LANGUAGE ARTS CURRICULUM GUIDE K - 12 2015

LANGUAGE ARTS CURRICULUM GUIDE

Fully Aligned to the Common Core State Standards for ELA

K - 12

2015

Northern Valley Schools Consortium

Member Districts

Closter

Demarest

Harrington Park

Haworth

Northvale

Norwood

Old Tappan

Northern Valley Regional High School District

Bergen County, New Jersey

LANGUAGE ARTS

CURRICULUM GUIDE

K - 12

2015

Office Of Curriculum And Instruction

Northern Valley Schools Curriculum Center

Demarest, New Jersey 07627

Dr. Robert J. Price, Director

©Northern Valley Regional High School District, 2015

TABLE OF CONTENTS

Assessments to Support and Monitor the NV Curriculum .................................................................... i Approval List .............................................................................................................................................. ii Chief School Administrators ...................................................................................................................... iii Language Arts Curriculum Committee ...................................................................................................... iv Preface/Acknowledgments .................................................................................................................... v-vii Library/Media Supporting Statement ...................................................................................................... viii Addendum ................................................................................................................................................ 1-6 Curriculum Objectives K - 4 Kindergarten ..................................................................................................................................... 8-20 Grade 1 ............................................................................................................................................ 21-34 Grade 2 ............................................................................................................................................ 35-47 Grade 3 ............................................................................................................................................ 48-62 Grade 4 ............................................................................................................................................ 63-77 Curriculum Objectives 5 – 8 Grade 5 ............................................................................................................................................ 79-92 Grade 6 .......................................................................................................................................... 93-109 Grade 7 ........................................................................................................................................ 110-128 Grade 8 ........................................................................................................................................ 129-150 Resources Grades 5 – 6 ............................................................................................................... 151-168 Curriculum Objectives 9 – 12 Grade 9 Language Arts ............................................................................................................... 169-195 Grade 10 Language Arts ............................................................................................................. 196-217 Grade 11 Language Arts ............................................................................................................. 218-240 Grade 12 Language Arts ............................................................................................................. 241-261

Assessments to Support and Monitor the Northern Valley Curriculum

To support the implementation of the curriculum and the monitoring of student learning across each grade level, districts will develop and collect appropriate assessments aligned to state standards. To support this curriculum guide assessments may include the use of the following but are not limited to this list:

District level classroom assessments aligned to specific standards. Reading Benchmark assessment tools (ie: Fountas & Pinnell, TCRWP reading level assessments, Reading A-Z, Scholastic Independent

Reading Assessment) Criterion Referenced Tests available to district schools through the Northern Valley Curriculum Center. Formative assessments from the NJ DOE Model Curriculum Performance assessments from the Teachers College Reading and Writing Project Northwest Evaluation Association and the related MAP assessments

Districts are encouraged to collect assessment items that support standards at the following resource sites: Illustrative Mathematics http://www.illustrativemathematics.org/ PARCC http://www.parcconline.org/classroom Smarter Balanced http://www.smarterbalanced.org/sample-items-and- performance-tasks/ This curriculum resource will be used to reference exemplar assessment documents specific to grade levels and content areas. These assessments will be aligned to both the CCSS and NJ CCCS.

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LANGUAGE ARTS CURRICULUM GUIDE 2015

APPROVAL LIST

Approved

Language Arts Curriculum Revision Committee X Northern Valley Educational Consortium X Northern Valley Principals Association X

Boards of Education: Approval June/July 2015 Closter X Demarest X Harrington Park X Haworth X Northvale X Norwood X Old Tappan X Northern Valley Regional X High School District

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CHIEF SCHOOL ADMINISTRATORS OF

PARTICIPATING DISTRICTS

Mrs. Joanne Newberry Closter Mr. Michael Fox Demarest Dr. Adam Fried Harrington Park Ms. Jennifer Montesano Haworth Mr. Michael Pinajian Northvale

Mr. Bert Ammerman, Interim Norwood Ms. Danielle DaGiau Old Tappan Mr. Lawrence Hughes, Interim Northern Valley Regional High School District

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LANGUAGE ARTS CURRICULUM COMMITTEE

2015

Charlene Gerbig - Gr. 3 Hillside, Closter

Jen Levy - Gr. 8 Tenakill, Closter

Gina Long - Kindergarten County Road, Demarest

Kelly Stevens - Gr. 3

Luther Lee Emerson, Demarest Leah Rinaldi - Gr. 6

Demarest Middle, Demarest Allison O’Brien - Gr. 3

Harrington Park

Laura Gavilanes - Gr. 7 Harrington Park

Lesley Carboneri - Gr. 3 Haworth

Maureen Cooper - Kindergarten Thomas Jefferson, Northvale

Danielle Trujillo - Gr. 1

Thomas Jefferson, Northvale Joyce Cerbasi - Gr. 8

Nathan Hale, Northvale

Elaine Puliatte - Gr. 5 Norwood

Trish McGee - Gr. 8 Norwood

Nancy Middlemas - Gr. 2 T. Baldwin Demarest, Old Tappan

Susan Wrynn - Gr. 4 T. Baldwin Demarest, Old Tappan

Annette DeSciora - Gr. 8 Charles DeWolf, Old Tappan

Anne Paolucci - English Department NV-Demarest

Beverly Cardino - English Department NV-Demarest

Angela Kappler - English Department NV-Demarest

Stacey Spector - English Department NV-Demarest

John Housley - English Department NV-Old Tappan

Helena Gliatta - English Department

NV-Old Tappan Deb Shapiro - English Department

NV-Old Tappan

Heather McConnell - English Department NV-Old Tappan

Anne Paolucci - Supervisor of English

NVRHSD Dr. Robert J. Price - Director of Curriculum and Instruction

Northern Valley Schools Consortium

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Preface and Acknowledgments

In the summer of 2014 the state revised or reapproved all of the standards for all content areas for grades K through 12, as well as the adoption of the Next Generation Science Standards. This also included the Common Core State Standards for Math and English Language Arts. The one exception is Science. Alignment to the Next Generation Science Standards will begin in May 2015 for Grades 6-12 implementation in September 2016 and K-5 implementation in September 2017. For years the Northern Valley Schools have collaboratively worked to revise curriculum based on the states approved standards. Teams of teachers and other school leaders have come together to look at the needed changes and supporting resources. This process has been the connection that brings educators from 8 individual districts to a common understanding of what students need to learn in the Northern Valley. This year an extraordinary effort was made by the NVCC and representatives from all Valley schools to audit and update 12 individual content area curriculum documents. Social Studies, Health, and World Language followed the traditional rigorous process of scheduled revision meetings throughout the year that included resource review and presentations along with vertical and grade level collaboration. These teachers participated in the addendum review bringing greater knowledge of NJ DOE mandates back to local districts. All other document (excluding science) have been audited and revised to meet all standards and guidelines mandated by the NJ DOE. Utilizing the all newly adopted 2014 standards, work began in fall 2014 to support the existing curriculum in the area of 21st Century Life and Career standards, Technology standards, establishing pacing guides to each grade and content level, and clarification and guidelines related to supporting all students regardless of readiness or grade level mastery. More recently all newly re-certified 2014 standards were reviewed for each content area to guarantee alignment to existing curricular documents. The documents have been reformatted and organized by grade level and course of study for implementation in September 2015. The NVCC along with the Bergen County Curriculum Consortium worked in collaboration with the DOE Bergen County offices to develop a common understanding of the changes and expectations regarding the standards and practice changes. Exemplar documents were developed using a significant portion of the work already developed at the NVCC.

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As of March 31, following guides have been completed: 2015 ESL Curriculum Guide, K-12 2015 K-2 Mathematics Curriculum Guide 2015 Grades 3-8 Mathematics Curriculum Guide 2015 Music Curriculum Guide, K-12 2015 Physical Education Curriculum Guide, K-12 2015 Science Curriculum Guide, K-12 2015 Visual Arts Curriculum Guide, K-12 2015 Technology Curriculum Guide, K-12 2015 HS Mathematics Curriculum Guide 2015 Health Curriculum Guide, K-12 2015 Social Studies Curriculum Guide, K-12 2015 World Language Curriculum Guide, K-12

It is this resetting of standards that is making this a very unusual year for curriculum revision. For the first time in memory boards of education are asked to approve all grade levels of curriculum for the 2015-2016 school year. Moving forward the Curriculum Center will continue to organize teachers to revise and update curriculum to meet the needs of students in the Northern Valley Schools. The NVCC looks forward to continuing the comprehensive collaborative review and revision of curriculum to meet the needs of all students. The office is confident that the work of the educators and the documents produced through their efforts contributes to goal of improving student achievement throughout the Northern Valley Schools.

vi

Acknowledgments

The Northern Valley Schools Language Arts Curriculum Guide represents the efforts of a committee composed of faculty representatives from all of the districts within the consortium, Mrs. Anne Paolucci, supervisor for the high school district, and myself. (A complete listing of representatives and their schools appears on page iii.) The committee worked for more than a year conducting research, discussing national trends in language arts education, studying the CCSS, and ultimately writing this guide. The committee members devoted countless hours to the task and their efforts are most appreciated. The guide was created under the direction of the Northern Valley Administrators Association. Sincere appreciation is extended to them for facilitating the work of the curriculum committee. Furthermore, I wish to thank the Northern Valley Principals Association and the Instructional Council for their assistance and advice during this project. A special expression of gratitude is extended to Mrs. Debbie Stevens, Administrative Secretary, for her efforts in the preparation of this guide for publication. She spent many hours working with committee members on the numerous revisions of this guide. Her attention to detail, accuracy, and her technology skills are evident in the final product. Dr. Robert J. Price Director of Curriculum and Instruction

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@ Symbol Supporting Statement – Library Media Personnel The Library Media program supports the Language Arts Cumulative Progress Indicators in the areas of reading, writing, speaking, listening, viewing and media literacy by providing either direct instruction or reinforcement of concepts and skills in collaboration with Language Arts teachers. The symbol “@” will be used throughout the curriculum guide to indicate the specific objectives supported by the Library Media Specialists on all grade levels. Language

The standards expect that student will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

The standards help prepare students for real-life experience at college and in the 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading writing, speaking, and listening

Media and Technology

Just as media and technology are integrated in school and life in the 21st century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

The Media Center provides print and electronic resources, as well as certificated staff, to support the Language Arts Curriculum.

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Northern Valley Curriculum Guide Modifications

New Teacher Academy: All teachers new to the Northern Valley participate in the New Teacher Academy. This comprehensive sequence of workshops is designed to support Northern Valley educators with the resources to meet the needs of all learners including English language learners, students receiving special education services, students at risk of failing and students identified for gifted and talented services. In year one of employment educators attend Getting off to a “Great Start and Instructional Skills Seminar,” which is a four day learning experience with the intent of meeting the instructional needs of all learners. First year teachers also attend “Classroom Leadership” which is a one-day professional development offering designed to teach classroom management skills. During year two of employment Northern Valley educators attend “Assessment: More than Just “A” Grade” which is a two day workshop with the goal of honing assessment practices for effective differentiation of learning. Secondly, this group also attends “Student Collaboration Supporting Success with Common Core State Standards and PARCC.” Educators in their second year also select a workshop from our curriculum or technology strand that best suits their pedagogical needs. During year three of employment Northern Valley educators attend “Asking Better Questions” a professional development workshop designed to provide learners at varying degrees of readiness with critical thinking questions at the appropriate degree of rigor. Secondly, this group attends “The Path to College and Career Readiness: Differentiated Instruction” which is a full day learning experience that examines instructional strategies to ensure all learners can access skills designated in the Common Core State Standards. Lastly, third year teachers engage in one full day elective from the curriculum or technology strand and engage in a year-long book study Benchmark Assessments: Teachers of the Northern Valley create grade level and department level assessments - several are utilized for Student Growth Objective target assessments. These assessments are rigorous and include multiple measures from Webb’s Depth of Knowledge chart. Assessments may include portfolios, rubrics, journal assignments, literacy evaluations (i.e. Fountas & Pinnell, Independent Reading Level Assessment), projects, unit tests, or end of course exams. The Northern Valley also is committed to Criterion Reference Tests across schools and in multiple grades.

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Special Education: Throughout the Northern Valley Region special needs students receive a high quality specialized education to meet their individual social, emotional and educational needs. Within each individual school district there are programs designed to meet the needs of students in the “least restrictive environment”. These programs, from least restrictive to most restrictive, include; In-Class-Support, whereby a special education teacher or instructional aide is assigned to assist special education students in the general education classroom and Resource Room replacement, whereby students are pulled from their general education class for Math or Language Arts to a separate room for small group instruction with a special education teacher. The students who require this level of support, in some cases, receive modified curriculum and differentiated instruction, study guides, extended time on assessments, assistive technology in the form of an iPad or computer programs such as co-writer/word predictor to assist with written assignments. All modifications are stated specifically in a student’s Individual Education Plan or IEP to ensure that each student consistently receives the appropriate level of support. In addition to the programs within the mainstream and/or resource room setting, throughout Northern Valley, districts utilize Region III Regional Programs and Services to meet the needs of special education students with a variety of disabilities. Self-Contained Programs include; Little Tots/Slice, for Pre-School age students, Valley, for primary and upper students on the autistic spectrum, TIP, for students who require social emotional and academic support, ACCESS Program – NVD, Bridge– NVD, and STEP – NVOT. Each school district in Northern Valley is encouraged to support the Regional Program model to ensure that all students receive a high quality, consistent level of education and services. Additional services include occupational therapy, physical therapy, speech therapy, behavior consultation, social skills, and counseling(individual and/or group). These “related services” are provided by Region III specialist certified in their respective fields. For those students who are more significantly impaired, and a program cannot be provided by their school district or Regional Programs, there are specialized Out-of-District Program’s, or “Private Schools”. For these few students programs are researched and suggested by the Child Study Team, CST, in conjunction with the parent(s), to ensure that individual student needs are being met. In most cases these students receive transportation to and from school, specialized equipment, if necessary and all related services as per their IEP at no cost to the parent(s). English Language Learners All English Language learners receive instruction in accordance to the state adopted WIDA standards which are as follows: English Language Development Standard 1: English language learners communicate for Social and Instructional purposes within the school setting English Language Development Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts English Language Development Standard 3: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics English Language Development Standard 4:

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English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science English Language Development Standard 5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies http://www.wida.us/standards/eld.aspx Growth for these standards are measured annually using the state mandated ACCESS for ELLs assessment. In general, ELL and ESL students have the following accommodations:

Use of a paper bilingual dictionary during class and during assessments Extended time (time-and-a-half) for all assessments Word banks for tests and quizzes, Access to teacher-created PowerPoints and notes Simplification of requirements (for example, accepting a 2-page paper rather than 5, or Accepting a PowerPoint vs. paper)

In High School, ESL students take their midterms and final exams in the ESL room, where they can get extra time, access to dictionaries and clarification of directions and questions. Alternate assessment locations are also made available as appropriate at the elementary and middle school levels. Finally, the ESL teacher will work out accommodations on a case-by-case basis, depending on the level of the student. For example, for very low-level students, teachers may allow those students to use their notes during an assessment, or to take their tests with the ESL teacher in the ESL room so instructions and the expectation for particular questions can be explained. In High School, ESL students take their midterms and final exams in the ESL room, where they can get extra time, access to dictionaries and clarification of directions and questions. Alternate assessment locations are also made available as appropriate at the elementary and middle school levels. Finally, the ESL teacher will work out accommodations on a case-by-case basis, depending on the level of the student. For example, for very low-level students, teachers may allow those students to use their notes during an assessment, or to take their tests with the ESL teacher in the ESL room so instructions and the expectation for particular questions can be explained. In the case of very low-literacy students, the ESL teacher may actually read the questions and answer choices out loud to them. The accommodations for PARCC are much more complex and are spelled out in detail in their manual: http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual Gifted and Talented: The Northern Valley differentiates learning for our high achieving students by providing a specialized setting in each district for students identified as eligible for Gifted and Talented Pullout Programming services through the Northern Valley Screening/Identification Process. In addition to an in-district specialized setting, each district also provides out-of-district specialized settings through Outreach or multi-district convocation experiences. For example, all 7th, 8th and 9th grade Northern Valley Gifted and Talented students have the opportunity to participate in the Valley Interdisciplinary Approach Program: Explorations in Team Problem Solving. Other examples may include “Invengineering Expo”, Bergen Brain Busters, Evolution Earth/World Game, Blokus Event, Dare to Fly, etc.

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Each district supports their own schedule of Outreach Programming, which may include districts within the Northern Valley, County, or State. Northern Valley administrators and the Northern Valley Curriculum Center provide opportunities for Gifted and Talented staff to work together to develop and implement this curricula. During the development process, appropriate standards are referenced from the Common Core, and the National Association for Gifted Children's Gifted Program Standards Pre-K - Grade 12. Students in Danger of Failing The purpose of the Intervention and Referral Team (I&RS) is to provide in-house professional assistance to an administrator or teacher for a pupil who demonstrates social, emotional or educational problems. The Principal is the chair and primary faculty contact for the I &RS team. The I&RS provides assistance in understanding the pupil’s problem(s) in developing strategies, which will, hopefully, help the pupil overcome the problem. The I&RS consists of the Principal, Assistant Principal, classroom teacher(s), Guidance Counselor, School Nurse, Child Study Team member(s) or any other professional assigned to the building who may have pertinent information regarding a specific student. Parent(s) and/or the student may be asked to participate where determined advisable. When a child encounters a problem, the teacher, after in-class interventions and ongoing parental contact/conferences, may submit a student referral form to the I &RS Committee. The I &RS Committee will convene to review the form and determine if follow-up is warranted. Some or all of the following factors will be considered: 1. Mental Capacity

a) Ability b) Expectancy

2. Academic a) Strengths and weaknesses b) Test results c) Functional levels d) Class work and participation e) Homework f) Learning style g) Rate and degree of learning h) Abstract thinking i) Recall ability

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3. Emotional

a) Personality b) Needs c) Motivation d) Overt behavior e) Cognition as influenced by affective factors

4. Social a) Interpersonal relationships b) Participation c) General behavior in school, home and community

5. Physical a) Visual and auditory acuity b) general medical history

6. Work and Study a) Classroom behavior b) Task orientation/ completion c) Independent functioning d) Attending behavior e) Class participation f) Quality of work g) Following directions h) Organizing work

Intervention and Referral Service Procedure

1. The teacher identifies a student with academic or behavioral difficulties. The teacher communicates concerns to the parents. After informal interventions in the classroom do not appear to be successful, the teacher refers the child, to the I &RS Committee.

2. The Principal schedules the first I&RS Committee meeting and notifies attendees: Committee members, parents/guardians, teacher (s), and designated staff.

3. The Principal gathers information from teachers/staff who have information relevant to the identified problem, including the prior year's teacher where relevant.

4. The teacher collects work samples and anecdotal notes to bring to the meeting to illustrate the problem. (Textbooks may also be brought). The teacher will be asked to discuss all interventions/accommodations attempted to date and their results/outcomes.

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5. The Principal chairs the scheduled meeting and outlines its purpose: to develop strategies, interventions, and/or accommodations to assist the student in the classroom and/or at home. A time frame to monitor and evaluate student progress with the interventions, strategies, and accommodation is designated. Staff responsible for implementing the intervention, strategies, and accommodations is determined

6. The Principal will notify the parents/guardians of the meeting outcomes. The teacher and responsible staff will notify/update the Assistant Principal within the designated time period about the progress of the interventions. Updates will be shared with Committee members at a follow-up meeting. Parents/guardians may be invited to attend.

I&RS meetings follow a specific format: First, the student’s background is reviewed and a main problem is identified. Discussion and analysis of the problem follows its identification. Subsequently, the members of the I &RS Committee list strategies to remedy or alleviate the problem(s). If the parents do not attend the meeting, the intervention plan is subsequently discussed with them.Problem Solving Model 1) Problem Identification

a) Teacher tentatively identifies the problem b) Observation by CST member or Guidance Counselor where appropriate

2) Data is collected a) Samples of work depicting problem areas b) Discussion c) Problem is clarified

3) Intervention a) Brainstorming of interventions b) Development of an intervention plan c) Implementation of the plan

4) Teacher evaluation of plan a) Decision regarding further meetings/intervention

After the plan has been in effect for a reasonable amount of time, the I&RS Committee may recommend continuation of the recommended strategies or consider additional/alternative strategies. The student may be referred to the Child Study Team after all building resources have been exhausted and the student continues to demonstrate significant social, emotional, and/or educational difficulties. If the intended action is a referral to the Child Study Team, Parents are notified and are provided with Notice of Referral, Parental Rights in Special Education and a copy of the strategies already attempted. All information gathered by the I & RS is included in the referral packet. All questions regarding the I &RS process may be directed to Principal and Committee Chairperson.

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Grades Kindergarten through Grade 4

Curriculum Objectives

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Curriculum Addendum: Kindergarten Interdisciplinary Connections

Math: Addition, Subtraction, Counting Objects, Identifying Shapes

Social Studies: Self-identify/image, map and globe skills, communities, geography

21st Century Skills Standards

9.2.4.A.2: Identify various life roles and civic and work-related activities in the school, home, and community. 9.2.4.A.4: Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Pacing Guide Literature Reading & Informational Text Writing Speaking and Listening Language

Technology Standards

8.1.2.A.2: Create a document using a word processing application. 8.1.2.A.4: Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums). 8.1.2.C.1: Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various

media formats such as online collaborative tools, and social media. 8.1.2.D.1: Digital Citizenship

Core Instructional Materials

See “Suggested Strategies and Resources” list for each unit of study.

Benchmark Assessments

Locally created formative and summative benchmark assessments. (See attached exemplars)

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Kindergarten: Literature

English Language Arts – Kindergarten: Literature RL.K. (1…10) College and Career Readiness Anchor Standards

for Reading Literature

Grade Specific Standards Clarification, Resources, Key

VocabularyKey Ideas and Details 1. Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1a. With prompting and support, ask and answer questions about key details in a text. Think ahead and make simple predictions about text (text to text, text to self, text to world).

1b. Use reading comprehension skills to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Reading Comprehension Skills:

Monitoring for Meaning Accessing schema (using prior knowledge)/Making connections Questioning Envisioning Inferring Synthesizing Determining importance Retelling Predicting

References: Mosaic of Thought: The Power of Comprehension Strategy Instruction, by Ellin Oliver Keene and Susan

Zimmermann Busy Teacher’s Cafe

http://busyteacherscafe.com/ Bloom’s Taxonomy for Questioning

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

2. With prompting and support, retell familiar stories, including key details.

http://www.brainpopjr.com (retelling)

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

3. With prompting and support, identify characters, settings, and major events in a story. Discuss favorite characters and retell the story from a book and film. Begin to sequence a series of pictures or images to tell a story.

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College and Career Readiness Anchor Standards for Reading Literature

Grade Specific Standards Clarification, Resources, Key Vocabulary

Craft and Structure 4. Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Ask and answer questions about unknown words in a text.

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

5. Recognize common types of texts (e.g., storybooks, poems). Locate and know the purpose for fiction text in the classroom

and library media center. Choose fiction books related to topics of interest in the

classroom and library media center.

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

6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words.

7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

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

8. (Not applicable to literature)

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

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. ● Relate personal experiences to story characters (experiences,

language, customs, and cultures) with assistance from teacher.

“Turn and Talk” Partner Groups Think-Pair-Share

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts

independently and proficiently. 10. Actively engage in group reading activities with purpose and

understanding. ● Make predictions based on illustrations or portions of stories. ● Read regularly in materials appropriate for their independent

reading level. ● Independently choose materials at appropriate independent

reading level. ● Independently choose high-interest reading materials. ● Independently identify favorite authors. ● Daily independent reading for at least 20 minutes by the end of

the year.

Leveled classroom library Reading Level Assessment

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Kindergarten: Reading Foundational Skills English Language Arts – Kindergarten: Reading, Foundational Skills RF.K. (1…4)

Print Concepts Clarification, Resources, Key Vocabulary1. Demonstrate understanding of the organization and basic features of print.

Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific

sequences of letters. Apply writing concepts modeled by teacher. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet.

www.starfall.com

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. (clapping) Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words.

Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (Dolch list)

Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (“Making Words”)

Dolch list website: http://www.k12reader.com/dolch-word-list/ Making Words, by Patricia Cunningham and Dorothy Hall Word Wall: display of important words such as high frequency words for children to use as a resource in their reading and writing, relative to their grade level

Fluency 4. Read emergent-reader texts with purpose and understanding. www.readinga-z.com

Fountas & Pinnell Reading Levels

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Kindergarten: Reading and Information Text

English Language Arts – Kindergarten: RI.K. (1…10)

College and Career Readiness Anchor Standards for Reading

Reading Informational Text Grade Specific Standards

Clarification, Resources, Key Vocabulary

Key Ideas and Details 1. Read closely to determine what the text says


1. With prompting and support, ask and answer questions about key details in a text. Think ahead and make simple predictions about text.

Reading Comprehension Skills:

Monitoring for Meaning Accessing Schema (using prior knowledge)/Making

connections Questioning Envisioning Inferring Synthesizing Determining Importance Retelling Predicting

Mosaic of Thought: The Power of Comprehension Strategy Instruction,

by Ellin Oliver Keene and Susan Zimmermann

Busy Teacher’s Cafe http://busyteacherscafe.com/

Bloom’s Taxonomy for Questioning


2. With prompting and support, identify the main topic and retell key details of a text.


3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text (text to text, text to self, text to world).

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College and Career Readiness Anchor

Standards for Reading Reading Informational Text


Key Ideas and Details - Continued 4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. With prompting and support, ask and answer questions about unknown words in a text.


5. Identify the front cover, back cover, and title page of a book.


6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse

media and formats, including visually and quantitatively, as well as in words.

7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, things, or ideas in the text an illustration depicts).


8. With prompting and support, identify the reasons an author gives to support points in a text.


9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and

informational texts independently and proficiently. 10. Actively engage in group reading activities with purpose

and understanding Locate and know the purpose for nonfiction text in the

classroom and library media center. Choose nonfiction books related to topics of interest in the

classroom and library media center.

Weekly Reader/ Scholastic News National Geographic for Kids http://kids.nationalgeographic.com/kids/

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Kindergarten: Writing

English Language Arts – Kindergarten: Writing, W.K. (1…10)

College and Career Readiness Anchor Standards for Writing

Writing Grade Specific Standards


Text Types and Purposes 1. Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

http://tc.readingandwritingproject.com/resources

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

2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. ● Generate and share ideas and experiences for a story.

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

3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

4. (Begins in grade 3)

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

5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Develop a collection of writings (e.g., a literacy folder or portfolio).

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

6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

15

College and Career Readiness Anchor Standards

for Writing Writing


Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them.)

Author Studies

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

8. With guidance and support from adults, recall information from experiences or gather information form provided sources to answer a question.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research


Range of Writing

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

10. CCSS (Begins in grade 3) NVCC writes legibly to meet district standards Handwriting

Spell and write own first and last name with correct capitalization.

Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes.

Write all uppercase and lowercase letters of the alphabet from teacher copy.

Handwriting Without Tears http://www.hwtears.com/hwt/ www.brainpopjr.com (writing upper- and lower case letters) Zaner Bloser Handwriting Practice

16

Kindergarten: Speaking and Listening

English Language Arts – Kindergarten: Speaking and Listening SL.K. (1…6)

College and Career Readiness Anchor Standards for Speaking and Listening

Speaking and Listening Grade Specific Standards


Comprehension and Collaboration 1. Prepare for and participate effectively in a range

of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to

others and taking turns speaking about the topics and texts under discussion).

Continue a conversation through multiple exchanges. Respond to a variety of literature through dramatization, art,

and movement. Begin to stay focused on a topic of discussion. Follow one- and two-step directions.

http://www.brainpopjr.com (listening and speaking)

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (e.g. Listen fully to understand directions or hear daily messages.)

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric

3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

17

College and Career Readiness Anchor Standards for

Speaking and Listening Speaking and Listening


Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence

such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

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

6. Speak audibly and express thoughts, feelings, and ideas clearly. Sing familiar songs and rhymes to promote oral

language. Begin to use social conventions of language (i.e.,

please, thank you, may I?). Talk in front of a small group. Begin to understand the importance of looking at a

speaker.

Poetry Journals

18

Kindergarten: Language

English Language Arts – Kindergarten: Language L.K. (1…6)

College and Career Readiness Anchor Standards for Language

Language Grade Specific Standards


Conventions of Standard English 1. Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print many upper- and lowercase letters. Use frequently occurring nouns and verbs. Form regular plural nouns orally by adding /s/or /es/ (e.g., dog,

dogs; wish, wishes). Understand and use question words (interrogatives) (e.g., who,

what, where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in,

out, on, off, for, of, by, with). Produce and expand complete sentences in shared language

activities.

http://www.abcya.com/kindergarten_computers.html http://www.brainpopjr.com (nouns, verbs, upper- and lower case letters, plural nouns) www.kindergartenkorner.com

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

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short-vowel

sounds (phonemes). Spell simple words phonetically (developmental spelling or

conventional spelling), drawing on knowledge of sound-letter relationships.

Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing.

Developmental spelling: spell words like they sound. The speller perceives and represents all of the phonemes in a word, though spellings may be unconventional. Examples: EGL = eagle; ATE = eighty.

Conventional spelling: develops over years of

word study and writing.

19

Knowledge of Language Language Grade Specific Standards Clarification, Resources, Key

Vocabulary3. 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.


Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and

multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Identify new meanings for familiar words and apply them

accurately (e.g., knowing duck is a bird and learning the verb to duck).

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful,-less) as a clue to the meaning of an unknown word.

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

5. With guidance and support from adults, explore word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain

a sense of the concepts the categories represent. Demonstrate understanding of frequently occurring verbs and

adjectives by relating them to their opposites (antonyms). Identify real-life connections between words and their use (e.g.,

note places at school that are colorful). Distinguish shades of meaning among verbs describing the same

general action (e.g., walk, march, strut, prance) by acting out the meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

20

Curriculum Addendum: Grade 1 Interdisciplinary Connections

Math: Counting sequence, Measuring Lengths, Tell and Write Time, Shapes




Pacing Guide Literature Reading & Informational Text Writing Speaking and Listening Language








21

Grade 1: Literature

English Language Arts – Grade 1: Literature RL.1.(1…10)


Literature Grade Specific Standards




1. Use reading comprehension skills to demonstrate understanding of key details in a text: Reading Comprehension Skills: Monitoring for Meaning Accessing schema (using prior knowledge)/Making

connections Questioning Envisioning Inferring Determining importance Retelling Synthesizing Predicting

References: Mosaic of Thought: The Power of Comprehension

Strategy Instruction, by Ellin Oliver Keene and Susan Zimmermann

Assessing Comprehension Strategies, by Ellin Oliver Keene

Busy Teacher’s Cafe http://busyteacherscafe.com/ http://tc.readingandwritingproject.com/resources Daily Warm-ups, by Teacher Created Materials Strategies That Work, by Stephanie Harvey Classrooms That Work: They Can All Read and

Write, by Richard Allington & Patricia Cunningham Weekly Reader Scholastic News Scholastic BookFlix TumbleBooks www.storylineonline.net


2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Sequence information learned from text into a logical order to retell facts.


3. Identify, describe, compare, and contrast characters, settings, and major events in a story, using key details.

22


Standards for Reading Literature


Craft and Structure 4. Interpret words and phrases as they are used in a text,


4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.


5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.


6. Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media

and formats, including visually and quantitatively, as well as in words.

7. Use illustrations and details in a story to describe its characters, setting, or events.




9. Compare and contrast the adventures and experiences of characters in stories

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational

texts independently and proficiently. 10. With prompting and support, read prose and poetry of

appropriate complexity for grade 1. Demonstrate a familiarity with genres of text, including

storybooks, expository texts, and poetry. Read regularly in materials appropriate for their

independent reading level. Independently choose materials at appropriate independent

reading level. Independently choose high-interest reading materials. Independently identify favorite authors. Read independently for at least 20 minutes per day.

23

Grade 1: Reading, Foundational Skills English Language Arts – Grade 1: Reading, Foundational Skills RF.1.(1…4)

Print Concepts


1. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Match oral words to printed words (e.g., pointing to print as one reads). Locate and identify the title, author, and illustrator of a book or reading selection. Interpret simple graphs, charts, and diagrams. Apply writing concepts modeled by teacher.

www.readinga-z.com/

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Identify number of syllables in a spoken word. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Blend or segment spoken single-syllable words into their complete sequence of individual sounds(phonemes). Merge spoken segments into a word. Identify word patterns and produce new words within same pattern. Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

Words Their Way Spelling Program Making Big Words, by Patricia Cunningham

24

Phonics and Word Recognition Clarification, Resources, Key Vocabulary3. Know and apply grade-level phonics and word analysis skills in decoding words.

Know the spelling-sound correspondences for common consonant digraphs. Recognize and use rhyming words to reinforce decoding skills. Decode regularly spelled one-syllable words. Use sound-letter correspondence knowledge to sound out unknown words when reading text. Recognize high-frequency words in and out of context. Know final -e and common vowel team conventions for representing long vowel sounds. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a

printed word. Decode two-syllable words following basic patterns by breaking the words into syllables. Decode unknown words using context clues. Decode unknown words using basic phonetic analysis. Read words with inflectional endings. Recognize and read grade-appropriate irregularly spelled words.

Words Their Way Spelling Program Making Big Words, by Patricia Cunningham

Fluency 4. Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Read both fiction and nonfiction text that is grade-level appropriate. Read on-level text independently for twenty minutes or more. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Begin to develop personal preferences at an appropriate reading level. Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words. *Dolch

List

Dolch list website: http://www.k12reader.com/dolch-word-list/

www.readinga-z.com/ Fountas & Pinnell Reading Levels Scholastic Book Wizard Science Scholastic Vocabulary Readers Scholastic Easy Reader Biographies Daily Warm-ups, by Teacher Created Materials

25

Grade 1: Reading and Informational Text

English Language Arts – Grade 1: RI.K. (1…10)

College and Career Readiness Anchor Standards forReading





1. Ask and answer questions about key details in a text. Use reading comprehension skills to demonstrate understanding of key details in a text:

Reading Comprehension Skills: Monitoring for Meaning Accessing schema (using prior knowledge),

making connections Questioning Envisioning Inferring Determining importance Retelling Synthesizing Predicting

References: Mosaic of Thought: The Power of Comprehension

Strategy Instruction, by Ellin Oliver Keene and Susan Zimmermann

Assessing Comprehension Strategies, by Ellin Oliver Keene

Busy Teacher’s Cafe http://busyteacherscafe.com/ http://tc.readingandwritingproject.com/resources Mentor Texts Classrooms That Work: They Can All Read and

Write, by Richard Allington & Patricia Cunningham Science Scholastic Vocabulary Readers Scholastic Easy Reader Biographies Weekly Reader Scholastic News Scholastic BookFlix (Fiction and Nonfiction) Reading Comprehension Strategy Instruction http://www.readinglady.com/mosaic/


2. Identify the main topic and retell key details of a text.


3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. ● Text to Text ● Text to Self ● Text to World

Venn Diagram

26


for Reading Reading Informational Text


Craft and Structure 4. Interpret words and phrases as they are used in a

text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Use simple graphs and charts to understand and report

information.

Science Scholastic Vocabulary Readers


6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.



7. Use the illustrations and details in a text to describe its key ideas.


8. Identify the reasons an author gives to support points in a text.


9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and

informational texts independently and proficiently. 10. With prompting and support, read informational texts

appropriately complex for grade 1. Ask and explore questions related to a topic of

interest. Draw conclusions from informational text.

27

Grade 1: Writing English Language Arts – Grade 1: Writing, W.1.(1…10)




Text Types and Purposes 1. Write arguments to support claims in an analysis

of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Teaching Writing Through Differentiated Instruction with Leveled Graphic Organizers, by Mary C. McMacklin Classrooms That Work: They Can All Read and Write, by Richard Allington & Patricia Cunningham


2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Graphic Organizers


3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Begin to use a basic writing process to develop

writing.

http://tc.readingandwritingproject.com/resources

28


for Writing Writing






5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Increase fluency (ability to write ideas easily) to improve

writing. Begin to use a simple checklist to improve writing with teacher

support. Produce finished writings to share with class and/or for

publication.

Develop a collection of writings (e.g., a literacy folder or portfolio).


6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.



7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).


8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


29


Writing Writing


VocabularyRange of Writing 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.

10. CCSS (Begins in grade 3) NVCC writes legibly to meet district standards

Write independently for at least 20 minutes per day. Handwriting

Spell and write own first and last name with correct capitalization. Gain increasing control of penmanship, including pencil grip,

paper position, and beginning strokes. Write all uppercase and lowercase letters of the alphabet from

teacher copy. Use left-to-right and top-to-bottom directionality and use

appropriate spacing between words.

Handwriting Without Tears Writing Program

Zaner Bloser Handwriting Practice

30

Grade 1: Speaking and Listening English Language Arts – Grade 1: Speaking and Listening SL.1.(1…6)




Comprehension and Collaboration 1. Prepare for and participate effectively in

a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others with

care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under

discussion. Listen and respond appropriately to directions. Listen to hear initial, final, and middle sounds in words. Listen to a spoken word to produce another word that rhymes with it. Listen to a spoken word to produce another word with the same spelling

pattern. Maintain eye contact with speaker. Follow one- and two-step oral directions. Track print when listening to a familiar text being read or when rereading

their own writing.

“Turn and Talk” Partner Groups Think-Pair-Share Podcasts Garageband iMovie Scholastic BookFlix TumbleBooks www.storylineonline.net


2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Distinguish between “pretend” and “real” in the media. Begin to recognize that media can have different purposes. Speculate about visual representations (e.g., pictures, artwork). Begin to recognize the work of a favorite author/illustrator. Conference with peers and respond to text through book discussions.


3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Speak in complete sentences. Offer personal opinions in discussion and retell personal experiences. Students will wait their turn to speak.

“Turn and Talk” Partner Groups Think-Pair-Share

31




Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such

that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Recite poems, stories, or rhymes orally. Participate in choral reading to develop phonemic

awareness, oral language, and fluency. Retell a story, including character, setting, plot, beginning,

middle, and end to check for understanding. Read aloud from developmentally appropriate texts with

attention to expression. Use social conventions of language. Role-play situations and dramatize story events.

Reader’s Theater Poetry Notebook


5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Begin to interpret messages in simple advertisements. Sequence a series of pictures or images to tell a story.


6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

32

Grade 1: Language English Language Arts – Grade 1: Language L.1.(1…6)




Conventions of Standard English 1. Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters. Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic

sentences (e.g., He hops; We hop). Use personal, possessive, and indefinite pronouns (e.g., I, me,

my; they, them, their; anyone, everything). Use verbs to convey a sense of past, present, and future (e.g.,

Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Use frequently occurring adjectives. Use frequently occurring compound words. Use frequently occurring conjunctions (e.g., and, but, or, so

because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond,

toward). Produce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentences in response to prompts.

Use and explain common antonyms and synonyms. Use simple sentences to convey ideas.

Handwriting Without Tears Program Zaner-Bloser Handwriting Instruction Practice Workbook

33


Language Language

Grade Specific StandardsClarification, Resources, Key Vocabulary


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for all types of

sentences. Use commas in dates and to separate single

words in a series. Develop and use conventional spelling for

words with common spelling patterns and for frequently occurring irregular words.

Use developmental spelling or phonics-based knowledge to spell independently, when necessary.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Developmental Spelling: Spell words like they sound. The speller perceives and represents all of the phonemes in a word, though spellings may be unconventional. Examples: EGL = eagle; ATE = eighty. Conventional Spelling: develops over years of word study and writing.

Daily Oral Language Words Their Way Spelling Program

http://tc.readingandwritingproject.com/resources/assess

ments/spelling-assessments.html www.spellingcity.com

Knowledge of Language 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.


34


Language Language

Grade Specific StandardsClarification, Resources, Key

VocabularyVocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-

meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or

phrase. Use frequently occurring affixes as a clue to the meaning of a

word. Identify frequently occurring root words (e.g., look) and their

inflectional forms (e.g., looks, looked, looking).


5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense

of the concepts the categories represent. Define words by category and by one or more key attributes

(e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

35


ELA: Informational Writing: Reading, Research and Writing in the Content Areas.

Math: Multiplication, Measuring Lengths, Time, Money, Shapes




Pacing Guide Literature Reading & Informational Texts Reading & Foundational Skills Writing Speaking and Listening Language








36

Grade 2: Literature English Language Arts – Grade 2: Literature RL.2.(1…10)


LiteratureGrade Specific Standards




1. Use reading comprehension skills to demonstrate understanding of key details in a text

Reading Comprehension Skills: Monitoring for meaning Accessing schema/Making connections Questioning Envisioning Inferring Determining importance Synthesizing Predicting

Busy Teacher’s Cafe: http://www.busyteacherscafe.com/ Mosaic of Thought by Ellin Keene and Susan Zimmerman Scholastic Student Activities: http://www.scholastic.com/teachers/student-activities Teaching Reading: Differentiated Instruction with Leveled Graphic Organizers by Scholastic Bloom’s Taxonomy for Questioning


2. Retell stories, including fables and folktales from diverse cultures, and determine their

central theme, lesson, or moral. (three and five part retellings) Determine events to include in retell


3a. Describe how characters in a story respond to major events and challenges.

3b. Recognize cause and effect in text.

Free Cause and Effect Graphic Organizers:http://www.educationoasis.com/curriculum/GO/cause_effect.htm

37






4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Use context clues to determine meaning (multiple meaning words, homophones, specific story vocabulary)

Begin to understand meaning of idioms in a story

Eye on Idioms Interactive Resource: http://www.readwritethink.org/files/resources/interactives/idioms/


5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Continue to identify story elements in text

(story maps, book talks) Sequence events in a story Identify problem and solution and relate

back to central theme / main idea Summarize story in writing

Free Graphic Organizers: http://www.eduplace.com/graphicorganizer/


6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Participate in reader’s theater Write a journal entry from character’s point

of view Identify narrator’s voice

Reader’s Theater Scripts and Plays:http://www.teachingheart.net/readerstheater.htm The Reading Lady Reader’s Theater Scripts: http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9

38






7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Envisioning (ex. stop and sketch)




9a. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. 9b. Make text to text connections between

characters. Use Venn diagram to compare and contrast

characters.

Compare and Contrast Free Graphic Organizers:http://www.educationoasis.com/curriculum/GO/compare_contrast.htm


texts independently and proficiently. 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

● Continue to develop personal reading preferences

● Continue to select books at an appropriate reading level

● Read independently for twenty-five minutes per day

39

Grade 2: Reading, Foundational Skills English Language Arts – Grade 2: Reading, Foundational Skills RF.2.(1…4) Print Concepts Clarification, Resources, Key Vocabulary 1. Demonstrate understanding of the organization and basic features of print. a. Apply basic rules of capitalization and punctuation to written sentences. b. Recognize the purpose of a paragraph.

2 . Demonstrate understanding of spoken words, syllables, and sounds (phonemes) as taught in grades K-1.


a. Distinguish long and short vowels when reading regularly spelled one-syllable and multi-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.c. Decode regularly spelled multi-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound

correspondences. f. Recognize and read grade-appropriate irregularly spelled words. g. Develop a vocabulary of 500-800 regular and irregular sight words (see

Dolch list of sight words in Appendix) h. Apply learned skills to determine if text makes sense without prompting

BBC Words and Pictures: http://www.bbc.co.uk/schools/wordsandpictures/ Dolch Sight Word List: http://english-zone.com/reading/dolch.html Phonics Tales Read Aloud Series - Scholastic


a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on

successive readings. c. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

Busy Teacher’s Cafe on Fluency - http://www.busyteacherscafe.com/literacy/fluency.html

40

Grade 2: Reading and Informational Text

English Language Arts – Grade 2: RI.2. (1…10) College and Career Readiness Anchor Standards for

Reading Reading Informational Text


Key Ideas and Details 1. Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Use reading comprehension skills to demonstrate understanding of key details in a text

Suggested Reading Comprehension Skills: Monitoring for meaning Accessing schema/Making connections Questioning Envisioning Inferring Determining importance Synthesizing Predicting

Busy Teacher’s Cafe: http://www.busyteacherscafe.com/

Mosaic of Thought by Ellin Keene and Susan Zimmerman

Scholastic Student Activities: http://www.scholastic.com/teachers/student-activities

Weekly Reader Scholastic News Time for Kids Bloom’s Taxonomy for Questioning


2. Identify the main topic of a multi-paragraph text as well as the main idea of specific paragraphs within the text.


3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Create timeline Sequencing information



4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.


5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons, charts) to locate key facts or information in a text efficiently.

Graphic Organizers: http://www.eduplace.com/graphicorganizer/

Science Scholastic Vocabulary Readers Scholastic Text Features Lesson and Resource: http://www.scholastic.com/teachers/lesson-plan/teach-

text-features-read-nonfiction 6. Assess how point of view or purpose shapes the

content and style of a text. 6. Identify the main purpose of a text, including what the

author wants to answer, explain, or describe.

41






7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and

clarify a text.


8. Describe how reasons support specific points the author makes in a text.


9. Compare and contrast the most important pointspresented by two texts on the same topic.


texts independently and proficiently. 10. By the end of year, read and comprehend

informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently,

with scaffolding as needed at the high end of the range.

42

Grade 2: Writing

English Language Arts – Grade 2: Writing, W.2.(1…10)






1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Teaching Writing: Differentiated Instruction with Leveled Graphic Organizers by Scholastic


2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.


3. Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts and feelings, use temporal words to signal event order, and provide a sense of closure.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

4. Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.


5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. ● Use graphic organizers to assist with planning writing ● Compose readable first drafts ● Use simple checklists and rubrics to improve writing ● Reread drafts to focus on elaboration of details ● Introduce peer editing as a strategy to improve writing ● Produce finished writings to share with classmates and /or

for publication

Develop a collection of writings (e.g., literacy folder or portfolio)

43


WritingGrade Specific Standards



6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

KidspirationMicrosoft Word



7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).


8. Recall information from experiences or gatherinformation from provided sources to answer a question.



Range of Writing 10. Write routinely over extended time frames (time for


10. CCSS (Begins in grade 3) NVCC- Write legibly to meet district standards of

recognizing and using left to right, top to bottom, directionality, and spacing between letters and words. Write independently for at least 20 minutes per day

44

Grade 2: Speaking and Listening

English Language Arts – Grade 2: Speaking and Listening SL.2.(1…6)


Speaking and ListeningGrade Specific Standards


Comprehension and Collaboration 1. Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., gaining the

floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Build on others’ talk in conversations by linking their comments to the remarks of others.

Ask for clarification and further explanation as needed about the topics and texts under discussion.

Maintain eye contact between the listener and speaker. Follow one- and two-step oral directions.


2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.


3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

45




Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such

that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Suggested Activities Oral presentation Book talk


5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Garageband iMovie Pixie KidPix


6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)

46

Grade 2: Language English Language Arts – Grade 2: Language L.2.(1…6)






1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use collective nouns (e.g., group). Form and use frequently occurring regular and irregular

plural nouns (e.g., puppies, monkeys, benches, children, teeth, mice, fish).

Use reflexive pronouns (e.g., myself, ourselves). Form and use the past tense of frequently occurring irregular

verbs (e.g., sat, hid, told). Use adjectives and adverbs, and choose between them

depending on what is to be modified. Produce, expand, and rearrange complete simple and

compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Brainpop, Jr.: http://www.brainpopjr.com Scholastic Grammar Games:

http://teacher.scholastic.com/activities/adventure/

Grammar Ninja:

http://www.kwarp.com/portfolio/grammarninja.html

Internet4Classrooms 2nd Grade Language

Standard Activities: http://www.internet4classrooms.com/grade_level_help/language_language_arts_second_2nd_grade.htm

2. Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling when writing.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize holidays, product names, and geographic names. Identify and write statements, questions, commands, and

exclamations. Use commas in greetings and closings of letters. Use an apostrophe to form contractions and frequently

occurring possessives.

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Locate information using alphabetical order. Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings.

Dictionary.com - http://www.dictionary.com Grammar Tales Series, by Liza Charlesworth Punctuation Tales Series, by Liza Charlesworth Words are Categorical Series, by Brian Cleary

47






3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare formal and informal uses of English.

Vocabulary Acquisition and Use Clarification, Resources, Key Vocabulary 4. Determine or clarify the meaning of unknown and multiple-


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word

or phrase. Determine the meaning of the new word formed when a

known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Multiple Meaning Word Resources: http://www.manatee.k12.fl.us/sites/ele

mentary/samoset/Resources/multiplemean.htm

Prefix and Suffix Online Activities: http://www.internet4classrooms.com/g

rade_level_help/language_prefix_suffix_language_arts_second_2nd_grade.htm

Compound Word Online Activities: http://www.internet4classrooms.com/g

rade_level_help/language_compound_words_language_arts_second_2nd_grade.htm


5. Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use

(e.g., describe foods that are spicy or juicy). Distinguish shades of meaning among closely related verbs

(e.g., toss, throw, hurl), closely related adjectives (e.g., thin, slender, skinny, scrawny) and antonyms.

Identify and use homophones and homographs correctly in context.

Homophone Resource: http://www.primaryresources.co.uk/english/en

glishA8.htm

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

48

Grade 3 Interdisciplinary Connections


Math: Patterns, Fractions, Geometric Measurement, Lines, Angles

Social Studies: Map skills, physical features, conservation, resources, geographic regions



Pacing Guide Literature Reading & Foundational SKills Reading & Informational Text Writing Speaking and Listening Language


8.1.5.A.1: Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2: Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.5.D.1-4: Digital Citizenship





49







1. Use reading comprehension skills to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Suggested Reading Comprehension Skills: ● Monitoring for Meaning ● Accessing schema/Making connections ● Questioning ● Envisioning ● Inferring ● Determining importance ● Synthesizing ● Predicting

● Mosaic of Thought by Ellin Keene and Susan Zimmerman

● http://www.busyteacherscafe.com/literacy/comprehension_strategies.html

● Bloom’s Taxonomy for questioning


2. Retell stories, including fables, folktales, and myths from diverse cultures in detail; determine the central message/main idea, lesson, or moral and explain how it is conveyed through key details in the text.

Suggested mythical texts: Snake Hair: The Story of Medus,by

Stephanie Spinner, Wing, by Jane Yolen, The Wreck of the Zephyr, by Chris Van

Allsburg 3. Analyze how and why individuals, events, and

ideas develop and interact over the course of a text.

3. Describe and evaluate characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (cause and effect)

http://www.sanchezclass.com/readinggraphic-organizers.htm

50






4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.


5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.


6. Distinguish their own point of view from that of the narrator or those of the characters.

http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-analyzing-point-view-23.html

http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-point-view-with-789.html



7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).




9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series, picture books).

Author Studies

51


Reading Literature


Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. ● Read independently for a sustained period of time: 30

minutes daily. ● Make wise and appropriate book choices. ● Participate actively in book discussions. ● Describe personal reading preferences.

● http://www.scholastic.com/bookwizard/ ● http://tc.readingandwritingproject.com/reso

urces/classroom-libraries/archive.html Leveled Books for Readers, by Pinnell & Fountas

52


Print Concepts


1. Demonstrate understanding of the organization and basic features of print by examining examples of narrative and expository texts. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation) Recognize the distinguishing features of literature (e.g. paragraphs, indentations, chapters, genres, etc.) Recognize the distinguishing features of informational text (e.g. headings, captions, diagrams, etc.)

www.readinga-z.com

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, diphthongs).

Making Big Words, Making Bigger Words, by Patricia Cunningham


Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes: -ation, -ment, -ity, -able, -ify. Decode multi-syllable words. Read grade-appropriate irregularly spelled words. Identify the two words from which the compound word was formed. Identify the two words from which each contraction was formed Identify appropriate grade level sight word vocabulary. Point to and clearly identify specific words or wording that cause comprehension difficulties. Endings: recognize the meaning of word endings: -s, -en, -er, -est, ‘s, -s’,-es, -ing, -ed

http://www.kidzone.ws/dolch/grade3.htm Word Walls


Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

http://tc.readingandwritingproject.com/resources/assessments/reading-assessments.html

http://www.scholastic.com/bookwizard/ http://www.busyteacherscafe.com/literacy/fl

uency.html

53

Grade 3: Reading and Informational Texts English Language Arts – Grade 3: RI.3. (1…10)




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

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Suggested Reading Comprehension Skills:

Monitoring for Meaning Accessing schema/Making connections Questioning Envisioning Inferring Determining importance Synthesizing Predicting

Mosaic of Thought by Ellin Keene and Susan Zimmerman http://www.busyteacherscafe.com/literacy/comprehension_

strategies.html Strategies That Work: Teaching Comprehension to

Enhance Understanding by Stephanie Harvey Bloom’s Taxonomy for questioning


2. Determine the main idea of a text; recount the key details and explain how they support the main idea.


3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Suggested activity: Timeline of important events

54




Craft and Structure Clarification, Resources, Key Vocabulary4. 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.

4. Determine the meaning of general academic and domain-specific words and phrases using reference materials or in context of a text relevant to a grade 3 topic or subject area.


5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Nonfiction text features: www.readinglady.com/.../Determinging%20Importance%20handout%20by%20Deb%20Smith.doc


6. Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in

diverse media and formats, including visually and quantitatively, as well as in words.

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur).

http://www.weeklyreader.com/subcategory/74 Leveled Nonfiction Passages for Building

Comprehension (Scholastic) 8. Delineate and evaluate the argument and

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

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, fact/opinion, first/second/third in a sequence).


9. Compare and contrast the most important points and key details presented in two texts on the same topic.


10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

55

Grade 3: Writing

English Language Arts – Grade 3: Writing, W.3.(1…10)






1. Write opinion/persuasive pieces on topics or texts, supporting a point of view with reasons utilizing the writing process. Introduce the topic or text they are writing about,

state an opinion, and create an organizational structure that lists reasons.

Provide reasons that support the opinion. Use linking words and phrases (e.g., because,

therefore, since, for example) to connect opinion and reasons.

Provide a concluding statement or section.

Teaching Writing Through Differentiated Instruction with Leveled Graphic Organizers, by Mary C. McMacklin


2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly utilizing the writing process. ● Introduce a topic and group related information

together; include illustrations when useful to aiding comprehension.

● Develop the topic with facts, definitions, and details.

● Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

● Provide a topic and concluding statement or section.

56


Writing Writing


VocabularyText Types and Purposes 3. Write narratives to develop real or imagined experiences

or events using effective technique, well-chosen details, and well-structured event sequences.

3. Write narratives to develop real or imagine experiences or events using effective technique, descriptive details, and clear event sequences utilizing the writing process. Establish a situation and introduce a narrator and/or

characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and

feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order. Provide a sense of closure.



4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) In a variety of genres In response to literature to demonstrate an understanding of the text

Use touchstone texts to model specific genres.

http://tc.readingandwritingproject.com/rsources/classroom-libraries/current-classroom-libraries.html


5. With guidance and support from peers and adults, develop and strengthen writing through the writing process: planning, generating, drafting, revising, editing, and publishing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3) Understand and use grade-appropriate checklists and/or

rubrics to improve writing. Compose readable first drafts Reread drafts to focus on elaboration of details Use peer editing as a strategy to improve writing Produce finished writings to share with classmates and / or publication

http://www.readwritethink.org/classroom-resources/printouts/editing-checklist-self-peer-30232.html Develop a collection of writings (e.g.: literacy folder or portfolio)


6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

57


Writing Writing


VocabularyProduction and Distribution of Writing 7. Conduct short as well as more sustained research projects

based on focused questions, demonstrating understanding of the subject under investigation.

7. Conduct short research projects that build knowledge about a topic.


8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


9. (Begins in Grade 4)


research, reflection, and revision) 10. Write routinely over extended time frames (time for research,

reflection, and revision) Write independently for at least 20 minutes daily Write legibly in manuscript and/or cursive to meet district

standards of recognizing and using left to right, top to bottom, directionality, and spacing between words.

Breathing In, Breathing Out: Keeping a Writer’s Notebook, by Ralph Fletcher

Handwriting Without Tears (Print and

Cursive) Program Zaner-Bloser Cursive Handwriting

Instruction Program

58







1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion, adjust volume to conditions, maintaining eye contact as a listener and speaker).

Ask questions/paraphrase to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Explain their own ideas and understanding in light of the discussion. Follow two- and three-step directions.


2. Determine the main ideas and supporting detail of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

59


for Speaking and Listening Speaking and Listening


VocabularyPresentation of Knowledge and Ideas 4. Present information, findings, and supporting

evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.



6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

60

Grade 3: Language English Language Arts – Grade 3: Language L.3.(1…6) * The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.






1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences. Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I will walk) verb

tenses. Ensure subject-verb and pronoun-antecedent agreement.* Form and use comparative and superlative adjectives and

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

Use coordinating (ex. and, but, or, and so) and subordinating (ex. although, as, before, until, when, while and unless) conjunctions.

Produce simple, compound, and complex sentences. Produce a variety of sentence types such as declarative,

interrogative, exclamatory and imperative using correct capitalization and punctuation.

http://classroom.jc-schools.net/basic/la-grammar.html

Scholastic Grammar Games: http://teacher.scholastic.com/activities/adventure/

http://www.internet4classrooms.com/skill_builders

Words are Categorical Series by Brian P. Cleary (A Mink, A Fink, A Skating Rink: What is a Noun? and others)

61





2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-frequency and other

studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Daily Oral Language Words Their Way Spelling Program http://tc.readingandwritingproject.com/resource

s/assessments/spelling-assessments.html www.spellingcity.com

Knowledge of Language 3. Apply knowledge of language to understand how


3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.* Recognize and observe differences between the

conventions of spoken and written standard English.

http://www.internet4classrooms.com/skill_builders

62

Vocabulary Acquisition and Use Language


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

4. Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word

or phrase. Determine the meaning of the new word formed when a known

affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

www.dictionary.com http://www.funbrain.com/words.html


5. Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and non-literal meanings of words and

phrases in context (e.g., take steps). Identify real-life connections between words and their use

(e.g., describe people who are friendly or helpful). Distinguish shades of meaning among related words that

describe states of mind or degrees of certainty (e.g., knew, believed, suspected)

www.thesaurus.com


6. Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Prepositional phrases: http://donnayoung.org/english/grammar/prepositions.htm

63



Math: Patterns, Fractions, Geometric Measurement, Lines, Angles

Social Studies: Map skills, physical features, conservation, resources, geographic regions



Pacing Guide Literature Reading & Foundational Skills Reading & Informational Text Writing Speaking and Listening Language







64







1a. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1b. Use reading comprehension skills to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Reading Comprehension Skills: Monitoring for Meaning Accessing Schema/Making Connections Questioning Envisioning Inferring Determining importance Synthesizing Predicting

explicit, implicit inference, schema busyteacherscafe.com Bloom’s Taxonomy for Questioning readinglady.com Using Picture Books to Teach Comprehension Strategies, by Joanne M. Zimny 50 Reproducible Strategy Sheets That Build Comprehension During Independent Reading: Engaging Forms That Guide Students to Use Reading Strategies and ... Elements-and Help You Assess Comprehension, by Anina Robb (Scholastic Professional Book)


2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

www.readwritethink.org Awesome Hands-on Activities for Teaching Literary Elements, by Susan Van Zile (Scholastic Professional Book)


3. Describe in depth a character, setting, or event in a story or drama, drawing on specific detail in the text (e.g., a character’s thoughts, words, or actions).

www.readwritethink.org

Craft and Structure 4. Interpret words and phrases as they are used in a

text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).


5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.


6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

http://www.studyzone.org/testprep/ela4/o/maintainpointl.cfm

65


Reading Literature




7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.




9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.


informational texts independently and proficiently. 10. By the end of the year, read and comprehend

literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Read regularly in materials appropriate for

their independent reading level. Independently choose materials at appropriate

independent reading level. Independently choose high-interest reading

materials. Independently identify favorite authors. Read independently for at least 20 minutes

daily.

http://www.scholastic.com/bookwizard/ http://tc.readingandwritingproject.com/resources/classroom-

libraries/archive.html Leveled Books for Readers, by Pinnell & Fountas 40 Graphic Organizers That Build Comprehension During Independent Reading, by Anina Robb

66


Print Concepts


1. Demonstrate understanding of the organization and basic features of print by examining examples of narrative and expository texts. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending

punctuation). Recognize the distinguishing features of literature (e.g. chapters, genres) Recognize the distinguishing features of informational text (e.g. headings, captions, diagrams, etc.)

narrative, expository www.t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes) as taught in grades K-1. Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g.,

blends, digraphs, diphthongs). *See Suggested Resources.

syllables, phonemes, blends, digraphs, diphthongs Making Big Words, and Making Bigger Words in Professional

Resources Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words.

Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multi-syllable words in context and out of context. Read grade-appropriate irregularly spelled words. Identify the two words from which the compound word was formed. Identify the two words from which each contraction was formed. Identify appropriate grade level sight word vocabulary. (See Dolch List of sight words* Appendix) Point to and clearly identify specific words or wording that cause comprehension difficulties. Endings: - recognize the meaning of word endings: s, en, er, est, ‘s, s’, es, ing, ed. Identify syllabication patterns.

http://www.aasd.k12.wi.us/staff/boldtkatherine/ReadingFun3-6/ReadingFun_PrefixesSuffixesRoots.htm http://rwd1.needham.k12.ma.us/program_dev/documents/curriculumbinder/reading/phonic4.pdf http://www.spellingcity.com/compound-words.html http://www.elcerritowire.com/4/grammar.htm http://www.kidzone.ws.dolch/grade4.htm


Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive

readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

www.tumblebooks.com http://fcit.usf.edu/fcat/strategies/ http://www.scholastic.com/bookwizard/ http://www.busyteacherscafe.com/literacy/fluency.html Teaching Comprehension Strategies All Readers Need, by Nicole Outsen and Stephanie Yulga (Scholastic Professional Book) The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension, by Timothy V. Rasinski (Scholastic Professional Book)

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Grade 4: Reading & Informational Text English Language Arts – Grade 4: RI.4. (1…10)

College and Career Readiness Anchor Standards for Reading Reading Informational Text Grade Specific Standards


Key Ideas and Details 1. Read closely to determine what the text says explicitly and to

make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Suggested Reading Comprehension Skills: Monitoring for Meaning ● Accessing schema/Making connections ● Questioning ● Envisioning

explicit v. implicit inference, schema Bloom’s Taxonomy for Questioning www.readinglady.com


2. Determine main ideas of a text and explain how it is supported by key details; summarize the text.: ● Inferring ● Determining ● Importance ● Synthesizing

envisioning www.readinglady.com www.busyteacherscafe.com Awesome Hands-on Activities for Teaching Literary Elements, by Susan Van Zile (Scholastic Professional Book) Improving Comprehension with Think-Aloud Strategies: Modeling What Good Readers Do, by Jeffrey D. Wilhelm


3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Suggested historical, scientific, or technical texts: Elsie’s Bird by Jane Yolen, The Butterfly by Patricia Polacco, Pink and Say by Patricia Polacco, Baseball Saved Us by Ken Mochizuki, Baloney (Henry P.) by Jon Scieszka, Company’s Coming by Arthur Yorinks, Tomatoes From Mars by Mort Drucker



4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.



5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution, fact/opinion) of events, ideas, concepts, or information in a text or part of a text.

http://fcit.usf.edu/fcat/strategies/


6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

http://www.heinemann.com/shared/onlineresources/E00797/chapter2.pdf

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Integration of Knowledge and Ideas Clarification, Resources, Key Vocabulary7. Integrate and evaluate content presented

in diverse media and formats, including visually and quantitatively, as well as in words.

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

www.t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf


8. Explain how an author uses reasons and evidence to support particular points in a text.


9. Research and integrate information from two or more texts on the same topic in order to write or speak about the subject knowledgeably.

Leveled Non-Fiction Passages for Building Comprehension, by Carol Ghiglien



10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Teaching Students to Read Non-Fiction, by Alice Boynton and Wiley Blevins (Scholastic Professional Book) http://www.scholastic.com/bookwizard/ http://tc.readingandwritingproject.com/resources/classroom-libraries/archive.html Leveled Books for Readers, by Pinnell & Fountas

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Grade 4: Writing English Language Arts – Grade 4: Writing, W.4.(1…10)


Standards for Writing



Text Types and Purposes

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

1. Write opinion/persuasive pieces on topics or texts, supporting a point of view with reasons and information utilizing the writing process. Within opinion pieces, independently generate possible ideas for topics to write about through a

variety of strategies. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which

related ideas are grouped to support the writer’s purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented.

writingfix.com twowritingteachers.com readwritethink.com theteacherscorner.net http://its.leesummit.k12.mo.us/writing.htm http://www.internet4classrooms.com Persuasive Writing: Mini-Lessons, Strategies, and Activities, by Tara McCarthy (Scholastic Professional Book) Picture Book: I Wanna Iguana, by Karen

Kaufman Orloff


2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly utilizing the writing process. Within informational/explanatory writing, independently generate possible ideas for topics to write

about through a variety of strategies. Introduce a topic clearly and group related information in paragraphs and sections; include formatting

(e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop and research the topic with facts, definitions, concrete details, quotations, or other

information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also,

because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

writingfix.com twowritingteachers.com readwritethink.com theteacherscorner.net http://its.leesummit.k12.mo.us/writing.htm http://www.internet4classrooms.com/grade_level_help/previewtext_language_arts_fourth_4th_grade.htm Expository Writing: Mini-Lessons, Strategies, and Activities, by Tara McCarthy (Scholastic Professional Book)

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Writing Writing


Text Types and Purposes 3. Write narratives to develop real or imagined

experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences utilizing the writing process. Within narrative writing, independently generate possible ideas for topics to

write about through a variety of strategies. Orient the reader by establishing a situation and introducing a narrator and/or

characters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the

responses of characters to situations. Use a variety of transitional words and phrases to manage the sequence of

events. Use concrete words and phrases and sensory details to convey experiences and

events precisely. Provide a conclusion that follows from the narrated experiences or events.

writingfix.com twowritingteachers.com readwritethink.com theteacherscorner.net Teaching the Elements of Powerful Writing, by Jane Sullivan and Midge Madden (Scholastic Professional Book)



4. Produce (craft) clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Use a variety of authors as models. Use touchstone texts to model specific genres (informational, opinion,

narrative). Develop a collection of writings (e.g. a literacy folder or literacy portfolio) Respond to literature to demonstrate an understanding of the text

Suggested Strategy: Use touchstone texts to model specific genres.

writingfix.com twowritingteachers.com readwritethink.com www.theteacherscorner.net http://www.thewritesource.com/studentmodels/ Use touchstone texts to model specific genres. http://tc.readingandwritingproject.com/resources/classroom-libraries/current-classroom-libraries.html

5. Develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach.

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, drafting, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 .)

Develop a collection of writings (ex: a literacy folder or portfolio) http://www.readwritethink.org/classroom-resources/printouts/editing-checklist-self-peer-30232.html 50 Writing Lessons That Work, by Carol Rawlings Miller (Scholastic Professional Book) Picture Book: If You Were a Writer ,by Joan Lowery Nixon

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Production and Distribution of Writing Writing Grade Specific Standards



6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Easy Steps To Writing Fantastic Research Reports (Grades 3-6), by Priscilla Waynant, Suzanne Clewell, Kathryn Davis and Jean Dreher (Scholastic Professional Book) The Kid's Guide To Research, by Deborah Heiligman


8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.


9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a

character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

www.t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf

Range of Writing 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.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Write daily for at least 20 minutes. Write legibly in manuscript and cursive to meet district standards of

recognizing and using left to right, top to bottom, directionality, and spacing between words.

Reflect on one’s writing, noting strengths and areas needing improvement.

LIVE Writing: Breathing Life into Your Words, by Ralph Fletcher How Writers Work, by Ralph Fletcher Breathing In, Breathing Out: Keeping a Writer’s Notebook, by Ralph Fletcher Handwriting Without Tears (Print and Cursive) Program Zaner-Bloser Cursive Handwriting Instruction Program

72







1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ● Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

● Follow agreed-upon rules for discussions and carry out assigned roles. ● Pose and respond to specific questions to clarify or follow up on

information, and make comments that contribute to the discussion and link to the remarks of others, often using transitional phrases.

● Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

http://emedia.leeward.hawaii.edu


2. Paraphrase or retell portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

http://www.heinemann.com/shared/onlineresources/E00797/chapter2.pdf


3. Identify the reasons and evidence a speaker provides to support particular points.

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting


4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.



6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)

73

Grade 4: Language English Language Arts – Grade 4: Language L.4.(1…6) The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.


LanguageGrade Specific Standards


Conventions of Standard English 1. Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use relative pronouns (who, whose, whom, which, that) and relative

adverbs (where, when, why). Form and use the progressive (e.g., I was walking; I am walking; I will be

walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Order adjectives within sentences according to conventional patterns (e.g.,

a small red bag rather than a red small bag). Form and use prepositional phrases. Produce complete sentences, recognizing and correcting inappropriate

fragments and run-ons.* Correctly use frequently confused words (e.g., to, too, two; there, their).*

relative pronoun, relative adverb, progressive verb tense, modal auxiliaries Maggie’s Earth Adventures (http://teacher.scholastic.com/activities/adventure/grammar1.htm) http://classroom.jc-schools.net/basic/la-grammar.html Grammar Tales Box Set from Scholastic Brian P. Cleary Grammar Books http://www.internet4classrooms.com/skill_builders


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations

from a text. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-appropriate words correctly, consulting references as needed,

with particular attention to frequently used words and spelling patterns.

Punctuation Tales Box Set from Scholastic Daily Oral Language Words Their Way, Spelling Program http://tc.readingandwritingproject.com/resoures/assessments/spelling-assessments.html www.spellingcity.com

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for Language Language


VocabularyKnowledge of Language 3. Apply knowledge of language to understand how


3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely.* Choose punctuation for effect.* Differentiate between contexts that call for formal English (e.g., presenting

ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

formal, informal http://www.internet4classrooms.com/skill_builders

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown

and multiple-meaning words and phrases by usingcontext clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to

the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and roots as clues

to the meaning of a word (e.g., telegraph, photograph, autograph). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

www.dictionary.com www.thesaraus.com http://www.funbrain.com/words.html


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a

picture) in context. Recognize and explain the meaning of common idioms, adages, and

proverbs. Demonstrate understanding of words by relating them to their opposites

(antonyms) and to words with similar but not identical meanings (synonyms).

similes, metaphors, idioms, adages, proverbs http://www.kidskonnect.com/subject-index/20-language-arts/343-figurative-language.html


6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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Grades 5 through 8 Curriculum Objectives

79



Math: Patterns, Fractions, Graphs, 2-Dimensional Figures

Social Studies: Geography, Earth changes affect civilization


9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.1.8.A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. 9.2.8.B.2: Develop a personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of

interest, goals and an educational plan. 9.2.8.B.3: Evaluate communication, collaboration and leadership skills that can be developed through school, home, work, and extracurricular

activities for use in a career. Pacing Guide Literature

Reading & Informational Text Reading & Foundational Skills Writing Speaking and Listening Language







80

Grade 5: Reading Standards for Literature English Language Arts – Grade 5: Literature RL.5.(1…10)



Clarification, Resources, Key vocabulary

Key Ideas and Details How do readers demonstrate what they know about literature?

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

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

http://www.readwritethink.org/search/?grade=15&q=reading+comprehension&sort_order=relevance


2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

http://www.readwritethink.org/files/resources/lesson_images/lesson800/theme.pdf


3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

http://www.readwritethink.org/files/resources/interactives/venn/

Craft and Structure How does understanding a text’s structure and language help a reader to better comprehend its meaning?

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

4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

http://www.readwritethink.org/classroom-resources/lesson-plans/building-vocabulary-making-multigenre-1143.html


5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

www.literacyleader.com/?q=textstructure


6. Describe how a narrator’s or speaker’s point of view influences how events are described.


http://www.readworks.org/lessons/concepts/authors-purpose

http://exchange.smarttech.com/search.html?q=author's%20purpose (SMART Board lessons)

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Clarification, resources, Key Vocabulary

Integration of Knowledge and Ideas How does examining works in multiple mediums help the reader understand themes and topics?

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

www.ithaca.edu/looksharp/?action=index_generalmedialiteracy&P HPSESSID=6e74dd71442fbe4736de00a3e91184bf

www.readwritethink.org/classroom-resources/lesson-plans/critical- media-literacy-commercial-97.html

www.readwritethink.org/classroom-resources/lesson-plans/critical- media-literacy-programs-96.html

www.readwritethink.org/classroom-resources/lesson- plans/introducing-basic-media-literacy-30781.html

www.readwritethink.org/classroom-resources/lesson- plans/developing-searching-skimming-scanning-1052.html




9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.




literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

www.poetryarchive.org/poetryarchive www.poemhunter.com/ www.allpoetry.com/classics www.scholastic.com www.tweentribune.com http://us.penguingroup.com/static/pages/youngreaders/teache

rs-librarians/tl-guides.html http://www.corestandards.org/assets/Appendix_B.pdf

82

Grade 5: Reading Standards for Informational Text

English Language Arts – Grade 5: RI.5. (1…10)


Reading Informational TextGrade Specific Standards


Key Ideas and Details How do readers demonstrate what they know about informational text?



1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Suggested Reading Comprehension Skills: ● Monitoring for Meaning ● Accessing schema/Making connections ● Questioning ● Envisioning


2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Suggested Reading Comprehension Skills: ● Monitoring for Meaning ● Accessing schema/Making connections ● Questioning


3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.




4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

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Reading Reading Informational Text

Grade Specific Standards Clarification, Resources, Key vocabulary


5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.



6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.




7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.



8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.



informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

● www.scholastic.com ● www.tweentribune.com ● http://us.penguingroup.com/static/pages/youngreaders/teachers-

librarians/tl-guides.html ● Up Close: W.E.B. Dubois by Tonya Bolden ● Up Close: Ella Fitzgerald by Tanya Lee Stone ● Up Close: Bill Gates by Marc Aronson ● Up Close: Jane Goodall by Sudipta Bardhan-Quallen ● Up Close: Harper Lee by Kerry Madden ● Up Close: Thurgood Marshall by Chris Crowe ● Up Close: Ronald Reagan by James B. Sutherland ● Up Close: Theodore Roosevelt by Michael L. Cooper ● Up Close: Babe Ruth by Wilborn Hampton

84

Grade 5: Reading Standards for Foundational Skills

English Language Arts – Grade 5: Reading, Foundational Skills RF.5.(1…4)

Print Concepts Clarification, Resources, Key Vocabulary Phonics and Word Recognition How does the reader decipher a word he or she does not know?

www.phonics.com

3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g.,

roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency How does fluency affect comprehension?

4. Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

85

Grade 5: Writing Standards English Language Arts – Grade 5: Writing, W.5.(1…10)




Text Types and Purposes How do good writers express themselves?Why does a writer choose a particular form of writing?

http://owl.english.purdue.edu/owl/section/1/


1. Write opinion/persuasive pieces on topics or texts, supporting a point of view with reasons and information utilizing the writing process Within opinion pieces, independently generate possible ideas for

topics to write about through a variety of strategies. Introduce a topic or text clearly, state an opinion, and create an

organizational structure in which ideas are logically grouped to support the writer’s purpose.

Provide logically ordered reasons that are supported by facts and details.

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

Provide a concluding statement or section related to the opinion presented.

www.readwritethink www.slideshare.net www.internet4vlass.com/lang_write.htm


2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly utilizing the writing process. ● Within informational/explanatory writing, independently generate

possible ideas for topics to write about through a variety of strategies.

● Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

● Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

● Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

● Use precise language and domain-specific vocabulary to inform about or explain the topic.

● Provide a concluding statement or section related to the information or explanation presented.

www.svusd.org/p_subject.asp? www.ehow.com/how_8143565_writeinformativeeexplanat

ory-paper.html www.ehow.com/info_7927423_informative-writing-topic-

5th-grade.htm

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3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences utilizing the writing process. ● Within narrative writing, independently generate possible ideas for topics

to write about through a variety of strategies. ● Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally. ● Use narrative techniques, such as dialogue, description, and pacing, to

develop experiences and events or show the responses of characters to situations.

● Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

● Use concrete words and phrases and sensory details to convey experiences and events precisely.

● Provide a conclusion that follows from the narrated experiences or events.

http:/teachers.sduhsd.k12.ca.us/kburke/tips_for_writing_a_personal_narr.htm

Production and Distribution of Writing

How do writers employ the writing process and/or technology to develop and publish a well written product?


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

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)utilizing the writing process.● Within narrative writing, independently generate possible ideas for topics

to write about through a variety of strategies.


5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)


6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

● tweentribune.com● figment.com

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for Writing Writing


Research to Build and Present Knowledge How do writers gather, organize, and present information? www.readwritethink.org


7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Choose a topic Collect sources Create a Works Consulted page Formulate a thesis

http://owl.english.purdue.edu/ bibme.com www.easybib.com collaborate with media specialist Create a product. Some suggestions

may include: summary, poster, PowerPoint


8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.


9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 5 Reading standards to literature (e.g., “Compare and

contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Range of Writing 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.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Write daily for a sustained period of at least 20 minutes. Write legibly in manuscript and cursive to meet district standards of

recognizing and using left to right, top to bottom, directionality, and spacing between words.

Reflect on one’s writing, noting strengths and areas needing improvement.

www.theteacherscorner.net/daily- writing-prompts/

88

Grade 5: Speaking and Listening Standards

English Language Arts – Grade 5: Speaking and Listening SL.5.(1…6)




Comprehension and Collaboration How are listening and speaking skills essential to sending, receiving, and understanding messages?

http://webtech.kennesaw.edu/jcheek4/speech.htm

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

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.


2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.


3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

89


for Speaking and Listening Speaking and Listening


Presentation of Knowledge and Ideas How are listening and speaking skills essential to sending, receiving, and understanding messages?


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

4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

www.prezi.com


5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.


6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3.)

90

Grade 5: Language Standards English Language Arts – Grade 5: Language L.5.(1…6)


Language Standards Grade Specific Standards


Conventions of Standard English How are rules and conventions of language essential to effective communication?

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

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of conjunctions, prepositions, and interjections in

general and their function in particular sentences. Form and use the perfect (e.g., I had walked; I have walked; I will have

walked) verb tenses. Use verb tense to convey various times, sequences, states, and conditions. Recognize and correct inappropriate shifts in verb tense.* Use correlative conjunctions (e.g., either/or, neither/nor).

http://grammar.ccc.commnet.edu


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation to separate items in a series.* Use a comma to separate an introductory element from the rest of the

sentence. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set

off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Use underlining, quotation marks, or italics to indicate titles of works. Spell grade-appropriate words correctly, consulting references as needed

with particular attention to frequently used words and spelling patterns.

www.brainpop.com www.readwritethink.org http://grammar.ccc.commnet.edu www.learner.org/interactives/spelling/

index.html www.spellingcity.com

Knowledge of Language How are rules and conventions of language essential to effective communication?

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.

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Expand, combine, and reduce sentences for meaning, reader/listener

interest, and style. Compare and contrast the varieties of English (e.g., dialects, registers)

used in stories, dramas, or poems.

www.edutopia.org www.readwritethink.org www.brainpop.com www.scholastic.com

91


Language StandardsGrade Specific Standards


Vocabulary Acquisition and Use How is a rich and varied vocabulary essential to good communication?


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons

in text) as a clue to the meaning of a word or phrase. Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

www.superkids.com www.visualthesaurus.com http://english.glendale.cc.ca.us/roots.dict.html www.visualthesaurus.com www.thesaurus.com www.dictionary.com www.bartleby.com


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and

metaphors, in context. Recognize and explain the meaning of common idioms,

adages, and proverbs. Use the relationship between particular words (e.g.,

synonyms, antonyms, homographs) to better understand each of the words.

www.gale.cengage.com/free_resources/glossary/ www.scholastic.com


6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

www.dictionary.com www.thesaurus.com www.vocabularyworkshop.com

92



Math: Radio, Surface Area, Volume

Social Studies: Geography, Earth changes affect civilization


9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.1.8.A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. 9.2.8.B.2: Develop a personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of

interest, goals and an educational plan. 9.2.8.B.3: Evaluate communication, collaboration and leadership skills that can be developed through school, home, work, and extracurricular

activities for use in a career. Pacing Guide Literature

Reading & Informational Text Reading & Foundational Skills Writing Speaking and Listening Language Literacy in History and Social Studies Literacy in Science and Technical Subjects Writing for Literacy in History/Social Studies, Science, and Technical


8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools. 8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to

be critiqued by professionals for usability. 8.1.8.D.1-4: Digital Citizenship




Locally created formative and summative benchmark assessments (see attached exemplars).

93

Grade 6: Reading Standards for Literature English Language Arts – Gr. 6: Literature RL.6.(1…10)


Reading Standards for Literature Grade Specific Standards


Key Ideas and Details How do readers demonstrate what they know about literature? 1. Read closely to determine what the text says


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

www.readwritethink.org/search/?grade=15&q=reading+comprehension&sort_order=relevance


2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.



3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf



4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.



5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.



6. Explain how an author develops the point of view of the narrator or speaker in a text.


http://www.readworks.org/lessons/concepts/authors-purpose

http://exchange.smarttech.com/search.html?q=author's%20purpose (SMART Board lessons)

94


Reading Reading Standards for Literature




7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

www.ithaca.edu/looksharp/?action=index_generalmedialiteracy&PHPSESSID=6e74dd71442fbe4736de00a3e91184bf

www.readwritethink.org/classroom-resources/lesson- plans/critical-media-literacy-commercial-97.html

www.readwritethink.org/classroom-resources/lesson- plans/critical-media-literacy-programs-96.html

www.readwritethink.org/classroom-resources/lesson- plans/introducing-basic-media-literacy-30781.html

www.readwritethink.org/classroom-resources/lesson- plans/developing-searching-skimming-scanning-1052.html




9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.




literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

www.poetryarchive.org/poetryarchive www.poemhunter.com/ www.allpoetry.com/classics www.scholastic.com www.tweentribune.com http://us.penguingroup.com/static/pages/youngreaders/teach

ers-librarians/tl-guides.html http://www.corestandards.org/assets/Appendix_B.pdf

95

Grade 6: Reading Standards for Informational Text English Language Arts – Grade 6: RI.6. (1…10)


Reading Standards for Informational Text Grade Specific Standards



http://www.readwritethink.org/search/?grade=15&q= reading+comprehension&sort_order=relevance


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


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.


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.


http://www.readwritethink.org/search/?grade=15&q= reading+comprehension&sort_order=relevance


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).


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).



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.

96


Reading Reading Standards for Informational Text



formats and media, including visually and quantitatively, as well as in words.*

7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.


8. Delineate and evaluate the argument and specific

claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.


9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).


informational texts independently and proficiently. 10. By the end of the year, read and comprehend literary

nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

www.scholastic.comwww.tweentribune.com http://us.penguingroup.com/static/pages/youngreaders/te

achers-librarians/tl-guides.ht

97

Grade 6: Writing Standards English Language Arts –Grade 6: Writing, W.6.(1…10) College and Career Readiness Anchor Standards

for Writing Writing Standards





1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly. Support claim(s) with clear reasons and relevant evidence, using

credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Establish and maintain a formal style. Provide a concluding statement or section that follows from the

argument presented.


2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic; organize ideas, concepts, and information, using

strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style. Provide a concluding statement or section that follows from the

information or explanation presented.

98


Writing StandardsGrade Specific Standards



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

narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing How do writers employ the writing process and/or technology to develop and publish a well-written product?



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.)


5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)


6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

tweentribune.com figment.com

99




Research to Build and Present Knowledge How do writers gather, organize, and present information? Discuss plagiarism 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Choose a topic Collect sources Create a Works Consulted page Formulate a thesis Produce a standard Harvard outline

http://closterpublidschools.schoolwires.net/tenakill/site/default.asp Go to -faculty –Levy, Jennifer –research paper-Research Paper Guide Bibme.com www.easybib.com Collaborate with media specialist Create a research essay: http://owl.english.purdue.edu/owl/section/1/


8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.


9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 6 Reading standards to literature (e.g.,

“Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Range of Writing 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.

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

www.theteacherscorner.net/daily-writing-prompts/

100

Grade 6: Speaking and Listening Standards English Language Arts – Grade 6 Speaking and Listening SL.6.(1…6)


Speaking and Listening Standards Grade Specific Standards




1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required

material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.



2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.


3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.




4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

www.prezi.com


5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.


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

101

Grade 6: Language Standards

English Language Arts – Grade 6: Language L.6.(1…6)






1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ensure that pronouns are in the proper case (subjective, objective,

possessive). Use intensive pronouns (e.g., myself, ourselves). Recognize and correct inappropriate shifts in pronoun number and

person.* Recognize and correct vague pronouns (i.e., ones with unclear or

ambiguous antecedents).* Recognize variations from standard English in their own and

others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*



2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements.* Spell correctly.

http://grammar.ccc.commnet.eduwww.brainpop.com www.readwritethink.org www.learner.org/interactives/spelling/index.html www.spellingcity.com



3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and

style.* Maintain consistency in style and tone.*

www.edutopia.orgwww.brainpop.com www.readwritethink.org www.scholastic.com

102


Standards for Language Language Standards


Vocabulary Acquisition and Use How is a rich and varied vocabulary essential to good communication? 4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a

word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

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

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).

www.superkids.comwww.visualthesaurus.com http://english.glendale.cc.ca.us/roots.dict.html www.visualthesaurus.com www.thesaurus.com www.dictionary.com www.bartleby.com


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. Use the relationship between particular words (e.g., cause/effect,

part/whole, item/category) to better understand each of the words. Distinguish among the connotations (associations) of words with

similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

www.gale.cengage.com/free_resources/glossary/ www.scholastic.


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

www.dictionary.comwww.thesaurus.com www.vocabularywork

103

Grade 6: Literacy in History and Social Studies Standards

English Language Arts – Grade 6: RH.6. (1…10) College and Career Readiness Anchor Standards for Reading

Literacy in History and Social Studies Grade Specific Standards


Key Ideas and Details www.readwritethink.org1. 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.

1. Cite specific textual evidence to support analysis of primary and secondary sources.

www.info.com www.encyclopedia.com


2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.


3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).



4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

www.thinkquest.org/en/


5. Describe how a text presents information (e.g., sequentially, comparatively, causally).



6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

104

Integration of Knowledge and Ideas Literacy in History and Social Studies Grade Specific Standards



7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


8. Distinguish among fact, opinion, and reasoned judgment in a text.


9. Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts

independently and proficiently. 10. By the end of grade 8, read and comprehend

history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

105

Grade 6: Literacy in Science and Technical Subjects Standards English Language Arts – Grade 6: RST.6. (1…10)


Literacy in Science and Technical Subjects Standards Grade Specific Standards


Key Ideas and Details 1. Read closely to determine what the text says explicitly and

to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Cite specific textual evidence to support analysis of science and technical texts.

www.info.com www.encyclopedia.com www.readwritethink.org

2. Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details and ideas.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.


3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.



4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.



5. Analyze the structure an author uses to organize text, including how the major sections contribute to the whole and to an understanding of the topic.



6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

106


Literacy in Science and Technical Subjects Standards Grade Specific Standards




7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).


8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.


9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.


texts independently and proficiently. 10. By the end of grade 8, read and comprehend science/technical

texts in the grades 6–8 text complexity band independently and proficiently.

107

Grade 6: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards English Language Arts –Grade 6: Writing, WHST.6.(1…10)


Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards

Grade Specific Standards


Text Types and Purposes http://owl.english.purdue.edu/owl/section/1/ 1. Write arguments to support claims in an

analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and

distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style. Provide a concluding statement or section that follows from and

supports the argument presented.

Supported by History, Science, and Technology classes at this grade level.


2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize

ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.


Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and

supports the information or explanation presented.


108


Reading Writing Standards for Literacy in History/Social Studies,

Science, and Technical Subjects Standards Grade Specific Standards




Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

Production and Distribution of Writing http://owl.english.purdue.edu/owl/section/1/ 4. Produce clear and coherent writing in which the





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



6. Use technology, including the Internet, to produce and publish writing and present the relationships



109


Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards



Research to Build and Present Knowledge http://owl.english.purdue.edu/owl/section/1/ 7. Conduct short as well as more sustained research

projects based on focused questions, demonstrating understanding of the subject under investigation.

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



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

Research paper skills Supported by History, Science, and

Technology classes at this grade level.


9. Draw evidence from informational texts to support analysis reflection, and research.




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

www.theteacherscorner.net/daily-writing-prompts/ Supported by History, Science, and Technology classes at this grade level.

110



Math: Geometric Figures, Angle Measure, Area, Surface Area, Volume

Social Studies: US History, scientific discoveries


9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.1.8.A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. 9.2.8.B.2: Develop a personalized Student Learning Plan with the assistance of an adult mentor that includes information about career

areas of interest, goals and an educational plan. 9.2.8.B.3: Evaluate communication, collaboration and leadership skills that can be developed through school, home, work, and

extracurricular activities for use in a career. Pacing Guide Literature

Reading & Informational Text Reading & Foundational Skills Writing Speaking and Listening Language Literacy in History and Social Studies Literacy in Science and Technical Subjects Writing for Literacy in History/Social Studies, Science, and Technical Subjects


8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools. 8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital

applications to be critiqued by professionals for usability. 8.1.8.D.1-4: Digital Citizenship





111







1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.



2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.



3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

http://www.readwritethink.org/files/resources/lesson_images/lesson1024/story-elements-web-teacher.pdf

Craft and Structure How does understanding a text’s craft, structure, and language help a reader to better comprehend its meaning?


4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.



5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.



6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.


http://exchange.smarttech.com/search.html?q=author's%20purpose (SMARTBoard lessons)

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for Reading Reading Standards for Literature




7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

www.ithaca.edu/looksharp/?action=index_generalm edialiteracy&PHPSESSID=6e74dd71442fbe4736de00a3e91184bf

www.readwritethink.org/classroom- resources/lesson-plans/critical-media-literacy- commercial-97.html www.readwritethink.org/classroom- resources/lesson-plans/critical-media-literacy- programs-96.html www.readwritethink.org/classroom- resources/lesson-plans/introducing-basic-media- literacy-30781.html www.readwritethink.org/classroom- resources/lesson-plans/developing-searching- skimming-scanning-1052.html




9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.


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informational texts independently and proficiently.

10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

http://www.poetryarchive.org/poetryarchive http://www.poemhunter.com/ http://allpoetry.com/classics www.scholastic.com www.tweentribune.com http://us.penguingroup.com/static/pages/youngreaders/

teachers-librarians/tl-guides.html http://www.corestandards.org/assets/Appendix_B.pdf

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Grade 7: Reading Standards for Informational Text English Language Arts – Grade 7: RI.7. (1…10)





http://www.readwritethink.org/search/?grade=15&q =reading+comprehension&sort_order=relevance


1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.


3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).


http://www.readwritethink.org/search/?grade=15&q =reading+comprehension&sort_order=relevance


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


5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.



6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

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for Writing Reading Standards for Informational Text


Integration of Knowledge and Ideas How does examining works in multiple mediums and information from varied sources help a reader understand themes and topics?


7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).



8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.


9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence advancing different interpretations of facts.


informational texts independently and proficiently.10. By the end of the year, read and comprehend

literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

www.scholastic.com www.tweentribune.com www.teenink.com http://us.penguingroup.com/static/pages/youngreaders/teac

hers-librarians/tl-guides.html Up Close: W.E.B. Dubois, by Tanya Bolden Up Close: Ella Fitzgerald, by Tanya Lee Stone Up Close: Bill Gates, by Marc Aronson Up Close: Jane Goodall, by Sudipta Bardhan-Quallen Up Close: Harper Lee, by Kerry Madden Up Close: Thurgood Marshall, by Chris Crowe Up Close: Ronald Reagan, by James B. Sutherland Up Close: Theodore Roosevelt, by Michael L. Cooper Up Close: Babe Ruth, by Wilborn Hampton

116

Grade 7: Writing Standards English Language Arts –Grade 7: Writing, W.7.(1…10)


Standards for Writing Writing Standards


Text Types and Purposes How do good writers express themselves? Why does a writer choose a particular form of writing?


1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims,

and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence,

using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.


supports the argument presented.


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

ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.



supports the information or explanation presented.

117





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

of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Provide a conclusion that follows from and reflects on the narrated experiences or events.





5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)


6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

118




Research to Build and Present Knowledge How do writers gather, organize, and present information? Discuss Plagiarism 7. Conduct short as well as more sustained


7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Choose a topic Collect sources Create a Works Sited page Formulate a thesis page Produce a standard Harvard outline Include parenthetical/in-text citations

http://closterpublidschools.schoolwires.net/tenakill/site/default.asp Go to -faculty –Levy, Jennifer –research paper-Research Paper Guide http://owl.english.purdue.edu/owl/section/1/




9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply Grade 7 Reading Standards to literature (e.g., “Compare and

contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

Apply Grade 7 Reading Standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Range of Writing 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.


119








1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or researched

material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Acknowledge new information expressed by others and, when warranted, modify their own views.


2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.


3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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for Speaking and Listening Speaking and Listening Standards





4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

www.prezi.com


5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.


6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)

121







1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of phrases and clauses in general and their

function in specific sentences. Choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideas. Place phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiers.



2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a comma to separate coordinate adjectives (e.g., It was a

fascinating, enjoyable movie but not He wore an old[,] green shirt).

Spell correctly.

www.learner.org/interactives/spelling/index.html

www.spellingcity.com http://grammar.ccc.commnet.edu www.brainpop.com www.readwritethink.org



3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose language that expresses ideas precisely and concisely,

recognizing and eliminating wordiness and redundancy.

www.edutopia.org www.brainpop.com www.readwritethink.org www.scholastic.com

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for Language Language Standards


Vocabulary Vocabulary Acquisition and Use How is a rich and varied vocabulary essential to good communication? 4. Determine or clarify the meaning of unknown and


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph;

a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

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

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).

www.superkids.com www.visualthesaurus.com http://english.glendale.cc.ca.us/ro

ots.dict.html www.visualthesaurus.com www.thesaurus.com www.dictionary.com www.bartleby.com


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., literary, biblical, and

mythological allusions) in context. Use the relationship between particular words (e.g.,

synonym/antonym, analogy) to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

www.gale.cengage.com/free_resources/glossary/

www.scholastic.com



www.dictionary.com www.thesaurus.com www.vocabularyworkshop.com

123

Grade 7: Literacy in History and Social Studies Standards

English Language Arts – Grade 7: RH.7. (1…10) College and Career Readiness Anchor Standards for

Reading Literacy in History and Social Studies Standards






www.info.com www.encyclopedia.com Research paper skills














124


Reading Literacy in History and Social Studies Standards










informational texts independently and proficiently. 10. By the end of grade 8, read and comprehend history/social

studies texts in the grades 6-8 text complexity band independently and proficiently.

125

Grade 7: Reading Standards for Literacy in Science and Technical Subjects

English Language Arts – Grade 7: RST.6. (1…10)


Reading Standards for Literacy in Science and Technical Subjects





















126


Reading Reading Standards for Literacy in

Science and Technical Subjects Grade Specific Standards










informational texts independently and proficiently. 10. By the end of grade 8, read and comprehend science/technical

texts in the grades 6–8 text complexity band independently and proficiently.

127

Grade 7: Writing Standards in History/Social Studies, Science, Technical Subjects English Language Arts –Grade 7: Writing, WHST.7.(1…10)


Writing Standards in History/Social Studies, Science, Technical Subjects Grade Specific Standards


Text Types and Purposes 1. Write arguments to support claims in

an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the

claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.



Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the

argument presented.

http://owl.english.purdue.edu/owl/section/1/ Supported by History, Science, and Technology classes at this grade level.

Text Types and Purposes 2. Write informative/explanatory texts

to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,

and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.




Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the






128


for Writing Writing Standards in History/Social Studies, Science,

Technical Subjects Grade Specific StandardsClarification, Resources, Key Vocabulary

Production and Distribution of Writing http://owl.english.purdue.edu/owl/section/1/ 4. Produce clear and coherent writing in which the








6. Use technology, including the Internet, to produce and publish writing and present the relationships.

tweentribune.com figment.com Supported by History, Science, and

Technology classes at this grade level. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research








9. Draw evidence from informational texts to support analysis reflection, and research.


Range of Writing 10. Write routinely over extended time frames (time




129



Math: Physical Models, Transparencies, Geometric Software, Cylinders, Cones, Spheres

Social Studies: US History, scientific discoveries


9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income. 9.1.8.A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. 9.2.8.B.2: Develop a personalized Student Learning Plan with the assistance of an adult mentor that includes information about career

areas of interest, goals and an educational plan. 9.2.8.B.3: Evaluate communication, collaboration and leadership skills that can be developed through school, home, work, and

extracurricular activities for use in a career. Pacing Guide Literature

Reading & Informational Text Reading & Foundational Skills Writing Speaking and Listening Language Literacy in History and Social Studies Literacy in Science and Technical Subjects Writing for Literacy in History/Social Studies, Science, and Technical Subjects


8.1.8.A.1: Demonstrate knowledge of a real world problem using digital tools. 8.1.8.A.2: Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital

applications to be critiqued by professionals for usability. 8.1.8.D.1-4: Digital Citizenship





130







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



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



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

http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/said-said-analyzing-gender-287.html

131




Craft and Structure How does understanding a text’s craft, structure, and language help a reader to better comprehend its meaning.


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



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



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


http://exchange.smarttech.com/search.html?q=author's%20purpose (SMARTBoard lessons)

132







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

www.ithaca.edu/looksharp/?action=index_generalmedialiteracy&PHPSESSID=6e74dd71442fbe4736de00a3e91184bf

www.readwritethink.org/classroom-resources/lesson-plans/critical-media-literacy-commercial-97.html

www.readwritethink.org/classroom-resources/lesson-plans/critical-media-literacy-programs-96.html

www.readwritethink.org/classroom-resources/lesson-plans/introducing-basic-media-literacy-30781.html

www.readwritethink.org/classroom-resources/lesson-plans/developing-searching-skimming-scanning-1052.html




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




10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

www.poetryarchive.org/poetryarchive www.poemhunter.com/ www.allpoetry.com/classics www.scholastic.com www.tweentribune.com http://us.penguingroup.com/static/pages/youngreaders/tea

chers-librarians/tl-guides.html http://www.corestandards.org/assets/Appendix_B.pdf

133

Grade 8: Reading Standards for Informational Text English Language Arts – Grade 8: RI.8.(1…10)





http://www.readwritethink.org/search/?grade=15 &q=reading+comprehension&sort_order=relevance


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


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

http://www.internet4classrooms.com/grade_level_help/informational_text_language_arts_eighth_8th_grade.htm


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




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


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

www.literacyleader.com/?q=textstructure http://wwww.internet4classrooms.com/grade_level_h

elp/informational_text_features_language_arts_eighth_8th_grade.htm

6. Assess how point of view or purpose shapes

the content and style of a text.

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

134






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



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


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



10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

www.scholastic.com tweentribune.com http://us.penguingroup.com/static/pages/youngread

ers/teachers-librarians/tl-guides.html Up Close: W.E.B. Dubois, by Tanya Bolden Up Close: Ella Fitzgerald, by Tanya Lee Stone Up Close: Bill Gates, by Marc Aronson Up Close: Jane Goodall, by Sudipta Bardhan-

Quallen Up Close: Harper Lee, by Kerry Madden Up Close: Thurgood Marshall, by Chris Crowe Up Close: Ronald Reagan, by James B. Sutherland Up Close: Theodore Roosevelt, by Michael L.

Cooper Up Close: Babe Ruth, by Wilborn Hampton

135

Grade 8: Writing Standards English Language Arts –Grade 8: Writing, W.8.(1…10)


Writing Standards Grade Specific Standards





1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the


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


Establish and maintain a formal style. Provide a concluding statement or section that follows

from and supports the argument presented.

http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.html

136







2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.




Establish and maintain a formal style. Provide a concluding statement or section that follows

from and supports the information or explanation presented.

http://www.uen.org/core/displayLessonPlans.do;jsessionid=C846D0A0BF8AF6DDA5E98D7E4B698582?courseNumber=4080&standardId=1675

137






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

context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Provide a conclusion that follows from and reflects on the narrated experiences or events.

http://www.brighthubeducation.com/middle-school-english-lessons/6799-writing-activity-scary-stories/

http://learning.blogs.nytimes.com/2007/11/23/from-object-to-story/

http://www.uen.org/core/displayLessonPlans.do;jsessionid=C846D0A0BF8AF6DDA5E98D7E4B698582?courseNumber=4080&standardId=1675&objectiveId=1677

http://www.learnnc.org/lp/pages/2992

138








http://www.readwritethink.org/classroom-resources/lesson-plans/audience-purpose-language-electronic-159.html


5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

http://www.uen.org/core/displayLessonPlans.do;jsessionid=C846D0A0BF8AF6DDA5E98D7E4B698582?courseNumber=4080&standardId=1675&objectiveId=1678


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


139





How do writers gather, organize, and present information?


7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow multiple avenues of exploration. Choose a topic Collect sources Create a Works Sited page Formulate a thesis page Produce a standard Harvard outline Include parenthetical/in-text citations

http://closterpublidschools.schoolwires.net/tenakill/site/default.asp Go to -faculty –Levy, Jennifer –research paper-Research Paper Guide Bibme.com www.easybib.com Collaborate with media specialist Create a research essay: http://owl.english.purdue.edu/owl/section/1/


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


9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature (e.g., “Analyze how

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

Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Range of Writing 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.


www.theteacherscorner.net/daily-writing-prompts/

140








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

material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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

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

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

http://www.lessonplansinc.com/classroom_management_collaborative_learning.php


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


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

141


Speaking and Listening Speaking and Listening Standards





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

www.prezi.com


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


6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)

142







1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of verbals (gerunds, participles,

infinitives) in general and their function in particular sentences.

Form and use verbs in the active and passive voice. Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood. Recognize and correct inappropriate shifts in verb voice and

mood.*

Grammar: Story, Ruth Towsend and Cathleen F.

Greenwood. Grammar Lesson You’ll Love to Teach (New

York: Scholastic, 2006). www.brainpop.com\ http://grammar.ccc.commnet.edu


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use punctuation (comma, ellipsis, dash) to indicate a pause or

break. Use an ellipsis to indicate an omission. Spell correctly.

www.brainpop.com www.readwritethink.org http://grammar.ccc.commnet.edu www.learner.org/interactives/spelling/index.html www.spellingcity.com



3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the

conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

www.readwritethink.org www.scholastic.com www.brainpop.com www.edutopia.org

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Standards for Language Language Standards


Vocabulary Acquisition and Use How is a rich and varied vocabulary essential to good communication?


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a

word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

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

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). persistent, resolute

www.superkids.com www.visualthesaurus.com http://english.glendale.cc.ca.us/roots.dict.

html www.visualthesaurus.com www.thesaurus.com www.dictionary.com www.bartleby.com


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., verbal irony, puns) in context. Use the relationship between particular words to better understand

each of the words. Distinguish among the connotations (associations) of words with

similar denotations (definitions) (e.g., bullheaded, willful, firm).

www.gale.cengage.com/free_resorces/glossary/

www.scholastic.com



www.dictionary.com www.thesaurus.com www.vocabularyworkshop.com http://www.readwritethink.org/classroom-

resources/lesson-plans/prereading-strategy-using-vocabulary-30726.html

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Grade 8: Reading Standards for Literacy in History/Social Studies

English Language Arts – Grade 8: RH.8. (1…10)


Reading Standards for Literacy in History/Social StudiesGrade Specific Standards


Key Ideas and Details www.readwritethink.org 1. Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.














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Reading Reading Standards for Literacy in History/Social Studies










informational texts independently and proficiently. 10. By the end of grade 8, read and comprehend

history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

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Grade 8: Reading Standards for Literacy in Science and Technical Subjects

English Language Arts – Grade 8: RST.8. (1…10) College and Career Readiness Anchor

Standards for Reading Reading Standards for Literacy in Science

and Technical Subjects Grade Specific StandardsClarification, Resources, Key Vocabulary










Craft and Structure How does understanding a text’s craft structure and language help a reader to better comprehend its meaning?









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Reading Reading Standards for Literacy in Science

and Technical Subjects Grade Specific Standards Clarification, Resources, Key Vocabulary









informational texts independently and proficiently. 10. By the end of grade 8, read and comprehend

science/technical texts in the grades 6–8 text complexity band independently and proficiently.

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Grade 8: Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects English Language Arts –Grade 8: Writing, WHST.8.(1…10)


Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects



Text Types and Purposes 1. Write arguments to support claims in an

analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the




Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the

argument presented.

http://owl.english.purdue.edu/owl/section/1/ Supported by History, Science, and Technology classes at this grade level.


2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas,

concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.




Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the



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Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects



Text Types and Purposes 3. Write narratives to develop real or

imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


Production and Distribution of Writing 4. Produce clear and coherent writing in

which the development, organization, and style are appropriate to task, purpose, and audience.


http://owl.english.purdue.edu/owl/section/1/ Supported by History, Science, and

Technology classes at this grade level. 5. Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or trying a new approach.




6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.


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Standards for Writing Writing Standards for Literacy in History/Social Studies,

Science and Technical Subjects Grade Specific Standards


Research to Build and Present Knowledge 7. Conduct short as well as more sustained



http://closterpublidschools.schoolwires.net/tenakill/site/default.asp Go to -faculty –Levy, Jennifer –research paper-Research Paper Guide Bibme.com www.easybib.com Collaborate with media specialist Supported by History, Science, and Technology

classes at this grade level. 8. Gather relevant information from multiple

print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.




9. Draw evidence from informational texts to support analysis, reflection, and research.


Range of Writing 10. Write routinely over extended time frames

(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



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Grades 5-8 Resources

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ONLINE RESOURCES:

WRITING RESOURCES:

Student-centered sites: Teacher-centered sites (lesson plans/interactives/SMARTBoard/etc.):

http://owl.english.purdue.edu/owl/resource/671/1/ http://www.tweentribune.com http://jc-schools.net/write/create.htm www.teenink.com www.scholastic.com/bookreport http://figment.com http://bcs.bedfordstmartins.com/writersref6 http://www.readwritethink.org/files/resources/lesson_images/lesson805/

assignment.pdf http://www.readwritethink.org/files/resources/lesson_images/lesson122/

pqp_narrative.pdf http://www.readwritethink.org/files/resources/lesson_images/lesson777/

rubric.pdf http://www.readwritethink.org/files/resources/lesson_images/lesson13/P

eerEditingWorksheet.pdf

http://owl.english.purdue.edu/owl/resource/671/1/nwp.org http://www.tweentribune.com http://writersdigest.com/WritingPrompts/ http://www.theteacherscorner.net/daily-writing-prompts/ http://www.educationworld.com/a_lesson/archives/writing_bugs.shtml http://www.teachervision.fen.com/creative-writing/printable/54689.html http://myheroproject.org/go/home.asp www.scholastic/com/writeit/fiction www.scholastic/com/writeit/poetry www.scholastic.com/writeit/memoir www.scholastic.com/writeit/humor www.scholastic.com/writeit/journalism www.scholastic.com/myth http://www.readwritethink.org/professional-development/professional-

library/motivating-young-writers-through-20945.html http://www.readwritethink.org/classroom-resources/lesson-

plans/empowered-fiction-writers-generating-1025.html http://www.readwritethink.org/classroom-resources/lesson-

plans/reciprocal-revision-making-peer-403.html http://www.readwritethink.org/classroom-resources/lesson-

plans/character-clash-minilesson-paragraphing-117.html

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GRAMMAR RESOURCES:


www.brainpop.com http://grammar.ccc.commnet.edu http://www.quia.com/ www.funbrain.com

http://grammar.ccc.commnet.edu http://grammar.quickanddirtytips.com/ http://www.thegrammargoddesses.com/

REFERENCE RESOURCES:


www.bartleby.com www.thesaurus.com www.dictionary.com

www.bartleby.com www.thesaurus.com www.dictionary.com

VOCABULARY RESOURCES:


www.sadlier-oxford.com www.quizlet.com www.visualthesaurus.com http://english.glendale.cc.ca.us/roots.dict.html https://www.msu.edu/~defores1/gre/roots/gre_rts_afx2.htm

www.sadlier-oxford.com www.quizlet.com www.superkids.com http://www.readwritethink.org/classroom-resources/lesson-plans/building-

vocabulary-making-multigenre-1143.html

SPELLING RESOURCES:


www.spellingcity.com www.learner.org/interactives/spelling/index.html

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NJASK RESOURCES:


www.brainchild.com

READING RESOURCES:


https://files.pbworks.com/download/3vMAudVgfX/mrsbentheim/21735431/ImprovingVocab-Connotations-4-PPT.pdf

http://abcteach.com/directory/reading_comprehension/middlehigh_school/informational/

http://www.readwritethink.org/files/resources/interactives/venn/ http://www.readwritethink.org/files/resources/lesson_images/lesson80

0/Characterization.pdf http://www.readwritethink.org/files/resources/lesson_images/lesson10

24/story-elements-web-teacher.pdf http://www.readwritethink.org/parent-afterschool-resources/games-

tools/character-trading-cards-a-30181.html

http://www.corestandards.org/assets/Appendix_B.pdf http://www.ithaca.edu/looksharp/?action=index_generalmedialiteracy&PHPSESSID

=6e74dd71442fbe4736de00a3e91184bf http://www.readwritethink.org/classroom-resources/lesson-plans/critical-media-

literacy-commercial-97.html http://www.readwritethink.org/classroom-resources/lesson-plans/critical-media-

literacy-programs-96.html http://www.readwritethink.org/classroom-resources/lesson-plans/introducing-basic-

media-literacy-30781.html http://www.csun.edu/~bashforth/098_PDF/06Sep15Connotation_Denotation.pdf http://www.readwritethink.org/search/?grade=15&q=reading+comprehension&sort_o

rder=relevance http://learning.blogs.nytimes.com/2011/06/14/the-times-and-the-common-core-

standards-reading-strategies-for-informational-text/ http://www.tn.gov/education/ci/reading/grades_6-8.pdf http://www.readwritethink.org/files/resources/lesson_images/lesson800/theme.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-analyzing-

point-view-23.html http://www.readworks.org/lessons/concepts/authors-purpose (for 5th and 6th grades) http://exchange.smarttech.com/search.html?q=author's%20purpose (SMARTBoard

lessons) http://www.readwritethink.org/classroom-resources/lesson-plans/said-said-analyzing-

gender-287.html

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Reading: www.scholastic.com www.eduplace.com www.yahooligans.com http://www.ala.org/ala/mgrps/divs/yalsa/booklistsawards/booklistsbook.cfm#booklists www.brainpop.com http://us.penguingroup.com/static/pages/youngreaders/teachers-librarians/tl-guides.html http://www.google.com/url?q=http%3A%2F%2Fwww.edutopia.org&sa=D&sntz=1&usg=AFQjCNEUrR1KoDOjX0i3AQEhkd-sh1ecCg http://eolit.hrw.com/hlla/ http://www.gale.cengage.com/free_resources/glossary/ International Reading Association--webinars for the Common Core Standards:

http://www.reading.org/resources/ResourcesByTopic/CommonCore-resourcetype/CommonCore-rt-resources.aspx MISCELLANEOUS RESOURCES:

Student-centered sites: Teacher-centered sites (lesson plans/interactives/Smartboard/etc.):

www.wordle.net http://streaming.discoveryeducation.com/ www.readwritethink.org http://www.edhelper.com

http://www.ncte.org/standards/commoncore www.wordle.net http://www.coreplanner.com http://streaming.discoveryeducation.com/ http://www.enchantedlearning.com/ www.ncte.org www.readwritethink.org www.edutopia.org http://www.edhelper.com

National Council of Teachers of English http://www.google.com/url?q=http%3A%2F%2Fstreaming.discoveryeducation.com%2F&sa=D&sntz=1&usg=AFQjCNG7Ts09NUdSjab7-cdaDvJ1OKF0VA tedlearn

http://www.eduplace.com/kids/hme/k_5/brightideas/ www.englishforeveryone.org http://www.phschool.com/language_arts/ http://blabberize.com

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Common Core Standards Curriculum Mapping Digital Resources PARCC Model Content Frameworks: http://www.parcconline.org/sites/parcc/files/PARCC%20MCF%20for%20ELA%20Literacy_Fall%202011%20Release%20(rev).pdf Digital Resources These digital resources and tools for creating, collaborating, researching, and sharing can be found in the Common Core Curriculum Maps. This is not intended to be a comprehensive list, as the technologies are constantly evolving. Consider it a beginning! Free Online Resources Blogs A blog is similar to a diary, but it is posted on the Internet where others can read and respond to it. It provides students an opportunity to write for an authentic audience.

Class Blogmeister Kidzblog Edublogs Thingamablog Thinkquest Blogger

Bookmarking These programs allow teachers to store bookmarks in one place, and allow others to access them. Delicious and Diigo are social bookmarking tools because they allow you to see what others are bookmarking in areas of interest.

Delicious Diigo Portaportal Symbaloo

Edmodo Edmodo is an easy and engaging way to manage assignments, provide a way for students to communicate and create an online classroom.

Edmodo Glogster Students can easily create and share interactive posters.

Glogster Google Docs Google Docs is “storage in the clouds” — a place that allows many students to collaborate on documents, spreadsheets, presentations, and forms

Google Docs

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Google Earth Google Earth lets students view satellite imagery, maps, terrain, 3D buildings, canyons of the ocean, and other features and physical locations from their computers.

Google Earth Helpful Websites These are additional websites that provide useful information for technology integration.

Education World Teacher Training Videos

Jing Jing allows students to take pictures or make short videos of what they see on their computer monitor. It helps students see how others “think aloud” or follow “how to” directions.

Jing Online Survey Tools Online survey tools allow students to collect and review data on a variety of topics.

SurveyMonkey Google Docs Forms MicroPoll

Open Educational Resources This page provides an annotated list of websites with OER (Open Educational Resources) for education teaching materials.

● Online and Distance Learning

Picasa Picasa (owned by Google) is a tool for easily organizing and editing pictures. Photos can be shared securely, requiring a password to view.

● Picasa Podcasts A podcast is an audio or video recording that’s available on the Internet. Students can easily create these as assignments.

Apple: Ready. Set. Podcast. Learning in Hand: Podcasting

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SAT/ACT Vocabulary Builders This is an online site where students can view videos to help build their vocabulary. Students can create their own video, in iMovie or Jing, after seeing examples on this site.

VocabAhead Skype Skype is a free “video conferencing” service. Classes can use it to collaborate with students and teachers all over the world. Classes can also use Skype to videoconference with an author or other people for research and other purposes.

● Skype VoiceThread VoiceThread is a tool that allows students to create narrated stories and makes it easy for other people to comment on the stories.

VoiceThread Web Browsers Teach students to use web browsers for research, key word searches, responsible Internet use, etc.

Internet Explorer Mozilla FireFox Safari, etc.

Web Quest A Web Quest is an inquiry-oriented lesson format in which most or all the information that students work with comes from the web.

WebQuest Wikispaces A wiki is a website that allows for collaborative creation and editing of web information.

Wikispaces Wordle Wordle is a visual cloud that picks out the most common words typed in text and gives them prominence by increasing size, making it easy to ascertain the essence of any text simply by looking at the cloud.

● Wordle

Open Text Resources University of Virginia Text Collection UVA’s library website.

● UVA Library

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Folklore and Mythology Electronic Texts A comprehensive library of folktales, folklore, fairy tales, and mythology.

● Folklore and Mythology Electronic Texts Poetry Foundation An independent literary organization dedicated to promoting poetry to the widest possible audience.

● Poetry Foundation Project Gutenberg Offers high quality e-books for free download.

● Project Gutenberg

Bartleby A free Internet publisher of literature, reference works, and poetry.

● Bartleby The American Academy of Poets Biographies and news of over 500 American poets.

● The American Academy of Poets The Poetry Archive A specific site geared toward bringing poetry into the classroom, including lesson plans and activities.

● The Poetry Archive Poem Hunter A database of poetry.

● Poem Hunter Old Poetry The top 500 classical poems collected into one site.

● Old Poetry

LibriVox A collection of free audiobooks for the public domain.

● LibriVox

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ManyBooks A collection of free e-books for the public domain.

● ManyBooks Representative Poetry Online The University of Toronto’s collection of over 3,000 poems.

● Link Programs and Software Bubbl.us This is a visual learning tool that allows students to develop and organize their ideas.

● Bubbl.us

Comic Life Outlining stories in comic/story-board format helps scaffold students to the essence of a story. In addition, creating comics is engaging and inspires creativity. This program is easy to use, and the possibilities are endless.

● Comic Life in Education

Discovery Education Streaming This site provides digital instructional materials that take students beyond the textbook. The streaming videos are safe from advertisements and inappropriate material (a potential hazard of YouTube), and can help build students’ background knowledge on topics in a visual manner.

● Discovery Education Streaming

Garageband This is a recording studio that students can use to create music.

● Garageband

iMovie This is a way to make stories “come alive.”

● iMovie

Inspiration A visual learning tool that allow students to develop and organize their ideas.

● Inspiration

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Keynote Keynote is a program that allows students to create stylish mixed-media presentations on a Macintosh computer.

● Keynote

Kidspiration Kidspiration is a program that allows students to visually web/map understanding of words and concepts. Free Alternative: bubbl.us

● Kidspiration ● bubbl.us

PowerPoint PowerPoint is a presentation program that allows users to create mixed-media presentations on a PC. Prezi Prezi allows for more engaging/interactive presentations.

● Link

SlideRocket SlideRocket is a web application that allows students to collaboratively create stunning-looking PowerPoint-style multimedia presentations, which can then be viewed and shared online.

● Prezi Storykit This is an iPod “app” that allows students to create electronic storybooks.

● Storykit Word Students use Microsoft Word for writing papers, editing, annotating, etc. Tools and Hardware Digital Cameras A very student-friendly tool. Photos may be used in many different types of classroom lessons. Here are a few applications that your digital camera may be used for:

● illustrating steps in a procedure, to aid in writing “how to” paragraphs ● using a photo as a prompt for narrative or descriptive writing ● providing images for a school newspaper, class newspaper or newsletter ● supplying graphics for written reports and presentations ● e-mailing class updates to parents, with attached photos ● providing images for class books ● taking photos on field trips, to aid in writing about them later

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● publicizing a class play or project ● Other ideas for using the digital camera with projects and presentations include: ● creating a digital class archive ● demonstrating vocabulary, emotions, compare/contrast ● observing weather over a period of time ● creating student portfolios ● illustrating the process for complicated projects ● developing a student-generated, graphical web research site as a school showcase ● Education World: Quick! Get a (Digital) Camera!

Document Camera (“ELMO”) This tool is a camera mounted on a stand, which is hooked up to an LCD projector. This allows the teacher or student to place books or documents under the camera and project its image onto a screen for the all to see.

● ELMO ● Classroom Uses for a Document Camera ● Teaching Tips: Classroom Use of ELMO Document Cameras

Interactive Whiteboards These are two different brand names for similar tools (Smart Board, Activeboard, etc.): whiteboards that allow for interaction using special pens.

● Promethean ● SMART Technologies

iPod Touches With an iPod Touch, the possibilities are endless. These devices offer learning in the palm of the students’ hands, and access to many of the sites/programs above.

● iPod Touch ● Apple iPod Touch Apps for Language Arts Teachers ● iOS Apps

Flip Video Camera Another very student-friendly tool. Teachers:

● Record performances, projects, field trips, and presentations and upload them to the web ● Record student progress over time (i.e., fluency) ● Record themselves teaching (as a self-assessment)

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Students: ● Record special experiences such as interviews or trips ● Create “book talks” ● Make commercials or advertisements, to record responses to books, projects, lessons, and units ● “Sister” schools can record video and upload to the web to share experiences or collaborate on a project ● Flip ● Flip Video Recorder in the Classroom ● How to Use Flip Cameras in the Classroom

PRINT RESOURCES:

Critical Thinking: Burke, Jim. What’s the Big Idea? Question-Driven Units to Motivate Reading, Writing, and Thinking. (Heinemann, 2010). Grammar: Story, Ruth Towsend and Cathleen F. Greenwood. Grammar Lesson You’ll Love to Teach (New York: Scholastic, 2006). Spelling: Johnson, Kristin and Polly Bayrd. Megawords. (School Specialty, 2010). Technology: Fitzgibbon, Kathleen. Teaching with Wikis, Blogs, Podcasts, & More, Grades 3 & Up (New York: Scholastic, 2010). Writing: Blecher-Sass, Hope Sara, Ed.D. and Maryellen Moffitt. See It, Be It, Write It: Using Performing Arts to Improve Writing Skills and Test Scores. (Free Spirit Publishing, 2010). Clark, Roy Peter. Writing Tools: 50 Essential Strategies for Every Writer. (Little, Brown, and Company, 2008). Rabin, Sydell. Helping Students Write to a Prompt. (Scholastic, 2002). Sebranek, Patrick, Dave Kemper, and Verne Meyer. Write Source: Student Edition, Grades 6-8. (Great Source, 2000). Van Zile, Susan. Mastering the Five-Paragraph Essay. (Scholastic, 2006).

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Grades 9 to 12 Curriculum Objectives

170

Curriculum Addendum: Grade 9-10 21st Century Skills Standards

9.1.12.A.3: Analyze the relationship between various careers and personal earning goals. 9.1.12.A.5: Analyze how the economic, social and political conditions of a time period can affect the labor market. 9.2.12.C.2: Modify personalized student learning plans to support declared career goals. 9.2.12.C.6: Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and

resources required for owning and managing a business. 9.1.12.C.9: Analyze the correlation between personal and financial behavior and employability.

Pacing Guide Reading & Informational Text Writing Speaking and Listening Language


8.1.12.A.1: Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

8.1.12.D.1: Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. 8.1.23.D.5: Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal,

social, lifelong learning, and career needs. 8.1.12.E.1: Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts

synthesizing information from multiple sources. 8.1.12.B.4: Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their

impact and how they may have changed to meet human needs and wants. Core Instructional Materials




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NORTHERN VALLEY REGIONAL HIGH SCHOOL Office of Curriculum and Instruction

ENGLISH DEPARTMENT Demarest and Old Tappan

Grade 9 Language Arts

Reading: Literature/Informational Texts Writing Speaking and Listening Language Sample Unit

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Grade 9 Standards for Literature: (RL) Grade 9 Standards for Informational Text: (RI)

Key Concepts: 1. Introduce and analyze the various forms of literature. 2. Develop awareness of universality of literary themes. 3. Portray literature as a rich source of literary themes. 4. Foster a respect for the views of others and to broaden perspectives by sharing these views in small and large group discussions. 5. Engender familiarity with classical mythology as a basis for and in juxtaposition to various pieces of World Literature. 6. Develop critical and imaginative thinking through analysis of literature. 7. Encourage independent reading. 8. Recognize the main idea/central thought in content area and standardized tests. 9. Recognize and understand inference when encountered in content area and standardized tests. 10. Increase and develop the ability to recognize and recall details. 11. Analyze different accounts of a subject told in various mediums. Objectives: 1. Define and evaluate the specific characteristics of four genres of literature: short story, novel, drama, and poetry. 2. Distinguish and assess elements of the prose form: character, plot, point of view, setting, theme, etc. 3. Identify basic aspects of poetry such as imagery, diction, figurative language, structural patterns, etc. 4. Trace basic themes and concerns throughout World Literature. 5. Analyze and understand classical mythology as a model and service for later literature and as a reflection of Greek culture and beliefs. 6. Identify the main idea/central thought. 7. Identify inference and draw proper conclusions from information presented in subject areas and standardized tests. 8. Identify and recall details of factual material. 9. Develop speaking and listening skills to effectively discuss or debate aspects of a text. 10. Use visual media to enhance the comprehension and/or analysis of a text.

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Strategies and Resources: ● @ Appropriate selections from literature anthologies and other texts as well as literary and historical resources in the Library Media Center. ● @ Non-print resources: visual, audio, art, models, and electronic formats (PowerPoint, CDs, DVDs, Web Quests, and other online lessons,

open-source software such as blogs and wikis, synchronous and asynchronous “threaded discussions,” digital storytelling, etc.). ● @ Utilize pathfinders on literature and literary research to develop systematic approaches to research. ● See attached units for additional information.

Required Texts: Literary Texts Unit of short stories (from Adventures in Reading textbook/Coming of Age Literature/ Best Short Stories (Middle Level) Suggested stories:

“The Cask of Amontillado” by Edgar Allen Poe “The Most Dangerous Game” by Richard Connell “Through the Tunnel” by Doris Lessing “Raymond’s Run” by Toni Cade Bambara “The Sound of Thunder” by Ray Bradbury

Unit of poetry (suggested as a lead-in to Shakespeare; from Best Poems (Middle Level) Suggested poems:

To discuss speaker: “Grass” by Carl Sandburg “Miniver Cheevy” by EA Robinson

“The Runaway” by Robert Frost To discuss meaning:

“Ozymandias” by Percy Bysshe Shelley “Concord Hymn” by Ralph Waldo Emerson

To discuss figurative language: “First Snow” by Ted Kooser “Identity” by Julio Noboa Polanco

To discuss imagery: “Cleaning the Wall” by Paul Ruffin “It’s Hot in the City” by Peter West

Romeo and Juliet by William Shakespeare The Odyssey by Homer (From Adventures in Reading)

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Grammar Text: Holt Warriner’s English Grammar and Composition: Fifth Course Vocabulary Text: Sadlier-Oxford Vocabulary Workshop Level D

Suggested Texts: Literary Texts: The Curious Incident of the Dog in the Night-time by Mark Haddon Flowers for Algernon by Daniel Keyes The Lightning Thief by Rick Riordan The Sea of Monsters by Rick Riordan The Chocolate War by Robert Cormier

Informational Literary Texts A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah Excerpts from Outliers by Malcolm Gladwell “Letters from Birmingham” by Martin Luther King Jr. “I Have a Dream” by Martin Luther King Jr. Informational Compositional Texts (The Pocket Reader by David Munger) “How to Write with Style” by Kurt Vonnegut “Desperation Writing” by Peter Elbow “Questioning the Nature of Intelligence” by Jason Gray “The Technology of Medicine” by Lewis Thomas “Sonnets Made Easy” and “How To Make Sense of Shakespeare’s Language” from Literary Cavalcade Magazine “Introduction to Homer/The Odyssey” from Adventures in Reading “Introduction to Shakespeare” from Adventures in Reading “When It’s Love You Know” by Ann Landers “Ancient Sarcophagus Unearthed in Cyprus” by George Psylides

Media: Shakespeare in Love Troy Romeo and Juliet (Zeffirelli, Luhrmann) A&E Biography: Shakespeare West Side Story Percy Jackson and the Olypians: The Lightning Thief The Odyssey Interviews of Ishmael Beah found on the internet

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English Language Arts – Gr. 9-10: Literature RL.9-10.(1…10)

College and Career Readiness Anchor Standards for Reading Literature Grade Specific Standards

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make

logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


2. Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas. 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. 3. Analyze how and why individuals, events, and ideas develop and

interact over the course of a text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text,

interact with other characters, and advance the plot or develop the theme. Craft and Structure 4. Interpret words and phrases as they are used in a text, including


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).


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.


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.

Integration of Knowledge and Ideas 7. @ Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words.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). 8. Delineate and evaluate the argument and specific claims in a text,

including the validity of the reasoning as well as the relevance and sufficiency of the evidence.


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

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).

Range of Reading and Level of Text Complexity 10. @ Read and comprehend complex literary and informational texts

independently and proficiently. 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. 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.

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English Language Arts – Grade 9-10: RI.9-10. (1…10)


Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


2. Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas. 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. 3. Analyze how and why individuals, events, and ideas develop and interact over

the course of a text. 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. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining

technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.






Integration of Knowledge and Ideas 7. @ Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words. 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. 8. Delineate and evaluate the argument and specific claims in a text, including the

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

and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 9. @ Analyze how two or more texts address similar themes or topics in order to

build knowledge or to compare the approaches the authors take.

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.


independently and proficiently. 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. 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.

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Grade 9 Standards for Writing (W)

Composition does not need to be taught as a separate unit. Instead, composition will be taught within each unit. Key Concepts: 1. Teach five paragraph essays and give students frequent opportunities to write about topics and themes studied in class. 2. Explore creative writing techniques using various themes and elements studied in literature. 3. Correct specific writing problems through writing workshops. 4. Strengthen content and structure development through revision writing. 5. Develop greater skill and confidence in expressing ideas logically, maturely, and intelligently in both writing and speaking. 6. Use technology to enhance communication and research. 7. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Objectives: 1. Describe the function and elements of an outline for a five paragraph essay. 2. Describe the function and elements of a paragraph and write a paragraph containing the following:

a. topic sentence; b. major supporting statements; c. minor supporting statements; d. conclusion.

3. Write an introductory paragraph in general to specific order ending with a thesis statement. 4. Teach the research paper writing process as prescribed in the Northern Valley Research Paper Guide from narrowing a broad topic, writing a preliminary

outline, conducting research, and writing notes, an outline, and a rough draft to the completion of a 5-7 page research paper with a Works Cited list using the MLA format. Use media center resources to conduct research for the research paper. The research paper is a course requirement. @

5. Write a creative writing piece utilizing literary elements and figurative language techniques. 6. Recognize the value of working through the writing process by brainstorming, outlining, revising, and editing. 7. Recognize the value of concise and direct expression. 8. Edit one’s own or a classmate’s writing using peer conferencing and writing workshops. 9. Recognize importance of organization and continuity in a piece of writing. 10. Develop speaking and listening skills to effectively discuss or debate aspects of a text. 11. Use visual media to enhance the comprehension and/or analysis of a text.

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Strategies and Resources: ● Examples from text and teacher. ● Lecture. ● Guided practice. ● Fishbowl exercise to model peer editing and writing workshops ● Outlining paragraphs, writing paragraphs. ● In and out of class writing with or without time pressure. ● Review organization of an essay. ● Stress importance of transitions and avoidance of common-place student errors such as unclear antecedents, poor pronoun reference, etc. ● Use of models to illustrate good writing. ● Use of exercises. ● @ Conferencing through live and secure school-maintained Internet resources, such as online writing centers/labs. ● @ Study/use resources, in print and through online database subscriptions, as models for effective writing and examples of current, relevant issues. ● @ Instruction and practice in the use of library resources, accessed in school and at home, note taking, quoting, paraphrasing, and documentation to

research accurately and avoid plagiarism.

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English Language Arts –Grade 9-10: Writing, W.9-10. (1…10) College and Career Readiness Anchor

Standards for Writing Writing

Grade Specific Standards Text Types and Purposes 1. Write arguments to support claims in

an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

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

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). 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.

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Grade 9 Standards for Speaking and Listening: (SL)

Vocabulary

Key Concepts: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively. 2. Critically listening to and evaluating speeches and other media for accuracy and credibility. 3. Present information, findings, and supporting evidence in a logical, organized, and appropriate manner, using digital media and visual displays as

necessary to enhance understanding. 4. Demonstrate a command of formal English when indicated and appropriate. Objectives:

Student participation in both large and small group discussions where they not only answer questions, but respond thoughtfully or build upon other people’s ideas.

Students use their speech to clearly and persuasively express, and when warranted, qualify or justify their own ideas. Propel a conversation by posing questions as well as responding to them. Come to discussion prepared and explicitly draw on that by preparation by referring to evidence and other research when speaking. When faced with diverse perspectives, be able to summarize the different sides, respond thoughtfully, and make new connections in light of

new evidence and reasoning. Provide opportunities for students to set goals, deadlines, individual roles, and a method making decisions which affect the group.

Strategies and Resources:

Have students create Mount Olympus campaign presentations and present them to the class. Combine the objective for collaborative goal setting, et. al., and classroom presentations by having students work and then present their work

collaboratively. Have students collect evidence and prepare for a debate (possible topic: fate vs. free will in Romeo and Juliet).

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English Language Arts – Grade 9-10 Speaking and Listening SL.9-10. (1…6) College and Career Readiness Anchor Standards for


Grade Specific Standards Comprehension and Collaboration 1. @ Prepare for and participate effectively in a range


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.

2. @ Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

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.


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



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.

5. @ Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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.


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 pages 54 for specific expectations.)

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Grade 9 Standards for Language: (L)

Grammar, Usage, and Mechanics

Key Concepts: 1. Advance the acquisition of broad, sophisticated vocabulary in order to improve writing and reading skills. 2. Encourage ongoing vocabulary development for more articulate spoken and written expression. 3. Prepare students for standardized testing. 4. Identify and correctly use parts of speech and elements of sentence structure. 5. Review and understand grammar as a means of improving oral and written expression. 6. Recognize vocabulary words in texts. 7. Recognizing prefixes and suffixes to strengthen potential for vocabulary acquisition. 8. Judiciously use expanded vocabulary to improve writing. 9. Identify connotations and denotations of vocabulary. 10. Employ, in written and oral communications, words that indicate a broadening of working, reading, and writing vocabulary. 11. Use Internet resources to enhance vocabulary instruction. 12. Identify and correctly use:

a. parts of speech; b. parts of sentence; c. phrases; d. clauses; e. subject-verb and pronoun-antecedent agreement f. using pronouns correctly (case)

13. Improve sentence structure through sentence combining using a variety of elements. 14. Avoid common usage errors such as fragments, run-ons, agreement, punctuation, capitalization, spelling, and diction. 15. Use individualized modes of expression within the context of correct usage. 16. Integrate grammar knowledge into writing assignments.

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Strategies and Resources: Have students maintain their own dictionary notebook. Exercises found in Success with Words Exercises found in Vocabulary Workshop. Level E – College Prep, Level F- Honors. Regular tests to advance disciplined practice. Judicious use of newly acquired word wealth in composition. Discussion and definition of vocabulary in context. Class lecture and note taking Reading and note taking of textbook selections Guided practice sessions Peer editing Writing of sentences, paragraphs, and compositions Use of textbook and workbook exercises reviewed in class (Holt Traditions Grammar Textbook Chapters 1, 2, 3, 4, 5, 6)

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English Language Arts – Grade 9-10: Language L.9-10.(1…6) College and Career Readiness Anchor Standards for

Language Speaking and Listening

Grade Specific Standards Conventions of Standard English 1. Demonstrate command of the conventions of standard


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.


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.




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.

Vocabulary Acquisition and Use 4. @ Determine or clarify the meaning of unknown and


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, 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).


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.

6. @ Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

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

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SAMPLE LITERATURE UNITS Unit I: The Odyssey (textbook excerpts)

Suggested Supplemental Material: “Intro to Homer” from Adventures in Reading “Ancient Sarcophagus Unearthed in Cyprus” by David Psylides Objective: Read assignments for comprehension and retrieval of information for the following day. Suggested Strategies and Resources: 1. Reading assignments with study guide/worksheet followed by daily reading quizzes. 2. Read aloud textual analysis of a verse and discuss/write analysis. Objective: Demonstrate knowledge of Greek values by synthesizing information from Homer’s text to support a given topic sentence. Suggested Strategies and Resources: 1. Give a topic sentence such as “The Gods helped/hindered Odysseus on his adventure,” and have students gather information to defend or refute idea.

Done at end of unit using all assigned chapters/episodes. Objective: Recognize and record main ideas from reading and class discussion. Suggested Strategies and Resources: Take notes as stories are being read (either in class or at home). Objective: Locate relative information from their notes/study guides to organize and outline an essay. Suggested Strategies and Resources: 1. Use study guide information to begin planning essays (base some writing assignments on some study guide questions). Objective: Use the 9th grade writing rubric to peer edit and evaluate their own work and revise accordingly. Suggested Strategies and Resources: 1. Take essays based on charts and complete revision/peer editing/rubric activities for writing improvement.

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Objective: Understand and recognize literary terms and devices used in The Odyssey. Suggested Strategies and Resources: 1. Literary devices/topics include epic poem, epic simile, epithet, dramatic irony (scene where Odysseus is beggar and Penelope interviews him), and

invocation to the muse (in beginning of Book I). Themes could include journey or role of the hero.

Objective: Analyze main characters in The Odyssey according to Greek values and standards and take part in a class discussion. Suggested Strategies and Resources: 1. Evaluate decisions by Odysseus as a leader in Books 6-12 (his adventures) and Penelope’s character—should she have been more assertive with the

suitors. 2. Evaluate Telemachus’s behavior with his mother in keeping secrets from her. 3. @ Students can complete the following Odyssey Web Quest: http://web.utk.edu/~ssmith40/homerquest.htm (Warning: This Web Quest should be conducted in the school media center so that the students have access into the Gale and Infotrac websites.)

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Unit II: Poetry: Suggested Time Frame – 5 weeks (Second Marking Period) Suggested Poems:

To discuss speaker: “Grass” by Carl Sandburg “Miniver Cheevy” by EA Robinson

“The Runaway” by Robert Frost To discuss meaning:

“Ozymandias” by Percy Bysshe Shelley “Concord Hymn” by Ralph Waldo Emerson

To discuss figurative language: “First Snow” by Ted Kooser “Identity” by Julio Noboa Polanco

To discuss imagery: “Cleaning the Wall” by Paul Ruffin “It’s Hot in the City” by Peter West

Shakespearean Sonnets: 18, 130, 138, 57, 29 Objective: Introduce and analyze the idea of speaker in Poetry Suggested Strategies and Resources: 1. Read aloud to take on persona of speaker 2. Students create their own poems based on the voice of an unusual speaker Objective: Introduce and analyze the idea of meaning in poetry. Suggested Strategies and Resources: 1. Take notes on poems to decode and understand the subtext of poet’s meaning 2. Understand poet’s attitude and tone toward subject 3. Breakdown poems into smaller parts to analyze part by part Objective: Introduce and analyze how figurative language is created and used in poetry. Suggested Strategies and Resources 1. Analyze poems for unusual and interesting comparison 2. Have students create their own figurative language by composing lines of original poetry that contain examples of metaphor, simile, personification,

alliteration, and hyperbole. 3. Analyze why poets choose certain comparisons and why they work best for their poems

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Objective: Introduce and analyze the usage of imagery in poetry Suggested Strategies and Resources 1. Identify and analyze language in the poems that appeals to the reader’s senses 2. Understand the mood and feeling created in a poem through its use of imagery 3. Write a poem focusing on creating imagery that appeals to a variety of senses Objective: Introduce and analyze Shakespeare sonnets as a transition and introduction to the language of Shakespeare Suggested Strategies and Resources: 1. Analyze the technical form of the sonnet (line count, rhyme scheme) by marking up examples on SMART Board/Overhead projector. 2. Use various sonnets to show students the thematic structure of the poem/compare to the argument structure of the 5-paragraph essay. 3. Discuss with class the meaning of the sonnets and ask pertinent questions, such as, “Does it matter who the sonnet is about?” and “Why is Shakespeare

using this type of poetic language?” Unit III: Romeo and Juliet by Shakespeare Suggested Time Frame – 10 weeks (Second Marking Period)

Suggest Supplemental Material: “Intro to Shakespeare” from Adventures in Literature “A&E Biography: Shakespeare” “How to Make Sense of Shakespeare’s Language” from Literary Cavalcade Magazine Objective: Introduce and analyze various poetic forms and techniques throughout the play. Suggested Strategies and Resources: 1. Practice reading lines to understand iambic pentameter. Practice reading The Prologue and the balcony scenes to understand meter in the English sonnet. 2. Use organizer to list metaphors/similes in balcony scene. Objective: Develop critical and imaginative thinking through analysis of film in comparison to the literature. Suggested Strategies and Resources: 1. Show movie version throughout the study of the play. Have students stage certain scenes (such as the fight scene) to understand how plays are

choreographed. 2. Show Shakespeare in Love so students can understand how a stage production is created. 3. Act out crime scene and present police report that is different from what actually happened. Objective: Understand main and secondary characters’ roles and motivations. Suggested Strategies and Resources: 1. Use graphic organizer to place family members and friends on correct side of feud.

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Objective: Develop awareness of universality of literary themes and find textual evidence to support those themes. Suggested Strategies and Resources: 1. Central themes to explore and gather evidence on: love, consequences of acting in haste, parent/child relationship, fate vs. free will (astronomy/astrology),

revenge, role of women, and role of social classes. 2. Search for quotes that relate to themes, highlight different scenes that represent a certain theme. Objective: Recognize and record main ideas from reading and class discussion. Suggested Strategies and Resources: 1. Take notes as scenes are being read (either in class or at home). Objective: Develop critical and imaginative thinking through analysis of literature and draw conclusions based on said analysis. Suggested Strategies and Resources: 1. Use graphic organizers to plan essays on character involvement, such as the roles of the Nurse and Friar Lawrence as advisors. 2. Use organizer on metaphor/simile in balcony scene to plan analytical essay on language devices. Objective: Make a connection between character monologues/soliloquies and themes and/or character traits. Suggested Strategies and Resources: 1. Friar Lawrence’s soliloquy about plants and medicines to show that how things look on the outside are different from how they are internally. 2. Use Juliet’s monologue following Tybalt’s death to reiterate Friar’s speech. 3. Use the dialogue between Romeo and his friends to show how their words reveal their character tendencies. 4. Use balcony scene to explore women’s roles and show how Juliet is in charge. Romeo’s speech after hearing Juliet is dead shows his feelings regarding

fate/free will. Objective: Foster a respect for the views of others and to broaden perspectives by sharing these views in small and large group discussions. Suggested Strategies and Resources: 1. Listen to discussion/debates/fishbowls on judging blame in Romeo and Juliet. Should Friar Lawrence accept all the blame? What are the roles of the

parents in the tragedy? Are Romeo and Juliet to blame? How much blame belongs to the characters and how much is due to fate? 2. Evaluate social class in terms of the tragedy. Objective: Use on-line resources to enhance the students’ understanding of Shakespeare’s literature, life and times. Suggested Strategies and Resources:

1. @ The following Web Quest is a group assignment to gather background information on Shakespeare’s time. www.manteno.k12.il.us/webquest/high/LanguageArts/RomeoandJuliet/mainframe.html

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Unit IV: Short Fiction Suggested Time Frame--5 Weeks (Third Marking Period)

Suggested Texts: Adventures in Reading textbook/Coming of Age Literature/ Best Short Stories (Middle Level) Suggested stories:

“The Cask of Amontillado” by Edgar Allen Poe “The Most Dangerous Game” by Richard Connell “Through the Tunnel” by Doris Lessing “Raymond’s Run” by Toni Cade Bambara “The Sound of Thunder” by Ray Bradbury

Objective: Identify and understand the concept of Theme Suggested Strategies and Resources: 1. As an anticipatory set, question the students about the definition of “theme” and compare their answers. Have students record the standard literary

definition of theme (an opinion about life or human nature or society that the writer shares with the reader), and discuss what that means/how it differs from their own understanding of “theme”.

2. Throughout the short fiction unit, urge students to look at the subtext in character dialogue and narrator descriptions as indicators of theme.

Objective: Identify and understand the elements of Plot Suggested Strategies and Resources: 1. Use plot graph to identify major parts of plot (Exposition, Initial Incident, Rising Action, Climax, Falling Action, Denouement) 2. Identify major parts of the plots from the short stories read in class 3. Analyze tactics used to heighten parts of plot (suspense, tension, false resolution, anti-climax) Objective: Understand and analyze different forms of characterization used in short fiction Suggested Strategies and Resources: 1. Analyze various forms of direct and indirect characterization used by authors 2. Understand author’s feelings and tones about characters based on characterization 3. Create their own characters through the use of one or more of the forms of characterization Objective: Students will be able to discern between different types of narration/point of view. 1. Analyze and define the most common narration types in literature (1st person, 3rd person- omniscient/limited) 2. Students will write an essay about the importance of a specific narration type.

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Objective: Understand, identify and analyze various forms of conflict in short fiction Suggested Strategies and Resources: 1. Analyze various forms of conflict (man vs. man, man vs. nature, man vs. society and man vs. himself) 2. Students create their own stories based around various forms of conflict Objective: Understand and analyze author’s use of tone in short fiction Suggested Strategies and Resources: 1. Identify different types of tone in short fiction (satire, comedy, seriousness, horror, gravity, etc) 2. Understand how tone alters theme and meaning in short fiction 3. Create their own short fiction based around a certain tone and mood

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English Language Arts – Grade 9-10: RH.9-10. (1…10)

College and Career Readiness Anchor Standards for Reading Reading Informational TextGrade Specific Standards



1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.


summarize the key supporting details and ideas. 2. Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of how key events or ideas develop over the course of the text.3. Analyze how and why individuals, events, and ideas develop and interact

over the course of a text. 3. Analyze in detail a series of events described in a text; determine whether earlier events caused

later ones or simply preceded them.Craft and Structure 4. Interpret words and phrases as they are used in a text, including


4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

5. Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.


6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.


including visually and quantitatively, as well as in words.7. @ Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative

analysis in print or digital text. 8. Delineate and evaluate the argument and specific claims in a text,


8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.


9. @ Compare and contrast treatments of the same topic in several primary and secondary sources.


independently and proficiently. 10. @ By the end of grade 10, read and comprehend history/social studies texts in the grades 9–

10 text complexity band independently and proficiently.

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English Language Arts – Grade 9-10: RST.9-10. (1…10)




1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.


summarize the key supporting details and ideas. 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of

a complex process, phenomenon, or concept; provide an accurate summary of the text.3. Analyze how and why individuals, events, and ideas develop and interact

over the course of a text. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining




5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).


6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.


including visually and quantitatively, as well as in words. 7. @ Translate quantitative or technical information expressed in words in a text into visual form

(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.


8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

9. @ Analyze how two or more texts address similar themes or topics in order

to build knowledge or to compare the approaches the authors take.

9. @ Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.


independently and proficiently. 10. @ By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text

complexity band independently and proficiently.

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English Language Arts –Grade 9-10: Writing, WHST.9-10.(1…10) College and Career Readiness Anchor Standards for Writing Writing

Grade Specific Standards Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

1. Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create

an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and 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 or supports the argument presented. 2. @ Write informative/explanatory texts to examine and convey complex

ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. @ Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize 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.


c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

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).


3. (See note; not applicable as a separate requirement)

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Production and Distribution of Writing 4. Produce clear and coherent writing in which the development,

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

appropriate to task, purpose, and audience.


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.

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

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

Research to Build and Present Knowledge 7. @ Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under investigation.

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.

8. @ Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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

9. @ Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. @ Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing 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.

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

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NORTHERN VALLEY REGIONAL HIGH SCHOOL Office of Curriculum and Instruction



Reading: Literature/Informational Texts

Writing

Speaking and Listening

Language

Sample Unit

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Grade 10 Standards for Literature: (RL)

Grade 10 Standards for Informational Text: (RI) Key Concepts: 1. Develop an understanding of the evolution of American literature from the earliest days of English settlement to the present day and/or to comprehend and

analyze major thematic connections among various texts. 2. Analyze carefully the technique, craft, and structure of the short story, drama, informational text (essay), novel and poetry in American literature. 3. Develop critical thinking skills and imagination through an analysis of the key ideas and details of the texts. Objectives: 1. Study and analyze the literature within a chronological or thematic framework. 2. Have students make inferences and support their assertions with information from the text when discussing texts. 3. Learn to recognize significant information within a text and use this to synthesize and understanding of work’s central theme, supporting themes, and symbols

and how they develop over the course of work. 4. Know and use new words and concepts from the selections studied. 5. Recognize how setting, mood (tone), or atmosphere contribute to the understanding of character and theme. 6. Define and understand fundamental literary terms such as plot structure, point of view, foreshadowing, allusion, and irony. 7. Explore how an author uses both direct and indirect characterization, and discuss characters in terms of protagonists, antagonists, foils, conflict, and character

traits (round, flat, dynamic, static). 8. Identify in all forms of written expression the basic forms of figurative language such as metaphor, personification, alliteration, paradox, oxymoron,

metonymy, and hyperbole. 9. Develop speaking and listening skills to effectively discuss or debate aspects of a text. 10. Use visual and auditory media to enhance the comprehension and/or analysis of a text. 11. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. 12. Analyze how an author (like Arthur Miller) draws on and transforms source material (Salem Witch Trial or McCarthy trial transcripts) in a specific work (The

Crucible). 13. With the informational texts, identify a writer’s purpose and recognize the format and tools (including words and phrase) he uses to both establish and develop

his objective. 14. With the informational texts, explore how the author uses logos, pathos and ethos (rhetoric) to advance his point of view or purpose. 15. With the informational texts, identify the writers’ claims and evaluate the legitimacy of those claims.

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Strategies and Resources: ● Include both guided and independent reading of the literature. ● Use study guide questions or graphic organizers to aid in student comprehension as they read. ● Give reading check quizzes to hold students accountable for their reading assignments. ● Provide students with a strategy for identifying what information in a text is significant and what the significant information could mean. A teacher, for

instance, could model close reading of the text during instructional time and provide students with note-taking strategies such as a T-chart in which they choose important quotes from a text and explain why they chose these.

● @ Choose independent reading selections for three of the four marking periods (the texts for the research paper will count as independent reading in that marking period), and allow that choice to help students reflect on and draw connections to themes or other concepts in the core literary texts.

● Point out the techniques and strategies a writer uses to craft his / her work. ● Have students analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox) ● Encourage student note taking of class lecture material by checking notebooks. ● Arrange for students to participate in small and large group discussions and debate or make oral presentations. ● Model how to listen and respond appropriately to a debate. ● Ask questions ranging from recall to evaluation (Bloom’s taxonomy). ● Allow for students to personally reflect on texts studied, either through class discussion or short journal writing prompts. ● @ Use non-print media: visual, audio, art works, and electronic formats (PowerPoint, CDs, DVDs, Web Quests and other online lessons, blogs, wikis,

synchronous and asynchronous, “threaded discussions,” digital storytelling, etc.). ● @ Utilize pathfinders on literary and literary research to develop systematic approaches to research. ● @ Use graphic organizers

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English Language Arts – Gr. 9-10: Literature RL.9-10.(1…10)






summarize the key supporting details and ideas. 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.


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.



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).


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.

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


including visually and quantitatively, as well as in words. 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).




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).


independently and proficiently. 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. 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.

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English Language Arts – Grade 9-10: RI.9-10. (1…10)






summarize the key supporting details and ideas. 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. 3. Analyze how and why individuals, events, and ideas develop and interact over

the course of a text. 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. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining








including visually and quantitatively, as well as in words. 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. 8. Delineate and evaluate the argument and specific claims in a text, including

the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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


9. @ 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.


independently and proficiently. 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. 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.

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Required Texts By the end of 10th grade students must learn from all of these core genres: novels, informational texts (essays), drama, poetry, and short story. The Adventures of Huckleberry Finn by Mark Twain The Catcher in the Rye by J.D. Salinger The Crucible by Arthur Miller Excerpts from “Self Reliance” by Ralph Waldo Emerson Excerpts from Walden by Henry David Thoreau Source material and literary criticism applicable to research paper The Northern Valley Research Paper Guide found on the English department website Plays (see list below for suggestions) Poems (see list below for suggestions) Short Stories (see list below for suggestions) Holt Warriner’s English Grammar and Composition, 6th Course Sadlier-Oxford Vocabulary, Level F Suggested Texts Additional Novels A Separate Peace by John Knowles Ethan Frome by Edith Wharton The Scarlet Letter by Nathaniel Hawthorne

Additional Informational Texts Excerpts from Autobiography by Benjamin Franklin Excerpts from The Almanac by Benjamin Franklin “Of Plymouth Plantation” by William Bradford “Nature” by Ralph Waldo Emerson “Sinners in the Hands of an Angry God” by Jonathan Edwards “Speech at the Virginia Convention” by Patrick Henry The Crisis by Thomas Paine

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Plays A Raisin in the Son by Lorraine Hansberry All My Sons by Arthur Miller Our Town by Thornton Wilder The Glass Menagerie by Tennessee Williams Poems Selected works of Emily Dickinson, Walt Whitman, Langston Hughes, Billy Collins, others “The Raven” by Edgar Allen Poe “To My Dear and Loving Husband” by Anne Bradstreet “Upon the Burning of My House” by Anne Bradstreet Short Stories “A & P” by John Updike “Dr. Heidegger’s Experiment” by Nathaniel Hawthorne “Field Trip” from The Things They Carried by Tim O’Brien “The Black Cat” by Edgar Allen Poe “The Crop” by Flannery O’Conner “The Devil and Tom Walker” by Washington Irving “The Deerslayer” by James Fenimore Cooper “The Minister’s Black Veil” by Nathaniel Hawthorne “The Secret Life of Walter Mitty” by James Thurber “The Sojourner” by Carson McCullers Suggested Media Google search for online audio of “Sinner in the Hands of an Angry God,” “Speech at the Virginia Convention,” and “The Crisis.” Movie: The Crucible Movie: Dead Poet’s Society (for the Transcendentalism unit) Noodletools (http://www.noodletools.com/) for online note cards, works cited pages, and other resources for the research paper Online audio of The Adventures of Huckleberry Finn: http://www.loudlit.org/works/hfinn.htm Online text of The Adventures of Huckleberry Finn: http://etext.virginia.edu/toc/modeng/public/Twa2Huc.html

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Grade 10 Standards for Writing (W) Key Concepts: 1. Review and develop the basic structure of the paragraph and the five paragraph essay (introduction following a general to specific format and

ending in a specific, arguable, and complex thesis statement; body paragraphs which begin with a topic sentence which previews the paragraph and connects back to the thesis, contains major statements which are subdivisions of the topic sentence and develop the paragraph, and minors (specific details and quotations) which support the major statements; and a conclusion in which a concluding analysis is drawn from the restated and tied together statements of the paper.)

2. Respond to writing prompts to produce shorter paragraph responses and longer full-length responses. 3. Develop facility and care in a variety of writing experiences: persuasion, analysis, and exposition. 4. Develop a facility with vocabulary and the use of grammar in connection with writing. 5. Design differentiated writing assignments that emphasize the higher levels of Bloom’s Taxonomy. 6. @ Teach the research paper writing process as prescribed in the Northern Valley Research Paper Guide from narrowing a broad topic, writing a

preliminary outline, conducting research, and writing notes, an outline, and a rough draft to the completion of a 5-7 page research paper with a works cited list using the MLA format. Use media center resources to conduct research for the research paper. Note: The research paper is a course requirement and a student cannot pass the course without successfully writing one.

7. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) to allow for student improvement within the same writing assignment.

Objectives: 1. Reinforce the higher order thinking skills inherent in the writing process, including the ability to acknowledge both sides of an argument, and

present claims and refute counterclaims within the structure of an essay. 2. Emphasize the importance of transitional language to connect and develop ideas of one’s argument. 3. Demonstrate a variety of pre-writing experiences: free writing, brainstorming, outlining, etc. 4. Recognize, accept, and demonstrate the importance of correct grammatical expressions and precise use of vocabulary. 5. Encourage students to avoid colloquialisms or slang to practice a more formal tone in their analytical writing and an informal tone when they are

the subject of an expository piece; avoid shifts in subject and verb tense to maintain a consistent voice. 6. Require students to submit all take home writing to the website, turnitin.com, to discourage student plagiarism.

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Strategies and Resources: a. Write about each other’s writing, write about their own writing, and discuss student writing deliberately using the language expressed in Bloom’s

Taxonomy. b. Respond freely to writing prompts provided by the teacher: photographs, painting, music, videos, news articles, quotations, literature, objects,

etc. c. Respond to topics based on life experiences. d. Cull a continuity of ideas from their own pre-writing. e. Practice a variety of writing forms creating a first draft. f. Revise, edit, and proofread essays. g. Use appropriate selections from grammar texts, including practice exercises, to help students use a variety of organizational strategies,

demonstrate effective delivery strategies, and edit drafts of speeches independently and in peer discussions. h. Use a rubric to self-assess and improve oral presentations. i. Critique published works for authenticity and credibility j. Provide compelling openings and strong closure to written pieces. k. Question critically the position or viewpoint of an author. l. Include graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. m. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. n. @ Instruction and practice in the use of library resources: Note taking, paraphrasing, use of direct quotations, and paper documentations to

research accurately and avoid plagiarism. o. @ Study/use periodicals, in print and through online database subscriptions, as models for effective writing and examples of current, relevant

issues. p. In-class review of outlining process q. @ Individual conferences to assist students in selecting workable topics. r. @ Books, magazine articles, pamphlets, etc. available in school library and local libraries. s. @ Utilize computer networks and search programs available in the school library. t. @ Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.

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English Language Arts –Grade 9-10: Writing, W.9-10. (1…10) College and Career Readiness Anchor Standards for Writing


Text Types and Purposes 1. Write arguments to support

claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

2. @ Write informative/explanatory texts to examine and convey complex ideas 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.


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). 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.

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Vocabulary Key Concepts: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively. 2. Critically listening to and evaluating speeches and other media for accuracy and credibility. 3. Present information, findings, and supporting evidence in a logical, organized, and appropriate manner, using digital media and visual displays as

necessary to enhance understanding. 4. Demonstrate a command of formal English when indicated and appropriate. Objectives: 1. Student participation in both large and small group discussions where they not only answer questions, but respond thoughtfully or build upon

other people’s ideas. 2. Students use their speech to clearly and persuasively express, and when warranted, qualify or justify their own ideas. 3. Propel a conversation by posing questions as well as responding to them. 4. Come to discussion prepared and explicitly draw on that by preparation by referring to evidence and other research when speaking. 5. When faced with diverse perspectives, be able to summarize the different sides, respond thoughtfully, and make new connections in light of new

evidence and reasoning. 6. Provide opportunities for students to set goals, deadlines, individual roles, and a method making decisions which affect the group.

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Strategies and Resources: Teacher directed discussion: Compare the play and film of The Crucible as well as primary sources associated with the Salem Witch trials to evaluate the

credibility and accuracy of each source. Student driven discussion: Move all seats into a large circle and provide students with a list of discussion topics. Encourage students to bring up a topic (from

the provided list or other) and keep a focused discussion going by having them listen to one another and respond to what has just been said. Move onto a new topic only when discussion of the first one has been exhausted.

Socratic Seminars (Fishbowl): For independent reading, or any other reading assignments, divide students in two equal circles, inner and outer. The outer students should, upon receiving a discussion prompt from the teacher, engage in a dialogue with each other about that prompt and the text that they have read for homework. Each student should speak at least once, and will be graded on both the number of times he or she speaks and the quality of his or her comments. The teacher should try to refrain from speaking and correcting students, except when necessary for the discussion to continue. Allow the inner circle approximately 20 minutes to speak, while the outer circle takes notes. Then, change the outer circle with the inner circle so all students have a chance to speak.

Presentations: Combine the objective for collaborative goal setting, et. al., and classroom presentations by having students work and then present their work collaboratively. For instance, have student groups decide which songs would provide an appropriate soundtrack for a Catcher in the Rye movie. In a presentation, the students will share which songs would go with which scenes, and why each choice works.

Panel discussion: Have students become experts on a character or topic, and then have students ask one another questions or have the teacher ask questions of the experts. Example: For chapters 2 and 3 of The Catcher in the Rye, divide the class into three groups. One groups will learn everything it can about Ackley, a second will learn everything it can about Stradlater, and a third will learn everything it can about Holden. The teacher asks questions of the students that they have to answer as their characters. In doing so, it becomes clear that Holden is a bit on the “mature” side like Stradlater, and a bit on the “adolescent” side like Ackley.

Debate: Choose a topic or series of topics and have students choose sides, prepare arguments, and then debate. Deliver a speech: Write a speech using the intent and rhetorical devices used by Edwards or Henry and deliver it in a persuasive way. In the delivery, coach

students to use their voice and gestures to make their points. Impromptu speeches: When at a juncture in the literature where something is debatable (is Huck growing (for each two steps forward he takes only one step

back, so he is growing) or staying in place (for each step forward he takes one step back, so he is staying the same); will Holden apply himself when he goes back to school), give the students five minutes to take positions and write out three supports for their positions. Students will then make brief speeches arguing their positions.

Oral interpretation: Students interpret the meaning and intent of a writer’s words and reflect the content and subtext with their speech. Some examples of when this may be used: When reading Patrick Henry or Thomas Paine’s work; when reading the Huck Finn scene where Pap wants to find out if Huck is now educated.

Dramatic Readings: For The Crucible or A Raisin in the Sun, assign students the role of characters in the texts and have them read aloud, putting the emotions of the character into the lines that they read. Stop after every few minutes to allow students to both paraphrase and interpret what they have read and to take notes according to a note-taking guide handed out previously by the teacher. As the teacher progresses through the unit, or the play as a whole, be sure that all students have been assigned speaking roles at least once. This strategy is especially helpful at the beginning of a core literary text, to engage student interest and to highlight the various elements of reading a drama vs. reading a novel or an essay.

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English Language Arts – Grade 9-10 Speaking and Listening SL.9-10. (1…6) College and Career Readiness Anchor Standards for Speaking and

Listening Speaking and Listening

Grade Specific Standards Comprehension and Collaboration 1. @ Prepare for and participate effectively in a range of conversations

and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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.


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.


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.


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

Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that

listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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.




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 pages 54 for specific expectations.)

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Grammar, Usage, and Mechanics

Key Concepts: Advance the acquisition of sophisticated vocabulary in order to improve writing, reading, thinking, and verbal expression. Teach the study skills necessary to move vocabulary from short term memory into long term memory. Use standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling). Prepare students for standardized testing. Objectives: 1. Recognize vocabulary words in texts. 2. Recognize Latin and Greek prefixes and suffixes to strengthen potential for vocabulary acquisition. 3. Use expanded vocabulary to in written and oral communication. 4. Understand the nuances in word meanings and determine which word would be most appropriate for a particular context. 5. Strengthen students’ ability to use context clues to determine a word’s meaning or figure out an answer to a sentence completion question. 6. Use reference material to determine or clarify a word’s precise meaning, part of speech, pronunciation, or etymology. 7. Improve sentence structure through sentence combining using a variety of elements. 8. Avoid common usage errors in the following content areas:

a. Sentence Fragments b. Run-ons c. Active and Passive Voice d. Subject and Verb Agreement e. Pronoun and Antecedent Agreement f. Pronoun Reference g. Pronoun Case h. Parallelism i. Punctuation (semi-colon and colon) j. Capitalization k. Spelling

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Strategies and Resources: Have students create flashcards to in learning and studying the vocabulary words. Teach students how to create mnemonics and/or original sentences as a way to more easily remember and recall definitions. Ask students to generate their own lists of vocabulary words drawn from literature. Have students practice exercises in vocabulary workbooks and in SAT workbooks. Provide periodic reviews of words already covered (to aid in retention). Give frequent quizzes and cumulative tests to encourage study and retention of words. Have students keep a notebook which could include words, definitions, pictures, original sentences, mnemonics, prefixes, suffixes, and roots. Teach root words to understand new words. Use non-traditional techniques: crosswords, acrostics, cooperative groups, and games. Encourage students to use a free online resource, www.quizlet.com, to create and share electronic flashcards to aid in long-term retention. Lecture and take notes to review grammatical rules. Practice exercises from grammar textbooks and workbooks. Generate examples of grammar and usage errors. Provide periodic reviews, quizzes and cumulative grammar tests. Write of sentences, paragraphs, and compositions, and peer editing of these works.

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English Language Arts – Grade 9-10: Language L.9-10.(1…6) College and Career Readiness Anchor Standards for Language Speaking and Listening

Grade Specific Standards Conventions of Standard English 1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

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. 2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

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.




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.

Vocabulary Acquisition and Use 4. @ Determine or clarify the meaning of unknown and multiple-




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, part of speech, or its etymology.



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.


6. @ Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering

vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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SAMPLE LITERATURE UNITS Required Literary Text: The Catcher in the Rye by J.D. Salinger Objectives: 1. Describe the novel’s place in America’s popular culture. 2. Explain how the novel is a product of post-World War II America. 3. Develop a complex character profile for Holden. 4. Examine Holden’s relationships with the other characters and explore how these relate to central themes in the novel. 5. Identify the themes, symbols and structure and use these to analyze the content and evaluate the outcome of the novel. 6. Demonstrate an understanding of the novel’s key concepts through discussion, debates, and writing. 7. Examine the role of Holden’s language in the novel. 8. Identify the various literary techniques and terms used in the novel and discuss how they function in it. 9. Use a rubric to self-assess and improve oral presentations. Suggested Strategies and Resources: 1. Reference trivia in popular culture that relates to the novel at the start of the unit to generate interest in the novel.

- Discuss the novel as a banned book. - The connection between the novel and John Lennon’s assassination. - The novel in the movie Conspiracy Theory.

2. Research Internet images of Radio City Music Hall, Central Park, Grand Central Station, and the Museum of Natural History before you read the novel. 3. Highlight these key literary techniques and terms:

- Irony, foreshadowing, flashback, frame story, catharsis, stream of consciousness. 4. Highlight a few key symbols, images and motifs as they appear in the novel:

- Rye field, sidewalk, the record, the snowball, the hat, the ducks, Egyptian mummies, Museum of Natural History, religious images, pre-lapsarian world, and fall from innocence in the Garden of Eden.

5. Highlight a few key concepts and themes as they appear in the novel: - Falling and disappearing, saving and being saved, young and old, past and present, change and permanence, profanity and purity, conformity and non-

conformity. 6. Have students create a web in which they put a key count like “falling” or “the past” in the center circle and generate examples from the text which fit into this

concept. 7. @ Access, evaluate or apply resources on the novel via the library pathfinder. 8. Create creative writing prompts in which the students imagine Holden or Phoebe ten years from now.

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Required Literary Text: The Crucible by Arthur Miller Objectives: 1. Describe how the play is a critique of McCarthy era inquisitions and discover how Miller uses Puritan thought and the Salem Witch trials to make his point. 2. Examine how the setting, structure, and lighting lend meaning to the play. 3. Develop complex character profiles of the main characters. 4. Identify the themes, symbols, and literary terms and techniques and use these to analyze the content and evaluate the outcomes of the play. 5. Demonstrate an understanding of the play through discussion, debates, writing, or tableaux projects. 6. Make connections between the play and current or potential events. 7. Developing speaking and listening skills in order to argue a point and effectively respond to it. Suggested Strategies and Resources 1. Highlight these concepts in class lectures or discussions.

- Indoor and outdoor, public and private space, name and reputation. 2. Highlight these terms as they appear in the play.

- Irony, hysteria, voice of reason. 3. @ Access, evaluate, and apply current periodical resources in the library media center. Use www.web-and-flow.com/members/jcooper/swt/hunt.htm 4. @ Choose a few web sites from the “April Fool’s Hotlist” www.web-and-flow.com/members/jcooper/swt/hunt.htm to share and debunk. 5. Become a defending advocate for one of the characters in the play who is accused of being a witch. Then write and deliver a strong opening statement and closing argument in

defense of their client. 6. Go to www.edsitement.neh.gov, and locate the “Dramatizing History in Arthur Miller’s Crucible” for lesson ideas. Required Informational Text: Excerpts from “Self-Reliance” by Ralph Waldo Emerson and Walden by Henry David Thoreau Objectives: 1. Define Transcendentalism within its historical context and examine the elements within the essay which reflect the values of the movement. 2. Locate metaphors and define unknown vocabulary in order to make sense of the metaphors. 3. Identify nature imagery and discuss its relevance to the piece. 4. Make connections between the essay and the students’ lives. 5. Evaluate Emerson’s position on self-reliance based on an analytical read of the text. 6. Discover Thoreau’s various recommendations for living by examining the text. 7. Examine the language closely and analyze its function within the piece. 8. View Hudson River School paintings for elements which reflect the Transcendentalist themes and symbols. Suggested Strategies and Resources: 1. Create “bumper stickers” with words to live by from the text and have students shout out these slogans one at a time in an impassioned voice. 2. @ Access library reference resources on literary terms. 3. @ Access and evaluate Hudson River School paintings via the library Pathfinder.

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English Language Arts – Grade 9-10: RH.9-10. (1…10)




1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.


summarize the key supporting details and ideas. 2. Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of how key events or ideas develop over the course of the text.3. Analyze how and why individuals, events, and ideas develop and interact

over the course of a text. 3. Analyze in detail a series of events described in a text; determine whether earlier events caused

later ones or simply preceded them.Craft and Structure 4. Interpret words and phrases as they are used in a text, including


4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

5. Analyze the structure of texts, including how specific sentences,

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.


6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.


including visually and quantitatively, as well as in words.7. @ Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative

analysis in print or digital text. 8. Delineate and evaluate the argument and specific claims in a text,


8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.


9. @ Compare and contrast treatments of the same topic in several primary and secondary sources.


independently and proficiently. 10. @ By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10

text complexity band independently and proficiently.

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English Language Arts – Grade 9-10: RST.9-10. (1…10)




1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.


summarize the key supporting details and ideas. 2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of

a complex process, phenomenon, or concept; provide an accurate summary of the text.3. Analyze how and why individuals, events, and ideas develop and interact

over the course of a text. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.





5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).


6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.


including visually and quantitatively, as well as in words. 7. @ Translate quantitative or technical information expressed in words in a text into visual form

(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.


8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

9. @ Analyze how two or more texts address similar themes or topics in order

to build knowledge or to compare the approaches the authors take.

9. @ Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.


independently and proficiently. 10. @ By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text

complexity band independently and proficiently.

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English Language Arts –Grade 9-10: Writing, WHST.9-10.(1…10)

College and Career Readiness Anchor Standards for Writing WritingGrade Specific Standards

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.

1. Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and 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.


e. Provide a concluding statement or section that follows from or supports the argument presented. 2. @ Write informative/explanatory texts to examine and convey complex

ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


a. Introduce a topic and organize 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.


c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.





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Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization,

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

appropriate to task, purpose, and audience.


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.

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

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

Research to Build and Present Knowledge 7. @ Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under investigation.


8. @ Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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.



Range of Writing 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.

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

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Curriculum Addendum: Grade 11-12 21st Century Skills Standards

9.1.12.A.3: Analyze the relationship between various careers and personal earning goals. 9.1.12.A.5: Analyze how the economic, social and political conditions of a time period can affect the labor market. 9.2.12.C.2: Modify personalized student learning plans to support declared career goals. 9.2.12.C.6: Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and

resources required for owning and managing a business. 9.1.12.C.9: Analyze the correlation between personal and financial behavior and employability.

Pacing Guide Reading: Literature/History and Social Studies Reading: Informational Text Writing/Composition Speaking and Listening Language


8.1.12.A.1: Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

8.1.12.D.1: Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. 8.1.23.D.5: Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal,

social, lifelong learning, and career needs. 8.1.12.E.1: Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts

synthesizing information from multiple sources. 8.1.12.B.4: Investigate a technology used in a given period of history, e.g., stone age, industrial revolution or information age, and identify their

impact and how they may have changed to meet human needs and wants. Core Instructional Materials




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NORTHERN VALLEY REGIONAL HIGH SCHOOL

Office of Curriculum and Instruction



Reading: Literature/History and Social Studies

Reading: Informational Text

Writing/Composition


Language

Test Preparation

Sample Units

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Grade 11 Standards for Literature: (RL) Grade 11 Standards for Literacy in History/Social Studies: (RH)

Key Concepts: 1. Foster appreciation and joy of literature. 2. Use higher order thinking skills, analyze and evaluate literature, and make inferences that enable the student to judge the quality and meaning of a work. 3. Understand and identify plot, theme, character development, and imagery in various works of literature. 4. Comprehend and recognize a variety of literary forms, terms, and techniques. 5. Develop an understanding of literature as it reflects central themes of identify, values and beliefs, social criticism, love and betrayal, and the dark side of

human nature. 6. Develop an understanding of the evolution of English literature from the Anglo-Saxon era to the present day, comprehend the major themes of that literature,

and see it in its historical perspective. 7. Obtain knowledge of the lives of the individual writers and how they relate to the age in which they lived and wrote. Objectives: 1. Evaluate the values and ideals of the Anglo-Saxon period through the study of Beowulf and the hero. 2. Recognize the basics of the development of the English language. 3. Identify the medieval period and its historical and philosophical milieu in Chaucer’s Canterbury Tales, with emphasis on the variety of characters from

different walks of medieval life. 4. Describe the history and intellectual climate of the Renaissance. 5. Identify the roots of Elizabethan drama and the specifics of Shakespeare’s stage. 6. Analyze in depth Shakespeare’s Macbeth, with emphasis on character and imagery. 7. Recognize the sonnet and understand its conventions, themes, and imagery. 8. Analyze and recognize the Romantic doctrine through the works of Wordsworth, Coleridge, Byron, Keats, Blake, and Shelley. 9. Recognize how the literature of the Victorian Age reflects the philosophical and social outlook of its time. 10. Identify the elements and techniques of the novel, with emphasis on analyzing the universal significance of the writer’s specific concerns. 11. Develop speaking and listening skills to effectively discuss and/or debate aspects of a text. 12. Use visual media to enhance the comprehension and/or analysis of a text.

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Suggested Strategies and Resources: ● @ Use appropriate selections from English literature anthologies and other texts as well as literary and historical resources in the Library Media Center. ● Provide information through teacher lectures, class discussions, and Socratic seminars. ● Enhance note-taking skills through open notebook quizzes and with graphic organizers. ● Incorporate non-print resources: visual, audio, art, models, and electronic formats (PowerPoint, CDs, DVDs, Web Quests and other online lessons, blogs,

open source software, wikis, synchronous and asynchronous “threaded discussions,” digital storytelling, etc.). ● @ Assign oral presentations based on independent research. ● @ Evaluate literature with essays of critical analysis. ● @ Utilize pathfinders on literature and literary research to develop systematic approaches to research. ● Use creative writing as a response to literature (e.g., narrative essays, diary entries, eyewitness accounts, letters, sonnets, odes to characters). ● Draw visual representations to enhance understanding of characters, settings, etc.

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English Language Arts – Gr.11-12: Literature RL.11-12.(1…10) College and Career Readiness Anchor Standards for Reading Literature

Grade Specific Standards Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical


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 matters uncertain.


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.


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).



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.)


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.

6. Assess how point of view or purpose shapes the content and style of a text. 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).

Integration of Knowledge and Ideas 7. @ Integrate and evaluate content presented in diverse media and formats, including

visually and quantitatively, as well as in words. 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.)




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.

Range of Reading and Level of Text Complexity 10. @ Read and comprehend complex literary and informational texts independently

and proficiently. 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. 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.

223

English Language Arts – Grade 11-12: RH.11-12. (1…10) College and Career Readiness Anchor Standards for Reading Reading Informational Text

Grade Specific Standards Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical


1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.


2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.


3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.





5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.


6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.


including visually and quantitatively, as well as in words. 7. @ Integrate and evaluate multiple sources of information presented in diverse formats and

media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.


8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.


9. @ Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.


independently and proficiently. 10. @ By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR

text complexity band independently and proficiently.

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Grade 11 Standards for Reading Informational Texts: (RI)

Key Concepts: 1. Foster appreciation for non-fiction writing. 2. Use higher order thinking skills, analyze and evaluate informational texts, make inferences that enable the student to judge the quality and

meaning of the work. 3. Incorporate essays, articles, historical background articles, and standardized test reading passages into literary studies. 4. Use the reading selections to help students develop inferential reading skills necessary for successful performances on the HSPAs, PSATs, and

SATs. Objectives: 1. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 2. Analyze and discuss how point of view or purpose shapes the content and style of the informational piece. 3. Decipher argument in a text and evaluate evidence that supports the author’s purpose. 4. Evaluate multiple sources of information from different media or formats such as web-based seminars, videos, blogs, and Internet articles to

address a question. 5. Cite meaningful textual evidence to support both explicit and implicit inferences. Suggested Strategies and Resources:

● @ Use appropriate selections to enhance specific literary units. ● Respond orally and in written form to issues presented in multimedia sources. ● @ Use informational texts to practice test-taking strategies and responses. ● @ Respond to articles and essays as a springboard for discussions and debates.

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English Language Arts – Grade 11-12: RI.11-12.(1…10)


Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.



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.


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.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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).


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.


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.

Integration of Knowledge and Ideas 7. @ Integrate and evaluate content presented in diverse media and formats, including

visually and quantitatively, as well as in words. 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. 8. Delineate and evaluate the argument and specific claims in a text, including the

validity of the reasoning as well as the relevance and sufficiency of the evidence. 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).


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.

Range of Reading and Level of Text Complexity 10. @ Read and comprehend complex literary and informational texts independently and

proficiently. 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. 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.

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Grade 11 Standards for Writing/Composition: (W) (WHST) Key Concepts: 1. Develop effective writing skills that help students generate and organize their thoughts and articulate those thoughts in standard written English. 2. Evaluate and incorporate primary and secondary sources in a written research project. 3. Use technology to enhance communication and information gathering. 4. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

specific tasks, purposes, and audiences. Objectives: 1. Write effective and in-depth essays relying on close reading and textual support. 2. Develop higher order thinking skills through writing experiences. 3. Write on topics that require evaluating moral and ethical issues. 4. Write grammatically correct sentences. 5. Write five paragraph essays that include topic sentences with controlling ideas; major and minor supporting statements; a concluding statement; transitional

devices; the elements of standard grammar and usage that are essential to effective communication. 6. @ Write literary analyses of a variety of literary genres, of films and of articles. 7. @ Write a research paper to develop the skills of paraphrasing, summarizing, quoting, organizing, and interpreting information and providing proper citation. 8. Write an effective college application essay. 9. In addition to expository writing, write a variety of creative assignments; e.g., descriptive, narrative, poetic, and dramatic. 10. @ Use media center resources to conduct research for the research paper. 11. @ Use interactive technology such as email conferences, student blogs, and peer-editing accounts through First Class and Turnitin.com. 12. Practice writing organized essays in response to typical HSPA and SAT prompts. 13. Review common writing errors to avoid after every writing assignment. Suggested Strategies and Resources:

Frequent pre-writing and writing assignments including webbing, brain-storming, free-writing; journals, analysis of literature, book reports, thesis papers, reaction papers, etc.

Peer-edit classmates’ work as a constructive tool for feedback as well as self-improvement. Use revisions to work on individual weaknesses and improve organizational skills and content. Conferencing through live and secure school-maintained Internet resources, such as online writing centers/labs. @ Study periodicals and electronic reference resources as models of effective writing and examples of current issues. Consult Northern Valley Research Guide as handbook for writing research paper. @ Instruction and practice in the use of library resources (accessed in school and at home): note taking, paraphrasing, use of direct quotations, and

documentations to research accurately and avoid plagiarism. Study samples of effective college application essays; review materials on writing the college essay. Provide opportunities for expressive and creative writing; e.g., short stories, narratives, character sketches.

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English Language Arts –Grade 11-12: Writing, W.11-12.(1…10)






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.


e. Provide a concluding statement or section that follows from and supports the argument presented. 2. @ Write informative/explanatory texts to examine and

convey complex ideas 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.





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.


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.

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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 page 54.)


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.

Research to Build and Present Knowledge 7. @ Conduct short as well as more sustained research




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.


9. @ Draw evidence from 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]”).

Range of Writing 10. @ Write routinely over extended time frames (time for


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

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English Language Arts –Grade 11-12: Writing, WHST.11-12.(1…10)





1. Write arguments focused on discipline-specific content. 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 the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.



e. Provide a concluding statement or section that follows from or supports the argument presented. 2. @ Write informative/explanatory texts to examine and

convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


a. Introduce a topic and 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.


c. Use varied transitions and sentence structures 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; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).



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5. Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach.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.6. @ Use technology, including the Internet, to produce and

publish writing and to interact and collaborate with others.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. Research to Build and Present Knowledge 7. @ Conduct short as well as more sustained research



8. @ Gather relevant information from multiple print and

digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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 specific 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.



Range of Writing 10. @ Write routinely over extended time frames (time for


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

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Key Concepts: 1. Develop the ability to speak and listen in both group and individual situations. 2. Reflect on and articulate the strengths and weaknesses of shared written drafts- both one’s own and one’s classmates’. 3. Develop one’s confidence in sharing his/her writing. Objectives: 1. Express ideas and opinions with facility and clarity. 2. Read aloud with appropriate expression and emotion. 3. Listen attentively and critically. Suggested Strategies and Resources:

Have students read or recite literary selections from memory. Provide opportunities for students to participate in panel discussions and debates. Have students read and/or enact selections. Listen to recorded readings and view films of literary texts. Have students participate in debates, oral presentations, fishbowls, panel discussions, Socratic seminars, small group discussions, etc.

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English Language Arts – Grade 11-12 Speaking and Listening SL.11-12.(1…6) College and Career Readiness Anchor Standards for


Grade Specific Standards Comprehension and Collaboration 1. @ Prepare for and participate effectively in a range


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.


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.


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.


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.



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 of formal and informal tasks.




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 page 54 for specific expectations.)

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Key Concepts: 1. Develop a broad knowledge of words and an extensive working vocabulary both in writing and speaking. 2. Improve students’ performance on the SAT’s and HSPA’s. 3. Enhance students’ ability to understand and appreciate literature. 4. Complete Units 1-15 in the Sadlier-Oxford Level G vocabulary book. 5. Review and understand grammar as a means of improving oral and written expression including the following topics:

a. Pronoun Antecedent Agreement b. Pronoun Case c. Pronoun Reference d. Parallelism e. Active and Passive Voice f. Dangling/Misplaced Modifiers g. Comparative/Superlative Degrees h. Standard Usage Errors

Objectives: 1. Increase the depth and range of reading, writing, and speaking vocabulary. 2. Prepare for optimum performance on PSAT, SAT, and HSPA. 3. Analyze and revise writing to improve style, word choice, sentence variety, and subtlety of meaning. 4. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas. 5. Use knowledge of Standard English conventions to edit own writing and the writing of others. Suggested Strategies And Resources:

Learn weekly unit words through exercises, original composition of sentences, games, quizzes, and unit tests. Learn additional words found in practice HSPA and SAT exams. Study words used within context of reading assignments. Learn ways to improve vocabulary through connotative analysis and the study of prefixes, suffixes, and roots. Use interactive vocabulary games and quizzes found on websites such as Quizlet.com and SadlierOxford.com. a. Class lecture and note taking b. Writing of sentences, paragraphs and compositions c. Guided practice sessions d. Use students’ own work as primary sources for individual instruction e. Use selected exercises from Warriner’s

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English Language Arts – Grade11-12: Language L.11-12.(1…6) College and Career Readiness Anchor Standards for

Language Speaking and Listening

Grade Specific Standards Conventions of Standard English 1. Demonstrate command of the conventions of standard


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. 2. Demonstrate command of the conventions of standard English


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




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.

Vocabulary Acquisition and Use 4. @ Determine or clarify the meaning of unknown and




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.



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.



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Gr. 11 Test Preparation: (RL) (RI) (W) (L) Key Concept: 1. Hone test-taking skills and approaches for the PSATs, HSPAs, and SATs. 2. Practice multiple- choice questions and written responses using previous standardized tests. Objectives: 1. Provide a level of comfort with directions and expectations of standardized tests. 2. Provide practice sessions, during which students gain confidence when taking the standardized tests required throughout their junior year. Suggested Strategies and Resources: Review various approaches to the types of questions on the PSATs, HSPAs, and SATs. Share written responses to essay prompts. Practice identifying common grammatical and usage errors. Take timed practice tests in a full-class period.

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During the course of 11th grade, students will study British literature chronologically while exploring the overarching theme of “good” vs. “evil” within a historical context. Required Texts Beowulf Canterbury Tales “Prologue,” “Pardoner’s Tale,” “Wife of Bath’s Tale” by Geoffrey Chaucer Macbeth by William Shakespeare Grendel by John Gardner Source material and literary criticism applicable to research paper Poems such as Shakespeare’s Sonnets 18, 29, 116, and 130 Northern Valley Research Paper Guide Holt Warriner’s English Grammar and Composition, Sixth Course Sadlier Oxford Vocabulary Workshop - Level G Suggested Texts Additional Novels Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson Frankenstein by Mary Shelley 1984 by George Orwell Lord of the Flies by William Golding Brave New World by Aldous Huxley And Then There Were None by Agatha Christie Picture of Dorian Gray by Oscar Wilde Murder on the Orient Express by Agatha Christie Great Expectations by Charles Dickens The Book Thief by Markus Zusak High Fidelity by Nick Hornby Black Swan Green, by David Mitchell

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Additional Informational Texts Test Preparation for PSAT, SAT, HSPA “In the Heart of Heart of Darkness” by Ron Rosenbaum Historical Background on Literary Periods and Authors: Anglo-Saxons, Medieval, Renaissance, Victorian, and Modern “Shooting the Elephant” by George Orwell Mary Shelley’s “Introduction” to Frankenstein Drama Importance of Being Ernest by Oscar Wilde Poems Shakespeare’s Sonnets 26, 30, 32, 67, 73 Petrarch’s Sonnets 1, 47, 54 “My Heart Leaps Up” “ I Wandered Lonely as a Cloud” “Ode to the West Wind” “To an Athlete Dying Young” “When I Have Fears” “Kubla Khan” “Rhyme of the Ancient Mariner” “Bright Star!” “She Walks in Beauty” “The Nymph’s Reply to the Shepherd” “The Passionate Shepherd to His Love” “To His Coy Mistress”

Suggested Media Movie: Macbeth Movie: Scotland P.A. Movie: Beowulf Movie: V For Vendetta Movie: Importance of Being Ernest Movie: Kenneth Branagh’s Frankenstein Movie: Throne of Blood Documentary: PBS’s In Search of Shakespeare Link: Baba Brinkman’s “Pardoner’s Tale Rap” Noodletools for online note cards, works cited pages, and other resources for the research paper

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SAMPLE UNITS

Beowulf Major Concepts: 1. Epic Poetry and Epic Hero 2. Anglo-Saxon values, lifestyles, and heroes 3. Biblical Allusions 4. Importance of Boasting and Oral Tradition 5. Characterization 6. Good vs. Evil Objectives: 1. Discuss historical background of Beowulf. 2. Make real-life connections with literature. 3. Analyze Beowulf in depth with an emphasis on characterization and Anglo-Saxon values. 4. Study, identify, and/or mimic literary techniques such as alliteration, hyperbole, kenning, etc. 5. Discuss points of view by comparing and contrasting Beowulf and Grendel. Suggested Strategies and Resources: 1. Students will engage in a close reading of the text featuring note-taking, answering questions, and guided reading. 2. Students will watch scenes from the movie, Beowulf. 3. Students will discuss motivation, point of view, outlook, etc. when comparing Beowulf to Grendel. 4. Students will discuss and debate both versions in comparison to one another. 5. Students will examine the use of light vs. dark as representations of good vs. evil. 6. Students will discuss and analyze the scope’s Christian influence on the pagan, Anglo-Saxon poem. 7. Students will find examples of biblical allusions in the poem. 8. Students will mimic Beowulf’s boasts in their own boast. 9. Students will discuss Wiglaf as the only remaining person who represents the Anglo-Saxon chivalric code.

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Macbeth, by William Shakespeare Major Concepts: 1. Tragedy – Nature of Tragedy and Tragic Hero: Free Will vs. Fate, Flaw, Hubris, Catharsis. 2. Figurative Language and Verse Forms 3. Good vs. Evil 4. Gender Roles 5. Great Chain of Being 6. Appearance vs. Reality 7. Role of the Supernatural Objectives 1. Describe the history and intellectual climate of the Renaissance. 2. Analyze Shakespeare’s Macbeth with emphasis on character, imagery, and language. 3. Analyze film interpretations of Macbeth. 4. Act out scenes to fully understand the play as a dramatic work. Suggested Strategies and Resources: 1. @ Students will research and take notes on Shakespeare’s background, his works, and his influence on British drama. 2. Students will perform a 32-second Macbeth link – a humorous, brief version of the play as a learning set. 3. Students will explore the historical and intellectual climate of the Renaissance through lecture, note-taking, and Internet activity. 4. Students will keep track of themes and images throughout the play and find quotes to support them. 5. Students will understand the definition of classical tragedy, the tragic hero, and hubris. 6. Students will understand the definition and etymology of “fate” as they begin a close reading of the play. 7. Students will read the play while experiencing a wide variety of modalities, such as: reading aloud, role playing, audio tapes, and film. 8. After Act V, students will write an expository essay exploring major themes to answer the question, “What is this play about?” 9. @ Students will read and discuss outside articles, exploring contemporary crimes and criminals. 10. Students will debate and write an expository essay addressing the question, “Who is at fault for the Macbeth tragedy?”

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Frankenstein, by Mary Shelley Major Concepts: 1. Themes: overreacher, doppelganger, responsible creation, fate vs. free will, nature of evil, emotion over reason, power of the natural world

(nature as healer), torment of guilt 2. The Byronic Hero 3. Biblical Allusions; allusions to Milton 4. Romantic characteristics 5. @ Connections to modern science and technology, moral issues 6. Frame story 7. Characterization; connections to Grendel, Macbeth, Dr. Jekyll and Mr. Hyde, The Picture of Dorian Gray Objectives: 1. Understand the characteristics of British Romanticism and Mary Shelley as a Romantic writer. 2. Apply Romantic themes of nature, imagination, individualism, intuition, independence, and idealism. 3. Understand the characteristics of the Gothic Novel as applied to Frankenstein. 4. Discuss the concept of human duality when analyzing the characters of Frankenstein and the monster. Suggested Strategies and Resources: 1. @ Provide biographical and literary connections – lecture, note-taking, handouts. 2. Read Shelley’s “Introduction” for background; link setting and weather to the composition of literature. 3. Watch Kenneth Branagh movie and discuss his directorial choices that enhance students’ reading experience. 4. Read about the Myth of Prometheus, view art and comment on the similarities and differences between the myth and the novel. 5. Before reading, use KWL technique. Students write what they already “know” in the “K” column, and what they would like to find out from

reading the book in the “W” column (questions). After they have read the book, they will use the “L” column to write answers to their questions from the “W” column.

6. Use significant quotes to engender discussion of themes, character development, literary devices; use critical approaches, especially psychological approach when discussing Victor’s progression as a character.

7. Use a study guide with detailed questions on each chapter as guide to students’ reading and catalyst for close reading and discussion beyond significant quotes.

8. Project teacher made notes of theme and character analysis for each chapter and have students take notes.

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NORTHERN VALLEY REGIONAL HIGH SCHOOL

Office of Curriculum and Instruction


Grade 12 - HUMANITIES 0045

Reading: Literature/Informational Texts

Writing


Language

Test Preparation

Sample Units

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Grade 12 Standards for Literature and Information Texts: (RL, RI) Key Concepts: 1. Examine ways human beings have sought to explore and express their understandings of themselves and their environments through literature as

well as through painting, sculpture, architecture, music, photography, film, theater, and dance. 2. Study the interaction between the artist and the society in which that artist worked. 3. Critique and understand a text for the technique and craft of the work. 4. Engage a work by personally internalizing the ideas and choices of the artist. 5. Develop critical, imaginative, and interpretative thinking and to develop greater skills in expressing those ideas logically, maturely, and

intelligently. 6. Understand the relationship between man and the state. 7. Be able to discuss the concept of fate and its part in classical tragedy. 8. Define classical tragedy according to the conventions established by Aristotle in The Poetics. 9. Demonstrate an understanding of the transition from classical tragedy to the modern tragedy of the common man. 10. Analyze the relationship between the classical hero and the more modern Renaissance Hero/Heroine 11. Understand and discuss the psychology of the modern villain. 12. Redefine the relationship between modern man and the modern state. 13. Negotiate intra-cultural relationships in a multi-cultural world. 14. Develop and understanding of the modern world’s more individualized struggle for power and a sense of communal identity. 15. Understand isolation as the product of a negotiation of the relationship between man and community, and community and state. 16. Analyze and articulate the struggle between the values of the “material” and the “spiritual” as it applies to the literature of the modern world. Objectives: 1. Evaluate the impact of an author’s decisions regarding language choice, style, voice, content, point of view, literary elements, and theme. 2. Analyze how works of different media reflect the artist, the time, and the culture that produced them. 3. Compare and evaluate the relationship between past and contemporary artistic traditions. Understand that our artistic heritage is marked by

distinct artistic movements and is part of a global tradition. 4. Independently read and critically analyze assigned and individually selected works. 5. Read and critically analyze a variety of works from different media and make formal and thematic connections between the works. 6. Analyze and revise writing to improve syntax, style, voice, focus, organization, coherence, clarity of thought, sophistication of word choice,

sentence variety, and subtlety of meaning. 7. Write and orally present multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-

effect, problem/solution, hypothesis/results, rhetorical questions, parallelism)

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8. Demonstrate written and oral command of a variety of genres, such as: persuasive essay, personal narrative, literary research paper, descriptive essay, critique, response to literature, parody of a particular narrative style, poetry.

9. @ Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources from books, periodicals, interviews, discourse, electronic sources, etc.

10. Demonstrate appropriate listener response to ideas in a lecture, class discussion, persuasive speech or oral interpretation of a text. Listen skillfully to distinguish emotive and persuasive rhetoric.

11. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres. Strategies and Resources: 1. Teacher lectures, class discussions of literature, close text analysis of the literature, Socratic seminars 2. Frequent pre-writing and critical writing assignments including webbing, brain-storming, free-writing, journals, analysis of literature, thesis

papers, reaction papers, etc. 3. Expressive and creative writing; e.g., short stories, narratives, character sketches. 4. Peer editing and rewriting. 5. Evaluation of tests and reading quizzes. 6. Oral presentations, panel discussions, debates, corners activity, creative storytelling. 7. Study Guides and graphic organizers. 8. @ Independent reading followed by essay or test assessment. 9. Creative visual interpretations of key passages (i.e. collages, paintings, videos). 10. @ Appropriate selections from literature anthologies and other texts as well as literary and historical resources in the Library Media Center. 11. Non-print Resources: visual, audio, art, models, and electronic formats (PowerPoint, CDs, DVDs, Web Quests and other online lessons, blogs,

wikis, synchronous and asynchronous “threaded discussions,” digital storytelling, etc.). 12. @ Utilize pathfinders on literature and literary research to develop systematic approaches to research. 13. Recitation or performance of literary selections from memory. 14. Study samples of effective college application essays; review materials on writing the college essay. 15. Consult Northern Valley Research Guide and the MLA Handbook for writing research paper. 16. Study of words used within context of reading assignments. 17. Conferencing through live and secure school-maintained Internet resources, such as online writing centers / labs. 18. @ Study / use periodicals, in print and through online database subscriptions, as models for effective writing and examples of current, relevant

issues. 19. @ Instruction and practice in the use of library resources, accessed in school and at home, note taking, quoting, paraphrasing, and documentation

to research accurately and avoid plagiarism.

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English Language Arts – Gr.11-12: Literature RL.11-12.(1…10)






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.


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).



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.)


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.

6. Assess how point of view or purpose shapes the content and style of a text. 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).


including visually and quantitatively, as well as in words. 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.)




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.


independently and proficiently. 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. 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.

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English Language Arts – Grade 11-12: RI.11-12.(1…10) College and Career Readiness Anchor Standards for Reading Reading Informational Text

Grade Specific Standards Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make

logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.



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.


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.



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).


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.


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.

Integration of Knowledge and Ideas 7. @ Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words.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. 8. Delineate and evaluate the argument and specific claims in a text,


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).


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.


independently and proficiently. 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. 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.

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Grade 12 Standards for Writing: (W)

Key Concepts: 1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 3. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,

organization, and analysis of content. 4. @ Write a research paper to develop the skills of paraphrasing, summarizing, quoting, organizing, and interpreting information and providing

proper citation. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range

of discipline-specific tasks, purposes, and audiences. 7. @ Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 8. @ Conduct research projects of varying lengths to answer questions or solve problems; synthesize multiple sources, demonstrating understanding

of the subject under investigation. 9. @ Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the

information while avoiding plagiarism. 10. @ Draw evidence from literary or informational texts to support analysis, reflection, and research. Objectives: 1. Write effective and in-depth essays relying on close reading and textual support. 2. Develop higher order thinking skills through frequent and varied writing experiences. 3. @ Write on topics that require evaluating moral and ethical issues. 4. Write five paragraph essays that include topic sentences with controlling ideas; major and minor supporting statements; a concluding statement;

transitional devices; the elements of standard grammar and usage that are essential to effective communication. 5. @ Write a research paper to develop the skills of paraphrasing, summarizing, quoting, organizing, and interpreting information and providing

proper citation. @Write an effective college application essay. 6. @ Write literary analyses of a variety of literary genres, of films and of articles. 7. Write a variety of creative assignments; e.g., descriptive, narrative, poetic, and dramatic 8. Review common writing errors to avoid after every writing assignment.

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9. Communicate tone and voice through precise usage of words, phrases, and clauses as well as varied syntax. 10. 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. 11. Develop topics 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. 12. @ Use interactive technology such as email conferences, Google Docs, student blogs, and peer-editing accounts through First Class and

Turnitin.com. Suggested Strategies and Resources: 1. Frequent pre-writing and writing assignments including webbing, brain-storming, free-writing; journals, analysis of literature, book reports, thesis

papers, reaction papers, etc. 2. Peer-edit classmates’ work as a constructive tool for feedback as well as self-improvement. 3. Use revisions to work on individual weaknesses and improve organizational skills and content. 4. Conferencing through live and secure school-maintained Internet resources, such as online writing centers/labs. 5. @ Study periodicals and electronic reference resources as models of effective writing and examples of current issues. 6. Consult Northern Valley Research Guide as handbook for writing research paper. 7. @ Instruction and practice in the use of library resources (accessed in school and at home): note taking, paraphrasing, use of direct quotations, and

documentations to research accurately and avoid plagiarism. 8. Study samples of effective college application essays; review materials on writing the college essay. 9. Provide opportunities for expressive and creative writing; e.g., short stories, narratives, character sketches.

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English Language Arts –Grade 11-12: Writing, W.11-12.(1…10) College and Career Readiness Anchor Standards for

Writing Writing

Grade Specific Standards Text Types and Purposes 1. Write arguments to support claims in an analysis of



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.



e. Provide a concluding statement or section that follows from and supports the argument presented. 2. @ Write informative/explanatory texts to examine

and convey complex ideas 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.


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.





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.


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.

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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 page 54.)


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.

Research to Build and Present Knowledge 7. @ Conduct short as well as more sustained research




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.


9. @ Draw evidence from 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]”).

Range of Writing 10. @ Write routinely over extended time frames (time


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

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Grade 12 Standards for Speaking and Listening: (SL) Key Concepts: 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively. 2. @ Integrate and evaluate information presented in diverse media and formats. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and organization, development, and

style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Objectives: 1. Work with peers to promote civil, democratic discussions and decisions-making, set clear goals and deadlines, and establish individual roles. 2. Pose and respond to questions using reasoning and evidence. 3. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions

when possible. 4. @ Integrate multiple sources of information presented in diverse formats and media in order to evaluate diverse points of view, reasoning, and

rhetoric. 5. Make use of multiple media in presentations. Suggested Strategies and Resources: 1. Individual and group presentations. 2. Debates, corners debates, fishbowl activities. 3. @ Non-fiction research presentations 4. Pre-writing discussions and peer editing 5. “Elevator Pitches” and similar competitions 6. PowerPoint presentations

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English Language Arts – Grade 11-12 Speaking and Listening SL.11-12.(1…6)



Comprehension and Collaboration 1. @ Prepare for and participate effectively in a range


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.


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.


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.


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.



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 of formal and informal tasks.




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 page 54 for specific expectations.)

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Grade 12 Standards for Language: (L) Key Concepts: 1. Develop a more advanced knowledge of words and an extensive working vocabulary both in writing and speaking. 2. Enhance students’ ability to understand and appreciate literature. 3. Understand and develop grammar as a means of improving oral and written expression including the following topics: Pronoun Antecedent

Agreement, Pronoun Case, Parallelism, Active and Passive Voice, Dangling/Misplaced Modifiers, Comparative/Superlative Degrees, Standard Usage Errors

Objectives: 1. Increase the depth and range of reading, writing, and speaking vocabulary. 2. Analyze and revise writing to improve style, word choice, sentence variety, and subtlety of meaning. 3. Use subordination, coordination, apposition, emphasis, and other devices effectively to indicate relationships between ideas. 4. Use knowledge of Standard English conventions to edit own writing and the writing of others. Suggested Strategies and Resources: 1. Learn vocabulary through exercises, original composition of sentences, and quizzes. 2. Study words used within context of reading assignments. 3. Learn ways to improve vocabulary through connotative analysis and the study of prefixes, suffixes, and roots. 4. Developing regular quizzes built on vocabulary found in required texts.

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English Language Arts – Grade11-12: Language L.11-12.(1…6) College and Career Readiness Anchor Standards for Language Speaking and Listening

Grade Specific Standards Conventions of Standard English 1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

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. 2. Demonstrate command of the conventions of standard English


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



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.

Vocabulary Acquisition and Use 4. @ Determine or clarify the meaning of unknown and multiple-




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.



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.



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SAMPLE UNITS

SAMPLE UNIT ONE: Antigone, by Sophocles Major Concepts: 1. Tragedy – Nature of Tragedy and Tragic Hero: Free Will vs. Fate, Flaw, Hubris, Catharsis. 2. Figurative Language and Verse Forms 3. Tyranny and Nationalism 4. Gender Roles 5. Polis vs. Oikos 6. Archaic vs. Legal 7. Role of Government 8. Anarchy and Mobocracy Objectives: 1. Describe the political and social climate of Ancient Greece. 2. Analyze Sophocles’ Antigone with emphasis on character, imagery, and language. 3. Understand the format and conventions of Greek drama. 4. Compare the conventions of Greek tragedy with those of art and architecture 5. Compare and contrast the themes of Antigone with those from works in A World of Ideas. Suggested Strategies and Resources: 1. Students will explore the concept of the aesthetic and moral ideal through creating “ideal human” thought maps. 2. Students will explore the historical and intellectual climate of ancient Greece through lecture, note-taking, and Internet activity. 3. Create masks and do a short reader’s theatre version of Oedipus Rex 4. Students will understand definition of classical tragedy, the tragic hero, and hubris. 5. Students will draw metaphors from the prologos and first and second choral odes. 6. Students will understand the definition and etymology of “fate” as they begin a close reading of the play. They will apply their understanding of fate to

thematic analysis of the polis vs. the oikos and the archaic vs, the legal 7. Students will read the play while experiencing a wide variety of modalities, such as: reading aloud and role playing. 8. Students will read Plato’s “Allegory of the Cave,” Jean Jacques Rousseau’s “Social Contract,” Jose Ortega Y Gasset’s “The Greatest Danger, The State,”

Hannah Arendt’s “Total Domination,” and Henry David Thoreau’s “Civil Disobedience,” and apply the thematic concepts to the play. 9. Write a five-paragraph essay analyzing the themes of one of the philosophical works. 10. Discuss and write about the “ship of state” metaphor as it figures in the play.

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SAMPLE UNIT TWO: The Great Gatsby, by F. Scott Fitzgerald Major Concepts: 1. Demonstrate an understanding of the transition from classical tragedy to the modern tragedy of the common man. 2. Develop and understanding of the modern world’s more individualized struggle for power and a sense of communal identity. 3. Analyze and articulate the struggle between the values of the “material” and the “spiritual” as it applies to the literature of the modern world. 4. Analyze and articulate central themes of American identity and American mythology. Objectives: 1. Evaluate the impact of an author’s decisions regarding language choice, style, voice, content, point of view, literary elements, and theme. 2. Analyze how works of different media reflect the artist, the time, and the culture that produced them. 3. Read and critically analyze a variety of works from different media and make formal and thematic connections between the works. 4. Identify tone and the author’s style: Determine the usage of syntax and language, including figurative and connotative meanings; analyze the impact of diction

on meaning and tone. 5. Analyze how an author’s choices concerning how to structure the narrative contribute to its overall structure and meaning as well as its aesthetic impact. 6. Analyze and revise writing to improve syntax, style, voice, focus, organization, coherence, clarity of thought, sophistication of word choice, sentence variety,

and subtlety of meaning. Suggested Strategies and Resources: 1. To begin the unit, students will compete in an elevator pitches competition. Following strict suggestions and guidelines, students will each have two minutes to

pitch a million dollar idea to the class. Class will compare winners and losers to historical and contemporary examples as part of an introduction to American identity and mythology.

2. Complete close text analysis following the independent reading of chapters. Quiz each of those readings. 3. Establish patterns of recurring imagery and language. Ask students then to keep lists of examples and illustrations from each subsequent readings. Students

will develop lists into larger discussions and writings on style and theme. 4. Establish patterns of voice and tone. Ask students then to keep lists of examples and illustrations from each subsequent readings. Students will develop lists

into larger discussions and writings on style and theme. 5. After Chapter 6, students will participate in a corners debate arguing over Daisy’s function to Gatsby’s identity and his dream. After each of the remaining

readings, students will confirm or change their chosen corner and develop their argument. They will continue to develop defenses and gather supports. 6. Students will turn the defenses and conclusions of their debate into a fully realized argumentative essay. 7. Follow up with a screening of the documentary Hoop Dreams. Students will explore how race and economics fulfill or alter the thematic conclusions of

Fitzgerald’s novel.

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HUMANITIES 0045

By searching for answers to the basic question “Why and how do I exist?”, students in Humanities, a full-year senior elective, learn how other human beings give and have given meaning to their lives and their societies. Students will learn how human beings have expressed these answers in literature, as well as in the visual and performing arts. Humanities will make students mindful of Socrates’ view that “the unexamined life is not worth living.” Required Texts: Who’s Afraid of Virginia Woolf?, Edward Albee In Cold Blood, Truman Capote Invisible Man, Ralph Ellison The Great Gatsby, F. Scott Fitzgerald Song of Solomon, Toni Morrison Hamlet or Othello, Shakespeare Oedipus Rex and Antigone, Sophocles Suggested Texts: Novels and Plays The Stranger, Camus The Kite Runner, Khaled Hosseini Animal Dreams, Barbara Kingsolver Death of a Salesman by Arthur Miller The Last Lecture, Randy Pausch Women and Wallace, Jonathan Marc Sherman Slaughterhouse-Five, Kurt Vonnegut Essays from Major Modern Essays, Gilbert H. Muller/Alan F. Crooks from A World of Ideas, Eighth Edition, Lee A. Jacobus “The Aim of Man” Aristotle “The Poetics” Aristotle “Ideal Democracy” Carl Becker “The Oedipus Complex” Sigmund Freud “The Position of Poverty” John Kenneth Galbraith “The Greatest Danger, the State” Jose Ortega Gasset “The Personal and the Collective Unconscious” Carl Jung “Thoughts from the Tao-te Ching”, Lao-Tzu

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“The Qualities of the Prince” Machiavelli “Morality as Anti-Nature” Nietzche “The Communist Manifesto” Karl Marx “The Allegory of the Cave” Plato “Why the Rich Are Getting Richer and the Poor, Poorer” Robert B. Reich “The Origin of Civil Society” Rousseau Suggested Media: Films

American Beauty (1999), dir. Sam Mendes Antigone (1961), dir. Yorgos Javellas Capote (2005), dir. Bennett Miller Hamlet (1996), dir. Kenneth Branagh Hamlet (2000), dir. Michael Almereyda Hoop Dreams (1994), dir. Steve James Iphigenia, dir. Caccoyanis O (2001), dir. Tim Blake Nelson Othello (1965), dir. Stuart Burge Othello (1995), dir. Oliver Parker Rosencrantz And Guildenstern Are Dead, (1990) dir. Tom Stoppard The Color Purple (1985), dir. Stephen Spielberg The Great Gatsby (1974), dir. Jack Clayton The Talented Mr. Ripley (1999), dir. Anthony Minghella The Truman Show (1998), dir. Peter Weir Who’s Afraid of Virginia Woolf? (1966), dir. Mike Nichols Fine Art New York Kouros (ca. 615-590 B.C.) Ptoon Kouros (ca. 540-520 B.C.) Peplos Kore (ca. 535-530 B.C.) The Kritios Boy (ca. 480) Poseidon (or Zeus) (Ca. 460-450 B.C.) The Praxitelean Curve Hermes with the Infant Dionysus (ca. 350-340) Aphrodite of Melos (Venus de Milo) (ca. 160-150 B.C.

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The Parthenon Frieze Sculptures on the Parthenon (High Classical) The Fibonacci Numbers and Golden Section The Greek Temple (The Ionic Order) The Greek Corinthian Temple Filipo Brunelleschi (linear perspective, vanishing point) Boticelli, Primavera, The Birth of Venus Leonardo Da Vinci, The Virgin on the Rocks, The Last Supper, The Mona Lisa Michelangelo, The Sistene Chapel, The Delphic Oracle, The Creation of Adam Donatello, David Michelangelo, Pieta, David Leone Battista Alberti (Florence, Italy) Filipo Brunelleschi, Cathedral Dome, Pazzi Chapel (Florence, Italy) Michelangelo, The Dome of St. Peter’s (Rome) Giotto Di Bondone, The Epiphany (ca. 1320) Jan Van Eyck, The Arnolfini Portrait (1434) Scheggia, The Triumph of Fame (1449) Fra Filippo Lippi, Portrait of a Man and Woman at a Casement (ca. 1440) Petrus Christus, Saint Eligius (1449) Piero della Francesca, Madonna and Child with Saints, Angels and Due Federic da Montefeltro (1475) Hans Memling, The Annunciation (1482) Sandro Boticcelli, Primavera (1432) Fra Carnevale, The Birth of the Virgin (1465-67) Tullio Lombardo, Adam (1490-95) Albrecht Durer, Adam and Eve (1504) Leonardo Da Vinci (1505) Titian, the Three Ages of Man (1512) Hans Baldung Grien, Death and the Maiden (1517) Lucas Cranach the Elder, The Judgement of Paris (ca. 1528) Parmigianino, Madonna of the Long Neck (1535-40) Lorenzo Lotto, Venus and Cupid (1530) Andrea Del Sarto, The Holy Family with the Infant Saint John ((ca. 1530) Peter Breugel the Elder, The Harvesters (1565) Raphael, Madonna and Child Enthroned with Saints (1504-5) Pier Francesco Mola, the Sleep of Endymion (1660)

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Casper David Friedrich, The Ages of Man (1835) Edvard Munch, The Scream (1893) Monet, Sunrise (1872), Water Lilies (1920) Renoir, The Luncheon of the Boating Party (1881) Georges Seurat, A Sunday Afternoon on the Island of La Grande Jatte Paul Cezanne, Mont Saint-Victoire (1904-1906) Paul Gaugin, Manao Tupapau:The Spirit of the Dead Watching (1892) Vincent Van Gogh, Self Portrait with a Gray Hat (1887), The Starry Night Pablo Picasso, Les Demoiselles Avignon (1907), Man With a Hat (1912) Henri Matisse, Open Window (1905, Large Reclining Nude (1935) Rodin, Eve (1881) Frank Lloyd Wright Frida Kahlo, Self-Portrait (1940) Picasso, Portrait of Gertude Stein, Guernica Georgia O’Keefe, Cow’s Skull with Calico Roses (1932) Salvador Dali, The Persistence of Memory (1931) Edward Hopper, “New York Movie” (1939), “Office at Night” (1940), “Morning Sun” (1952) Jackson Pollock, Blue Poles (1952) Mark Rothko Georgia O’Keeffe Romare Beardon, The Prevalence of Ritual: Baptism (1964) Andy Warhol, Marilyn Monroe (1962)

Music Gregorian Chant Farmer, Monteverdi Antonio Vivaldi George Frideric Handel Johann Sebastian Bach Joseph Haydn Wolfgang Amadeus Mozart Ludwig Van Beethoven Felix Mendelssohn Frederic Chopin Johannes Brahms Antonin Dvorak Peter Tchaikovsky Claude Debussy Igor Stravinsky Aaron Copland Samuel Barber George Gershwin Leonard Bernstein John Cage John Adams Laurie Anderson

LANGUAGE ARTS CURRICULUM GUIDE K - 12 2015

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Transcript of LANGUAGE ARTS CURRICULUM GUIDE K - 12 2015