of phrases and clauses in general and their function in specific sentences

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Use a comma to separate coordinate adjectives

8th Grade Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or break Use an ellipsis to indicate an omission

9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

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ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

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Arizona English Language Arts Standards – 9-10th Grade Reading Standards for Literature

Key Ideas and Details

9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

Integration of Knowledge and Ideas

9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

9-10.RL.8 (Not applicable to literature)

9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.

Range of Reading and Level of Text Complexity

9-10.RL.10

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 9.

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 10.

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Arizona English Language Arts Standards – 9-10th Grade Reading Standards for Informational Text

Key Ideas and Details

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RI.3 Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure

9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

9-10.RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

9-10.RI.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas

9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

Range of Reading and Level of Text Complexity

9-10.RI.10



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Arizona English Language Arts Standards – 9-10th Grade Writing Standards

Text Types and Purposes

9-10.W.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes

clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a

manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between

claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which

they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

9-10.W.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include

formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among

complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in

which they are writing. f. 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).

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Arizona English Language Arts Standards – 9-10th Grade Writing Standards

Text Types and Purposes

9-10.W.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. 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. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,

events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences,

events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the

narrative. Production and Distribution of Writing

9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

9-10.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

9-10.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

9-10.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9-10 Reading standards to literature. b. Apply grades 9-10 Reading standards to informational and nonfiction text.

Range of Writing

9-10.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Arizona English Language Arts Standards – 9-10th Grade Speaking and Listening Standards

Comprehension and Collaboration

9-10.SL.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. a. 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. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,

and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. 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. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify

or justify their own views and understanding and make new connections based on the evidence and reasoning presented.

9-10.SL.2 Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

9-10.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

9-10.SL.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

9-10.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

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Arizona English Language Arts Standards – 9-10th Grade Language Standards

Conventions of Standard English

9-10.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses

(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

9-10.L.2

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Use correct spelling.

Knowledge of Language

9-10.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual.

Vocabulary Acquisition and Use

9-10.L.4

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

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

b. 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.

c. 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.

d. Verify the preliminary determination of the meaning of a word or phrase.

9-10.L.5

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

a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

9-10.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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