English Language Arts Curriculum Subject Area: English ... · PDF fileEnglish Language Arts...

English Language Arts Curriculum

CCR

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Common Core Standard(D)=District Standard

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Instructional Strategies

Student Activities/ResourcesAssessment

The students will:

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RL.9.1

cite strong and thorough textual

evidence to support analysis of what

the text says explicitly as well as

inferences drawn from the text.

RL.9.2

determine a theme or central idea of

a text and analyze in detail its

development over the course of a

text, including how it emerges and is

shaped and refined by specific

details; provide an objective

summary of the text.

RL.9.3

analyze how complex characters

(e.g., those with multiple or

conflicting motivations) develop over

the course of a text, interact with

other characters, and advance the

plot or develop the theme.

RL.9.1

CA 2, 3, 5

1.1, 1.4

RL.9.2

CA 2, 3, 5, 7

1.5, 1.6

RL.9.3

CA 1, 2, 3, 4

1.6, 1.8

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RL.9.1

Guided Reading (DOK 1)

Hands Up/Pair Up- Look for facts stated in the text vs.

inferences made from the text. (DOK 2)

Create a paragraph supporting student's analysis. (DOK 3)

RL.9.2

Theme Scavenger Hunt (DOK 2, 3)

RL.9.3

Create a cause and effect charting the decisions of a

character in a piece of literature (e.g.. domino, point chart)

(DOK 3)

RL.9.1

Question/Answer to check for

reading comprehension. (DOK 1)

To verify facts vs. inference from

the text. (DOK 2)

District writing rubric. (DOK 3)

RL.9.2

Peer check of thematic

statement. (DOK 2)

Teacher check of thematic

statement.

Each student creates a summary

of the theme as it evolves

throughout all stories. (DOK 3)

RL.9.3

Teacher evaluation of student's

chart(s).

Subject Area: English Language Arts English I (9th)

CCSS Strand: Reading for Literature (RL)

Show-Me Standards

1 3/18/2013 Cape Girardeau Public Schools 2013

/Portals/0/Curriculum/Documents/ELA 2013/Show Me Standards.pdf


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The students will:



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RL.9.4

determine the meaning of words

and phrases as they are used in the

text, including figurative and

connotative meanings; analyze the

cumulative impact of specific word

choices on meaning and tone (e.g.,

how the language evokes a sense

of time and place; how it sets a

formal or informal tone).

RL.9.5

analyze how an author’s choices

concerning how to structure a text,

order events within it (e.g., parallel

plots), and manipulate time (e.g.,

pacing, flashbacks) create such

effects as mystery, tension, or

surprise.

RL.9.6

analyze a particular point of view or

cultural experience reflected in a

work of literature from outside the

United States, drawing on a wide

reading of world literature.

RL.9.4

CA 1, 2, 3, 7

1.5, 1.6, 3.3

RL.9.5

CA 1, 2, 3,

1.6, 1.5

RL.9.6

CA 2, 3, 7

1.9, 2.3, 4. 3

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RL.9.4

Department determined vocabulary units including Tier 3

words. (DOK 2)

Students exam a piece of prose or poetry and circle words

that help determine tone. (DOK 2)

Small groups, students discuss their findings and provide

support based on the text(s). (DOK 3)

RL.9.5

Silent Sequencing and create a class chart of their

findings. (DOK 2, 3)

Round Table discussion of manipulation of time within the

piece(s). (DOK 3)

RL.9.6

Students relate personal experience to event presented in

the literature. (DOK 2)

Students write down what they know about a particular

culture prior to reading selection from that culture. (DOK 1)

RL.9.4

Vocabulary Dictionary work/quiz.

(DOK 2)

Students do self and partner

check of circled words. (DOK 2)

Students present their argument

to a small group/the class. (DOK

3)

RL.9.5

Students compile information to

create a class chart. (DOK 2, 3)

Students discuss in small groups

the effect of time manipulation

and report to the whole. (DOK 3)

RL.9.6

Flip Chart check of students.

(DOK 2)

Teacher check of Ticket In. (DOK

1)




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RL.9.7

analyze the representation of a

subject or a key scene in two

different artistic mediums, including

what is emphasized or absent in

each treatment (e.g., Auden’s

“Musée des Beaux Arts” and

Breughel’s Landscape with the Fall

of Icarus).

RL.9.8

(Not applicable to literature)

RL.9.9

analyze how an author draws on

and transforms source material in a

specific work (e.g., how

Shakespeare treats a theme or

topic from Ovid or the Bible or how

a later author draws on a play by

Shakespeare).

RL.9.7

CA1, 5

1.5, 1.8

RL.9.9

CA 2, 3

1.5, 1.6

RL.9.10

CA 2, 3

1.5, 1.6

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RL.9.7

Students will view various works of art to determine

similarities and differences. (DOK 2)

Students create a Venn Diagram or other graphic

organizer to show similarities and differences. Share with

partner, small group, or whole class. (DOK 3)

RL.9.9

Students are presented with allusions.

Students identify an allusion in a piece of literature/other

source. (DOK 2)

Students then explain the effect of the allusion. (DOK 3)

Analyze the effect of allusion in a piece of literature. (DOK

3)

RL.9.7

Question and Answer. (DOK 2)

Teacher or peer check. (DOK 3)

RL.9.9

Class discussion of allusions

(e.g.. Songs, literature, pictures,

art, sports, pop culture, media,

etc.)

White Board student show of

work. (DOK 2)

Think, Pair, Share. (DOK 3)




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RL.9.10

by the end of grade 9, students will

be reading at or above grade level

in the grades 9–10 text complexity

band proficiently.

RL.9.10

CA 2, 3, 5

1.5, 1.10

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RL.9.10

Using a department/teacher developed writing

performance event, students will chart personal

connections, questions, inferences regarding a piece of

literature. Students will engage in activities that encourage

visualization of specific events in a story. Students will

summarize by order of importance events of the story.

Students will synthesize themes, ideas, motifs, etc. that

occur within a piece of literature. (DOK 4)

RL.9.10

Students will periodically determine Lexile reading level of

self selected books.

RL.9.10

Worksheets, charts, graphs,

journal entries, writing projects,

flip boards, ticket in/out, etc.

(DOK 4)

RL.9.10

Teachers approves books with

Lexile reading level noted.

Write a paragraph discussing the

effect. (DOK 3)




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The students will:

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RI.9.1

cite strong and thorough textual

evidence to support analysis of what

the text says explicitly as well as

inferences drawn from the text.

RI.9.2

determine a central idea of a text

and analyze its development over

the course

of the text, including how it emerges

and is shaped and refined by

specific

details; provide an objective

summary of the text.

RI.9.3

analyze how the author unfolds an

analysis or series of ideas or

events,

including the order in which the

points are made, how they are

introduced and

developed, and the connections that

are drawn between them.

RI.9.1

CA 2, 3, 5

1.1, 1.4

RI.9.2

CA 2, 3, 5, 7

1.5, 1.6

RI.9.3

CA 1, 2, 3, 4

1.6, 1.8

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RI.9.1

Guided Reading (DOK 1)

Hands Up/Pair Up (DOK 2)

Create a paragraph supporting student's analysis. (DOK 3)

RI.9.2

Theme Scavenger Hunt (DOK 2, 3)

RI.9.3

Create a summary chart of points presented in an

informational text. (DOK 2)

Students create an outline of the summary that includes

the supporting details presented and the connections

between them. (DOK 3)

RI.9.1

Question/Answer to check for

reading comprehension. (DOK 1)

To verify facts vs. inference from

the text. (DOK 2)

District writing rubric. (DOK 3)

RI.9.2

Peer check of thematic

statement. (DOK 2)

Teacher check of thematic

statement.

Each student creates a summary

of the theme as it evolves

throughout all stories. (DOK 3)

RI.9.3

Teacher evaluation of chart.

Group/Peer check of outline.


CCSS Strand: Reading for Informational Text (RI)

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The students will:



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RI.9.4

determine the meaning of words

and phrases as they are used in a

text, including figurative,

connotative, and technical

meanings; analyze the cumulative

impact of specific word choices on

meaning and tone (e.g., how the

language of a court opinion differs

from that of a newspaper).

RI.9.5

analyze in detail how an author’s

ideas or claims are developed and

refined by particular sentences,

paragraphs, or larger portions of a

text (e.g., a section or chapter).

RI.9.6

determine an author’s point of view

or purpose in a text and analyze

how an

author uses rhetoric to advance that

point of view or purpose.

RI.9.4

CA 1, 2, 3, 7

1.5, 1.6, 3.3

RI.9.5

CA 3, 6

1.5, 1.6, 1.8

RI.9.6

CA 3, 5, 6

1.5, 1.6, 1.8

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RI.9.4

Guided Reading to determine contextual meaning of

words. (DOK 1)

Using examples from two types of informational text,

students will identify the tone of each piece and find words

that support the tone. (DOK 3)

RI.9.5

Guided Reading of informational text to determine the

purpose of subtitles, headings, paragraph divisions,

section divisions, etc. (DOK 1)

R. 9.6

Students engage in small group activity to identify

persuasive rhetorical devices. (DOK 2)

In guided Reading/small group Guided Reading of various

informational texts, students will determine the author's

purpose and use of persuasive devices to make his/her

point.(DOK 3)

RI.9.4

Worksheet, flip charts, class

discussion, small group (DOK 1)

Small group to whole group

discussion (DOK 3)

RI.9.5

Class discussion/teacher

evaluation of answers. (DOK 1)

RI.9.6

Teacher led group discussion.

(DOK 2)

Teacher led group discussion

with whole class presentation.

(DOK 3)




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RI.9.7

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.

RI.9.8

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.

RI.9.9

analyze seminal U.S. documents of

historical and literary significance

(e.g., Washington’s Farewell

Address, the Gettysburg Address,

Roosevelt’s Four Freedoms speech,

King’s “Letter from Birmingham

Jail”), including how they address

related themes and concepts.

RI.9.7

CA 3, 5

1.5, 1.6, 1.7,

1.9

RI.9.8

CA 3, 5, 6

1.5, 1.6, 1.7,

1.8

RI.9.9

CA 3, 5

1.5,

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RI.9.7

Students will compare and contrast information about a

particular subject presented through various medium.

(DOK 2)

RI.9.8

Given examples of fallacious reasoning, students will

identify examples in informational text and other media.

(DOK 2)

Using an informational text, students will identify specific

claims or arguments and support or refute the claim with

evidence from the text or through world connections (i.e..

graphic organizer). (DOK 3)

RI.9.9

Students will examine informational texts that relate to a

piece of literature and identify related themes and concepts

between the two through small group study and whole

class discussions. (DOK 3)

RI.9.7

Chart, Think, Pair, Share, whole

class activity, Graphic organizer.

RI.9.8

Round Robin, Small Group

discussion, etc. (DOK 2)

Teacher evaluation of graphic

organizer/essay (District Writing

rubric). (DOK 3)

RI.9.9

Worksheets, teacher/student-led

discussion. (DOK 3)




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RI.9.10

by the end of grade 9, read and

comprehend literary nonfiction in the

grades 9–10 text complexity band

proficiently, with scaffolding as

needed at the high

end of the range.

RI.9.10

CA 3, 5

1.5, 1.6, 4.1

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Using a department/teacher developed writing

performance event, students will chart personal

connections, questions, inferences regarding a piece of

non-fiction. Students will engage in activities that

encourage visualization of specific events in a story.

Students will summarize by order of importance events of

the story. Students will synthesize themes, ideas, motifs,

etc. that occur within a piece of literature. (DOK 3)

RI.9.10

Worksheets, charts, graphs,

journal entries, writing projects,

flip boards, ticket in/out, etc.

(DOK 3)




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DW.9

students will create various writing

projects following the District Writing

Process.

DW.9

CA 1, 4

1.1, 1.2, 1.4,

1.5, 1.7, 1.8

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Students will generate various writing products for different

projects demonstrating:

a. Prewriting and Planning

b. Drafting

c. Revising

d. Editing

e. Final Drafting

f. Publishing (DOK 4)

District Writing rubric. (DOK 4)


CCSS Strand: Writing (W)

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W.9.1

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.

W.9.1

CA 3, 4

1.1, 1.2, 1.4,

1.5

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Students will make and support claims regarding a

character's choices in a piece of literature. (DOK 3)

a. Students create an outline/T-chart (or other graphic

organizer) in which claims and support are presented.

b. Using the previous graphic organizer, students will

introduce an opposing opinion and support it.

W.9.1

Peer check/Teacher check of

graphic organizers/outline. (DOK

3)




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W.9.1

c. use words, phrases, and clauses

to link the major sections of the text,

create cohesion, and clarify the

relationships between claim(s) and

reasons, between reasons and

evidence, and between claim(s) and

counterclaims.

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.

W.9.1

CA 3, 4

1.1, 1.2, 1.4,

1.5 Skill

/Concept

W.9.1

c. Students use outlines (with idea sentences) to create full

sentence outlines and include transitions from idea to idea.

d. Students write a 1st draft to determine formal style and

objective tone.

e. Students write a conclusion.

W.9.1

Teacher check/Peer check

District writing rubric

Teacher check




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W.9.2

write informative/explanatory texts

to examine and convey complex

ideas, concepts, and information

clearly and accurately through the

effective selection, organization,

and analysis of content.

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.

W.9.2

CA 3, 4, 5

1.1, 1.2, 1.8

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W.9.2

Students will write informative/explanatory texts

(paragraph, essay, formal paper, outline, etc.) (DOK 4)

a. Students create an outline/T-chart (or other graphic

organizer) in which claims and support are presented.

b. Students will conduct research to obtain information to

support a topic (i.e.. create notecards, outlines, supportive

details, etc.)

W.9.2

Peer check/Teacher check of

graphic organizers/outline. (DOK

4)




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W.9.2

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 objective 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).

W.9.2

CA 3, 4, 5

1.1, 1.2, 1.8

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c. Students use outlines (with idea sentences) to create full

sentence outlines and include transitions from idea to idea.

d-e. Students write a 1st draft to determine formal style

and objective tone.

f. Students write a conclusion.

W.9.2

Teacher check/Peer check

District writing rubric

Teacher check




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W.9.3

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.

W.9.3

CA 1, 4,

1.6, 1.8

Skill

/Concept

W.9.3

Students will create a short written piece.

a. Students will re-write a common story changing the point

of view.

b. Students will include dialogue in their narrative.

c. Students will use their knowledge of plot development to

create rising action, climax, and falling action.

W.9.3

Short story rubric/Peer Check




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d. use precise words and phrases,

telling 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.

W.9.3

CA 1, 4,

1.6, 1.8

Skill

/Concept W.9.3

d. Students will use imagery (i.e.. the Smile Tricks for

Good Writing).

e. Students will write a conclusion that resolves the plot of

the story.

W.9.3




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W.9.4

produce clear and coherent writing

in which the development,

organization, and style are

appropriate to task, purpose, and

audience. (Grade-specific

expectations for writing types are

defined in standards 1–3 above.)

W.9.5

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.

W.9.6

use technology, including the

Internet, to produce, publish, and

update individual or shared writing

products, taking advantage of

technology’s capacity to link to other

information and to display

information flexibly and dynamically.

W 9.4

CA 4, 6

1.8, 2.1

W 9.5

CA 1, 4

1.8, 2.2

W 9.6

CA 4, 6

1.4, 1.5, 1.7

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W.9.4

Students will produce a paragraph/essay using "Power

Writing" techniques. (DOK 3)

W.9.5

Collaborative peer editing (DOK 3)

W.9.6

Students will use a computer lab to prepare and publish a

document. (DOK 4)

W.9.4

District Writing rubric (DOK 3)

W.9.5

Worksheet/teacher observation.

(DOK 3)

W.9.6

Teacher evaluation of finished

product. (DOK 4)




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W.9.7

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.

W.9.8

gather relevant information from

multiple authoritative print and

digital sources, using advanced

searches effectively; assess the

usefulness of each source in

answering the research question;

integrate information into the text

selectively to maintain the flow of

ideas, avoiding plagiarism and

following a standard format for

citation.

W.9.7

CA 1, 4, 5

1.1, 1.2

W.9.8

CA 1, 2, 4, 5

1.1, 1.2, 1.4

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W.9.7

Students will conduct literature based or world based

research. (DOK 4)

W.9.8

Source investigation project. (DOK 4)

W.9.7

Worksheet/Teacher evaluation of

finished project. (DOK 4)

W.9.8

Teacher rubric. (DOK 4)




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W.9.9

draw evidence from literary or

informational texts to support

analysis, reflection, and research.

Apply grades 9–10 Reading

standards to literature (e.g.,

“Analyze how an author draws on

and transforms source material in a

specific work [e.g., how

Shakespeare treats a theme or

topic from Ovid or the Bible or how

a later author draws on a play by

Shakespeare]”).

Apply grades 9–10 Reading

standards to literary nonfiction (e.g.,

“Delineate and evaluate the

argument and specific claims in a

text, assessing whether the

reasoning is valid and the evidence

is relevant and sufficient; identify

false statements and fallacious

reasoning”).

W.9.9

CA 2, 3, 4

1.1, 1.2, 1.4,

1.5

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W.9.9

Trace a theme or motif through a piece of literature. (DOK

3)

W.9.9

Writing/chart/worksheet. (DOK 3)




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Ran

ge

of

Wri

tin

g W.9.10

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.

W.9.10

CA1, 4

1.8, 2.2

Exte

nded T

hin

kin

g

W.9.10

Students produce a variety of writing for various topics and

purposes. (DOK 4)

W.9.10

District Writing rubric. (DOK 4)




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The students will:

Co

mp

reh

en

sio

n a

nd

Co

lla

bo

rati

on

SL.9.1

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,

presentation of alternate views),

clear goals and deadlines, and

individual roles as needed.

SL.9.1

CA 1, 5, 6

2.1, 2.3, 2.4

Skill

Concept

SL.9.1

Lit circles, Think, Pair, Share, Jigsaw, various pieces of

literature/non-fiction texts. (DOK 2)

a. worksheet, role assignments, other individual

preparations.

b. Lit circle role assignments.

SL.9.1

Teacher observation/evaluation.

(DOK 2)


CCSS Strand: Speaking and Listening (SL)

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The students will:



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Co

mp

reh

en

sio

n a

nd

Co

lla

bo

rati

on

SL.9.1

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 in light

of the evidence and reasoning

presented.

SL.9.2

integrate multiple sources of

information presented in diverse

media or formats (e.g., visually,

quantitatively, orally) evaluating the

credibility and accuracy of each

source.

SL.9.3

evaluate a speaker’s point of view,

reasoning, and use of evidence and

rhetoric, identifying any fallacious

reasoning or exaggerated or

distorted evidence.

SL.9.2

CA 1, 5, 6

2.1, 2.3, 2.4

SL.9.3

CA 1, 6

1.8, 2.1, 2.2,

2.3, 2.4

Str

ate

gic

Thin

kin

g

SL.9.1

c. teacher or student generated reading questions. (i.e.. 20

questions, lit technique to discuss)

d. journal entry or other reflective writing discussing the

group progress/process.

SL.9.2

Compare and contrast through graphic organizer or other

means the credibility and accuracy in multiple multi-media

sources. (DOK 3)

SL.9.3

Students listen to a famous speech (i.e.. "I Have A

Dream") and complete a graphic organizer (or other chart)

assessing the speaker's effectiveness. (DOK 3)

SL 9.1

SL.9.2

Check list. (DOK 3)

SL.9.3

Teacher evaluation of graphic

organizer (or other chart). (DOK

3)




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The students will:



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Pre

se

nta

tio

n o

f K

no

wle

dg

e a

nd

Id

ea

s

SL.9.4

present information, findings, and

supporting evidence clearly,

concisely, and logically such that

listeners can follow the line of

reasoning and the organization,

development, substance, and style

are appropriate to purpose,

audience, and task.

SL.9.5

make strategic use of digital media

(e.g., textual, graphical, audio,

visual, and interactive elements) in

presentations to enhance

understanding of findings,

reasoning, and evidence and to add

interest.

SL.9.6

adapt speech to a variety of

contexts and tasks, demonstrating

command of formal English when

indicated or appropriate.

SL.9.4

CA 1, 3, 5, 6

2.1, 2.2, 2.4

SL.9.5

CA 1, 4, 6

1.4, 1.5, 2.1,

2.3

SL.9.6

CA 1, 5, 6

2.1, 2.2, 2.3,

2.4

Str

ate

gic

Thin

kin

g

SL.9.4

Student generated oral report.

SL.9.5

Students will use digital media to enhance an oral report.

(DOK 3)

SL.9.6

Students listen to samples of various media selections with

various speaking styles.

Students will engage in an activity that addresses "Code

Switching." The purpose is to understand when "formal

English" is required, preferred, or unnecessary (i.e.. listen

to and evaluate media examples from a variety of styles.)

(DOK 2)

SL.9.4

Peer evaluation/Scoring rubric

(DOK 3)

SL.9.5

Teacher evaluation of

project/Checklist. (DOK 3)

SL.9.6

Teacher/Peer worksheet. (DOK

2)




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The students will:

Co

nv

en

tio

ns

of

Sta

nd

ard

En

glis

h

DL.1.1

Demonstrate legible use of

manuscript and cursive writing.

L.9.1

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.

L.9.1

CA 1, 4

1.5, 1.8, 2.2

Skill

/Concept

L.9.1

Students will generate various writings that demonstrate

command of standard English. (DOK 2)

a. Create a writing that includes parallel structure.

b. Students will include in their writing a variety of sentence

structure that includes a variety of dependent clauses.

L.9.1

Teacher evaluation of student

work. District Writing rubric.

(DOK 2)


CCSS Strand: Language (L)

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The students will:



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Co

nv

en

tio

ns

of

Sta

nd

ard

En

glis

h L.9.2

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. spell correctly.

L.9.2

CA 1, 4

2.1, 2.2

Skill

/Concept

L.9.2

Students will demonstrate command of standard English

and grammar mechanics. (DOK 2)

a-b. Students will use semicolon, colon, and conjunctions

to link two independent clauses.

c. Students will utilize resources to self edit spelling (i.e..

dictionary, vocabulary lists, technological programs)

L.9.2

Teacher evaluation of student

work. District Writing rubric.

(DOK 2)




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The students will:



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Kn

ow

led

ge o

f L

an

gu

ag

e

L.9.3

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 (e.g., MLA Handbook,

Turabian’s Manual for Writers)

appropriate for the discipline and

writing type.

L.9.3

CA 1, 4, 5

1.5,1.6, 2.1,

2.2 Skill

/Concept

L.9.3

Students will read a variety of fiction and non-fiction texts

and create graphic organizers demonstrating the

differences between each genre of writing. (DOK 2)

a. Students will demonstrate a command of MLA

formatting in all appropriate writing.

L.9.3

Teacher evaluation/Peer check.

(DOK 2)




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The students will:



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Vo

ca

bu

lary

Ac

qu

isit

ion

an

d U

se

L.9.4

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. 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.

b. identify and correctly use patterns

of word changes that indicate

different meanings or parts of

speech (e.g., analyze, analysis,

analytical; advocate, advocacy).

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.

L.9.4

CA 1, 4

1.5, 1.6

Skill

/Concept

L.9.4

Department developed vocabulary program in addition to

literature specific vocabulary study. (DOK 2)

a. Context clues practice worksheet.

b. Grammar worksheets

c. Self-check through reference material available

L.9.4

Worksheets/quizzes/homework

assignments, etc. (DOK 2)




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The students will:



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Vo

ca

bu

lary

Ac

qu

isit

ion

an

d U

se

L.9.4

d. verify the preliminary

determination of the meaning of a

word or phrase (e.g., by checking

the inferred meaning in context or in

a dictionary).

L.9.5

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.

L.9.6

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.

L.9.5

CA 2, 3, 5

1.5, 1.6

L.9.6

CA 1, 4, 5

1.5, 1.6, 2.3,

2.6

Skill

/Concept

L.9.5

Students will identify and determine the effect of various

figures of speech and diction in different pieces of literature

(a.-b.). (DOK 2)

L.9.5

Teacher check (worksheets,

homework, quizzes). Peer

evaluation (Think, Pair, Share,

etc.) (DOK 2)

L.9.6

Teacher check (worksheets,

homework, quizzes). (DOK 2)



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