ENGLISH LANGUAGE ARTS GRADE 9 - Wikispacesglce.wikispaces.com/file/view/FOR WIKI POST DRAFT ELA 9...

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Course/Credit Requirements

ENGLISH LANGUAGE ARTS • GRADE 9

Michigan State Board of Education

John C. Austin, President Ann Arbor

Cassandra E. Ulbrich, Vice President Rochester Hills

Nancy Danhof, SecretaryEast Lansing

Marianne Yared McGuire, TreasurerDetroit

Kathleen N. StrausBloomfield Township

Dr. Richard ZeileDetroit

Eileen WeiserAnn Arbor

Daniel VarnerDetroit

Governor Rick SnyderEx Officio

Michael P. Flanagan, ChairmanSuperintendent of Public Instruction

Ex Officio

Sally Vaughn, Ph.D.Deputy Superintendent and Chief Academic Officer

Linda Forward, DirectorOffice of Education Improvement and Innovation

MDE Staff

Common Core State Standards for ELA 9

MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS v.CCSS 10/2011 1

Welcome In June 2010, the Michigan State Board of Education adopted the Common Core State Standards (CCSS) as the state standards for mathematics and English Language Arts. Michigan will transition to a testing framework based on the CCSS in 2014-2015. It is important to note that there are varied pathways to help students successfully demonstrate proficiency in meeting the content defined by the CCSS. Working together, teachers can explore a variety of pathways that meet the rigorous requirements of the Michigan Merit Curriculum (MMC). This document was developed to assist teachers in implementing the Michigan Merit Curriculum. It defines the credit requirements for ELA 9 as well as assists with the transition to instruction and assessment based on the CCSS. The identified standards and guidelines provide a framework for designing curriculum, assessments, and relevant learning experiences for students. Through the collaborative efforts of former Governor Jennifer M. Granholm, the State Board of Education, and the State Legislature, the CCSS are being implemented to give Michigan students the knowledge and skills to succeed in the 21st Century and to drive Michigan’s economic success in the global economy. Organization of this Document Section 1 – Organization and description of CCSS ELA Capacities, College and Career Ready (CCR) ELA Anchor Standards, ELA Strands, ELA Standards Categories, and ELA 9-10 and 11-12 Grade Band Standards to define required MMC credits. Section 2 – MMC High School Credit, ELA Unit Framework for Grades 9-12, and Overview of ELA 9 Model Units Section 3 – Suggestions for Transition to the CCSS and Links to Supporting Documents Introduction to CCSS for ELA and Literacy in History/Social Studies, Science, and Technical Subjects The CCSS for ELA define College and Career Readiness in Reading, Writing, Speaking and Listening, and Language. The CCSS-ELA are built upon the expectation that students will engage in broad reading and writing experiences to encompass literary texts, nonfiction literary texts, and seminal and foundational informational texts. The skills and content addressed in the ELA standards should be integrated into a coherent English language arts curriculum. The language arts processes are recursive* and reinforcing; students learn by engaging in and reflecting on these processes at increasingly complex levels over time. * Recursive used in the CCSS ELA-Literacy context describes language arts processes as being addressed repeatedly and at increasingly complex levels throughout the units and lessons from grade 9 to grade 12.



1. They demonstrate independence.

2. They build strong content knowledge.

3. They respond to the varying demands of audience, task, purpose, and discipline.

4. They comprehend as well as critique.

5. They value evidence.

6. They use technology and digital media strategically and capably.

7. They come to understand other perspectives and cultures.

The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.

COMMON CORE CAPACITIES FOR ENGLISH LANGUAGE ARTS STUDENTS WHO ARE COLLEGE AND CAREER READY IN READING, WRITING, SPEAKING, LISTENING, AND LANGUAGE 1 Capacities of the Literate Individual

1. They demonstrate independence. Students can, without significance scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standards English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

2. They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline- specific expertise. They refine and share their knowledge through writing and speaking.

3. They respond to varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

4. They comprehend as well as critique. Students are engaged and open-minded-but discerning- readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.

1 CCSS ELA/Literacy document, page 7



5. They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.

6. They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are family with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

7. They come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and culture through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, culture, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.



College and Career Readiness (CCR) ELA Anchor Standards and Grade Band 9-10 and 11-12 Standards

The CCSS for ELA are organized into 32 CCR anchor standards, four strands, and 13 standards categories. Grade band standards for 9-10 and 11-12 provide more specific focus for high school ELA instruction, unit development, and assessment.

Organization of CCSS for English Language Arts 9-12

Strands (4) Standards Categories or Clusters (13)

College and Career Readiness Anchor Standards (32)

Grade Band Standards (42/Grade Band)

Reading

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

10 CCR Anchor Standards for Reading

Standards for Reading Literature 10 for Grades 11-12 10 for Grades 9-10

Standards for Reading Informational Text 10 for Grades 11-12 10 for Grades 9-10

Writing

Text Types and Purposes Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

10 CCR Anchor Standards for Writing

Standards for Writing 10 for Grades 11-12 10 for Grades 9-10

Speaking and Listening

Comprehension and Collaboration

Presentation of Knowledge and Ideas

6 CCR Anchor Standards for Speaking and Listening

Standards for Speaking and Listening 6 for Grades 11-12 6 for Grades 9-10

Language

Conventions of Standard English Knowledge of Language (Oral Language)

Vocabulary Acquisition and Use

6 CCR Anchor Standards for Language

Standards for Language 6 for Grades 11-12 6 for Grades 9-10

The organization of the standards within strands and standards categories, and the relationship between the CCR Anchor Standards and the Grade Band Standards is illustrated in the charts below.

To allow for ease in referencing the standards, the charts are organized and coded by CCSS ELA Strand, Standard Category, Anchor Standard, and Grade Band Standard.

For example: R1-3 Reading Strand; Standard Category for Reading Standards 1-3 R5 Reading Anchor Standard 5 RL.11-12.5 Reading for Literature, Grade Band 11-12, Standard 5 RI.9-10.3 Reading for Informational Text, Grade Band 9-10, Standard 3 The charts indicate the learning progressions of the recursive ELA skills and knowledge from grades 9 through 12, and therefore the grade band 11-12 is shown at the top of the charts. These learning progressions afford secondary ELA teachers alignment of their grade level instruction with the common goal of moving all students to meet the CCR Anchor Standards by the end of 12th grade.



CCSS for ELA Grade 9 Grade 9 students are expected to read literature, literary nonfiction and informational documents closely and critically with proficiency in the grades 9-10 complexity band, with scaffolding as needed at the high end of the range. They write in response to literature, literary nonfiction and informational text in the 9-10 complexity band, drawing evidence to support analysis, reflection, and research. Students are expected to write arguments, informative and narrative text, as well as short and sustained research projects. Grade 9 students are expected to demonstrate command of the conventions of Standard English grammar, and to acquire academic and domain-specific vocabulary.

Standards from the 9-10 grade band provide the focus for Grade 9 ELA instruction and assessment. Standards from the 11-12 grade band provide extensions as appropriate to the text, unit theme, time period, and genre. Students are expected to meet all grade 9-10 standards by the end of grade 10.



Common Core State Standards for 9-12 English Language Arts2

Reading Strand

R1-3 Key Ideas and Details

Reading Anchor Standard 1 R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Reading Standards for Literature RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves things uncertain.

Reading Standards for Informational Text RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves things uncertain.

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading Anchor Standard 2 R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Reading Standards for Literature

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Reading Standards for Informational Text

RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Reading Anchor Standard 3 R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

2 Information excerpted from CCSS ELA/Literacy document, pp. 35 - 40 and reorganized.



Reading Strand

R4-6 Craft and Structure

Reading Anchor Standard 4 R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)


RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Reading Anchor Standard 5 R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Reading Anchor Standard 6 R6. Assess how point of view or purpose shapes the content and style of a text.


RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.



Reading Strand

R7-9 Integration of Knowledge and Ideas

Reading Anchor Standard 7 R7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* *Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.


RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)


RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Reading Anchor Standard 8 R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.


RL.11-12.8 Not applicable to literature


RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RL.9-10.8 Not applicable to literature

RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Reading Anchor Standard 9 R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.


RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.



Reading Strand

R10 Range of Reading and Level of Text Complexity

Reading Anchor Standard 10 R10. Read and comprehend complex literary and informational texts independently and proficiently.


RL.12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.


RI.12.10 By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

RL.11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.11.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

RI.10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

RL.9.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.9.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.



Writing Strand

W1-3 Text Types and Purposes

Writing Anchor Standard 1 W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W1.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.



Writing Strand

W1-3 Text Types and Purposes (Continued)

Writing Anchor Standard 2 W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Writing Anchor Standard 3 W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences,



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

Writing Strand

W4-6 Production and Distribution of Writing

Writing Anchor Standard 4 W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Writing Anchor Standard 5 W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on CCSS page 54.)

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on CCSS page 54.)

Writing Anchor Standard 6

W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.



Writing Strand

W7-9 Research to Build and Present Knowledge

Writing Anchor Standard 7 W7. Perform short, focused research projects as well as more sustained research in response to a focused research question, demonstrating understanding of the material under investigation.

W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Writing Anchor Standard 8 W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate and cite the information while avoiding plagiarism.

W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Writing Anchor Standard 9 W9. Write in response to literary or informational sources, drawing evidence from the text to support analysis and reflection as well as to describe what they have learned.

W.11-12.9 Draw evidence form literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”).

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

W10 Range of Writing

Writing Anchor Standard 10 W10. 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. *These broad types of writing include many subgenres. See CCSS Appendix A for definitions of key writing types.

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



Speaking and Listening Strand

SL1-3 Comprehension and Collaboration

Speaking and Listening Anchor Standard 1 SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Speaking and Listening Anchor Standard 2 SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Speaking and Listening Anchor Standard 3 SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.



Speaking and Listening Strand

SL4-6 Presentation and Knowledge and Ideas

Speaking and Listening Anchor Standard 4 SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Speaking and Listening Anchor Standard 5 SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL.9-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Speaking and Listening Anchor Standard 6 SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on CCSS page 54 for specific expectations.)

SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on CCSS page 54 for specific expectations.)



Language Strand

L1-2 Conventions of Standard English

Language Anchor Standard 1 L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Language Anchor Standard 2 L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly.

L3 Knowledge of Language

Laguage Anchor Standard 3 L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.



Language Strand

L4-6 Vocabulary Acquisition and Use

Language Anchor Standard 4 L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Language Anchor Standard 5 L5. Demonstrate understanding of word relationships and nuances in word meanings.

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations.

Laguage Anchor Standard 6 L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.9-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Section 2 – MMC High School Credit and ELA Unit Framework for Grades 9-12

MMC ELA 9 Goal Statement The goal for English Language Arts Grade 9 is to build a solid foundation of knowledge, skills, and strategies that will be refined, applied, and extended as students engage in more complex ideas, texts, and tasks. In ELA Grade 9, students will be introduced to the various genre of classic and contemporary narrative and informational texts that will be read and analyzed throughout high school. Grade 9 students will further develop their analytical writing skills with emphasis on argument, informative and research writing. Ninth graders will connect with and respond to texts by analyzing relationships within and across families, communities, societies, governments, and economies. Through the lens of CCSS-ELA Capacities Independence and Understanding other Perspectives and Cultures3, and MMC disposition Inter-Relationships and Self-Reliance, students will consider how they build relationships and impact others, and their responsibility to society.

MMC ENGLISH LANGUAGE ARTS UNIT FRAMEWORK FOR GRADES 9-12

The MMC ELA Unit Framework provides the structure for unit development to meet the CCSS, MMC dispositions for postsecondary success, and CCSS-ELA Capacities of a Literate Individual. It describes units of instruction and engaging learning experiences designed to develop effective communication and literacy skills.

Michigan teachers designed the thematic units of instruction based on the MMC ELA Unit Framework. These units were designed to meet all of the extant English Language Arts High School Content Expectation (HSCE, 2006). The units exemplify the high standards of rigor and relevance required for college and career success, and for meeting the CCSS-ELA Anchor Standards and Capacities (see Section 1). Using this unit framework and models as guides, Michigan ISDs, districts and teachers may develop their own thematic units of instruction.

The units use anchor and linking texts to teach the CCSS-ELA and to make connections that lead to the CCSS-ELA Capacities (see Section 1) and the MMC ELA Dispositions: Inter- Relationships and Self- Reliance, Critical Response and Stance, Transformational Thinking, and Leadership Qualities.

These units are designed to take advantage of what each text offers for meeting the CCSS-ELA, including opportunities for explicit instruction of text characteristics and features, reading and writing strategies, critical thinking, building of historical background knowledge, and on-going literacy development including argument and informative writing, academic and discipline vocabulary development, and grammar conventions and use. The framework includes: • CCSS-ELA Capacities, Themes, MMC ELA Dispositions, and Essential Questions • Literary Genre Focus/Anchor Texts, Linking Texts • Literary Analysis and Genre Study • Reading, Listening, Viewing Strategies and Activities • Writing, Speaking, Expressing Strategies and Activities • On-Going Literacy Development

3 CCSS document, page 7; See Section 1 of this document



Unit Framework Alignment with ELA CCSS The chart below indicates the CCSS addressed in each section of the MMC Unit Framework (by Standards Category). Unit Framework Section CCSS Standards Categories

Capacities, Dispositions, Big Ideas, Themes, Essential Questions

CCSS Introduction, Capacities of the Literate Individual

Literary Genre Focus, Anchor, and Linking Texts R10 Range of Reading and Level of Text Complexity CCSS Appendix B Text Exemplars Characteristics of Complex Text

Genre Study and Literary Analysis Narrative and Informational Text

R4-6 Craft and Structure W1-3 Text Types and Purposes L4-6 Vocabulary Acquisition and Use

Reading, Listening, and Viewing Strategies and Activities

R1-3 Key Ideas and Details R4-6 Craft and Structure R7-9 Integration of Knowledge and Ideas R10 Range of Reading; Level of Text Complexity SL1-3 Comprehension and Collaboration SL4-6 Presentation of Knowledge and Ideas L4-6 Vocabulary Acquisition and Use

Writing, Speaking, and Expressing Strategies and Activities

W1-3 Text Types and Purposes W4-6 Production and Distribution of Writing W7-9 Research to Build and Present Knowledge W10 Range of Writing SL1-3 Comprehension and Collaboration SL4-6 Presentation of Knowledge and Ideas L1-2 Conventions of Standard English L3 Knowledge of Language L4-6 Vocabulary Acquisition and Use

Ongoing Literacy Development (Including Vocabulary and Grammar)

R10 Range of Reading and Level of Text Complexity W10 Range of Writing L1-2 Conventions of Standard English L3 Knowledge of Language L4-6 Vocabulary Acquisition and Use

The MMC ELA Unit Framework is available in chart form at http://www.michigan.gov/mde/0,1607,7-140-38924_41644_42674---,00.html



MMC ELA Unit Framework

Dispositions, Big Ideas, Themes, Essential Questions

CCR Capacities of the Literate Individual • Demonstrate independence • Build strong content knowledge • Respond to varying demands of audience, task, purpose, and discipline • Comprehend as well as critique • Value evidence • Use technology and digital media strategically and capably • Understand other perspectives and cultures

Dispositions and Essential Questions

9th Grade Focus Inter-Relationships & Self-Reliance • Who am I? • How do my skills and talents help to define me? • How do I relate to my family, my community, and society?

• How do I build networks of people to support me? • How am I a reflection of my relationships? • How do my relationships within and across groups affect others?

• What influence do class, religion, language, and culture have on my relationships and my decisions?

• What can I contribute as an individual? • What is my responsibility to society? • How do I see my beliefs reflected in government policies and by politicians?

11th Grade Focus Transformational Thinking • How can forward thinking help me make better decisions?

• How do I develop a realistic plan for the future? • What evidence do I have that I am committed to learning?

• How do I build a context for change in my life? • When is loyalty to myself more important than loyalty to a friend?

• How will I know when to risk failure for possible success?

• How do I demonstrate that I am open-minded enough to learn from my experiences?

• How can I generate new ideas for solving problems?

• How can I invent new opportunities? • What are the tradeoffs for technological advances? • Which decisions I make today will affect me for my entire life?

• Where will I find wisdom?

10th Grade Focus Critical Response and Stance • How can I discover the truth about others? • What sacrifices will I make for the truth? • What criteria do I use to judge my values? • How will I stand up for what I value? • What can I do to realize my dreams or visions for the future?

• How do I handle others’ points of view? • What role does empathy play in how I treat others? • What power do I have as an individual to make positive change?

• How do I respond to improper use of power? • How do I determine when taking social action is appropriate?

• What voice do I use to be heard?

12th Grade Focus Leadership Qualities • How do I know if I am developing the academic skills that I will need in my future life?

• What rules or principles do I use for how I treat others?

• What responsibility do I have to society? • How do I resolve my responsibilities to myself with those to my family members, my school, community, and world?

• How can I effectively articulate my opinions and perspectives?

• Who is in a position to help me affect change? • What can I do to avoid repeating mistakes made in history?

• What leadership skills have I developed? • What leadership qualities will I need to take with me from high school?

• What qualities define a good world citizen? • How can I create the world I want to live in? • How can I use my talents to create new opportunities for myself and for others?



Big Ideas, Themes, Focus Questions, and Quotations link the literature and the learning to the disposition. Literary Genre Focus/Anchor Texts

Narrative Text/Fiction (NT) • Novels, short stories, drama, poetry, (allegory, satire, parody)

Literary Nonfiction (LNF) • Essays, memoirs, biographies, commentaries, advertising, letters

Informational/Expository Text (IT) • Historical documents, essays, literary analyses, speeches, research/technical reports, textbooks, technical

manuals, letters, proposals, memos, presentations, legal documents, Internet sources, newspapers, magazines propaganda, articles, reference tools

Media • Movie clips, multimedia presentations, blogs, webpages, music, works of art, digital stories,

advertisements, multimedia genre, video streaming Characteristics of Complex Text as defined by ACT

Relationships: Interactions among ideas or characters in the text are subtle, involved, or deeply embedded.

Richness: The text possesses a sizable amount of highly sophisticated information conveyed through data or literary devices.

Structure: The text is organized in ways that are elaborate and sometimes unconventional.

Style: The author’s tone and use of language are often intricate.

Vocabulary: The author’s choice of words is demanding and highly context dependent.

Purpose: The author’s intent in writing the text is implicit and sometimes ambiguous. Characteristics of Complex Text as defined by CCSS Text complexity consists of three equally important parts.

Qualitative Dimensions: • Levels of meaning (literary) or purpose (informational)

- Literary texts with multiple levels of meaning (such as satires, in which the author’s literal message is intentionally at odds with underlying message)

- Informational texts with implicit, hidden, or obscure purpose • Structure

- Complex, implicit, and unconventional structures (flashbacks, flash-forwards, manipulations of time and sequence

- traits specific to a particular discipline - sophisticated graphics - graphics essential to understanding text; may provide information not otherwise conveyed in text

• Language conventionality and clarity - figurative, ironic, ambiguous, purposefully misleading - archaic or otherwise unfamiliar - general academic and domain-specific vocabulary • Knowledge demands - Life Experiences: literary texts with complex or sophisticated themes; multiple themes or perspectives; experiences or perspectives distinctly different from or in opposition to one’s own

- Cultural/Literary Knowledge: cultural and literary knowledge useful for comprehension; many references or allusions to other texts

- Content/Discipline Knowledge: informational texts requiring extensive or specialized discipline-specific content knowledge; high intertextuality with many references to or citations of other texts

Quantitative Dimensions: Word length or frequency, sentence length, text cohesion.

Reader and Task Considerations: Variables specific to particular readers (e.g., motivation, knowledge, experiences) and to particular tasks (e.g., purpose and complexity to task assigned and questions posed).



Linking Texts and Media Linking text should reflect one or more of these characteristics and lead to the identified disposition: • Discrepant text that results in seeing the big idea from a totally different perspective • Different genre or medium that mirrors the theme or big idea of the anchor text in another form • Supporting text that extends or embellishes the big ideas or themes in the anchor text • Text connected to the anchor text at an abstract level • Short narrative and informational texts to anchor explicit comprehension strategy development

Literature/Culture Characteristics

Narrative Text Genre Study • Characteristics - Reading Genre - Writing Genre

• Literary periods • Literary elements defined in detail and modeled in the context of the literature

• Literary analysis: - Literal (What does the text say?) - Figurative (How does it say it?) - Interpretation (What does it mean?) - Allusion/Wisdom (Why does it matter?)

• Literary devices • Literary forms: allegory, satire, parody

Informational Text Organizational Patterns - Compare/contrast - Cause/effect - Problem/solution - Fact/opinion - Theory/evidence

Features • Information in sidebars (tables, graphs, statistical

evidence) related to text • Outline of thesis and supporting details using titles,

headings, subheadings, and sidebars • Selected format (e.g., brochure, blogs) to influence

the message

Historical/Cultural Considerations • Literary movements and periods (American, British, and World)

• Knowledge of American minority literature

Media Features • Camera and lighting • Color and special effects • Music

Reading, Listening and Viewing Strategies and Activities

Comprehension Strategies • identify purpose • preview text • access prior knowledge • understand then analyze • identify thesis, evidence, structure, style, organization

• summarize • ask questions • visualize • make connections • determine importance • make inferences • synthesize • monitor comprehension • skim for pertinent information • clarify compare • critique predict • reflect

Comprehension Activities • Explicit instruction on comprehension strategy use • Focus questions for use in instruction • Graphic organizers to identify structures, audience, and content • Advance organizers • Opportunities for students to make thematic and real-life connections

Vocabulary Strategies • Define in context unfamiliar words, specialized vocabulary, figurative language, and technical terms

• Identify how common phrases (e.g., oxymoron, hyperbole) change meaning

• Analyze how specific word choices shape meaning and tone • Recognize and use roots, affixes, and word origins • Restate definition or example in own words • Create a graphic representation of terms • Compare/classify terms

See http://missionliteracy.com/page42/page42.html for vocabulary resources

Close and Critical Reading Questions • What does the text say? ● What does it mean? • How does it say it? ● Why does it matter?



Critical Reading, Listening and Viewing Strategies Literary Text • Consider themes, different points of view, and characterization within and across text

• Describe the impact of setting and characters on plot and themes

• Use marginalia to describe author’s craft • Use thinking notes and think aloud strategies • Annotate text • Consider the political assumptions underlying the text and the impact of the work on society

• Analyze literal meaning, author’s craft, and interpretation

• Discover and transfer abstract themes and big ideas to new situations

• Increase academic and discipline vocabulary

Critical Reading, Listening and Viewing Strategies Informational/Expository Text • Find the potential theses and supporting details • Determine level(s) of relevance • Assess statements and arguments • Consider potential for bias • Consider perspectives not represented • Look for evidence to support assumptions and beliefs

• Find validity of facts in source material • Evaluate depth of information • Recognize influence of political/social climate when text was written

• Discover and transfer abstract themes and big ideas into new situations

• Increase academic and discipline vocabulary

Response to Reading, Listening, and Viewing Activities • cross-text comparison in writing or speaking • critical response journals • quotation notebooks • critique of speech, presentation, or performance • integrate and evaluate content presented in diverse formats and media • delineate and evaluate the argument and specific claims of a text, including the validity of the reasoning and the sufficiency of the evidence

• note taking/study guide Writing, Speaking, Expressing Strategies and Activities

Writing and Speaking Modes of Communication Analytical Writing (80%) • writing to argue or persuade (40%) • writing to inform or explain (40%) Narrative Writing (20%) • writing to tell a story or relay an experience

Narrative Text/Fiction (NT) • poetry • drama • creative fiction Media • blog • digital story telling • multi-media presentation • webpage

Types of Writing Literary Nonfiction (LNF) • creative nonfiction • autobiography/biography/memoir • critical/analytical response to literature • diary and journal • goal setting • letter to the editor • personal narrative • reflective essay • speech • summary • writing portfolio reflection

Informational Expository (IT) • argumentative essay • persuasive essay • business letter • comparative essay • descriptive essay • exploratory essay/research brief • feature news article • literary analysis essay • magazine article • multi-genre report • proposal • research report • resume • work-related text • summary/note taking • constructed response



Writing Process Strategies • Utilize the writing process • Peer edit with questions • Revise using checklist and scoring rubric • Revise grammar in context • Revise to the assigned standard • Use exemplars as models for finished products • Analyze writing using protocols: holistic, analytic,

and trait-scoring Speaking Activities • response groups • work teams • discussion groups • committee participation • book talks • literature circles • formal presentations • multi-media presentations

Speaking, Listening, Viewing Strategies • Lead and participate in discussions • Apply presentation skills and protocols • Plan based on audience and purpose • Share, acknowledge, and build on one another’s

ideas • Consolidate and refine thinking • Evaluate the quality and relevance of the message • Use feedback to improve effectiveness • Advocate for ideas • Listen with empathy • Use techniques and media to enhance and enrich

your message

Writing Activities • Writing to Access Prior Knowledge

- Writing Goals • Writing to Learn

- Writing Portfolio - Writers’ Workshop - Grammar Focus - Vocabulary Development

• Writing to Demonstrate Learning - Essay Options (Argument,

Informational/Explanatory) - Research - Narrative/Creative - Authentic Writing

Research and Inquiry Process Activities • Use research to solve problems, provide criteria,

and generate new knowledge • Engage in ethical, credible and reliable research • Develop and follow a research plan • Generate topics, seeking information from multiple

perspectives and sources • Analyze information for relevance, quality, and

reliability • Connect the information to present a coherent

structure and argument • Select modes of presentation • Recognize the contribution to collective knowledge

On-Going Literacy Development

Student Goal Setting and Self Evaluation Strategies • Assume ownership of academic literacy • Maintain writing portfolio • Reflect on selected journal entry • Reflect on two pieces of unit writing that represent

best effort • Monitor growth using literacy indicators

- Language fluency - Reading complexity - Modes of discourse

• Evaluate tendency toward dispositions

Daily Fluency Reading • HSTW/ACT recommendations of 8-10 books/year in

ELA; 25 books/year across curriculum • Reading Portfolio - texts studied in class (challenging texts in zone of proximal development; texts students couldn’t read independently; anchor and linking texts; author poet study)

- book club texts (groups reading same text from teacher-selected list)

- independent reading of student-selected text • Reading Strategies - Skim text for essential information - Think, write, pair, share - Time reading to determine time commitment for each text

• Vocabulary Development - academic vocabulary (tier 2 words) - technical/specialized vocabulary (tier 3 words) - word etymology and variation - find current uses in online news resource

Writing Portfolio Argument writing Short and sustained research projects - writing to learn - writing to demonstrate learning - authentic writing

Writing Strategies • process writing • language appropriate for purpose and audience • revise own writing using proofreading checklist • critique own writing for sophisticated sentence

structure



• cite sources using MLA conventions • evaluate own writing (review, revise, edit) • note taking

Grammar Instruction • to enrich writing, add detail, style, voice • to create organizational coherence and flow • to make writing conventional

Grammar Skills • grammar and rhetoric mini lessons • practice skills for ACT/SAT success • Elements of dialogue • Parts of speech

Additional MDE Grammar Resource “Power of Language Module” Part 1: ACT English (Grammar and Rhetoric) http://www.michigan.gov/documents/mde/GrammarModule_186324_7.pdf Part 2: Grammar and Rhetoric Resource Organized by ACT English Test Component

http://www.michigan.gov/documents/mde/GrammarModulePart2Complete7-23-08_246369_7.pdf

ACT College Readiness Standards • English • Reading • Writing

Differentiated Skill Instruction • Plan focused skill lessons • Practice until mastery

• Apply in context

Note: The model units include links to Teacher Instructional Resources, the Teaching for Learning Framework http://teachingforlearning.org/ and http://missionliteracy.com/, to provide support for teaching elements and strategies, and for developing instructional activities and assessments. Grade 9 Model Units Chart forms of Grade 9 Model Units are posted at http://www.michigan.gov/mde/0,4615,7-140-38924_41644_42674-209131--,00.html



Overview of ELA 9 Model Units

Unit 9.1 Introduction to High School Reading

Grade 9 Disposition Inter-Relationships and Self-Reliance

Big Ideas • discovery • perseverance • self-determination • reflection • introspection • exponential

personal growth

Focus Questions • How do I read to gain skills, knowledge

and wisdom? • How do my emotions and wants/needs

make me vulnerable? • How do I learn best? • How can reading help me come to a

deeper understanding of myself and the world around me?

• How can learning the characteristics of different genre facilitate my analysis of texts for deeper meaning and appreciation?

• What questions should I be asking as I approach unfamiliar text?

• What does it mean to read with a critical stance?

• What are the common strategies and techniques used by good readers across genre?

• What strategies, techniques, and terms are unique to specific genre?

• How will having conversations with my peers, teachers, and society enhance my learning and encourage me to read more thoughtfully?

• What generalizations or principles have I discovered about my own reading?

• What purposes does reading serve in the real world?

Anchor Texts Narrative Text, Short Stories “A Fable,” Mark Twain “The Most Dangerous Game” Richard

Connell “The Gift of the Magi,” O. Henry “The Necklace,” Guy de Maupassant

Informational/Expository Text Method Marketing Excerpts from Method Marketing: How to Make a Fortune by Getting Inside the Heads of Your Customers, Denny Hatch Book Review of Method Marketing (Hatch), including reference to the seven motivating human emotions Michael C. Gray Study: Emotions Rule the Brain’s Decisions Marketing to Teens – Advertising Strategies Student Opinion Article “Teens and Advertising” Better Business Idea “Tell me a story!,” Michael C. Gray

Content Area Textbooks Selections from 9th grade English language arts, science, social studies, and mathematics textbooks

Themes • Critical thinking

makes what we read our own.

• Building meaning from text requires new strategies.

• Story is the basic principle of mind. One story helps us make sense of another.

• People are motivated by seven emotions (flattery, fear, greed, anger, guilt, exclusivity, and salvation).

Unit 9.2 Introduction to High School Writing


Big Ideas • clarity • discovery • perseverance • self-determination • voice • reflection • introspection • exponential personal

growth

Focus Questions • How does writing help people

discover and understand what they are thinking?

• How does writing shape what others think of us?

• What are the common characteristics and techniques of good writing shared across genre?

• What characteristics and techniques are unique to specific genre?

• What techniques does a good writer use?

• What purposes does writing serve in the real world?

• What characteristics of writing do I appreciate?

Anchor Texts Descriptive Essay Pilgrim at Tinker Creek, Annie Dillard “The Polyphemus Moth” and “The Giant Waterbug” Incidents in the Life of a Slave Girl “The Loophole of Retreat” Harriet Jacobs Reflective Essay “My Name” from The House On Mango Street, Sandra Cisneros Poetry (Narrative/Lyric) Introduction to Poetry, Billy Collins “Kidnap Poem” Nikki Giovanni “fifteen” William Stafford Memoir - Short Narratives “A Christmas Memory,” Truman Capote “The Younger Brothers Club” Ken Goldstein “Darkness at Noon,” Harold Krents

Themes • Writing is a way of

knowing, showing, and becoming.

• Writing keeps thinking dynamic.

• Reflection is a habit of mind.



Genre Fiction - poetry, short stories, media, music lyrics, media Literary Nonfiction – personal narrative essays, autobiography, student writing samples Expository Text – works of art, career-related text

“The Cutting of My Long Hair” Zitkala-Sa American Childhood, Annie Dillard “Homeless” Anna Quindlen Song Lyrics “Cats in the Cradle,” Harry Chapin “Nineteen Somethin',” Mark Willis

Unit 9.3 Contemporary Realistic Fiction, Novel To Kill a Mockingbird, Harper Lee

Grade 9 Disposition Inter-Relationships and Self-Reliance Big Ideas • integrity • truth • relationships • responsibility • equality • coming of age

Focus Questions • What is equality? How can we

work to achieve it?

• What is the difference between moral and physical courage?

• Why is it so difficult for people to stand up and do what is right?

• Do I have the courage to do what is right?

• Is it possible for one person to make a difference?

• What stereotypes and prejudices exist in our world?

• What influences gender roles in our society?

Anchor Texts Narrative Text, Realistic Contemporary Fiction, Novel To Kill a Mockingbird, Harper Lee

Informational/Expository Text Opinion/Editorial “Jocks and Prejudice,” Nicholas D. Kristof “At Duke, a Scandal In Search of Meaning,” Anne Applebaum “Tough Questions in Durham,” Eugene Robinson “Keeping the Duke Scandal in Context,” letters to the

editor “Duke Men’s Lacrosse Team Is Reinstated, and

Warned,” Viv Bernstein and Juliet Macur, “Duke Prosecutor Nifong Preps for His Own Trial”

Author Study “Harper Lee, Gregarious for a Day,” Ginia Bellafante “Bush honours Mockingbird legend,” Michelle Pauli “Harper Lee receives US honour,” ABC News “Medal of Freedom goes to state author Harper Lee, “Mockingbird’ still resonates with students” Standing

test of time, Mary Orndorff “Alabama’s leading lady deserves the spotlight,”

al.com

Speeches President Bush Honors Medal of Freedom Recipients “I Have a Dream,” Martin Luther King, Jr. “Four Freedom’s Speech,” Franklin D. Roosevelt “Letter from Birmingham Jail,” Martin Luther King, Jr.

Historical Document “Declaration of Independence” “Preamble to the Constitution” “Bill of Rights”

Poetry by Langston Hughes

Themes • We can find truth

through knowledge and experience.

• Education is key to overcoming prejudice.

• Real courage is not always readily seen.

Genre Fiction - novels, poetry, short stories, media, music lyrics Literary Nonfiction – speeches, essays, letters, personal accounts, memoir, journals, historical documents Media – movies, works of art Expository Text – timelines

Linking Text - Media To Kill a Mockingbird, Gregory Peck, 1962 Scottsboro: An American Tragedy, Documentary



Unit 9.4 Epic Poetry The Odyssey Homer


Big Ideas • clarity • discovery • perseverance • self-determination • voice • reflection • introspection • exponential personal

growth

Focus Questions • What is an epic poem, and how does it differ from other kinds of poetry or storytelling?

• What is it about The Odyssey that has captivated readers for almost 3,000 years?

• What does it means to be a hero? • Why does Odysseus long so powerfully to go home?

• What role does hope play in survival?

• In times of adversity, how do family bonds/relationships help us survive?

• How do relationships endure over time?

• What role does obligation play in relationships?

• What is the role of fate vs. free will in our lives?

• What role does suffering play in our lives?

• What sacrifices are people willing to make for others?

Anchor Texts

Narrative Text , Epic Poetry “The Odyssey”, Homer Books I, V, IX-XII, XVI-XVII, XI-XXII Translations by Fagles and Bulter Historical Fiction The Things They Carried Tim O’Brian – Ch 1 Excerpt Magazine and News Articles and Essays “The Other Battle: coming home” Tyson “Coming Home” Butler “Veteran Makes Soldier Homecomings a Daily

Ritual” ABC News World War II Memoir, Sylvia Cooke Media Photograph, “Burst of Joy” Photograph, Slava Vader Photo Essays “From Troy or Baghdad: Coming home from war,” Things They Carry (Afghanistan), Kevin Sites Music Video/Lyrics 8th of November 1965 “Coming Home,” Chris Daughtry Newscast “Born to Serve, The Michael Murphy Story” Poetry video “Facing It,” Komunyakaa “Memorial” Student multimedia exemplar Poetry Related to The Odyssey Art “Troy Wooden Horse,” “Sirens”

Themes • Odysseus is a symbol of every man.

• Relationships sustain us.

• Journeys provide new perspectives on life.

• War affects the mind, body and soul of humanity.

Genre Fiction – epic poem, historical fiction, poetry, music lyrics Literary Nonfiction – news article, memoir, photo essay, letters Media – photography, works of art, newscast Expository Text – timeline, map



Unit 9.5 Shakespearean Tragedy, Drama The Tragedy of Romeo and Juliet William Shakespeare


Big Ideas • relationships • responsibility • life lessons • age vs. youth • moral choices • history of theatre • impulse decision

making • love vs. hate • fate • deception, secrecy

Focus Questions • What social issues does the play

address? • How does Shakespeare still speak to

us today? • How can exploring themes in

literature provide insight into ourselves?

• In literature, what is “tragic design”? • What makes a good relationship? • Is tragedy part of life? • How can I avoid making impulsive

decisions? • Can decisions based on violence or

anger have a peaceful resolution? • How can potential consequences

guide decision making? • Do I recognize my own mistakes and

learn from them? • Are some decisions irreversible?

Anchor and Linking Texts

Narrative Text , Drama/Tragedy The Tragedy of Romeo and Juliet, William Shakespeare Greek Myth “Pyramus and Thisbe” “The Chaser,” John Collins Literary Nonfiction Articles, Essays, Speeches “Talking to Your Parents or Other Adults” “Quoting Shakespeare,” Bernard Levin Primary Historical Document “The Gettysburg Address,” Abraham Lincoln “Washington’s Farewell Address,” George Washington “Second Inaugural Address,” Abraham Lincoln Media “The Teen Brain,” Special Report “Inside the Teenage Brain,” Special Report Video clips of Ballet Poetry Shakespearean Sonnets 116 and 18 Art Romeo and Juliet William Blake, Frederic, Lord Leighton, Benjamin West, Frank Dicksee, Henry Briggs Song Lyrics “Parents Just Don’t Understand,” Will Smith

Themes • Decisions can have

long term effects. • The quality of

relationships defines lives.

Genre Fiction - drama, poetry, short story, music lyrics Literary Nonfiction – speech, political essay, historical document , documentary Media – video clips, works of art



Areas of focus for instruction of the MMC CCSS-ELA Range of complex texts One of the highest priorities of the CCSS-ELA is that students are able to read a range of complex texts closely and critically in order to gain knowledge and understanding from those texts.4 Aligned curricular materials should include rigorous text-dependent questions, lessons and assessments that encourage students to make valid claims based on evidence in the text. Discussion of specific reading techniques and strategies should be related to a specific text under study. Teachers at the high school level should afford ample scaffolding and opportunities for students to gain independence for reading at the appropriate level of complexity in the 9-10 or 11-12 grade band. By reading a range of multiple complex texts, high school students are supported to build independence, confidence and stamina for meeting the demands of challenging texts at the college and career level. Reading for World and American Literature and Information The CCSS for ELA 9-12 emphasize world and American stories, poetry and drama at both the 9-10 and 11-12 grade bands. High school teachers are encouraged to collaborate cross grade on course reading lists, utilizing the CCSS-ELA reading standards and Appendix B, the suggestions in these documents, as well as district and school resources to ensure that high school students can independently read a variety of world and American literature and literary non-fiction by the end of 12th grade. Informational texts, including seminal historical documents required and recommended by the CCSS, as well as suggestions in these documents, should be scaffolded for students in order to analyze their themes, purposes, and rhetorical features. Academic Vocabulary Materials aligned with the MMC CCSS-ELA should focus on academic vocabulary (or Tier 2 words- See Appendix A) prevalent in complex texts across the four ELA-Literacy strands, helping students in grades 9-12 to gain access to a wide range of complex texts across the disciplines. High school students should be directly supported to build their academic and discipline-specific vocabulary (or Tier 3 words-See Appendix A) not only by using context clues, but with explicit scaffolding and instruction for nuanced and multiple-word meanings. The MDE Unit Framework and Model Units below provide links to resources to support vocabulary instruction. Increased Focus on Argument, Informative and Research Writing The CCSS-ELA and Literacy align with the NAEP writing criteria for high school students: 40% of assignments for writing arguments, 40% of writing to explain and inform, and the remainder 20% for narrative writing.5 The CCSS-ELA and Literacy require high school writers to provide careful analysis, well-defended claims, and clear information as they present arguments or explanations with valid positions dependent on source evidence. Teachers of the MMC should offer students in grades 9-12 extensive opportunities to write in response to a variety of credible sources throughout their high school careers, including extensive practice with short focused research projects as well as several sustained research reports. Speaking and Listening Strands: Comprehension and Collaboration The CCSS emphasize that students integrate multiple sources of information, utilizing diverse media formats, in order to work collaboratively to solve real world problems. Alignment documents HSCE-CCSS-ELA/Literacy

4 Publishers Criteria for Grades 3-12 (2011), David Coleman and Susan Pimentel 5 Publishers Criteria for Grades 3-12 (2011), David Coleman and Susan Pimentel



Michigan educators worked collaboratively to create cross-walk documents for the transition from the MMC-HSCE to the CCSS-ELA/Literacy. These documents can be found at the links below: In pdf form at http://www.michigan.gov/mde/0,1607,7-140-6530_30334_51042-232021--,00.html In Word form at http://glce.wikispaces.com/Common+Core+State+Standards+draft+documents



MMC Model Unit Overview (Grade-Level Disposition and Unit Focus and Anchor Text; Example Linking Texts)

Illustrative Texts from CCSS 9-12 ELA (June 2010) Text Exemplars (Appendix B)

Grade 9 Literary Focus – Overview of High School Literature Study

Disposition - Inter Relationships and Self Reliance

Unit 9.1 – Introduction to Reading: Short Story

(“The Most Dangerous Game,” “The Gift of the Magi,” “The Necklace”) Linking Text - Book Review of Method Marketing (Hatch), including reference to the seven motivating human emotions, (Gray) Add poetry selections from 9-10 exemplar list

Unit 9.2 – Introduction to Writing

Unit 9.3 – Contemporary Realistic Fiction: To Kill a Mockingbird by Harper Lee

Linking Text – “Declaration of Independence”

Unit 9.4 – Epic Poetry: The Odyssey by Homer

Unit 9.5 – Shakespearean Tragedy/Drama: The Tragedy of Romeo and Juliet by William Shakespeare

“Gettysburg Address” by Abraham Lincoln

Grade 10 Literary Focus – American Literature

Disposition – Critical Response and Stance

Unit 10.1 – America Post World War II Drama: The Crucible by Arthur Miller Linking Text – Preamble and First Amendment to the United States Constitution by United States United States: The Bill of Rights “Join or Die” Political Cartoon Literary Authors – Patrick Henry, Thomas Paine, Thomas Jefferson

Unit 10.2 – Contemporary Realistic Fiction, Novel: The Adventures of Huckleberry Finn by Mark Twain “Self Reliance” by Ralph Waldo Emerson Walden Chapter 18 Conclusion by Henry David Thoreau The Narrative of the Life of Frederick Douglass, an American Slave by Fredrick Douglass Linking Text – Poetry of Angelou, Cullen, Dickinson, Dunbar, Hughes, Poe, Stowe, Whitman

Unit 10.3 - Contemporary Realistic Fiction, Novel: Of Mice and Men by John Steinbeck Add selected text from Grapes of Wrath Grapes of Wrath

Unit 10.4 – Harlem Renaissance and Post World War II American Drama: A Raisin in the Sun by Lorraine Hansberry Linking Text – Poetry by Cullen, Dunbar, Hughes, Longfellow, Stevens Excerpt from Joy Luck Club by Amy Tan, F. Scott Fitzgerald Literary Authors – Bradbury, Brooks, Capote, Faulkner, Frost, Ginsberg, Giovanni, Heller, Knowles,

Grade 9-10 Literature: Stories, Drama, Poetry Stories The Odyssey by Homer (8th century B.C.E.), tr. by Robert Fagles (1996) Metamorphoses by Ovid (8 A.D.), tr. by A.S. Kline (2004) Candide: or, The Optimist by Voltaire (1762) “The Nose” by Nikolai Gogol (1836) Fathers and Sons by Ivan Turgenev (1862) “The Gift of the Magi” by O. Henry (1906) The Metamorphosis by Franz Kafka (1915) The Grapes of Wrath by John Steinbeck (1939) (MMC 12.3) Fahrenheit 451 by Ray Bradbury (1953) “I Stand Here Ironing” by Tillie Olsen (1956) Things Fall Apart by Chinua Achebe (1958) (MMC 12.1) To Kill a Mockingbird by Harper Lee (1960) The Killer Angels by Michael Shaara (1975) The Joy Luck Club by Amy Tan (1989) In the Time of the Butterflies by Julia Alvarez (1994) The Book Thief by Marcus Zusak (2005) Drama Oedipus Rex by Sophocles (429 B.C.) (MMC 12.4) The Tragedy of Romeo and Juliet by William Shakespeare (1592) (listed in March draft CCSS) The Tragedy of Macbeth by William Shakespeare (1592) A Doll’s House by Henrik Ibsen (1879) The Glass Menagerie by Tennessee Williams (1944) Rhinoceros by Eugene Ionecso (1959) “Master Harold”… and the boys by Athol Fugard (1982) Poetry “Sonnet 73” by William Shakespeare (1609) (MMC 11.2) “Song” by John Donne (1635) “Ozymandias” by Percy Bysshe Shelley (1817) “The Raven” by Edgar Allen Poe (1845) “We Grow Accustomed to the Dark” by Emily Dickinson (1893) “Loveliest of Trees” by A.E. Houseman (1896) “Lift Every Voice and Sing” by James Weldon Johnson (1900) “Yet Do I Marvel” by Countee Cullen (1925) “Musée de Beaux Arts” by Wystan Hugh Auden (1939) “Women” by Alice Walker “I Am Offering This Poem to You” by Jimmy Santiago Baca (1977) Grade 9-10 Informational Text: Literary Nonfiction (ELA) “Speech to the Second Virginia Convention” by Patrick Henry (1775) “Farewell Address” by George Washington (1796) “Gettysburg Address” by Abraham Lincoln (1863) “Second Inaugural Address” by Abraham Lincoln (1865) “State of the Union Address” by Franklin Delano Roosevelt (1941) “I Am an American Day Address” by Learned Hand (1944) “Remarks to the Senate in Support of a Declaration of Conscience” by Margaret Chase Smith (1950) “Letter from Birmingham Jail” by Martin Luther King, Jr.





Lowell, Mailer, Miller, Momaday, Morrison, O’Connor, Salinger, Sandburg, Vonnegut, Walker, Welty, Wolfe Add “Letter from Birmingham Jail”

(1964) (MMC 12.4) (listed as 11-12 in March CCS draft) “I Have a Dream: Address Delivered at the March on Washington D.C for Civil Rights on August 28, 1963” by Martin Luther King, Jr. (1963) I Know Why the Caged Bird Sings by Maya Angelou (1969) “Hope Despair, Memory” Nobel Prize Acceptance Speech by Elie Wiesel (1986) Nobel Lectures in Peace 1981-1990 (Unit 11.5) “Address to Students at Moscow State University” by Ronal Reagan (1988) “A Quilt of a Country” by Anna Quindlen (2001)





Grade 11 Literary Focus – British and World Literature Disposition – Transformational Thinking Unit 11.1 – The Power of Language to Transform Lives: Beowulf and The Canterbury Tales Unit 11.2 – Informed Decision-Making, The Renaissance: The Tragedy of Hamlet, Prince of Denmark by William Shakespeare, Linking Texts –The Tragedy of Macbeth, Shakespearean Sonnets Essays “With a Little Help from Your Mom” Carol Jago “Guidelines for Letters of Recommendation” Jim Burke College application timeline (SAT I and/or ACT)

Unit 11.3 – Technology: Potential for Enhancing Human Life: Frankenstein by Mary Shelley Linking Text -- “How to Read a Scientific Article,” “In Defense of Poetry” by Percy B. Shelley Owl At Purdue Writing Lab – Writing a Research Report PBS: Body Building, “How to Make a Nose” Unit 11.4 – Understanding Human Nature: Coping with Crisis, Chaos and Change: The Lord of the Flies by William Golding Linking Text - “Leadership Lessons for the Real World” Leader to Leader Magazine by Margaret Wheatley; “Putting Chaos in Order” by Andrei Codrescu Speeches/Essays “Components of an Effective Presentation or Speech” by Jim Burke Literary Authors – Bronte, Conrad, Houseman, Joyce, Orwell, Shaw, Tennyson, Wells, Wilde Unit 11.5 – The DNA of Survival: Night by Elie Wiesel, and Hiroshima by John Hersey Linking Text - Nobel Peace Prize Acceptance Speech Elie Wiesel; “Maslow’s Hierarchy of Needs” Oprah Winfrey’s interview of Elie Wiesel “How to Write a Literary Critique” “Address to the Graduating Class” 1951 William Faulkner Grade 12 Literary Focus – Overview of Literature Study with a World View Disposition – Leadership Qualities Unit 12.1 – The Power of Story: Inspiring Passion, Purpose, and Leadership Potential: Their Eyes Were Watching God by Zora Neale Hurston and Things Fall Apart by Chinua Achebe; Linking Text – Poetry by Hayden, Hughes, Sandburg; Essay by Alice Walker Unit 12.2 – Shared Leadership: The Responsibility of the Electorate: Animal Farm and 1984 by George Orwell Linking Text - “America’s Best Leaders” U.S. News & World Report; “Ballad of Birmingham” by Dudley Randall

Grade 11-CCR Literature: Stories, Drama, Poetry Stories The Canterbury Tales by Geoffrey Chaucer (late 14th Century) Don Quixote by Miguel de Cervantes (1605) Pride and Prejudice, by Jane Austen (1813) “The Cask of Amontillado” by Edgar Allan Poe (1846) Jane Eyre by Charlotte Bronte (1848) The Scarlet Letter by Nathaniel Hawthorne (1850) Crime and Punishment by Fyodor Dostoevsky (1866) “A White Heron” by Sarah Orne Jewett (1886) Billy Budd, Sailor by Herman Melville (1886) “Home” by Anton Chekhov (1887) The Great Gatsby by F. Scott Fitzgerald (1925) A Farewell to Arms by Ernest Hemingway (1929) As I Lay Dying by William Faulkner (1930) Their Eyes Were Watching God, by Zora Neale Hurston (1937) “The Garden of Forking Paths” by Jorge Luiss Borges (1941) The Adventures of Augie March by Saul Bellow (1949) The Bluest Eye by Toni Morrison (1970) Dreaming in Cuban by Cristina Garcia (1992) The Namesake, by Jhumpa Lahiri (2003) Drama The Tragedy of Hamlet by William Shakespeare (c1611) Tartuffe by Jean-Baptiste Poquelin Moliere (1664) The Importance of Being Earnest by Oscar Wilde (1895) Our Town: A Play in Three Acts by Thornton Wilder (1938) Death of a Salesman, by Arthur Miller (1949) A Raisin in the Sun by Lorraine Hansberry (1959) (Unit 10.4) Death and the King’s Horseman: A Play by Wole Soyinka (1976) Poetry “A Poem of Changgan” by Li Po (circa 700) “A Valediction Forbidding Mourning” by John Donne (1633) “On Being Brought From Africa to America” by Phyllis Wheatley (1773) “Ode on a Grecian Urn” by John Keats (1820) “Song of Myself” from Leaves of Grass by Walt Whitman (c1860) “Because I Could Not Stop for Death” by Emily Dickinson (1890) “Song VII” by Rabindranath Tagore (1913) “Mending Wall” by Robert Frost (1914) “The Love Song of J. Alfred Prufrock” by T. S. Eliot (1917) “The River Merchant’s Wife: A Letter” by Ezra Pound (1917) “Ode to My Suit” by Pablo Neruda (1954) “Sestina” by Elizabeth Bishop (1965) “The Latin Deli: An Ars Poetica” by Judith Ortiz Cofer (1988) “Demeter’s Prayer to Hades” by Rita Dove (1995) “Man Listening to Disc” by Billy Collins (2001)





Unit 12.3 – Balance of Power: Leadership for the American Dream: The Great Gatsby by F. Scott Fitzgerald and The Grapes of Wrath by John Steinbeck; Linking Text - Excerpts from A Framework for Understanding Poverty by Ruby K. Payne Unit 12.4 – Maintaining Balance and Integrity: The Responsibility of the Individual: Antigone by Sophocles; “Letter from Birmingham Jail” Martin Luther King, Jr. Excerpts from “Civil Disobedience,” “On Civil Disobedience,” The Night Thoreau Spent in Jail Unit 12.5 – Social Responsibility: Redefining the American Dream in a World Context – Culminating Senior Project

Informational Texts: Literary Nonfiction Common Sense, by Thomas Paine (1776) The Declaration of Independence by Thomas Jefferson (1776) Preamble and First Amendment to the United States Constitution by United States (1787, 1791) (Grade 8) The Bill of Rights (Amendments One through Ten of the US Constitution (1791) Walden; or, Life in the Woods by Henry David Thoreau (1854) “Society and Solitude” by Ralph Waldo Emerson (1857) “Lee Surrenders to Grant, April 9th, 1865” by Horace Porter (1865) “The Fallacy of Success” by G. K. Chesterton (1909) The American Language, 4th Edition by H. L. Mencken (1938) Black Boy, by Richard Wright (1945) “Politics and the English Language” by George Orwell (1946) “Abraham Lincoln and the Self-Made Myth” by Richard Hofstadter (1948) “Mother Tongue,” by Amy Tan (1990) “Take the Tortillas Out of Your Poetry” by Rudolfo Anaya (1995) History/Social Studies Democracy in America by Alexis de Tocqueville (1835) Narrative of the Life of Frederick Douglass an American Slave (1845) (Grade 8) “What to the Slave is the Fourth of July?” Frederick Douglass (1852) 1776 by David McCullough (2005)



Curriculum Unit Design One of the ultimate goals of teaching is for students to acquire transferable knowledge. To accomplish this, learning needs to result in a deep understanding of content and mastery level of skills. As educational designers, teachers must use both the art and the science of teaching. In planning coherent, rigorous instructional units of study, it is best to begin with the end in mind. Engaging and effective units include: • appropriate content expectations • students setting goals and monitoring own progress • a focus on big ideas that have great transfer value • focus and essential questions that stimulate inquiry and connections • identified valid and relevant skills and processes • purposeful real-world applications • relevant and worthy learning experiences • varied flexible instruction for diverse learners • research-based instructional strategies • explicit and systematic instruction • adequate teacher modeling and guided practice • substantial time to review or apply new knowledge • opportunities for revision of work based on feedback • student evaluation of the unit • culminating celebrations Relevance Instruction that is clearly relevant to today’s rapidly changing world is at the forefront of unit design. Content knowledge cannot by itself lead all students to academic achievement. Classes and projects that spark student interest and provide a rationale for why the content is worth learning enable students to make connections between what they read and learn in school, their lives, and their futures. An engaging and effective curriculum provides opportunities for exploration and exposure to new ideas. Real-world learning experiences provide students with opportunities to transfer and apply knowledge in new, diverse situations. Student Assessment The assessment process can be a powerful tool for learning when students are actively involved in the process. Both assessment of learning and assessment for learning are essential. Reliable formative and summative assessments provide teachers with information they need to make informed instructional decisions that are more responsive to students’ needs. Engagement empowers students to take ownership of their learning and builds confidence over time. Sound assessments • align with learning goals • vary in type and format • use authentic performance tasks • use criteria scoring tools such as rubrics or exemplars • allow teachers and students to track growth over time



• validate the acquisition of transferable knowledge • give insight into students’ thinking processes • cause students to use higher level thinking skills • address guiding questions and identified skills and processes • provide informative feedback for teachers and students • ask students to reflect on their learning

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