TOWNSHIP OF UNION PUBLIC SCHOOLS

English 9 Honors Curriculum Guide

Curriculum Guide Approved June 2014 ndash Readopted 2015

Board Members

Francis ldquoRayrdquo Perkins President

Versie McNeil Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLS Administration

District Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Patrick Martin Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Gregory Tatum Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Noreen Lishak Director of Elementary Curriculum helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Tiffany Moutis Director of Student InformationTechnology helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Ann M Hart Director of Athletics Health Physical Education and NurseshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Linda Ionta

DEPARTMENT SUPERVISORS

Language ArtsSocial Studies K-6 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Mr Robert Ghiretti Mathematics K-5Science K-5 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Ms Deborah Ford Guidance K-12SAC helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Nicole Ahern Language ArtsLibrary Services 7-12 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Mary Malyska Math 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Jason Mauriello Science 6-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Maureen Guilfoyle Social StudiesBusiness 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Libby Galante World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee Honors English

Grade 9

Jennifer Morelli Jason Langer

Table of Contents

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Contents District MissionPhilosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self-

discipline Acquire and use the skills and habits involved in critical and constructive thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological sciences Participate effectively and efficiently in economic life and the development of skills

to enter a specific field of work Appreciate and understand literature art music and other cultural activities Develop an understanding of the historical and cultural heritage Develop a concern for the proper use andor preservation of natural resources Develop basic skills in sports and other forms of recreation

Course Description

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Board Members

Francis ldquoRayrdquo Perkins President

Versie McNeil Vice President

Gary Abraham

David Arminio

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar

TOWNSHIP OF UNION PUBLIC SCHOOLS Administration

District Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Patrick Martin Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Gregory Tatum Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Noreen Lishak Director of Elementary Curriculum helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Tiffany Moutis Director of Student InformationTechnology helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Ann M Hart Director of Athletics Health Physical Education and NurseshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Linda Ionta

DEPARTMENT SUPERVISORS

Language ArtsSocial Studies K-6 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Mr Robert Ghiretti Mathematics K-5Science K-5 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Ms Deborah Ford Guidance K-12SAC helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Nicole Ahern Language ArtsLibrary Services 7-12 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Mary Malyska Math 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Jason Mauriello Science 6-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Maureen Guilfoyle Social StudiesBusiness 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Libby Galante World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee Honors English

Grade 9

Jennifer Morelli Jason Langer

Table of Contents

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Contents District MissionPhilosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self-

discipline Acquire and use the skills and habits involved in critical and constructive thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological sciences Participate effectively and efficiently in economic life and the development of skills

to enter a specific field of work Appreciate and understand literature art music and other cultural activities Develop an understanding of the historical and cultural heritage Develop a concern for the proper use andor preservation of natural resources Develop basic skills in sports and other forms of recreation

Course Description

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

TOWNSHIP OF UNION PUBLIC SCHOOLS Administration

District Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Patrick Martin Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Gregory Tatum Assistant Superintendent helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipDr Noreen Lishak Director of Elementary Curriculum helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Tiffany Moutis Director of Student InformationTechnology helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Ann M Hart Director of Athletics Health Physical Education and NurseshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Linda Ionta

DEPARTMENT SUPERVISORS

Language ArtsSocial Studies K-6 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Mr Robert Ghiretti Mathematics K-5Science K-5 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Ms Deborah Ford Guidance K-12SAC helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Nicole Ahern Language ArtsLibrary Services 7-12 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Mary Malyska Math 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Jason Mauriello Science 6-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Maureen Guilfoyle Social StudiesBusiness 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Libby Galante World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee Honors English

Grade 9

Jennifer Morelli Jason Langer

Table of Contents

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Contents District MissionPhilosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self-

discipline Acquire and use the skills and habits involved in critical and constructive thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological sciences Participate effectively and efficiently in economic life and the development of skills

to enter a specific field of work Appreciate and understand literature art music and other cultural activities Develop an understanding of the historical and cultural heritage Develop a concern for the proper use andor preservation of natural resources Develop basic skills in sports and other forms of recreation

Course Description

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

DEPARTMENT SUPERVISORS

Language ArtsSocial Studies K-6 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Mr Robert Ghiretti Mathematics K-5Science K-5 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip Ms Deborah Ford Guidance K-12SAC helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Nicole Ahern Language ArtsLibrary Services 7-12 helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Mary Malyska Math 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Jason Mauriello Science 6-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Maureen Guilfoyle Social StudiesBusiness 7-12helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Libby Galante World LanguageESLCareer EducationGampTTechnologyhelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMs Yvonne Lorenzo ArtMusic helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellipMr Ronald Rago

Curriculum Committee Honors English

Grade 9

Jennifer Morelli Jason Langer

Table of Contents

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Contents District MissionPhilosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self-

discipline Acquire and use the skills and habits involved in critical and constructive thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological sciences Participate effectively and efficiently in economic life and the development of skills

to enter a specific field of work Appreciate and understand literature art music and other cultural activities Develop an understanding of the historical and cultural heritage Develop a concern for the proper use andor preservation of natural resources Develop basic skills in sports and other forms of recreation

Course Description

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Curriculum Committee Honors English

Grade 9

Jennifer Morelli Jason Langer

Table of Contents

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Contents District MissionPhilosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self-

discipline Acquire and use the skills and habits involved in critical and constructive thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological sciences Participate effectively and efficiently in economic life and the development of skills

to enter a specific field of work Appreciate and understand literature art music and other cultural activities Develop an understanding of the historical and cultural heritage Develop a concern for the proper use andor preservation of natural resources Develop basic skills in sports and other forms of recreation

Course Description

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Contents District MissionPhilosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units Appendix New Jersey Core Curriculum Content Standards

Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self-

discipline Acquire and use the skills and habits involved in critical and constructive thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological sciences Participate effectively and efficiently in economic life and the development of skills

to enter a specific field of work Appreciate and understand literature art music and other cultural activities Develop an understanding of the historical and cultural heritage Develop a concern for the proper use andor preservation of natural resources Develop basic skills in sports and other forms of recreation

Course Description

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning State standards federal and state mandates and local goals and objectives along with community input must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented Furthermore any disruption to or interference with a healthy and safe educational environment must be addressed corrected or when necessary removed in order for the district to maintain the appropriate educational setting

Philosophy Statement

The Township of Union Public School District as a societal agency reflects democratic ideals and concepts through its educational practices It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general providing therein for individual differences The school operates as a partner with the home and community

Statement of District Goals

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self-

discipline Acquire and use the skills and habits involved in critical and constructive thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological sciences Participate effectively and efficiently in economic life and the development of skills

to enter a specific field of work Appreciate and understand literature art music and other cultural activities Develop an understanding of the historical and cultural heritage Develop a concern for the proper use andor preservation of natural resources Develop basic skills in sports and other forms of recreation

Course Description

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Develop reading writing speaking listening and mathematical skills Develop a pride in work and a feeling of self-worth self-reliance and self-

discipline Acquire and use the skills and habits involved in critical and constructive thinking Develop a code of behavior based on moral and ethical principals Work with others cooperatively Acquire a knowledge and appreciation of the historical record of human

achievement and failures and current societal issues Acquire a knowledge and understanding of the physical and biological sciences Participate effectively and efficiently in economic life and the development of skills

to enter a specific field of work Appreciate and understand literature art music and other cultural activities Develop an understanding of the historical and cultural heritage Develop a concern for the proper use andor preservation of natural resources Develop basic skills in sports and other forms of recreation

Course Description

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

The language arts curriculum is designed to reinforce and develop reading

writing speaking listening and viewing skills through an integrated approach with an emphasis on process writing and strategic reading

Recommended Textbooks

Prentice Hall Literature Grade Nine Edition Novel PlayEpic Poem To Kill a Mockingbird Romeo amp Juliet the Odyssey

Course Proficiencies

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Students will be able tohellip

1 Student will prove to be proficient in grade level grammar scope skills including

Nouns

Pronouns

Adjectives

Prepositions

2 Identify literary terms character setting conflict climax theme main idea supporting details etc

3 Read literally inferentially and critically to evaluate and understand story elements and themes in

literary works

4 Master the grade level vocabulary introduced

5 Recognize causeeffect comparisoncontrast and distinguish fact from opinion

6 Utilize the writing process including prewriting composing conferencing and editing

7 Use information from the text to support answers to open ended questions

8 Communicate accurately and clearly to inform influence defend an opinion persuade or

entertain

9 Write a minimum of five (5) paragraphs in accordance to the NJASK Rubric

10 Identify and use figurative language in literature

11 Critically read comprehend and respond (individually or group) to approved reading list Read and

demonstrate comprehension of the mandatory chapter books associated with this grade level

Compose an essay for each book that demonstrates an understanding of the bookrsquos content

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Curriculum Units

Unit 1 Reading Literature Writing Narrative Unit 2 Reading Information Writing InformativeExplanatory

Unit 3 Reading Information Writing Arguments Unit 4 Reading Literature Writing Narrative Unit 5 Reading Literature amp Information Writing Narrative amp Argument

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Pacing Guide

Marking Period 1

Unit Title Terms and Concepts Suggested Activities

Short Stories Suggested Titles ldquoMy Englishrdquo ldquoCask of Amontilladordquo

Conflict Plot Chart Theme Suspense Foreshadowing Setting Symbolism Irony

Venn diagram OEQs Graphic organizer Vocabulary study Journals Guided Reading Questions Alternate Ending

To Kill a Mockingbird ldquoThe Most Dangerous Gamerdquo ldquoThe Interlopersrdquo ldquoScarlet Ibisrdquo ldquoThe Necklacerdquo ldquoGolden Kite Silver Windrdquo

Flashback Characterization Theme Allusion Foreshadowing Symbolism Conflict Inferences

Web Quest Guided Reading Questions Journals Vocabulary study OEQs Alternate Ending Unit Test Documented Essay Character Wheels Graphic Organizer

Marking Period 2

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Unit Title Terms and Concepts Suggested Activities

To Kill a Mockingbird

Simile Metaphor Allusion Symbolism Conflict Setting Theme

OEQs Journals Graphic Organizer WWII Propaganda

Poster CauseEffect Essay

Marking Period 3

Unit Title Terms and Concepts Suggested Activities

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Romeo amp Juliet ldquoFirst Inauguralrdquo ldquoOn Summerrdquo ldquoSingle Room Earth Viewrdquo

Parts of a Drama Simile Metaphor Conflict Foreshadowing Characterization Irony Symbolism Theme Tragic HeroFlaw

Guided reading Questions

Vocabulary study Guided reading

Questions Vocabulary study OEQs Journals Summarizing Paraphrasing Close Reading Character Analysis Documented Essay Ad Campaign

Poetry

Reading poetry including ldquothe Ravenrdquo ldquothe Bellsrdquo ldquothe Writerrdquo ldquothe Horsesrdquo

Simile Metaphor Rhyme Scheme Hyperbole Onomatopoeia Alliteration Assonance Villanelle Sonnet

Guided Reading Questions OEQs Original poetry Flash Cards

Marking Period 4

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Unit Title Terms and Concepts Suggested Activities

The Odyssey

Theme Symbolism Simile Metaphor Characterization Conflict Motif Foil Juxtaposition Epic poetry

Guided reading Questions Vocabulary study OEQs Journals Documented Essay Additional Scene Background Research

Projects

Literary Terms and Elements of short stories will be reviewed throughout the year OpenmdashEnded Questions will be given and reviewed after all reading passages

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Unit 1 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 A B C D E F G I K

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 A B C D E F G I K

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 A B C D E F G I K

4

Analyze how complex characters (eg 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

RL93

A B C D E I K

5

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 (eg how the language evokes a sense of time and place)

RL94

A B C D E F G I K

6

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 (eg how it sets a formal or informal tone)

RL94

A B C D E F G

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 A B C D E I K

8

Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E I K

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G I K

10

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F G I K

12 Use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b A B C D E I

13 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c A B C D E F G K

14 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 A B C D E I

15 Use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d A B C D E F G I

16

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 andor characters

W93a

A B C D E F G I

17 Create a smooth progression of experiences or events W93a A B C D E F G K

18 Provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e A B C D E F G I K

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

W94 A B C D E F G I

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

20

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 W95

A B C D E F G I

21

Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach when writing Focusing on addressing what is most significant for a specific audience

W95

A B C D E F G I

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

A B C D E F G I

23

Draw evidence from literary texts to support analysis reflection and research W99

A B C D E F G I

24

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

A B C D E F G I J K

25 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

W910 A BC D E F G I J

26

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade10 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A BC D E F G K

27

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

SL91a

A BC D E F G K

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

28

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

SL91b

A BC D E F G K

29 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b A BC D E F G K

30

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

SL91c

A BC D E F G K

31 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A BC D E F G

32 Evaluate a speakerrsquos use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K L

33

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

SL94

K L

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

SL96 L

35 Use parallel structure when writing and speaking L91a I J L

36 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b I K

37 Apply knowledge of language to understand how language functions in different contexts

L93 I K

38 Apply knowledge of language to make effective choices for meaning or style

L93 I K

39 Write and edit work so that it conforms to the guidelines in a L93a

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

40 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

41

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

A BC D E F G

42

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b

A BC D E F G

43 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A BC D E F G

44 Analyze nuances in the meaning of words with similar denotations

L95b A BC D E F G H

45 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension

L96 A BC D E F G H

Unit 2 Reading InformationWriting InformativeExplanatory

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A BC D E F G I

2 Determine the central idea of a 9th grade text RI92 A BC D E F G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A BC D E F G

4 Provide an objective summary of the text RI92 A BC D E F G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A BC D E F G

6

Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A BC D E F G

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI4 A BC D E F G

8 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A BC D E F G

9

Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95

A BC D E F G

10 Determine an authorrsquos point of view or purpose in a text RI96 A BC D E F G

11 Analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A BC D E F G

12 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection of content

W92 A BC D E F G I

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

13

Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective organization of content introduce a topic organize complex ideas concepts and information to make important connections and distinctions include formatting (eg headings) graphics (eg figures tables) and multimedia when useful to aiding comprehension

W92a

A BC D E F G I K

14 Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective analysis of content

W92 A BC D E F G I

15

Develop the topic with well-chosen relevant and sufficient facts extended definitions concrete details quotations or other information and examples appropriate to the audiencersquos knowledge of the topic

W92b

A BC D E F G I

16 Use appropriate and varied transitions to link the major sections of the text and create cohesion

W92c A BC D E F G I

17 Clarify the relationships among complex ideas and concepts W92c A BC D E F G I J K

18 Use precise language and domain-specific vocabulary to manage the complexity of the topic

W92d A BC D E F G I J K

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

W92e A BC D E F G I

20 Provide a concluding statement or section that follows from and supports the information or explanation presented (eg articulating implications or the significance of the topic)

W92f A BC D E F G I

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

W94 A BC D E F G I

22 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 A BC D E F G I

23 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 A BC D E F G I J

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

24 Use technology including the Internet to produce publish and update individual or shared writing products

W96 A BC D E F G I L

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

W99b A BC D E F G I

26

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

W910

A BC D E F G I J L

27 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 10 topics texts and issues

SL91 A BC D E F G K

28 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 A BC D E F G K

29

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

SL91b

K

30 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c A BC D E F G K

31 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c A BC D E F G K

32 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 A BC D E F G

33 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 A BC D E F G I

34 Evaluate a speakerrsquos point of view and reasoning SL93 A BC D E F G K L

35 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 A BC D E F G K L

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

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

SL96 L

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

L91 A BC D E F G I L

38 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b A BC D E F G I J L

39 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a A BC D E F G I

40 Use a colon to introduce a list or quotation L92b A BC D E F G I

41 Spell correctly L92c A BC D E F G I J

42 Apply knowledge of language to understand how language functions in different contexts

L93 A BC D E F G H I J K L

43 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 A BC D E F G I

44 Apply knowledge of language to comprehend more fully when reading or listening

L93 A BC D E F G

45 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10 reading and content choosing flexibly from a range of strategies

L94 A BC D E F G

46 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a A BC D E F G

47

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

A BC D E F G

48

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

L96

A BC D E F G

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Unit 3 Reading Information Writing Arguments

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RI91 A B C D E F G I

2 Determine the central idea of a 9th grade text RI92 A B C D E F

G

3 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details

RI92 A B C D E F G

4 Provide an objective summary of the text RI92 A B C D E F

G

5 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 A B C D E F G I

6 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 A B C D E F G I

7 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 A B C D E F G H

8

Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 A B C D E F G H

9 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 A B C D E F G

10 Determine an authorrsquos point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

RI96 A B C D E F G

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

11

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

RI98

G I

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

W91 I

13 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a I

14 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a I

15

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

I

16

When writing arguments 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

W91c

H I

17 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d H I

18 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e I

19

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

W94

I J

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

20

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

W95

I J

21

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I

22

Draw evidence from informational texts to support analysis reflection and research Apply grades 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G I K

23 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

W910 I J

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

W94 I J

25 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach

W95 I J

26 Focus on addressing what is most significant for a specific purpose and audience when writing

W95 I J K

27 Use technology including the Internet to produce publish and update individual or shared writing products

W96 I J

28 Delineate and evaluate the argument and specific claims in a text assessing whether the reasoning is valid and the evidence is relevant and sufficient

W98 G I K

29 Identify false statements and fallacious reasoning when writing an argument

W98 G I K

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

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

W99b A B C D E F G

31 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

W1910 I J

32 Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues

SL91

K

33 Build on othersrsquo ideas and express their own clearly and persuasively while taking part in collaborative discussions

SL91 K

34

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

SL91b

K

35 Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

SL91c K

36 Actively incorporate others into discussions and clarify verify or challenge ideas and conclusions

SL91c K

37 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally)

SL92 G I K

38 Evaluate the credibility and accuracy of each source of information presented in diverse media or formats

SL92 G I K

39

Evaluate a speakerrsquos point of view and reasoning

SL93

K

40 Present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL94 I K

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

SL96 H I K

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

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

L101 H I J K

43 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L101b H I J K

44 Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92a H I

45 Use a colon to introduce a list or quotation L92b H I

46 Spell correctly L92c H I

47

Apply knowledge of language to understand how language functions in different contexts

L93

H I J K

48 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93 H I J K

49 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 A B C D E F G H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52

Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine verify or clarify its precise meaning its part of speech or its etymology

L94cd

H I

53 Demonstrate understanding of figurative language word relationships and nuances in word meanings

L95 A B C D E F H

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

54 Interpret figures of speech (eg euphemism oxymoron) in context and analyze their role in the text

L95a A B C D E F G H

55 Analyze nuances in the meaning of words with similar denotations

L95b H

56

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

L96

A B C D E F G H

Unit 4 Reading Literature Writing Narrative

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS

SUGGESTED LITERATURE

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

RL91 A B C D E F G I

2 Determine a theme or central idea of a text RL92 A B C D E F

G

3 Determine a theme or central idea of a text and analyze in detail its development over the course of the text

RL2 A B C D E F G I

4 Provide an objective summary of the text RL92 A B C D E F

G

5

Analyze how complex characters (eg 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

RL93 A B C D E I

6 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings

RL94 A B C D E F G H

7 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language evokes a sense of

RL94 A B C D E F G H

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

time and place and informal tone)

8

Analyze how an authorrsquos choices concerning how to structure a text order events within it (eg parallel plots) and manipulate time (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95

A B C D E

9

Analyze a particular point of view reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96

B E F G

10 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature

RL96 B E F G

11

Analyze the representation of a subject or a key scene in two different artistic mediums including what is emphasized or absent in each treatment (eg Audenrsquos ldquoMuseacutee des Beaux Artsrdquo and Breughelrsquos Landscape with the Fall of Icarus)

RL97

A B C D E F

12

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

A B C D E F G

13

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

A B C D E F G

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

W93 I J

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

15

When writing narratives 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 andor characters create a smooth progression of experiences or events

W93a

I J

16 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b I J

17 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c I J

18 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d I J H

19 When writing narratives provide a conclusion that follows from and reflects on what is experienced observed or resolved over the course of the narrative

W93e I J

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

W94 I J

21

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

W95

I J

22

Use technology including the Internet to produce publish and update individual or shared writing products taking advantage of technologyrsquos capacity to link to other information and to display information flexibly and dynamically

W96

I J

23 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem and narrow or broaden the inquiry when appropriate

W97 I

24 Synthesize multiple sources on the subject demonstrating W97 A B C D E

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

understanding of the subject under investigation when writing FG I J

25

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively and assess the usefulness of each source in answering the research question

W98

I

26

Integrate information into the text selectively to maintain the flow of ideas avoiding plagiarism and following a standard format for citation

W98

I

27

Draw evidence from literary texts to support analysis reflection and research apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]rdquo)

W99a

A B C D E F G I

28

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 W910

I J

29

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

A B C D E F G H K

30

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

SL91a

A B C D E F G H K

31 Work with peers to set rules for collegial discussions and decision-making (eg informal consensus taking votes on key

SL91b K

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

issues presentation of alternate views) clear goals and deadlines and individual roles as needed

32

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

SL91c

A B C D E F G H K

33

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

SL91d

A B C D E F G H K

34 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 A B C D E F G I

35 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric identifying any fallacious reasoning or exaggerated or distorted evidence

SL93 K

36

Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate present information findings and supporting evidence clearly concisely and logically such that listeners can follow the line of reasoning

SL96 SL94

I K

37 Demonstrate effective organization development substance and style are appropriate to purpose audience and task

SL94 I J K

38

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

I K

39 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriate SL96

K H

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

L91 H I J K

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

41 Use parallel structure when writing or speaking L91a I J K

42

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

L91b

H I J

43

Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L92 L92a

H I J

44 Use a colon to introduce a list or quotation L92b H I J

45 Spell correctly when writing narratives L92c H I J

46 Apply knowledge of language to understand how language functions in different contexts

L93 H I J K

47 Apply knowledge of language to make effective choices for meaning or style

L93 H I J K

48 Apply knowledge of language to comprehend more fully when reading or listening

L93 A B C D E F G H

49 Write and edit work so that it conforms to the guidelines in a style manual (eg MLA Handbook Turabianrsquos Manual for Writers) appropriate for the discipline and writing type

L93a H I J K

50 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies

L94 H

51 Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a H

52 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg analyze analysis analytical advocate advocacy)

L94b H

53 Consult general and specialized reference materials (eg L94c

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

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

H

54 Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

L94d H I

55 Demonstrate understanding of figurative language

L95a A B C D E F I J

56 Demonstrate understanding of word relationships and nuances in word meanings

L95b F H I J

57 Analyze nuances in the meaning of words with similar denotations (eg as a noun book denotes the object ldquobookrdquo as a verb when you book something such as a hotel room or ticket)

L95b H

58 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

L96 A B D C E F G H

59 Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

L96 H

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Unit 5 Reading Literature amp InformationWriting Narrative amp Argument

STUDENT LEARNING OBJECTIVES CORRESPONDING

CCSS SUGGESTED LITERATURE

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

RL91 ABCDE

2 Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific details

RL92 ABCDE

3 Determine a theme or central idea of a text and provide an objective summary of the text

RL92 ABCDE

4 Analyze how complex characters (eg 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

RL93 ABCDE

5

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 (eg how the language evokes a sense of time and place)

RL94

ABCDE

6

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 (eg how it sets a formal or informal tone)

RL94

ABCDE

7 Analyze how an authorrsquos choices concerning how to order events within a text (eg parallel plots) create such effects as mystery tension or surprise

RL95 ABCDE

8 Analyze how an authorrsquos choices concerning how to manipulate time in a text (eg pacing flashbacks) create such effects as mystery tension or surprise

RL95 ABCDE

9 Analyze a cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

RL96 EG

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

literature

10

Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

RL99

B

11

By the end of grade 9 read and comprehend literature including stories dramas and poems in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RL910

ABCDE

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

RI91 ABCDE

13 Determine the central idea of a 9th grade text RI92 ABCD

14 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

RI102 ABCDE

15 Provide an objective summary of the text RI92 ABCDE

16 Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made

RI93 EG

17 Analyze how the author unfolds an analysis or series of ideas or events including how they are introduced and developed and the connections that are drawn between them

RI93 EG

18 Determine the meaning of words and phrases as they are used in a text including figurative connotative and technical meanings

RI94 ABCDE

19 Analyze the cumulative impact of specific word choices on meaning and tone (eg how the language of a court opinion differs from that of a newspaper)

RI94 FG

20 Analyze in detail how an authorrsquos ideas or claims are developed and refined by particular sentences paragraphs or larger portions of a text (eg a section or chapter)

RI95 EFG

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

21 Analyze various accounts of a subject told in different mediums (eg a personrsquos life story in both print and multimedia) determining which details are emphasized in each account

RI97 G

22

Analyze seminal US documents of historical and literary significance (eg Washingtonrsquos Farewell Address the Gettysburg Address Rooseveltrsquos Four Freedoms speech Kingrsquos ldquoLetter from Birmingham Jailrdquo) including how they address related themes and concepts

RI99

G

23 By the end of grade 10 read and comprehend literary nonfiction in the grades 9ndash10 text complexity band proficiently with scaffolding as needed at the high end of the range

RI910 G

24 Write narratives to develop real or imagined experiences or events using well-chosen details

W93 IJ

25 When writing narratives 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 andor characters

W93a IJ

26 When writing narratives create a smooth progression of experiences or events

W93a

IJ

27 When writing narratives use narrative techniques such as dialogue pacing description reflection and multiple plot lines to develop experiences events andor characters

W93b IJ

28 When writing narratives use a variety of techniques to sequence events so that they build on one another to create a coherent whole

W93c IJ

29 When writing narratives use precise words and phrases telling details and sensory language to convey a vivid picture of the experiences events setting andor characters

W93d IJ

30 When writing narratives provide a conclusion that follows from and W93e IJ

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

reflects on what is experienced observed or resolved over the course of the narrative

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

W91 IJ

32 When writing arguments introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims

W91a IJ

33 When writing arguments create an organization that establishes clear relationships among claim(s) counterclaims reasons and evidence

W91a

IJ

34

When writing arguments develop claim(s) and counterclaims fairly supplying evidence for each while pointing out the strengths and limitations of both in a manner that that anticipates the audiencersquos knowledge level and concerns

W91b

IJ

35

When writing arguments 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

W91c

IJ

36 When writing arguments establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing

W91d IJ

37 When writing arguments provide a concluding statement or section that follows from and supports the argument presented

W91e IJ

38

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

W97

I

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

39

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

W98

I

40

Apply grade 9 Reading standards to literature (eg ldquoAnalyze how an author draws on and transforms source material in a specific work [eg how Shakespeare treats a theme or topic from Ovid or the Bible]rdquo)

W99a

B

41

Apply grade 9 Reading standards to literary nonfiction (eg ldquoDelineate 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 reasoningrdquo)

W99b

G

42

Initiate and participate effectively in a range of collaborative discussions (one-on-one in groups and teacher-led) with diverse partners on grade 9 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL91

K

43 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

SL91a K

44

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

SL91b

K

45 Actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

SL91b K

46 Propel conversations by posing and responding to questions that SL91c K

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

relate the current discussion to broader themes or larger ideas actively incorporate others into the discussion and clarify verify or challenge ideas and conclusions

47 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively orally) evaluating the credibility and accuracy of each source

SL92 K

48

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 SL94

K

49

Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings reasoning and evidence and to add interest

SL95

K

50 Use parallel structure when writing and speaking L91a IJK

51 Use various types of clauses (independent dependent noun relative adverbial) to convey specific meanings and add variety and interest to writing or presentations

L91b IJK

52 Spell correctly when writing narrative and argumentative texts L92c IJ

53

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase

L94a

H

54

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content choosing flexibly from a range of strategies identify and correctly use patterns of word changes that indicate different meanings or

L94b

H

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

parts of speech (eg analyze analysis analytical advocate advocacy)

55

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

L96

H

The above Student Learning Objectives will be achieved through the reading and analysis of the following suggested texts

A To Kill a Mockingbird G Selected Non- Fiction

B Romeo amp Juliet H Vocabulary Daily Oral Language

C The Odyssey I Research and Writing

D na J Free writing and Journaling

E Selected Short Stories K Small and large group speaking and discussion

F Selected Poems L SpeechesPresentations

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

New Jersey Core Curriculum Content Standards Language Arts

Standard 6RL1-10 (Reading Literature) Standard 6RIT1-10 (Reading Informational Text)

Standard 6W1-10 (Writing)

Standard 6SL1-6 (Speaking amp Listening)

Standard 6L1-6 (Language)

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

New Jersey Registered Holistic Scoring Rubric

Inadequate Command Limited Command Partial Command Adequate Command Strong Command Superior Command

Score 1 2 3 4 5 6

Content and Organization

May lack opening and or closing

May lack opening and or closing

May lack opening and or closing

Generally has opening andor closing

Opening and closing Opening and closing

Minimal response to topic uncertain focus

Attempts to focus

May drift or shift focus

Usually has single focus Single focus

Single focus

Sense of unity and coherence

Key ideas developed

Single distinct focus

Unified and coherent

Well- developed

No planning evident disorganized

Attempts organization

Few if any transitions between ideas

Some lapses or flaws in organization

May lack some transitions between ideas

Ideas loosely connected

Transitions evident

Logical progression of ideas

Moderately fluent

Attempts compositional risks

Logical progression of ideas

Fluent cohesive

Compositional risks successful

Details random inappropriate or barely apparent

Details lack elaboration

i e highlight paper

Repetitious details

Several unelaborated details

Uneven development of details

Details appropriate and varied

Details effective vivid explicit and or pertinent

Usage

No apparent control

Severe numerous errors

Numerous errors Errors patterns of errors may be evident

Some errors that do not interfere with meaning

Few errors Very few if any errors

Sentence Construction

Assortment of incomplete and or incorrect sentences

Excessive monotony same structure

Numerous errors

Little variety in syntax

Some errors

Some variety

Generally correct

Variety in syntax appropriate and effective

Few errors

Precision andor sophistication

Very few if any errors

Non-Scorable Reponses

NR No Response Student wrote too little to allow a reliable judgement of hisher writing

OT Off TopicOff Task Student did not write on the assigned topic task or the student attempted to copy the prompt

NE Not English Student wrote in a language other than English

WF Wrong Format Student refused to write on the topic or the writing task folder was blank

Content Organization Usage Sentence Construction Mechanics

Communicates intended message to intended audience

Relates to topic Opening and closing Focused Logical progression of ideas Transitions Appropriate details and information

Tense formation Subject- verb agreement Pronouns usage agreement Word choice meaning Proper Modifiers

Variety of type structure and length Correct construction

Spelling Capitalization Punctuation

Language Arts Literacy Open-Ended Scoring Rubric

Points Criteria

4 A 4-point response clearly demonstrates understanding of the task completes all requirements and provides an insightful explanationopinion that links to or extends aspects of the text

3

A 3-point response demonstrates an understanding of the task completes all requirements and provides some explanationopinion using situations or ideas from the text as support

2

A 2-point response may address all of the requirements but demonstrates a partial understanding of the task and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation

1

A 1-point response demonstrates minimal understanding of the task does not complete the requirements and provides only a vague reference to or no use of the text

0

A 0-point response is irrelevant or off-topic

Points Criteria

4 A 4-point response clearly demonstrates understanding of the task completes all requirements and provides an insightful explanationopinion that links to or extends aspects of the text

3

A 3-point response demonstrates an understanding of the task completes all requirements and provides some explanationopinion using situations or ideas from the text as support

2

A 2-point response may address all of the requirements but demonstrates a partial understanding of the task and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation

1

A 1-point response demonstrates minimal understanding of the task does not complete the requirements and provides only a vague reference to or no use of the text

0

A 0-point response is irrelevant or off-topic