College and Career Readiness Anchor Standards for · PDF fileRomeo and Juliet Journaling ......

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature)

English I

Anchor Standards

Specific Grade Standard

Instructional Strategies/Activities The Learner Will …

Bloom’s Level Resources Suggested Lit:

Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question How do authors communicate their message and use style to affect text and audience?

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. W.4 S/L.2

Make connections Use a reading process to identify purpose of text Identify main idea and supporting details Draw conclusions about audience and content Make inferences on deeper meaning Examine multiple text to determine differences Ask questions while you read Analyze character development

Understanding Evaluating Creating Vocabulary Inferences, connections Diction Tone Rhetorical Devices Figurative language

“Most Dangerous Game” “Dog Star” “Starlet” “Fire and Ice” “The Road Not Taken” The Outsiders from Jurassic Park The Yearling The Odyssey Romeo and Juliet

Journaling Teacher-Made Test Reading Check Quizzes How to Sell …. (Ideas) Persuasive Essay Portfolio (writing, art) Oral Presentation Student generated projects

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Essential Question How does audience and purpose affect author’s choice of text structure?

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. W. 4 , S/L.3

Make connections by identifying the subject and key details Use a reading process Draw conclusions on text structure Make inferences about deeper meanings Analyze the author’s purpose Examine multiple texts and make comparisons Ask questions while you read Use literary analysis

Understanding Analyzing Vocabulary Emerge Refine Historical Context key details Central idea subjective

“Cask of Amontillado” “The Necklace” “The Gift of the Magi” Romeo and Juliet The Odyssey Text Structure http://www.litreacyleader.com/?g=textstructure

Journaling Teacher-Made Test Reading Check Quizzes Informational Essay Portfolio (writing, art) Oral Presentation Student generated projects

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question How do author’s use characters to develop a central idea or theme?

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. W.5

Analyze character development in relationship to plot and conflict Draw conclusions about character development Make connections Indirect and direction characterization Character motivation

Analyzing Evaluating Vocabulary Complex characters Author techniques Characterization Theme plot

“Secret Life of Walter Mitty” “Thank you Ma’m” “Marigolds” Romeo and Juliet The Odyssey

Character wheel Venn Diagrams Double Bubble Map Body Biography Character Diaries

Literature Text- Holt Rinehart

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature)

English I

Anchor Standards



Bloom’s Level Resources Formative Summative Assessment

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. (Diction, Tone, Mood) Essential Question How does word choice impact meaning?

RL 4. 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 (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone). L.3, 5

Examine the craft and structure of a text Use context clues to identify the meaning of unknown words Provide a context for cultural terms Examine connotation and denotation Examine literal and figurative language Classify formal and informal diction. Determine positive and negative connotations of key words. Identify figurative language in text.

Applying Analyzing Vocabulary Craft/structure Connotation /denotation Figurative language Diction Discern Tone Motif Analogies Allusions hypebole

“A Christmas Memory” “Thank You Ma’m” “A Sound of Thunder” “Sniper” “Ithaca” Animal Farm Great Expectations Figurative Language http://teachingtoday.glencoe.com/how toarticles/understanding-figurative-language

Student response Close reading Textual analysis

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Question How does structure enhance meaning?

RL 5. Analyze how an author’s choice 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. W.3

Analyze the plot structure Examine the elements of a plot Create a plot diagram for a familiar fairy tale to teach elements of a plot Identify author’s choices in text structure. Examine the author’s strategy of presentation of structure and time and its effect.

Analyzing Creating Vocabulary Parallel Plots Author’s craft Flashbacks Literary structures style

“A Christmas Memory” “Most Dangerous Game” from Romeo and Juliet

Walking Across Egypt

Create a plot diagram Creative writing assignment using elements of plot and literary elements such as foreshadowing and flashback

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College and Career Readiness Anchor Standards for Reading Craft and Structure- Literature

English I

Anchor Standards




6. Assess how point of view or purpose shapes the content and style of a text. Essential Question How does cultural experiences affect point of view?

RL6. 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. W.2 S/L.4

Examine how culture affects student response Examine how to adapt to change that happens in culture Understand the societal conflict and how it affects decision-making and human life/dignity Identify characters and their traits and how they reflect a particular culture. Compare/contrast characters from texts from different cultures.

Understanding Analyzing Vocabulary Point of view Norm Cultural impact Taboo Hierarchy Dramatic irony

“The Necklace” A Separate Peace The Odyssey Great Expectations www.peacecorps.gov/wws/educators/lessonplans/pdf/bridgesinterpreting.b.pdf

Greek masks Body Biographies Cultural research project Teacher-made tests Cause/effect essay Informational essay Journaling Debate cultural differences

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question How does the method of presentation affect the understanding of content?

RL7. Analyze the representation of a subject or a key science in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Museé des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). W.6 S/L.6

Sample relevant art work Analysis of the historical period List different artistic medium (sculpture, painting, film, poetry, prose, etc.) and recognize the similarities and differences between each medium. Examine examples of various medium and compare/contrast the artistic devices used in each.

Analyzing Creating Vocabulary Sculpture Artistic device Medium Painting dance

Odyssey – The Cyclops by Odilon Redon The Sirens by Sir Edward Burne-Jones Russian Ballet by Auguest Macke (751)

Student generated art work Create a front page for a newspaper Editorials Create a Movie trailer Propaganda Poster

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL8. (not applicable to literature)

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas- Literature

English I

Anchor Standards



Bloom’s Level

Resources Formative Summative Assessment

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question Is there such a thing as an original thought? Can you borrow from others and still claim credit?

RL9. 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). W.2

• Define and discuss the concepts of source material and allusion.

• Identify areas in popular culture where allusion is commonly used.

• Define and classify archetypal settings, themes, characters, and plots and list examples (hero, mother, mentor, rebel, forbidden love, journey, damsel in distress, etc.).

• Read a text and identify the source material(s) which influence(s) the narrative elements.

• Note how the source material is changed in the specific work.

• 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).

Applying Analyzing Vocabulary Culture Popular Archetype Narrative Allusion Mythological Historical Literary

“The Most Dangerous Game” and “Can Animals Think?” “Thank You Ma’m” and “Mother to Son” “Dog Star” and “Far –out Housekeeping one the ISS”

Double Bubble Map Venn Diagrams Teacher generated assessments Student essays

10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Question How do you know when you comprehend a text?

RL10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.4 L.1

Analyze author’s argument Examine multiple texts Examine the structure of a text Ask questions while you read Use literary analysis Analyze character development Read a variety of literary texts with increasing complexities.

Understanding Evaluating Vocabulary Scaffolding Complex texts

Poe’s Final Days Poe’s Death is rewritten as a case of Rabies, not TellTale Alcoholic Rabies Death Theory Visitor from Forest Hill “The Seven Ages of Man”

Journaling Teacher-Made Tests Reading Check Quizzes Portfolio pieces (writing, art) Oral Presentation

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Informational)

English I

Anchor Standards



Bloom’s Level


1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question How do authors communicate their message and use style to affect the text and audience?

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. W.7

• Read the text • Identify the type, content, audience, and

purpose of text • Discern the differences between explicit text

and implied information • Formulate a response based upon the text • Support response with relevant textual

evidence

Applying Analyzing Vocabulary Diction Rhetorical devices Figurative language Inference

Can Animals Think? Far-out Housekeeping on the ISS

Teacher generated assessments Close reading products Annotative Biography

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question How does audience and purpose affect author’s choice of text structure?

RI 2. Determine a central idea 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. W.4

• Read the text. • Identify the subject of the text. • Identify key details. • Distinguish between central idea and

supporting details. • Provide an objective summary of text. • Identify text structure (chronological, time

shifts, in medias res). • Research historical context. • Utilize online note taking tools to organize

information. • Analyze the author’s purpose in relation to

historical context using key details as evidence.

• Cite examples that support the central idea throughout the text.

Applying Understanding Vocabulary Emerge Refine Context Key details Central idea

Poe’s Final Days Poe’s Death is rewritten as a case of Rabies, not TellTale Alcoholic Rabies Death Theory “Los Ancianos”

Teacher generated assessments Journaling Reading Check Quizzes Summaries Create an outline

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College and Career Readiness Anchor Standards for Reading Craft and Structure (Informational)

English I

Anchor Standards




3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question How do authors use characters to develop a central idea or theme?

RI 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. W.2, 7

Examine author’s purpose Make predictions Make conclusions Make connections Examine multiple text Examine cultural influence

Analyzing Creating Vocabulary Complex characters Author technique Theme Conflict Characterization

“Teaching Chess and Life” “Community Service and You” “Feeding Frenzy” Archetypes and symbols: http://central.wmrhsd.org/FACULTY_FILES/rkipp/_LINK_DOCS_1015/Archetypesandsymbols.pdf

Journaling Cultural research project Informational essay Cause/effect essay

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Essential Question How does word choice impact meaning?

RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, (e.g., how the language of a court opinion differs from that of a newspaper). W.1,2 S/L. 1 L.4

Analyze author’s argument Analyze author’s purpose Making inference about deeper meanings Make connections and use reading process Examine the structure of a text Apply vocabulary skills Classify formal and informal diction. Identify multiple example of figurative language (simile, metaphor, personification, allusion, hyperbole, etc.)

Applying Analyzing Evaluating Vocabulary Connotation Denotation Analogies Allusions Diction (formal/informal) Motif

http://my.hrw.com

Argumentative Essay Informational Essay Debate Textual analysis Student generated writing

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College and Career Readiness Anchor Standards for Reading Craft and Structure (Informational)

English I

Anchor Standards



Bloom’s Level


5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Question How does structure enhance meaning?

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). W.1,4 L.4

Identify main idea and supporting details Analyze author’s argument Analyze author’s purpose • Read the text. • Review literary structure. • Track plot sequence using appropriate technology. • Identify author’s choices in text structure. • Examine the author’s strategy of presentation of

structure and time and its effect. • Analyze how an author’s choices concerning how

to structure a text, order events within it (e.g., parallel plots), and manipulate time (eg., pacing , flashbacks) create such effects as mystery, tension, or surprise.

Applying Analyzing Evaluating Vocabulary Parallel plots Authors craft Mystery Flashbacks Literacy structure

http://my.hrw.com Text Structures: http://www.literacyleader.com/?q=textstructure

Argumentative Essay Persuasive Essay

6. Assess how point of view or purpose shapes the content and style of a text. Essential Question How does an author use words to express a specific purpose?

RI 6. Determine an author’s point of view or purpose in a text and analyze how the author uses rhetoric to advance that point of view or purpose. W.1, S/L.1, L.3

• Read the text. • Identify author’s purpose/point of view and any potential bias • Cite transitional words/ phrases and rhetorical

devices. • List examples of the author’s use of rhetorical

devices (allusion, metaphor, ethos/pathos/logos, etc.) and explain how they advance author’s purpose/point of view. • 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.

Understanding Analyzing Vocabulary Argument point of view author’s purpose Transition words Rhetoric Bias

Peace Isn’t Impossible Heroes with Solid Feet

Argumentative Essay Persuasive Essay Debate Predicting the outcome

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question How and why do different media sources emphasize different details and perspectives?

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. W.1, 2 S/L.1

Analyze the author’s argument Analyze the author’s purpose Identify main idea and supporting details Write to inform or persuade using various clarification techniques to support each writing type (argument, informational/explanatory and narrative)

Analyzing Creating Vocabulary Multimedia Digital text Analyze medium

Use various resources to present different perceptions about the same topic

Student generated essays Debate

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College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity (Informational)

English I

Anchor Standards



Bloom’s Level


8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Essential Question How does an audience discern evidence/support as being logical, valid, sufficient, and /or fallacious?

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. S/L. 1, 5

Identify and evaluate an argument in text. Analyze author’s claim or opinion Evaluate credibility of reasoning and classify evidence as relevant/irrelevant. Identify false statements and fallacious reasoning.

Analyzing Evaluating Vocabulary Fallacious Reasoning Valid Delineate Irrelevant/relevant

A Defense of the Jury System Rising Tides (Climate Questions) An Artic Floe of Climate Questions

Debate Student generated advertisements Editorials Group Presentations with audience participation and feedback

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question What themes and concepts of seminal US documents still apply today.

RI 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. W.2

• Define seminal documents • List and summarize several texts of historical significance. • Determine themes in various historical documents. • Identify literary elements and rhetorical devices within historical

documents. • Explain how literary elements and rhetorical devices contribute

to theme or concept of works. • Compare and contrast U.S. documents to other documents with

similar concepts and themes. • Cite evidence where two or more texts provide conflicting

information on the same topic.

Understanding Analyzing Vocabulary Seminal Global perspective Theme Context Rhetorical features

An America’s Story from Civil Rights Act, 1964 from Diary of a Confederate Soldier

Informational Essay Journaling Teacher-Made Test Reading Check Quizzes

10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Questions How does a reader use strategies to read, comprehend, and analyze more complex nonfiction?

RI 10. By the end of grade 9, read and comprehend literature nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.10 L.3

• Review subgenres of informational texts (memoir, biography, autobiography, letters, essays, speeches, etc.) • Identify text structures and features within informational texts

(cause and effect, chronological, inductive/deductive reasoning, flashback, graphs, charts, maps, and captions, etc.) • Apply reading strategies (eg., annotating, Cornell notes, graphic

organizers) for increasingly complex informational texts • Summarize content of multiple informational texts • Examine connections between and among informational texts

utilizing evidence • Recognize inconsistency, ambiguity, and poor reasoning.

Understanding Evaluating Vocabulary Cornell notes Inconsistency Ambiguity Nonfiction

Elliot Engel’s documentary on Poe and Shakespeare Terror of the Soul (Poe) Video

Journaling Teacher-Made Test Reading Check Quizzes

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes- Writing

English I

Anchor Standards

Specific Grade Standard Instructional Strategies/Activities The Learner Will …

Bloom’s Level


1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Question How does a writer produce a strong argument?

W 1. Write arguments to support claims with clear reasons and relevant evidence. • 1a Introduce precise claim(s),

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

• 1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

• 1c Use words, phrase, 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.

• 1d Provide a concluding statement or section that follows from and supports the argument presented.

L.1, 2

Write to describe, inform, entertain, or persuade using various clarification techniques to support each writing type (argument, informational/explanatory and narrative) Evaluate the credibility of an author’s argument by examining the author’s intent and tone Analyze the author’s argument point of view, perceptive Identify personal bias Explore and gather multimedia and print sources that support the argument. Use concise language that supports the organization. Write arguments to support claims using sufficient evidence.

Understanding Applying Vocabulary Argumentative Citation Copyright Plagiarism Personal bias Objective tone

Where I Find my Heroes Heroes with Solid Feet

Student generated essays Teacher-Made Test Reading Check Quizzes

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes- Writing

English I

Anchor Standards


Bloom’s Level


2. Write informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Essential Question How do writers effectively explain complex information?

W 2. Write informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. • 2a Introduce a topic; organize complex

ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• 2bDevelop to 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.

• 2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and concepts.

• 2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• 2eEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• 2f Provide a concluding statement or section that follows from and supports implications or the significance of the topic.

L. 1, 2, 3

Write to extend a definition, cause and effect, problem solution using various clarification techniques to support each writing type Follow guidelines from 2a – f for the informative/explanatory essays

Understanding Applying Analyzing Vocabulary Convey Metacognition Deliberate Cohesive Transitions Articulate Implication Evidence Clarity

Peace isn’t Impossible

Information essay: Extend a definition, Cause and Effect, Problem/Solution

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College and Career Readiness Anchor Standards for Reading Text Type and Purpose -Writing

English I

Anchor Standards



3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Essential Question How does a writer convey a real or imagined experience effectively?

W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • 3a Engage and orient the reader by setting

out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

• 3bUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

• 3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

• 3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

• 3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

L.4, 5, 6

Narrative writing conveys experience, either real or imaginary, and uses time as it deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. Follow strategies for W3a – e to develop an effective narrative

Applying Creating Vocabulary Narrative Sensory language Reflection Flashback Narrative Techniques Pacing Imagery Conflict Plot

“141 Die in Factory Fire” Steel Mill Workers from the Narrative of the Life and Adventure of Charles Ball

Vocabulary Narratives (Weekly Vocabulary) Enrichment Narrative Writing connected to various literary works

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Essential Question How does a writer produce clear and effective pieces?

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). L. 1, 2, 3

Write to describe, inform, entertain, or persuade using various clarification techniques to support each writing type (argument, informational/explanatory and narrative)

Steps to follow: • Identify audience • Discern purpose • Produce a clear coherent draft • Revise and edit

Applying Creating

Vocabulary Argument Informational/explanatory Devise Content Edit Transitions Audience Purpose

from Romeo and Juliet Thank You Ma’m

Character Diary Friendly letter Business letter

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College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

English I

Anchor Standards



Bloom’s Level


5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach Essential Question How can the writing process develop and strengthen writing?

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. L. 1, 2, 3

Prewriting using Graphic Organizers • Provide supporting evidence • Edit for grammatical errors • Identify areas where information writing

needs support • Rewrite/revise/reflect

Applying Creating Vocabulary Audience Reflection Purpose Context Supporting evidence Annotate

Thinking Maps Practice Prompts NC Element of Literature (Holt, Rinehart & Winston) my.hrw.com

Writing Practice Student generated samples produce (i.e. outlines, revision, editing, etc.)

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Essential Question How would you use internet and technology writing?

W 6. Use technology, including the Internet, to produce and publish and update individual or shared writing products, taking advantage of technology’s capacity to link of to other information and to display information flexibly and dynamically. S/L.1 L.3

Research topics using reliable internet sites Understanding Creating Vocabulary Internet Sources Reliable collaborate

Internet Cooperative Learning Group Projects: Power Points Blogs Wikispaces

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Essential Question How do you use multiple sources to acquire knowledge?

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 under investigation S/L.1 L.1, 2,

Research Topics – define problem or question Make connections Draw conclusions Evaluate sources and their reliability Create In text documentation Create citations Edit/rewrite

Applying Creating Vocabulary Pertinent Extract Synthesize Validity reliability

Print Sources Web Sources

Research paper Research project Presentation Boards Power Points Blogs Wikis Journals

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College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge- Writing

English I

Anchor Standards


Bloom’s Level


8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism. Essential Question What constitutes plagiarism?

W 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each 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. S/L.1 L.1, 2, 3

Evaluate sources Create in text documentation Create citations Research topics with reliable internet sources

Applying Creating Vocabulary Digital Plagiarism Authoritative Citation

Print Sources Web Sources

Research paper Research project Presentation Boards Power Points Blogs Wikis Journals

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research. Essential Question How do you determine what is relevant and not relevant?

W 9. Draw evidence from literary or informational texts to support analysis, reflection and research. • 9a Apply grade 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]”.

• 9bApply 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”).

L. 1, 2, 3

Make connections Draw conclusions Make inference Examine multiple text • State the purpose for the reading and

writing task. • Formulate a written response based upon

the text. • Return to the text to annotate and highlight

information to support response.

Understanding Analyzing Evaluating Vocabulary Fallacy Delineate Reflection Analysis Annotate Highlight

Short Stories Novels Poems

Journals Student generated essays Student generated projects

of 21

College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge- Writing

English I

Anchor Standards


Bloom’s Level


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. Essential Question Why write? How do you respond to a prompt? How do task, purpose, and audience dictate the writing approach?

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 discipline-specific tasks, purposes and audiences. L. 1, 2, 3

Write to describe, inform, entertain, or persuade using various clarification techniques to support each writing type (argument, informational/explanatory and narrative) Identify the writer’s purpose Identify the audience Structure organizational strategies Use graphic organizers

Applying Evaluating Creating Vocabulary Critique Blogs Podcasts Argumentative Persuasive Narrative Informational Expository

Thinking maps Writing prompts Journal prompts

Journals Timed Writing Prompts

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College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration- Speaking and Listening

English I

Anchor Standards


Bloom’s Level


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Essential Question What does it mean to have an effective collaborative discussion?

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

• 1b 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.

• 1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas, actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

• 1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

W.4 L.1

Contribute to class discussion (initiate and participate effectively) Effectively participate in small group discussions Listen, reflect, and respond to speakers Present ideas appropriately using technology as needed Work with peers to set rules for collegial discussions • Summarize others’ viewpoints • Classify patterns in perspective • Re-evaluate original viewpoint

and connect to evidence.

Applying Creating Vocabulary Devil’s advocate Contradictory Universality Collaborative

Dramas Novels Research Topic Teacher Facilitator

Act out a scene for a play Oral book report Debate

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Essential Question How does one integrate reliable and creditable sources of information?

SL 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. W.4 L.1

Use newspapers, magazines, news programs (Channel 1), guest speakers, news clips, internet sources Present ideas appropriately using technology as needed Classify credible/questionable sources Compare/contrast two sources of information.

Evaluating Creating Vocabulary Bias Credible Reliable Citing Quantitative Qualitative

Newspapers Magazines News clips Internet http://my.hrw.com

Create Power Point presentations, video clips, editorials, recite poetry, present art work and songs

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Anchor Standards




3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Essential Question How does one determine a speaker’s point of view, motivation, bias?

SL 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. W.4 L.1

Use editorials, different news channels, newspapers, magazine articles, advertisements to evaluate a speaker’s point of view, reasoning and use of evidence. Show examples of rhetorical techniques in source.

Evaluating Creating Vocabulary Rhetoric Fallacious Stance Valid/reliable

Evaluate multimedia formats such as: editorials, news channels, newspapers, magazine articles, advertisements, etc.

Student generated advertisements Editorials Group Presentations with audience participation and feedback

4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Essential Question How does delivery impact a message?

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. W.4 L.1

Read, research, and draw evidence from text on topics or issues Group discussions on controversial topics or themes Summarize key points Practice presentations and receive constructive feedback from peers.

Understanding Creating Vocabulary Constructive Validity Reliability Concise Counter argument Alternate/opposing

Documentaries Informational texts

Student generated advertisement Oral presentation Debate

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Anchor Standards




5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Essential Question How can technology be used to enhance presentations?

SL 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. W.4 L.1

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 Classify various types of digital media and their purpose

Understanding Creating Vocabulary Delineate Interactive Digital media

Power Points, videos, and other media formats

Presentations using Power Points and other media formats Produce videos Produce music cds

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Essential Question How does the way a person speaks or writes effect the way an audience perceives him/her?

SL 6. Adapt speech to a variety of contexts, and tasks, demonstrating command of formal English when indicated or appropriate. W.4 L.1

Adapt speech to a variety of contexts, and tasks, demonstrating command of formal English when indicated or appropriate. Express an idea verbally in a formal and informal way for different audiences.

Applying Creating Vocabulary Adapt Relevance Formal vs informal Standard/non-standard English

Sample speeches Mock speech (Graduation Project) Mock interview

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College and Career Readiness Anchor Standards for Language Conventions of Standard English- Language

English I

Anchor Standards




1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Essential Question How does knowledge of grammar enhance writing and speaking? How does variety enhance communication?

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • 1a Use parallel

structure.* • 1b Use various types

of phrases (noun, verb, adjective, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meaning and add variety and interest to writing or presentations.

W.4 S/L.1

Oral Daily Language (Bell work) Use parallel structure Use correct parts of speech • Define parallel structure • Demonstrate examples of parallel

and non-parallel structures • Analyze the function of parallel

structure and how it contributes to meaning and structure

• Revise examples of non-parallel structure to parallel structure.

A. Use parallel structure.

• Review phrases and clauses • Using a text, identify various

examples of phrases and clauses. • Revise a teacher-generated paragraph

of simple sentences into a text that includes various phrases and clauses to increase meaning.

Understanding Applying Vocabulary Verb forms • Indicative • Imperative • Interrogative • Conditional • Subjunctive • Mood • Parallel Structure

Grammar text work Editing Grammar transparencies Grammar Power Points

Student writing Student presentations Teacher generated assessments Student grammar teaching project in groups

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College and Career Readiness Anchor Standards for Language Conventions of Standard English

English I

Anchor Standards



2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing . Essential Question Why is it necessary to use punctuation in writing?

L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • 2a Use semicolon (and

perhaps a conjunctive adverb) to link two or more closely related independent clauses.

• 2b Use a colon to introduce a list or quotation.

• 2c Spell correctly. W.4 S/L.1

Oral Daily Language (Bell work) Use correct conventions in all assigned writing Edit papers for spelling errors, as well as, punctuation errors.

Understanding Applying Vocabulary Conventions Exclamations Point Quotation marks Colon Clauses Semicolon

Grammar text work Editing Grammar transparencies Grammar Power Points

Student writing Student presentations Teacher generated assessment

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. Essential Question How are various forms of communication different?

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. • 3a Write and edit work so

that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

W.5,7

Making appropriate language choices in situations • Demonstrate knowledge of basic

grammar rules and syntax. • Show examples of writing which

follows multiple types of academic style manuals.

• Identify the elements that are specific to a style manual (NP, parenthetical citations, footnotes, works cited, etc.)

• Explain the purpose of the elements and how they aid the reader in accessing the text.

• Review elements of research writing including objective and subjective point of view, formal and informal language, and fact vs. opinion.

Applying Creating Vocabulary MLA APA Syntax Footnotes Citations Works cited

Grammar text work

Editing

Grammar transparencies

Grammar Power Points

Electronic Resources: http://www.mla.org/

http://owl.english.purdue.edu/owl/resource/747/01/

www.easybib.com

http://www.chicagomanualofstyle.org/home.html

http://www.apastyle.org/

Essays Research Papers Editorials Creative writing

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College and Career Readiness Anchor Standards for Language Conventions of Standard English

English I

Anchor Standards


Bloom’s Level


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Essential Question What do you do when you come across a word you do not know? How does the context in which a word is used influence the meaning?

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 an array of strategies. • 4a Use context (e.g., the overall

meaning of a sentence or paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase

• 4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytics; advocate, advocacy).

• 4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, of its etymology.

• 4d Verify the preliminary termination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

W.6 S/L.2

Review: Words in context Roots, prefixes and suffixes • Read the text. • Review the concept of context clues. • Cite evidence from the text which

provides clues to the meanings of words or phrases.

• Review the basics of prefixes and suffixes.

• Identify suffixes and their impact on part of speech.

• Change a series of words from one part of speech to another using suffixes.

• List different vocabulary resources and review the purposes of each.

• Identify the specialized language/symbols contained within each reference source (tilde, schwa, stressed and unstressed syllables, etc.)

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Understanding Applying Vocabulary Etymology Phonetic and pronunciation marks Reference tools Context clues

Online Dictionary Visual Thesaurus

Teacher Assessment Reading Comprehension

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College and Career Readiness Anchor Standards for Language Vocabulary Acquisition and Use

English I

Anchor Standards



5. Demonstrate understanding of word relationships and nuances in word meanings. Essential Question What is connotative and denotative language?

L 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • 5a Interpret figures of speech

(e.g., euphemism, oxymoron) in context and analyze their role in the text.

• 5b Analyze nuances in the meaning of words with similar denotations.

W.4 R/L.4

Interpret figure of speech (metaphor, simile, cliché, oxymoron, personification, etc.) Analyze songs for figurative language Identify figures of speech in a text and determine purpose and effect. Translate a text written in figurative language into literal language.

Analyzing Creating Vocabulary Figurative language • Metaphor • Simile • Cliché • Oxymoron • Nuances • Idions • Connotation • Denotation • Euphemism

Figures of speech from various literary pieces Sample songs

Create a song using figurative language Poetry Project

6. Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression. Essential Question How does vocabulary use vary? How do you learn new words?

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.

W.3 R/L.7 R/I.7

Weekly vocabulary units Text based vocabulary Grammar activities

Understanding Applying Vocabulary Metacoprition Domain specific

Vocabulary Unit practice exercises Words in context

Teacher generated assessments Student generated writings Vocabulary narratives

College and Career Readiness Anchor Standards for · PDF fileRomeo and Juliet Journaling ......

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