english language arts (9th grade) - twin rivers unified ... · pdf file1 | p a g e curriculum...

1 | P a g e

Curriculum Package

2011-2012

English Language Arts (9th Grade)

English Language Arts 9 is an integrated approach to reading, writing, and speaking curriculum based on the Reading/Language Arts Frameworks for the California Public Schools and the objectives contained within the STAR Achievement Test. This class is a year long and was originally created by Twin Rivers Unified School District Teachers for use at the high school level.

Included

♦ Course Outline . . . . . . . . . . . . . . . . . . . . … 3

♦ Unpacked Standards . . . . . . . . . . . . . . . . . 14

♦ Subject Area Standard

Assessment Skills Tested…………… 29

♦ Subject Area Standard

Assessment Guide . . . . . . . . . . . . . 30

♦ Testing Protocols . . . . . . . . . . . . . . . . . . . . . 43

♦ On –Demand Character Analysis Materials..45

♦ Career Research Paper Materials . . . . . . . . 49

♦ Expository Speech Materials . . . . . . . . . . . . 51

♦ ELA Roots and Affixes . . . . . . . . . . . . . . . . 54

♦ 9th Grade CST Blueprints . . . . . . . . . . . . . . . 56

♦ CST and CAHSEE Comparison Chart . . . . 61

2 | P a g e

“To inspire students to extraordinary achievement everyday!” Dear TRUSD Educator, Welcome to a new academic year! This curriculum package has been created to help teachers and other instructional support personnel plan instruction and prepare students for the subject area standards assessments. Additionally, this curriculum package was written to promote high quality, standards-based instruction in all subject areas. Included you will find Expected Learning Outcomes, Course Outline, Unpacked Standards to help establish the breadth and depth to which each content standard must be addressed, Subject Area Standards Assessment Guides, and an appendix. The appendix contains a selection of helpful instructional resources. Curriculum development is a continuous process. As such, these packages are subject to periodic revisions to reflect possible changes in student population and future amendments as the State Educational Frameworks are being rewritten. Through the hard work and commitment of passionate educators over many years, this curriculum package was made a reality. This document reflects the common vision of these dedicated educators. For questions about any section of this package, or to offer comments and suggestions for improvements, please contact the Secondary Curriculum and Instruction Office. Thank you. Curriculum and Instruction Secondary Division

3 | P a g e

DEPARTMENT: ENGLISH

COURSE TITLE: ELA 9

Grade Level: 9

Length: 1 Academic Year

Number of Credits: 5 per semester

Prerequisites: Consult Site Counselor

Other: This course satisfies A-G requirements

COURSE DESCRIPTION English 9 is an integrated approach to reading, writing, listening, and speaking curriculum based on the California English Language Arts Standards. This course is a balanced, comprehensive program that develops skill in reading and writing, speaking and listening and fosters the appreciation of language arts. Students will continue to apply the knowledge and skills acquired in the eighth grade, but in a more refined and sophisticated form.

TEXTBOOK: The Language of Literature, McDougal Littell (adopted 2002)

SUPPLEMENTAL MATERIALS: McDougal Littell support materials District approved audio visual materials GOALS: Teachers are responsible for covering all the standards in the frameworks; however, in this curriculum packet the essential standards based on the California STAR Blueprints are highlighted throughout the school year and will be assessed through Subject Area Standards Assessments (SASA) and writing tests. The curriculum in this packet was created by TRUSD District English/Language Arts teachers. These

teachers chose the essential standards and created culminating assessments as tools to measure mastery

of those standards deemed critical for our Twin Rivers USD students. Instruction should be designed to

cover multiple standards that will be measured in the culminating assessment. This packet includes

suggested prompts, culminating assessments, and complementary rubrics outlining proficiency levels

with corresponding California Content Standards in reading, writing, written and oral conventions, and

speaking and listening.

Teachers are expected to plan instruction in writing, written and oral conventions, vocabulary

development, and literature as they are mapped on page 14. However, these are not the only

assignments and standards that teachers are expected to teach. In addition to the culminating

assessments, the following outline lists other instructional responsibilities as described in the course

description.

4 | P a g e

9th

Grade English/Language Arts

ELA Standards for Grades 9 and 10 Mastery of a given standard will be achieved the year it is specified as key. Key Standards are in bold and highlighted in grey. If a standard is not in bold, it is not to imply that the standard is not to be taught. Recently added key standards are in bold and highlighted in yellow.

I. READING

GOALS:

Students will:

A. Develop vocabulary using a variety of tools and approaches.

B. Learn comprehension strategies while reading grade-level materials and literature.

C. Increase their ability to apply these strategies in encountering new material.

D. Read, understand and analyze literature and informational materials. E. Develop the ability to compare literary themes.

F. Make logical and thoughtful connections between literary works or

information collected within their own lives. G. Explore socio-cultural issues while experiencing literature.

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students apply their knowledge of word origins both to determine the meaning of new words encountered in reading materials and to use those words accurately.

Vocabulary and Concept Development:

1.1 Identify and use the literal and figurative meanings of words, and understand word derivation.

1.2 . Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words.

1.3 . Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words (e.g., the word "narcissistic" drawn from the myth of Narcissus and Echo).

2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS):

Structural Features of Informational Materials:

2.1 Analyze both the structure and format of functional workplace documents, including format, graphics, and headers and how authors use the features to achieve their purposes.

2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.3 Generate relevant questions about readings that can be researched. 2.4 Synthesize the content and ideas from several sources dealing with a single issue or

written by a single author, and paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

5 | P a g e

2.6 Demonstrate use of sophisticated learning tools by following technical directions calculators, specialized software programs, access guides to Internet worldwide websites.

Expository Critique:

2.7 Critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings.

2.8 Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and how the author's intent affects the text's structure and tone (e.g., professional journals, editorials, political speeches, primary source material).

3.0 LITERARY RESPONSE AND ANALYSIS:

Structural Features of Literature:

3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

Narrative Analysis of Grade-Level-Appropriate Text:

3.3 Analyze interactions between main and subordinate characters in literary text (e.g., internal and external conflicts, motivations, relationships, and influences) and how they affect the plot.

3.4 Determine characters' traits by what they say about themselves in narration, dialogue, dramatic monologue, soliloquy.

3.5 Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work.

3.6 Analyze and trace an author's development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

3.7 Recognize and understand the significance of a wide range of literary elements and techniques, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

3.8 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in text.

3.9 Explain how voice, persona, and narrator affect tone, characterization, plot, and credibility. 3.10 Identify and describe the function of dialogue, scene design, soliloquies, and asides and

character foils in dramatic literature.

Literary Criticism:

3.11 valuate the aesthetic qualities of style, including the impact that diction and figurative language have on tone, mood, and theme, using the terminology of literary criticism (Aesthetic Approach).

3.12 Analyze how a work of literature is related to the themes and issues of its historical period (Historical Approach).

II. WRITING

6 | P a g e

GOALS:

Students will:

A. Write clear, coherent, and focused essays.

B. Write essays that exhibit awareness of the audience and purpose.

C. Create essays with organizational structure containing formal introductions,

supporting evidence and conclusions. D. Create research documents using applications in technology.

E. Evaluate, revise, and improve essay organization through the stages of the writing

process.

OBJECTIVES:

Organization and Focus Research and Technology

Revising and Evaluating Strategies

WRITING STRATEGIES: Students write coherent and focused texts that convey a well-defined perspective and tightly-reasoned argument. Student writing demonstrates awareness of audience and purpose and use of the stages of the writing process, as needed.

Organization and Focus:

1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing.

1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

Research and Technology:

1.3 Use clear research questions and coherent research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.

1.4 Develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypothetical, and/or definitions).

1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and how different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

1.6 Integrate quotations and citations into written text, while maintaining the flow of ideas.

1.7 Use appropriate conventions for documentation in text, notes, and bibliographies, adhering to style manuals (e.g., the Modern Language Association Handbook or Chicago Style Manual).

1.8 Design and publish multi-page documents using advanced publishing software and graphic programs.

Revising and Evaluating Strategies:

1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone, taking into consideration the audience, purpose, and formality of the context.

7 | P a g e

2.0 WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce text of at least 1,500 words, when appropriate. Student writing demonstrates a command of standard English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies outlined in Writing Standard 1.0, students:

2.1 Write biographical, autobiographical narratives, and/or short stories that

a. narrate a sequence of events and communicate their significance to the audience.

b. locate scenes and incidents in specific places.

c. develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes; descriptions of sounds, smells, specific actions; movements and gestures; interior monologue; feelings of characters).

d. pace the presentation of actions to accommodate time/ mood changes. e. make effective use of descriptions of appearance, images, shifting perspectives, and/or

sensory details. 2.2 Write responses to literature that

a. advance a judgment that demonstrates a comprehensive grasp of the significant ideas of works or passages.

b. support key ideas and viewpoints through accurate and detailed references to the text or to other works.

c. demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created.

d. identify and assess the impact of perceived ambiguities, nuances, and complexities within text.

2.3 Write expository compositions, including analytical essays and research reports that a. marshal evidence in support of a thesis and related claims, including information on all

relevant perspectives. b. convey information and ideas from primary and secondary sources accurately and

coherently. c. make distinctions about the relative value and significance of specific data, facts, and

ideas. d. organize and record information on charts, maps, and graphs for use as visuals,

employing appropriate technology. e. anticipate and address readers' potential misunderstandings, biases, and expectations . f. use technical terms and notations accurately.

2.4 Write persuasive compositions that a. structure ideas and arguments in a sustained and logical fashion.

b. use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; personal anecdote, case study, or analogy).

c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning.

d. address readers' concerns, counterclaims, biases, and/or expectations. 2.5 Write business letters that

a. are clear and purposeful, and address the intended audience appropriately. b. use appropriate vocabulary, tone, and style to take into account the nature of the

relationship with, and the knowledge and interests of, the recipients. c. highlight central ideas or images. d. follow conventional style, and use page formats, fonts, and spacing that contribute to

the documents' readability and impact. 2.6 Write technical documents (e.g., manual on rules of behavior for conflict resolution,

procedures for conducting a meeting, transcription of minutes of a meeting) that

8 | P a g e

a. report and/or convey information and ideas logically and correctly. b. offer detailed and accurate specifications. c. include scenarios, definitions, and examples to aid comprehension (e.g.,

troubleshooting guide). d. anticipate readers' problems, mistakes, and misunderstandings.

III. WRITTEN AND ORAL LANGUAGE CONVENTIONS (Mechanics and Grammar of Writing;

Manuscript Form) GOAL: Students will write and speak with a command of standard English conventions.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (English Language Conventions are integral to Writing and to Listening and Speaking. Thus, these standards have been placed between the other two.)

1. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions.

Sentence Structure

1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.

1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.

1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.

Grammar

1.4 Edit written manuscripts to ensure that correct grammar is used.

Punctuation and Capitalization

1.5 Use of correct punctuation and capitalization. 1.6 Use of correct spelling.

Grammar and Mechanics:

1. Identify and use clauses (e.g., main and subordinate), phrases (e.g., gerunds, infinitives and participles), mechanics (e.g., semi-colons, colons, ellipses and hyphens), usage (e.g., tense consistency), and sentence structure (e.g., parallel structure, properly placed modifiers).

Manuscript Form:

2. Demonstrate control of grammar, paragraph and sentence structure, diction, syntax, and usage. 3. Produce legible work that shows accurate spelling and correct use of the conventions of

punctuation and capitalization. 4. Reflect appropriate manuscript requirements, including

a. title page presentation, b. pagination, c. spacing and margins, and

9 | P a g e

d. integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations

IV. LISTENING AND SPEAKING

1.0 Strategies:

GOALS:

Students will:

A. Formulate adroit judgments about oral communication. B. Deliver focused and coherent presentations that convey clear and distinct perspectives and solid

reasoning.

C. Incorporate gestures, tone, and vocabulary tailored to audience and purpose.

1.0 LISTENING AND SPEAKING STRATEGIES: Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct

perspectives and solid reasoning. They incorporate gestures, tone, and vocabulary tailored to audience and

purpose.

Comprehension:

1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence 1.2 Compare and contrast how media genres (e.g., nightly news, news magazines, documentaries, on-

line information) cover the same event.

Organization and Delivery of Oral Communication:

1.3 Choose logical patterns of organization (e.g., chronological, topical, cause/effect) to inform and to persuade by soliciting agreement or action, or to unite audiences behind a common belief or cause.

1.4 Choose appropriate devices for introduction and conclusion (e.g., literary quotations, anecdotes, references to authoritative sources).

1.5 Recognize and use elements of classical speech form (introduction, first and second transitions, body, and conclusion), formulating rational arguments and applying the art of persuasion and debate.

1.6 Present and advance a clear thesis statement and choose appropriate types of proofs (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.

1.8 Produce concise notes for extemporaneous delivery. 1.9 Analyze interests of the audience and implications of the occasion to choose effective verbal and non-verbal strategies

for presentations (e.g., voice, gestures, eye contact.

Analysis and Evaluation of Oral and Media Communications:

1.10 Analyze a group of historically significant speeches to find the rhetorical devices and features that make them memorable (e.g., Abraham Lincoln's Gettysburg Address and Martin Luther King's I Have a Dream).

1.11 Assess how language and delivery affect the mood and tone of the oral communication and impact the audience. 1.12 Evaluate the clarity, quality, effectiveness, and overall coherence of a speaker's key points,

arguments, evidence, organization of ideas, delivery, diction, and syntax.

10 | P a g e

1.13 Analyze types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V to Kenneth Branagh's 1990 film version

2.0 Speaking Applications (Genres and Their Characteristics)

GOAL: Students will deliver formal and extemporaneous presentations that combine the strategies of narration,

exposition, persuasion, and description.

2.0 SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion and description. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations (autobiographical or fictional) that a. narrate a sequence of events and communicate their significance to the

audience.

b. locate scenes and incidents in specific places.

c. develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes; descriptions of sounds, smells, specific actions, movements, and gestures; feelings of characters).

d. pace the presentation of actions to accommodate time or mood changes. 2.2 Deliver expository presentations that

a. marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.

b. convey information and ideas from primary and secondary sources accurately. c. make distinctions about the relative value and significance of specific data, facts, and

ideas. d. organize and record information on charts, maps, and graphs for use as visuals,

employing appropriate technology. e. anticipate and address the listener's potential misunderstandings, biases, and

expectations. f. use technical terms and notations accurately.

2.3 Apply appropriate interviewing techniques: a. Prepare and ask relevant questions. b. Make notes of responses. c. Use language that conveys maturity, sensitivity, and respect. d. Respond correctly and effectively to questions. e. Demonstrate knowledge of the subject or organization. f. Compile and report responses. g. Evaluate the effectiveness of the interview.

2.4 Deliver oral responses to literature that a. advance a judgment that demonstrates a comprehensive grasp of the significant ideas

of works or passages (i.e., makes and supports warranted assertions about the text). b. support key ideas and viewpoints through accurate and detailed references to the text

or to other works. c. demonstrate awareness of the author's use of stylistic devices and an appreciation of

the effects created.

11 | P a g e

d. identify and assess the impact of perceived ambiguities, nuances, and complexities within text.

2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects that a. structure ideas and arguments in a coherent, logical fashion. b. use specific rhetorical devices to support assertions (e.g., by appeal to logic through

reasoning; by appeal to emotion or ethical belief; by personal anecdote, case study, or analogy).

c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning.

d. anticipate and address the listener's concerns and counter-arguments. 2.6 Deliver descriptive presentations that

a. provide a clear spatial perspective on the subject of the presentation. b. clearly establish the speaker's relationship with that subject (e.g., dispassionate

observation, personal involvement). c. use factual descriptions of appearance, concrete images, shifting perspectives and

vantage points, and sensory detail effectively.

12 | P a g e

Suggested Teaching Strategies and Evaluation Techniques

SUGGESTED TEACHING STRATEGIES:

Whole-group instructions and discussions

Mini-lessons Cooperative learning groups:

response groups for writing; and literature

Modeling/imitative writing and speaking

Role playing and dramatization Individualized instruction Independent practice Meta-cognitive evaluations of

processes Teacher/student conferencing Group conferencing Audio-visual assisted instruction Thematic approach Individual and/or group projects Outside guest speakers

EVALUATION TECHNIQUES:

Teacher evaluation of student writing Self-assessment of writing Teacher/student/parent conferences Portfolios SAT 9 Publications Participation Assignments completed Teacher assessment of improvement Observation

NOTE: A list of varied formative assessments with descriptions and examples can be found in the Appendix Section.

13 | P a g e

English 9 Outline of Instructional Responsibilities

Teachers are responsible for including the following in their course of study:

Writing

Two mandated culminating district assessments:

a. Character Analysis

b. Career Search Paper Sixteen writing assignments per year… four of which will be of final draft quality representing narrative, expository, descriptive, and persuasive genres. The two mandated written district assessments can be counted as part of the final draft requirement.

Business Letter writing. Timed writing practice to prepare students for formal assessments.

Oral Presentations

Six oral presentations, one of which is the expository culminating assessment; the others representing narrative, descriptive and persuasive genres.

Standards with Writing and Oral Conventions (See Standards in Written and Oral

Language Conventions.)

Appropriate grammatical conventions applicable to the assignment. Conventions pre-test, benchmark test, and post-test are in progress.

Vocabulary Development

Refer to list of roots and prefixes for grade level in this packet. High frequency academic word list in progress.

Reading-Response to Literature, Informational Text (See informational text section in McDougal-Littell.)

DISTRICT ASSESSMENT GUIDE: See page numbers 29-42

Course: ELA 9 Key Standard: Vocab 1.1

14 | P a g e

Deconstruction and Unpacking the Standards (Reading)

Standard: Deconstruct – Identify skill & topic) Vocabulary 1.1- Identify and use the literal and figurative meanings of words and understand word derivation. Key Elements: (Unpack) Vocab. 1.1.1 Identify the literal meaning of words. Vocab. 1.1.2 Identify the figurative meaning of words. Vocab. 1.1.3 Understand word derivation. Vocab. 1.1.4 Use literal meaning of words. Vocab. 1.1.5 Use the figurative meaning of words.

Course: ELA 9 Key Standard: Vocab 1.2 Standard: (Deconstruct – Identify skill, topic & context) Vocabulary 1.2- Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words. Key Elements: (Unpack) Vocab. 1.2.1 Distinguish between the denotative and connotative meanings of words. Vocab. 1.2.2 Interpret the connotative power of words.

15 | P a g e

Course: ELA 9 Key Standard: Reading Comprehension 2.1 Standard: (Deconstruct – Identify skill, topic & context) Reading Comprehension 2.1 – Analyze both (1) the structure and format of functional workplace documents, including format, graphics, and headers and (2) how authors use the features to achieve their purposes. Key Elements: (Unpack) RC 2.1.1 Analyze the structure of functional workplace document. (writing structure) RC 2.1.2 Analyze the format of functional workplace documents. (layout: text, graphics, headers) RC 2.1.3 Analyze how authors use the features to achieve their purposes.

Course: ELA 9 Key Standard: Vocab 1.3 Standard: (Deconstruct – Identify skill, topic & context) Vocabulary 1.3- Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words. Key Elements: (Unpack) Vocab. 1.3.1 Identify the origin of Greek mythology to understand the meaning of new words. **Vocab. 1.3.2 Identify the origin of Roman mythology to understand the meaning of new words. **Vocab. 1.3.3 Identify the origin of Norse mythology to understand the meaning of new words. Vocab. 1.3.4 Use knowledge of Greek mythology to understand the meaning of new words. **Vocab. 1.3.5 Use knowledge of Roman mythology to understand the meaning of new words **Vocab. 1.3.6 Use knowledge of Norse mythology to understand the meaning of new words.

16 | P a g e

Course: ELA 9 Key Standard: Reading Comprehension 2.3 Standard: (Deconstruct – Identify skill, topic & context) Reading Comprehension 2.3 – Generate relevant questions about readings on issues that can be researched. Key Elements: (Unpack) RC 2.3.1 Generate relevant questions about readings on issues that can be researched.

Course: ELA 9 Key Standard: Reading Comprehension 2.2 Standard: (Deconstruct – Identify skill, topic & context) Reading Comprehension 2.2 – Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. Key Elements: (Unpack) RC 2.2.1 Prepare a bibliography of reference materials for a report using a variety of consumer documents. RC 2.2.2 Prepare a bibliography of reference materials for a report using a variety of workplace documents. RC 2.2.3 Prepare a bibliography of reference materials for a report using a variety of public documents.

17 | P a g e

Course: ELA 9 Key Standard: Reading Comprehension 2.4 Standard: (Deconstruct – Identify skill, topic & context) Reading Comprehension 2.4 – Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. Key Elements: (Unpack) RC 2.4.1 Synthesize the content from several sources by a single author dealing with a single issue. RC 2.4.2 Paraphrase the author’s ideas to demonstrate comprehension. **RC 2.4.3 Connect the paraphrased ideas on related topics from other sources to demonstrate comprehension.

Course: ELA 9 Key Standard: Reading Comprehension 2.5 Standard: Deconstruct – Identify skill & topic) Reading Comprehension 2.5 – Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. Key Elements: (Unpack) RC 2.5.1 Extend ideas presented in primary or secondary sources through original analysis. RC 2.5.2 Extend ideas presented in primary or secondary sources through original evaluation. RC 2.5.3 Extend ideas presented in primary or secondary sources through original elaboration.

18 | P a g e

Course: ELA 9 Key Standard: Reading Comprehension 2.7 Standard: Deconstruct – Identify skill & topic) Reading Comprehension 2.7 – Critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings. Key Elements: (Unpack) RC 2.7.1 Critique the logic of functional documents by examining the sequence of information. RC 2.7.2 Critique the logic of functional documents by examining its procedures. RC 2.7.3 Critique the logic of functional documents by anticipating possible reader misunderstandings.

Course: ELA 9 Key Standard: Reading Comprehension 2.8 Standard: Deconstruct – Identify skill & topic) Reading 2.8—Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the tone. Key Elements: (Unpack) RC 2.8.1 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence. **RC 2.8.2 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the comprehensiveness of evidence. **RC 2.8.3 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the way in which the author’s intent affects the tone.

19 | P a g e

Course: ELA 9 Key Standard: Reading Comprehension 3.3 Standard: Deconstruct – Identify skill & topic) Reading 3.3—Analyze interactions between main and subordinate characters in literary text (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot. Key Elements: (Unpack) RC 3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot.

Course: ELA 9 Key Standard: Reading Comprehension 3.4 Standard: Deconstruct – Identify skill & topic) Reading 3.4—Determine characters’ traits by what they say about themselves in narration, dialogue, dramatic monologue, and soliloquy. Key Elements: (Unpack) RC 3.4.1 Determine characters’ traits by what they say about themselves in narration. RC 3.4.2 Determine characters’ traits by what they say about themselves in dialogue. RC 3.4.3 Determine characters’ traits by what they say about themselves in dramatic monologue (ie. soliloquy).

20 | P a g e

Course: ELA 9 Key Standard: Reading Comprehension 3.7 Standard: Deconstruct – Identify skill & topic) Reading 3.7—Recognize and understand the significance of a wide range of literary elements and techniques, including language, imagery, allegory, and symbolism, and explain their appeal. Key Elements: (Unpack) RC 3.7.1 Recognize imagery. **RC 3.7.2 Recognize allegory. RC 3.7.3 Recognize symbolism. RC 3.7.4 Understand the significance of imagery. **RC 3.7.5 Understand the significance of allegory. RC 3.7.6 Understand the significance of symbolism. RC 3.7.7 Explain the appeal of imagery. **RC 3.7.8 Explain the appeal of allegory. RC 3.7.9 Explain the appeal of symbolism.

Course: ELA 9 Key Standard: Reading Comprehension 3.6 Standard: Deconstruct – Identify skill & topic) Reading 3.6—analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g. foreshadowing and flashback). Key Elements: (Unpack) RC 3.6.1 Analyze an author’s development of time and sequence including the complex literary devices (e.g. foreshadowing and flashback). RC 3.6.2 Trace an author’s development of time and sequence including the complex literary devices (e.g. foreshadowing and flashback).

21 | P a g e

Course: ELA 9 Key Standard: Reading Comprehension 3.11 Standard: Deconstruct – Identify skill & topic) Reading 3.11—Evaluate the aesthetic qualities of style including the impact of diction and figurative language on tone, mood, and theme using the terminology of literary criticism. Key Elements: (Unpack) RC 3.11.1 Evaluate the qualities of style, including the impact of diction on tone. RC 3.11.2 Evaluate the qualities of style, including the impact of diction on mood. RC 3.11.3 Evaluate the qualities of style, including the impact of diction on theme. **RC 3.11.4 Evaluate the qualities of style, including the impact of figurative language on tone. **RC 3.11.5 Evaluate the qualities of style, including the impact of figurative language on mood. **RC 3.11.6 Evaluate the qualities of style, including the impact of figurative language on theme.

22 | P a g e

Course: English 9 Key Standard: Writing 1.2 Main Strand/ Unit: Writing Strategies 1.0

Standard: (Deconstruct - Identify skill & topic) 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

Key Elements: (Unpack)

1.2.1 Use precise language.

1.2.2 Use action verbs.

1.2.3 Use sensory details. 1.2.4 Use appropriate modifiers. 1.2.5 Use active rather than passive voice.


Standard: (Deconstruct - Identify skill & topic) 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing.


1.1.1 Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject.

1.1.2 Maintain a consistent tone throughout the piece of writing.

1.1.3 Maintain a consistent focus throughout the piece of writing.

23 | P a g e


Standard: (Deconstruct - Identify skill & topic) 1.4 Develop key ideas within the body of the composition through supportive evidence.


1.4.1 Develop key ideas within the body of the composition through supportive evidence.


Standard: (Deconstruct - Identify skill & topic) 1.5 Synthesize information from multiple sources and identify complexities and different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents). Key Elements: (Unpack)

**1.5.1 Synthesize information from multiple sources.

1.5.2 Identify complexities as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

1.5.3 Identify different perspectives as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

24 | P a g e

Course: English 9 Key Standard: Writing Strategies 1.6 Main Strand/ Unit: Writing Strategies

Standard: (Deconstruct - Identify skill & topic) Integrate quotations and citations into written text while maintaining flow of ideas.


1.6.1 Integrate quotations into written text while maintaining flow of ideas.

1.6.2 Integrate citations into written text while maintaining flow of ideas.

Course: English 9 Key Standard: Writing Strategies 1.7 Main Strand/ Unit: Writing Strategies 1.0

Standard: (Deconstruct - Identify skill & topic) Use appropriate conventions for documentation in text, notes, and bibliographies, adhering to style manuals.


1.7.1 Use appropriate conventions for documentation in text adhering to MLA format.

1.7.2 Use appropriate conventions for documentations in notes adhering to MLA format.

1.7.3 Use appropriate conventions for documentation in bibliographies adhering to MLA format.

25 | P a g e

Course: English 9 Key Standard: Writing Applications 2.2 Main Strand/ Unit: Writing Applications 2.2

Standard: (Deconstruct - Identify skill & topic) Write responses to literature:

a. demonstrate a comprehensive grasp of the significant ideas of literary works, and b. support important ideas and viewpoints through accurate references to the text.


2.2.1 Write responses to literature, demonstrating a comprehensive grasp of the significant ideas of literary works.

2.2.2 Write responses to literature supporting important ideas and viewpoints through accurate references to the text.

Course: English 9 Key Standard: Writing Applications 2.3 Main Strand/ Unit: Writing Applications 2.3

Standard: (Deconstruct - Identify skill & topic) Write expository compositions, including analytical essays and research reports.


**2.3.1 Write expository compositions: analytical essays.

2.3.2 Write expository compositions: research reports.

26 | P a g e

Course: English 9 Key Standard: Written & Oral Language 1.1 Main Strand/ Unit: Written and Oral Language 1.1

Standard: (Deconstruct - Identify skill & topic) Identify and correctly use clauses, phrases, and mechanics of punctuation. Key Elements: (Unpack)

1.1.1 Identify clauses.

1.1.2 Identify phrases.

1.1.3 Identify mechanics of punctuation. **1.1.4 Correctly use clauses.

**1.1.5 Correctly use phrases. **1.1.6 Correctly use mechanics of punctuation.

27 | P a g e

Course: English 9 Key Standard: Written & Oral Language 1.3 Main Strand/ Unit: Written and Oral Language 1.3

Standard: (Deconstruct - Identify skill & topic) Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax. Key Elements: (Unpack)

1.3.1 Demonstrate control of grammar.

1.3.2 Demonstrate control of paragraphs and sentence structure.

1.3.3 Demonstrate control of diction. 1.3.4 Demonstrate control of syntax.

Course: English 9 Key Standard: Listening and Speaking 1.3 Main Strand/ Unit: Listening and Speaking 1.3

Standard: (Deconstruct - Identify skill & topic) Choose logical patterns of organization.


1.3.1 Choose logical patterns of organization (in speeches and presentations).

28 | P a g e

Course: English 9 Key Standard: Listening and Speaking 1.6 Main Strand/ Unit: Listening and Speaking 1.6

Standard: (Deconstruct - Identify skill & topic) Present and advance a clear thesis statement and choose appropriate types of proof that meet standard tests for evidence, including credibility, validity, and relevance.


1.6.1 Present and advance a clear thesis statement.

1.6.2 Choose appropriate types of proof that are credible, valid, and relevant.

Course: ELA 9 Key Standard: Speaking Applications 2.1-2.6 Standard: Deconstruct – Identify skill & topic) Reading Comprehension 2.1-2.6 Key Elements: (Unpack) **2.1 Deliver a narrative presentation. 2.2 Deliver an expository presentation. 2.3 Deliver interview findings presentation. **2.4 Deliver an oral response to literature. **2.5 Deliver a persuasive argument presentation. 2.6 Deliver a descriptive presentation.

29 | P a g e

ELA 9 Assessment Overview 2010-2011

Type Quarter 1 Quarter 2 Quarter 3 Quarter 4

Performance On-Demand Character

Analysis Compare/Contrast Career Search (process begins)

Expository Speech

Test

Objective Test #1

Fiction/Fable

Objective Test #2

Poetry/Drama

Objective Test #3

Functional Documents Research & Speech

• MLA format

• In text citation

• Works cited

• Note taking

• Outlining

• Evaluating web resources

• Web searchers

• Credibility

CST-State Mandated

Grammar- 1. Vocabulary in Context 2. Root Words/Affixes 3. Capitalization rules 4. Pronoun use 5. Prepositions 6. Subject and verb

identification 7. Comma Rules 8. Combining clauses

using conjunctions 9. Consistent verb use

throughout a sentence 10. Identifying the correct

verb form in a sentence

11. Parts or plot 12. Conflicts 13. Types of phrases 14. Sequence of events

Grammar- 1. Vocabulary in Context 2. Root Words/Affixes 3. Capitalization/

Spelling rules 4. Pronoun Use 5. Comma – colons rules 6. Using Modifiers 7. Homonyms vs.

Homophones 8. Plurals vs. singulars,

being consistent 9. Verb forms/ tense 10. Sentence vs.

fragment identification 11. Connotation 12. Figurative meaning 13. Literal meaning 14. Precise Vocabulary 15. Dependent clause 16. Sentence structure 17. Author’s purpose 18. Inferences

Grammar- 1. Vocabulary in Context 2. Root Words/Affixes 3. Capitalization/

Spelling/ Punctuation rules

4. Sentence Structure 5. Verb Use – tenses and

forms 6. Pronouns 7. Misplaced modifiers 8. Parallel verb structure 9. Double meaning 10. Order of steps 11. Assumption 12. Negative claims 13. Soliloquy 14. Conflict 15. Symbolism 16. Theme

30 | P a g e

ELA 9 Subject Area Standards Assessment Guide ELA 9 Quarter 1 ELA 9 Quarter 2 ELA 9 Quarter 3 ELA 9 Quarter 4

R 1.1.3 R 1.3.1 R 3.3.1 R 3.4.1 R 3.4.2 R 3.6.1 R 3.6.2 LC 1.1.1 LC 1.1.2 LC 1.1.3 LC 1.3.1 LC 1.3.2 LC 1.3.3 LC 1.3.4

R 1.1.1 R 1.1.2 R 1.1.4 R 1.1.5 R 1.2.1 R 1.2.2 R 2.3.1 R 2.4.1 R 2.4.2 R 2.5.1 R 2.5.2 R 2.5.3 R 2.8.1 LC 1.3.1 LC 1.3.2 LC 1.3.3 LC 1.3.4 WA 2.2.1 WA 2.2.2 WS 1.1.1 WS 1.1.2 WS 1.1.3 WS 1.2.1 WS 1.2.2 WS 1.2.3 WS 1.2.4 WS 1.2.5 WS 1.4.1 WS 1.6.1 WS 1.6.2

R 1.3.4 R 2.1.1 R 2.1.2 R 2.1.3 R 2.7.1 R 2.7.2 R 2.7.3 R 3.3.1 R 3.4.3 R 3.7.1 R 3.7.3 R 3.7.4 R 3.7.6 R 3.7.7 R 3.7.9 R 3.11.1 R 3.11.2 R 3.11.3 LC 1.3.1 LC 1.3.2 LC 1.3.4 WS 1.5.2 WS 1.5.3

R 2.2.1 R 2.2.2 R 2.2.3 LC 1.3.1 LC 1.3.2 LC 1.3.3 LC 1.3.4 LS 1.3.1 LS 1.6.1 LS 1.6.2 WA 2.3.2 WS 1.1.1 WS 1.1.2 WS 1.1.3 WS 1.2.1 WS 1.2.2 WS 1.2.3 WS 1.2.4 WS 1.2.5 WS 1.7.1 WS 1.7.2 WS 1.7.3 SA 2.2 SA 2.3 SA 2.6

Note: The district pacing matrix and pacing guide reflects the district ELA 9 Key Standards. ELA 9 standards which are not considered Key Standards for the district shall still be addressed in ELA 10 classes; however, they will be informally assessed at the classroom level.

Revised 06/09 Italicized elements are tested in performance exams.

31 | P a g e

ELA 9 Quarter 1 Key Standards At-a-Glance

R 1.1

1.1.3 Understand word derivation.

R 1.3

1.3.1 Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words.

R 3.3

3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot.

R 3.4

3.4.1 Determine characters’ traits by what they say about themselves in narration and in (3.4.2) dialogue. 3.4.2 Determine characters’ traits by what they say about themselves in dialogue.

R 3.6

3.6.1. Analyze an author’s development of time and sequence including the complex literary devices (e.g. foreshadowing and flashback). 3.6.2 Trace an author’s development of time and sequence including the complex literary devices (e.g. foreshadowing and flashback).

LC 1.1

1.1.1 Identify clauses. 1.1.2 Identify phrases. 1.1.3 Identify mechanics of punctuation.

LC 1.3

1.3.1 Demonstrate control of grammar. 1.3.2 Demonstrate control of paragraphs and sentence structure. 1.3.3 Demonstrate control of diction. 1.3.4 Demonstrate control of syntax.

32 | P a g e

ELA 9 Quarter 2 Key Standards At-a-Glance No sample questions are provided for the standards highlighted in green.

R 1.1

1.1.1 Identify the literal meaning of words. 1.1.2 Identify the figurative meaning of words. 1.1.4 Use literal meaning of words. 1.1.5 Use the figurative meaning of words.

R 1.2

1.2.1 Distinguish between the denotative and connotative meanings of words. 1.2.2 Interpret the connotative power of words.

R 2.3

2.3.1 Generate relevant questions about readings on issues that can be researched.

R 2.4

2.4.1 Synthesize the content from several

sources by a single author dealing with a single issue. 2.4.2 Paraphrase the author's ideas to demonstrate comprehension.

R 2.5 2.5.1 Extend ideas presented in primary or secondary sources through original analysis (2.5.2) evaluation, and (2.5.3) elaboration.

R 2.8

2.8.1 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence.

LC 1.3


WS 1.1 WS 1.1.1 Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject. WS 1.1.2 Maintain a consistent tone throughout the piece of writing. WS 1.1.3 Maintain a consistent focus throughout the piece of writing.

WS 1.2 WS 1.2.1 Use precise language. WS 1.2.2 Use action verbs. WS 1.2.3 Use sensory details. WS 1.2.4 Use appropriate modifiers. WS 1.2.5 Use active rather than passive voice.

WS 1.4 WS 1.4.1 Develop key ideas within the body of the composition through supportive evidence.

WS 1.6 WS 1.6.1 Integrate quotations into written text while maintaining flow of ideas. WS 1.6.2 Integrate citations into written text while maintaining flow of ideas.

WA 2.2 WA 2..2.1 Write responses to literature, demonstrating a comprehensive grasp of the significant ideas of literary works. WA 2.2.2 Write responses to literature supporting important ideas and viewpoints through accurate references to the text.

33 | P a g e

ELA 9 Quarter 3 Key Standards At-a-Glance No sample questions are provided for the standards highlighted in green.

R 1.3

1.3.4 Use knowledge of Greek mythology to understand the meaning of new words.

R 2.1

2.1.1 Analyze the structure of functional workplace document (writing structure). 2.1.2 Analyze the format of functional workplace documents (layout: text, graphics, headers). 2.1.3 Analyze how authors use the features to achieve their purposes.

R 2.7

2.7.1 Critique the logic of functional documents by examining the sequence of information. 2.7.2 Critique the logic of functional documents by examining its procedures. 2.7.3 Critique the logic of functional documents by anticipating possible reader misunderstandings.

R 3.3

3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external).

R 3.4 3.4.3 Determine characters' traits by what they say about themselves in dramatic monologue or soliloquy.

R 3.7 3.7.1 Recognize imagery. 3.7.3 Recognize symbolism. 3.7.4 Understand the significance of imagery. 3.7.6 Understand the significance of symbolism. 3.7.7 Explain the appeal of imagery. 3.7.9 Explain the appeal of symbolism.

R 3.11 3.11.1 Evaluate the qualities of style, including the impact of diction on tone. 3.11.2 Evaluate the qualities of style, including the impact of diction on mood. 3.11.3 Evaluate the qualities of style, including the impact of diction on theme.

LC 1.3 1.3.1 Demonstrate control of grammar. 1.3.2 Demonstrate control of paragraphs and sentence structure. 1.3.4 Demonstrate control of syntax.

WS 1.5 1.5.2 Identify complexities as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and and technical documents). 1.5.3 Identify different perspectives as found in multiple mediums (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents).

S.A.2.5

2.5 Deliver persuasive arguments, including evaluation and analysis of problems/solutions and causes/effects.

SA 2.6 Deliver descriptive presentations. L/S 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of

presentations. L/S 1.9 Analyze interests of the audience and implications of the occasion to choose effective verbal

and non-verbal strategies for presentations (e.g., voice, gestures, eye contact). L/S 1.11 Assess how language and delivery affect the mood and tone of the oral communication and

impact the audience.

34 | P a g e

ELA 9 Quarter 4 Key Standards At-a-Glance R 2.2

2.2.1 Prepare a bibliography of reference materials for a report using a variety of consumer documents. R 2.2.2 Prepare a bibliography of reference materials for a report using a variety of workplace documents. R 2.2.3 Prepare a bibliography of reference materials for a report using a variety of public documents.

LC 1.3


LS 1.3 1.3.1 Choose logical patterns of organization (in speeches and presentations).

LS 1.6

1.6.1 Present and advance a clear thesis statement. 1.6.2 Choose appropriate types of proof that are credible, valid, and relevant.

WA 2.3 2.3.2 Write expository compositions: research reports. WS 1.1

1.1.1 Establish a controlling impression/coherent thesis that conveys a clear and distinctive perspective on the subject. 1.1.2 Maintain a consistent tone throughout the piece of writing. 1.1.3 A consistent focus throughout the piece of writing.

WS 1.2

1.2.1 Use precise language. 1.2.2 Use action verbs. 1.2.3 Use sensory details. 1.2.4 Use appropriate modifiers. 1.2.5 Use active rather than passive voice.

WS 1.7 1.7.1 Use appropriate conventions for documentation in text adhering to MLA format. 1.7.2 Use appropriate conventions for documentations in notes adhering to MLA format. 1.7.3 Use appropriate conventions for documentation in bibliographies adhering to MLA format.

SA 2.2 SA 2.2 Deliver an expository presentation. SA 2.3 2.3 Deliver interview findings presentation. SA 2.6 Deliver descriptive presentations.

35 | P a g e

ELA 9 Quarter 1 Unpacked Standards and Sample Test Questions for Subject Area Standards Assessment (SASA)

Domain Standard Sample Question Reading (R) R 1.1

1.1.3 Understand word derivation.

Using your knowledge of the root “anthrop,” what is the meaning of the word anthropology?

A. the study of plants B. The study of space C. the study of humans D. the study of animals

Reading (R) R 1.3

1.3.1 Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words.

maltreat, malpractice, malice, malnourish

A. put B. bad C. good D. not

R 3.3

3.3.1 Analyze interactions between main and subordinate characters (e.g. internal and external conflicts, motivations, relationships, and influences) and how they affect plot.

The conflict at the end of this passage can best be described as

A. internal—the narrator’s feelings about her brother winning. B. external—interactions between the narrator and the judges. C. external—interactions between the narrator and her brother. D. internal—the narrator’s feelings toward people like the judge.

R 3.4

3.4.1 Determine characters’ traits by what they say about themselves in narration.

* According to the passage above, the Samuel can be characterized as A. selfish B. honest C. stubborn D. uninterested

3.4.2 Determine characters’ traits by what they say about themselves in dialogue.

* During the conversation between Rachel and Maureen, Rachel talks a lot about her vacation. From this conversation we learn that Rachel is a person who is

A. impatient B. funny C. intelligent D. adventurous

R 3.6

3.6.1 Analyze an author’s development of time and sequence including the complex literary devices (e.g. foreshadowing and flashback).

* The author’s use of which literary device allows the reader to understand the motivation of the main character?

A. flashback B. dialogue C. foreshadowing D. figurative language

36 | P a g e

3.6.2 Trace an author’s development of time and sequence including the complex literary devices (e.g. foreshadowing and flashback).

* According to the passage above which of the following is the correct sequence of events?

Written and Oral Language Conventions (LC) LC 1.1

1.1.1 Identify clauses.

What is the dependent (subordinate) clause in this sentence?

He answered the question as if he knew the subject quite well.

A. He answered the question B. as if he knew the subject quite well C. as if D. there is no dependent clause in this sentence.

1.1.2 Identify phrases. What type of phrase is underlined in the sentence below?

To read quickly and accurately is Eugene’s goal.

A. verb phrase B. adjective phrase C. noun phrase D. adverb phrase

1.1.3 Identify mechanics of punctuation.

Read this sentence from paragraph 2. It is easily the best place in the city for: sports, picnics, concerts, walking, and enjoying nature. How should the underlined part of the sentence be written?

A. for-sports, B. for; sports, C. for sports D. for: sports

LC 1.3

1.3.1 Demonstrate control of grammar. What is the correct way to write the following?

Dear Mayor Lewis:

A. Dear Mayor Lewis B. Dear Mayor Lewis- C. Dear Mayor Lewis, D. Leave as is.

1.3.2 Demonstrate control of paragraphs and sentence structure.

*How should the first sentence of paragraph 4 be written? A. The club challenges other groups that use the park to do its part of organizing other fundraising events. B. The club challenges other groups are using the park to do their part by organizing other fund-raising events. C. The club challenges other groups using the park in doing their share of organizing other fund-raising events.

37 | P a g e

Quarter 1 D. The club challenges other groups that use the park to do their part by organizing other fundraising events.

Quarter 1

1.3.3 Demonstrate control of diction. Read this sentence.

Many homes and apartments in our neighborhood have a lot of landscaping.

Which word would best replace the underlined words in the sentence and make it more precise?

A. broad B. extensive C. sweeping D. spacious

1.3.4 Demonstrate control of syntax.

Read the following sentence. Although I certainly realize that we cannot turn the exterior of our school into a botanical garden, absolutely we can surely add more beauty to its surroundings. What is the best way to improve the structure of the underlined part of the sentence?

A. absolutely we can add more beauty to its surroundings. B. we can surely add the most beauty to its surroundings. C. we can surely add more beauty to its surroundings.

D. we can add more beauty to its surroundings absolutely.

38 | P a g e



1.1.1 Identify the literal meaning of words.

Read the sentence below from the passage.

First he stirred fresh mint leaves with sugar and secret ingredients in a small pot on the stove for a very long time, concocting a fragrant elixir of mint.

The word concocting means A. examining B. creating. C. imagining D. tasting.

1.1.2 Identify the figurative meaning of words.

Read the sentence below from the passage.

Few people noticed that Rothschild was snapping up these bonds when everyone else was desperately trying to sell them.

In this sentence, snapping up means A. giving away B. destroying. C. throwing out. D. buying.

R 1.2

1.2.1 Distinguish between the denotative and connotative meanings of words.

Which of the following is the connotative meaning of the word blue? A. color of the sky B. sad C. wind D. angry

1.2.2 Interpret the connotative power of words.

In which sentence does the underlined word have the most negative connotation? A. The man’s remarks were harmful. B. The man’s remarks were mischievous. C. The man’s remarks were malicious. D. The man’s remarks were unpleasant.

R 2.3

2.3.1 Generate relevant questions about readings on issues that can be researched.

* In order to understand the passage better, which topic should be researched? A. How are modern communication devices better than carrier pigeons? B. How did the Duke of Wellington defeat Napoleon at Waterloo? C. How were carrier pigeons trained for use during wartime?

39 | P a g e

D. What types of medals were awarded for bravery during World War I?

R 2.4 2.4.1 Synthesize the content from several sources by a single author dealing with a single issue.

* Which event happened during the same time period that Forever Blue, Inc. began manufacturing blue jeans?

A. Blue jeans became fashionable for women. B. Teens began to wear blue jeans. C. Studs were first used on blue jeans. D. Rivets were first used on blue jeans.

2.4.2 Paraphrase the author’s ideas to demonstrate comprehension.

*Based on the information presented in Article 1 and Article 2, how can the reader best paraphrase the main idea?

A. All visually impaired individuals use guide horses. B. It is common to be selected as a guide horse owner. C. Guide horses require extensive training but are a valuable resource. D. Guide horses learn the most during the verbal portion of the training process.

R 2.8 Quarter 2

2.8.1 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence.

* Which of the following statements from the passage supports the author’s conclusion that carrier pigeons sometimes had a dangerous job?

A. In 1815 an English banker named Nathan Rothschild made his fortune by relying on messages sent to him by carrier pigeons. B. Since they could easily be released from airplanes or ships, every branch of the armed services used the birds. C. On his last mission, though wounded, he carried a message that saved the lives of 194 American soldiers. D. Many people find carrier pigeons ugly because of their big wattle, a knobby buildup of skin on the beak.

40 | P a g e



1.3. Identify and use knowledge of the origins of Greek, Roman, and Norse mythology to understand the meaning of new words.

maltreat, malpractice, malice, malnourish

A. put B. bad C. good D. Not

R 2.1 2.1. Analyze both (1) the structure and format of functional workplace documents, including format, graphics, and headers and (2) how authors use the features to achieve their purposes.

*The author uses the runner in the advertisement (Document b) to give the impression that

A. making a good stopwatch is a tiring task. B. winners choose ATLAS stopwatches. C. time is more important to runners than to other people. D. running is time consuming.

R 2.2 2.2. Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

*If this book were to be added to the bibliography in Document A, which of the following entries would be correct?

A. Dennis Martin. Running for Your Health. Miami: McDevonshire Books, 1997. B. Dennis Martin. Running for Your Health. 1997. McDevonshire Books: Miami. C. Martin, Dennis. McDevonshire Books. Running for Your Health. Miami:

1997. D. Martin, Dennis. Running for Your Health. Miami: McDevonshire Books,

1997. R 2.3 2.3. Generate relevant questions

about readings that can be researched.

* In order to understand the passage better, which topic should be researched?

A. How are modern communication devices better than carrier pigeons? B. How did the Duke of Wellington defeat Napoleon at Waterloo? C. How were carrier pigeons trained for use during wartime? D. What types of medals were awarded for bravery during World War I?

R 2.4 2.4. Synthesize the content and ideas from several sources dealing with a single issue or written by a single author, and paraphrase the ideas and connect them to other sources and related topics to demonstrate

* Which event happened during the same time period that Forever Blue, Inc. began manufacturing blue jeans?

A. Blue jeans became fashionable for women. B. Teens began to wear blue jeans. C. Studs were first used on blue jeans. D. Rivets were first used on blue jeans.

41 | P a g e

comprehension. R 2.5 2.5 Extend ideas presented in

primary or secondary sources through original analysis, evaluation, and elaboration.

Not assessable in multiple-choice format.

R 2.6 2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., graphic calculators, specialized software programs, access guides to Internet worldwide websites).

*When using “Trip Planner,” locations must be typed into a numbered fill-in box as described in

A. Step 1. B. Step 2. C. Step 3. D. Step 4.

R 2.7 2.7 Critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings.

*Based on information from A blue Jeans Chronology in Document b, the reader could assume that

A. blue jeans serve a purely functional purpose. B. styles changed to make blue jeans more economical. C. children’s jeans were not manufactured until the mid-1900s. D. the first denim jeans were manufactured for men.

R 2.8 2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the tone.

* Which of the following statements from the passage supports the author’s conclusion that carrier pigeons sometimes had a dangerous job?

A. In 1815 an English banker named Nathan Rothschild made his fortune by relying on messages sent to him by carrier pigeons. B. Since they could easily be released from airplanes or ships, every branch of the armed services used the birds. C. On his last mission, though wounded, he carried a message that saved the lives of 194 American soldiers. D. Many people find carrier pigeons ugly because of their big wattle, a knobby buildup of skin on the beak.

Written and Oral Language Conventions (LC) LC 1.1

1.1 Identify and correctly use clauses phrases and mechanics of punctuation, structure, diction and syntax.

Which sentence demonstrates the figurative meaning of the word parasite?

A. Her dog had parasites, so she took him to a veterinarian to get some medicine. B. A leech is a kind of freshwater parasite. C. My friend says I’m a parasite because I always borrow money from him. D. Certain plant parasites can cause permanent harm to trees if not removed.

42 | P a g e

Quarter 3

LC 1.2 1.2 Understand sentence construction and proper English usage.

Read this sentence from paragraph 2.

I see the park going to school every day.

Which is the best way to write this sentence? A. Every day I see the park going to school. B. I see the park on the way to school every day. C. Every day I see the park on my way to school. D. I see the park every day going to school.

LC 1.3 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction and syntax.

*How should the first sentence of paragraph 4 be written? A. The club challenges other groups that use the park to do its part of organizing other fundraising events. B. The club challenges other groups are using the park to do their part by organizing other fund-raising events. C. The club challenges other groups using the park in doing their share of organizing other fund-raising events. D. The club challenges other groups that use the park to do their part by organizing other fundraising events.

LC 1.4 1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

Read this sentence.

Outcault called his cartoon At the Circus in Hogan’s Alley, but it was better known as The Yellow Kid.

What is the correct way to write the underlined words?

A. At the circus in Hogan’s Alley, B. At The Circus In Hogan’s Alley,

C. At The Circus in Hogan’s Alley, D. Leave as is.

Revised July 2011 43 | P a g e

Test Security Protocols of Subject Area Standards Assessments

In order to protect the validity and integrity of our Subject Area Standards Assessments, appropriate and ethical testing practices are necessary. It is essential that everyone understand the crucial need for test security so we may ensure that trends in achievement results can be calculated accurately across years. The issue of test security is also important as we aspire for a much-improved CST correlation.

The following protocols shall guide handling and administration of ALL Subject Area Standards Assessments:

1. Before the assessment, items should not be used for review, quizzes, or warm ups. There is to be no prior exposure to any part of the Subject Area Standards Assessment with the sole exception of the ELA On-Demand narrative (not the prompt).

2. Students may not take a test home under any circumstances.

3. Subject Area Standards Assessments should not be used for the creation of

formatives. Answer keys will not be made available to pupils under any circumstance.

4. Assessment scantrons should remain free of staples, wrinkles, folding, crumpling,

etc. This ensures that the scores can be read accurately and without compromise.

5. After the test is administered, scores returned, and the testing window is closed, teachers may go over the test, particularly the items students found challenging, to address misconceptions as well as to re-teach. Also, teachers may use diagrams, tables, graphs, narratives, primary sources from the test to emphasize some test taking strategies in anticipation of the CST.

It is everyone’s responsibility to maintain test security. We appreciate your commitment towards this endeavor.


COMMON EXPECTATIONS FOR HIGH SCHOOL On-DEMAND TESTS:

1. THIS TEST WILL NOT BE USED FOR TEACHER EVALUATION PURPOSES. 2. ITS PURPOSE IS TO ASSURE THAT ALL STUDENTS HAVE ACCESS TO THE

MOST CRITICAL SKILLS AND KNOWLEDGE AT GRADE LEVEL. 3. DATA SHOULD BE USED TO FACILITATE RETEACHING OF KEY SKILLS/

STANDARDS.

Pre-testing Protocol: 1. Teachers should review the rubric with students during instructional time. 2. The reading material should be distributed at least 45 minutes before the essay test but can be

distributed the previous class session. 3. Teacher is not to read or discuss selection with students or provide any assistance with comprehension

or vocabulary. 4. Students are not to use dictionary or reference materials during the essay testing time. 5. Students may write on their reading material and use these notes on the essay test. 6. They may not bring or make separate notes. 7. The only materials the students will be allowed to have on the testing day are:

a. prompt, b. reading material, c. essay-writing paper (binder paper or teacher-made), and d. blue or black ink pen or pencil as mandated by instructor.

Test Procedures:

1. Students will have 45 minutes to complete essay test. 2. Absent or excessively tardy (your discretion) students must make up the test at a later date.

Essay Requirements:

1. Introductory paragraph 2. At least one body paragraph with textual evidence and analysis 3. Concluding paragraph 4. Reminder: students are to focus on one character trait or one theme ONLY. 5. Students who write about more than one trait or theme will be considered off topic. 6. Non-Scorable = Blank, Written/Spoken in a language other than English, Off-Topic, Illegible or

Unintelligible.


9th Grade On Demand Character Analysis Writing Prompt

Directions Write clearly and neatly in either black or blue ink. You may use only the notes that you wrote on the short story itself. You may NOT consult with a teacher or another student, and you may not use a dictionary or any

other resource.

Scoring Your writing will be scored on how well you

discuss the quality or personality trait demonstrated by one of the characters. provide evidence from the work to support your ideas. meet all criteria as stated in the rubric.

Read the following writing task. You must write about this topic.

When you write your paper, remember to

write a clear and appropriate thesis. support all main ideas with evidence from the literary work. use correct grammar, spelling, punctuation and capitalization. evaluate the authors’ use of literary devices such as diction and figurative language on the theme. use appropriate quotations within your paper.

Writing a Character Analysis Paper Writing Situation: Think about the people you know or have heard or read about. You may discover that many people are honest or deceitful, selfish or unselfish, lazy or hard working. Writing Directions: In the short story you read, the characters display some of the qualities that you may see in the people you know or have read about. Identify one quality or personality trait that one of the characters in this story consistently demonstrates. Write an essay using textual evidence and analysis to prove that the character you chose demonstrates that trait.

Literary Response and Analysis (Plot Development)

Because this is an On Demand assessment, the writing situation and directions will be provided on the day the assessment is administered. Writing Situation: Writing Directions:


9th Grade Character Analysis Story

Gentleman of Río En Medio

by Juan A. Sedillo

TEXT NOTES

It took months of negotiation to come to an understanding with

the old man. He was in no hurry. What he had the most of was time.

He lived up in Rio en Medio, where his people had been for hundreds

of years. He tilled the same land they had tilled. His house was small

and wretched, but quaint. The little creek ran through his land. His

orchard was gnarled and beautiful.

The day of the sale he came into the office. His coat was old,

green, and faded. He also wore gloves. They were old and torn and

his fingertips showed through them. He carried a cane, but it was only

the skeleton of a worn-out umbrella. Behind him walked one of his

innumerable kin—a dark young man with eyes like a gazelle.

The old man bowed to all of us in the room. Then he removed

his hat and gloves, slowly and carefully. Then he handed his things to

the boy, who stood obediently behind the old man’s chair.

There was a great deal of conversation about rain and about his

family. He was very proud of his large family. Finally we got down

to business. Yes, he would sell, as he had agreed, for twelve hundred

dollars, in cash. We would buy, and the money was ready. “Mr.

Anselmo,” I said to him in Spanish, “we have made a discovery. You

remember that we sent that surveyor, that engineer, up there to survey

your land so as to make the deed. Well, he finds that you own more

than eight acres. He tells us that your land extends across the river

and that you won almost twice as much as you thought.” He didn’t

know that. “And now, Mr. Anselmo, : I added, “these Americans are

good people, and they are willing to pay you for the additional land as

well, at the same rate pre acre, so that instead of twelve hundred

dollars you will get almost twice as much, and the money is here for

you.”

The old man hung his head for a moment in thought. Then he

stood up and stared at me. “Friend,” he said, “I do not like to have

you speak to me in that manner.” I kept still and let him have his say,

“I know these Americans are good people, and that is why I have

agreed to sell to them. But I do not care to be insulted. I have agreed

to sell my house and land for twelve hundred dollars and that is the

price.”

I argued with him but it was useless. Finally he signed the

deed and took the money but refused to take more than the amount

agreed upon. Then he shook hands all around, put on his ragged

gloves, took his stick, and walked out with the boy behind him.

A month later my friends had moved into Rio en Medio. They


had replastered the old adobe house, pruned the trees, patched the

fence, and moved in for the summer. One day they came back to the

office to complain. The children of the village were overrunning

their property. They came every day and played under the trees, built

little play fences around them, and took blossoms. When they were

spoken to, they only laughed and talked back good-naturedly in

Spanish.

I sent a messenger up to the mountains for Mr. Anselmo. It

took a week to arrange another meeting. When he arrived he repeated

his previous preliminary performance. He wore the same faded long

coat, carried the same stick and was accompanied by the boy again.

He shook hands all around, sat down with the boy behind his chair,

and talked about the weather. Finally I broached the subject. “Mr.

Anselmo, about the ranch you sold to these people. They are good

people and want to be your friends and neighbors always. When you

sold to them you signed a document, a deed, and in that deed you

agreed to several things. One thing was that they were to have the

complete possession of the property. Now, Mr Anselmo, it seems that

every day the children of the village overrun the orchard and spend

most of their time there. We would like to know if you, as the most

respected man in the village, could not stop them from doing so in

order that these people may enjoy their new home more in peace.”

Mr. Anselmo stood up. “We have all learned to love these

Americans,” he said, “because they are good people and good

neighbors. I sold them my property because I knew they were good

people, but I did not sell them the trees in the orchard.”

This was bad. “Mr. Anselmo,” I pleaded, “when one signs a

deed and sells real property one sells also everything that grows on the

land, and those trees, every one of them, are on the land and inside the

boundaries of what you sold.”

“Yes, I admit that,” he said. “You know,” he added, “I am the

oldest man in the village. Almost everyone there is my relative and all

the children of Rio en Medio are my nephews, nieces, and

grandchildren, my descendants. Every time a child has been born in

Rio en Medio since I took possession of that house from my mother I

have planted a tree for that child. The trees in that orchard are not

mine, sir, they belong to the children of the village. Every person in

Rio en Medio born since the railroad came to Santa Fe owns a tree in

that orchard. I did not sell the trees because I could not. They are not

mine.”

There was nothing we could do. Legally we owned the trees

but the old man had been so generous, refusing what amounted to a

fortune for him. It took most of the following winter to buy the trees,

individually, from the descendants of Mr. Anselmo in the valley of

Rio en Medio.


Character Analysis Rubric

STANDARDS

COMMENDABLE (4) PROFICIENT (3) APPROACHING STANDARD (2) NON-PROFICIENT (1)

PROFICIENT(PASSING) NON-PROFICIENT(NOT-PASSING)

I.)

AS

SIG

NM

EN

T

/ T

OP

IC

WRITING: 1.0

Clearly addresses all parts of the

writing task (including format

requirements).

Addresses all parts of the writing task

(including format requirements).

Minimally addresses all parts

of the writing task (including

format requirements).

Addresses only parts of the

writing task (including format

requirements).

II.)

LIT

ER

AR

Y

AN

AL

YS

IS

(CH

AR

AC

TE

R)

WRITING: 2.2,

3.4, B & D

Thoroughly supports important

ideas & viewpoints through

accurate & detailed references

to the text or to other works;

through expert analysis;

thoroughly assesses impact of complexities of the text.

Supports important ideas &

viewpoints through accurate &

detailed references to the text or to

other works through convincing

analysis; assesses impact of

complexities of the text.

Minimally supports important


some references to the text or

to other works; incomplete

assessment of complexities

within the text.

Fails to support important


references to the text or to

other works; little or no

reference on assessment of

complexities within the text.

III.

) T

HE

SIS

&

OR

GA

NIZ

AT

ION

WRITING: 1.1

Provides a meaningful thesis;

demonstrates a consistent tone, focus, & purposeful control of

organization of the significant

ideas.

Provides a thesis, demonstrates a consistent tone, focus, & control of

organization.

May provide a weak thesis; demonstrates an inconsistent

tone, focus, & little control of

organization.

Lacks a thesis.

IV.)

EV

IDE

NC

E /

SU

PP

OR

T

WRITING: 1.4,

1.6, 2.2 B & C

READING: 2.4,

2.5, 3.3, 3.9

Thoughtfully supports the

thesis & main ideas with

specific well-developed details

& examples; including author’s

reference to character’s

examples traits.

Supports the thesis & main ideas with

specific details & examples;

including author’s reference to

character’s examples traits.

Supports the thesis & main

ideas with limited details &/or

examples, limiting author’s

reference to character’s

examples traits.

Fails to support ideas with

details &/or examples, lacking

author’s reference to

character’s examples traits.

V.)

SE

NT

EN

CE

TY

PE

S &

LA

NG

UA

GE

WRITING: 1.2,

1.9

CONVENTIONS: 1.2, 1.3

Uses a variety of sentence types,

uses precise, descriptive

vocabulary, & demonstrates a

clear awareness of audience.

Uses a variety of sentence types, uses

some descriptive vocabulary, &

demonstrates a general awareness of

audience.

Uses a minimal variety of

sentence types; uses basic,

predictable vocabulary, &

demonstrates limited

awareness of audience.

Lacks a variety of sentence

types, uses limited vocabulary,

& may demonstrate a lack of

awareness of audience.

VI.

)

CO

NV

EN

TIO

NS

OF

TH

E

EN

GL

ISH

LA

NG

UA

GE

CONVENTIONS: 1.1 - 1.5

Contains few, if any, errors in grammar, punctuation, spelling,

capitalization & usage.

May contain some errors in grammar, punctuation, spelling, capitalization &

usage, which do not interfere with the

reader's understanding of the essay.

Contains several errors in

grammar, punctuation, spelling, capitalization &

usage, which may interfere

with the reader's

understanding of the essay.

Contains serious and/or

frequent errors in grammar, punctuation, spelling,

capitalization & usage, which

interfere with the reader's

understanding of the essay.

VII.)

OVERALL

SCORE

WRITING

APPLICATIONS

2.2

Score: Comments:


9th Grade Compare and Contrast Career Research Paper

Format Requirements

Minimum 1,500 words (as directed by state standards). Typed or written neatly and clearly in black or blue ink. If typed, double spaced with standard 1 inch margins on all sides (using Times New Roman, size 12 font). Minimum of five (5) sources to be used. Works cited page required following MLA format. Must include at least one parenthetical (in-text) citation for each source listed in works-cited page.

Scoring Your writing will be scored on how well you

Compare and contrast two sides of the chosen issue. Support all ideas from research. Meet all criteria as stated in the rubric.

When you write your paper remember:

Write a clear and appropriate thesis. Support all main ideas with evidence from your research. Use correct grammar, spelling, punctuation and capitalization. Use appropriate quotations within your paper. Cite all sources.

Resources:

In addition to the school and public libraries (www.saclibrary.org), there are many online resources you may wish to use. Here are a few websites you might consult:

http://www.cacareerzone.org http://www.bls.gov/oco/ http://www.bls.gov/k12/ http://careerplanning.about.com/ http://www.collegegrad.com/careers http://www.careeroverview.com/ Law Careers - http://www.abanet.org/yld/chooselaw/home.shtml Health Careers - http://www.explorehealthcareers.org/en/Index.aspx Federal Careers - http://federaljobs.net/index.html

Military Careers - http://www.careersinthemilitary.com

Writing Situation: Think about the careers that interest you. Perhaps you have thought about becoming an architect, veterinarian, model, photographer, computer engineer, or videogame designer. There are many careers to choose from. Deciding which career is best is a big decision. In order to make the best choice, we often have to research our options. Writing Directions: Choose two careers that interest you. Research these careers using a variety of sources. Write an essay comparing and contrasting these two careers on a variety of issues (salary, education required, work environment, etc.), and evaluate which career would be best for you.


Career

Research Paper STANDARDS

COMMENDABLE(4) PROFICIENT(3) APPROACHING STANDARDS(2) NON-PROFICIENT(1)

PROFICIENT(PASSING) NON-PROFICIENT(NOT PASSING)

I.)

AS

SIG

NM

EN

T

/ T

OP

IC

WRITING: 1.7


Clearly addresses all parts of the

writing task (including format requirements)

Addresses all parts of the writing task

(including format requirements)

Minimally addresses all parts of

the writing task (including format requirements)

Addresses only parts of the writing task

(including format requirements)

II.)

EX

PO

SIT

OR

Y R

ES

EA

RC

H

PA

PE

R (

CA

RE

ER

SE

AR

CH

)

WRITING: 2.3

A, B, C & E

READING: 2.2,

2.5, 3.5

Includes compelling and detailed

background information that orients the reader; synthesizes, connects, analyzes & extends information

using 5 or more sources, 1 of which may be primary source interview &

no more than 2 of which are internet sources; demonstrates

understanding of documentation

format & contains few, if any errors

Includes detailed background information

that orients the reader; synthesizes, connects & analyzes information using 3 or more written sources; demonstrates an understanding of documentation format.

Includes background information

that orients the reader; synthesizes & connects

information using 3 or more sources; demonstrates basic

understanding documentation format, cornation but may not

exhibit complete control

Does not include background

information that orients the reader; fails to synthesize & connect information

from more than 1 source; fails to demonstrate basic understanding of

documentation format & exhibit control

III.

) T

HE

SIS

&

OR

GA

NIZ

AT

IO

N

WRITING: 1.1

Provides a meaningful thesis, demonstrates a consistent tone focus, & purposeful control of

organization

Provides a thesis, demonstrates a consistent tone, focus, & control of

organization

Provides a thesis, but demonstrates an inconsistent

tone, focus, & little control of organization

Provides a weak, if any, thesis, demonstrates little or no consistency of tone, focus, & little or no control of

organization

IV.)

EV

IDE

NC

E /

SU

PP

OR

T

WRITING: 1.4,

1.5, 1.6, 2.3 A, B,

C & E

READING: 2.4,

2.5, 3.5

Thoughtfully supports the thesis & main ideas with specific, well-developed details & examples

Supports the thesis & main ideas with specific details & examples

Supports the thesis & main ideas with limited details &/or

examples

Fails to support ideas with details &/or examples

V.)

SE

NT

EN

CE

TY

PE

S &

LA

NG

UA

GE

WRITING: 1.2,

1.9


Provides a variety of sentence types, uses precise, descriptive

vocabulary, & demonstrates a clear

sense of audience

Provides a variety of sentence types, uses some descriptive vocabulary, &

demonstrates a general sense of audience

Provides a minimal variety of sentence types, uses basic, predictable vocabulary, &

demonstrates little sense of audience

Lacks a variety of sentence types; uses limited vocabulary, &/or demonstrates

no sense of audience

VI.

)

CO

NV

EN

TIO

NS

OF

TH

E

EN

GL

ISH

LA

NG

UA

GE

CONVENTIONS: 1.1 - 1.5

Contains few, if any, errors in grammar, punctuation, spelling,

capitalization & usage

May contain some errors in grammar, punctuation, spelling, capitalization & usage, which do not interfere with the

reader's understanding of the essay

Contains several errors in grammar, punctuation, spelling, capitalization & usage, which may interfere with the reader's

understanding of the essay

Contains serious errors in grammar, punctuation, spelling, capitalization &

usage, which do interfere with the reader's understanding of the essay

VII.) OVERALL

SCORE

WRITING

2.3

Score: Comments:


9th Grade Expository Speech

Situation: The expository speech must inform about a subject using research as part of the support. The purpose should NOT to persuade. The object of this speech is to inform the audience. Directions: Choose a subject keeping in mind the requirements of the speech, the purpose and the audience. Prepare a speech to inform the audience about your topic. CHARACTERISTICS OF AN EXPOSITORY SPEECH

Tell about a process, a person, or item. Give information so that the audience can understand the speaker’s perspective. Entertain the audience enough to keep its interest, but not to distract from what is being said.

GENERAL TOPIC IDEAS 1. A simple subject like spiders, bananas, chocolate, the Ninja, the Air Force, cereal…

2. Diseases like epilepsy, diabetes, alcoholism or mental diseases like schizophrenia, depression, and anorexia.

3. Scientific topics like fusion, fission, or hydroponics.

4. Active hobbies like hang-gliding, snowboarding, or training dogs.

5. Arts or crafts like origami, juggling, tie-dying, and karate.

6. Collections like baseball cards, stamps, and comic books.

7. Humanistic topics like handwriting analysis, astrology, and color analysis.

8. Defining or describing topics like “three types of child abuse” or “thrash funk music”.

9. A tradition or practice from your culture.

10. A famous person or an historical event.

SPEECH REQUIREMENTS

Three (3) note cards – notes on the front side only.

Sources must be identified in the speech.

The speech must be between 3 and 5 minutes in length.

Outline must be turned in for review prior to the speech.

Works Cited page must be turned in for review prior to the speech.

Visual aids (props, graphs, poster, electronic media, etc.).


9th Grade Expository Speech Rubric

STANDARDS COMMENDABLE(4) PROFICIENT(3) APPROACHING STANDARDS(2) NON-PROFICIENT(1)

PROFICIENT (PASSING) NON-PROFICIENT (NOT PASSING)

I.)

ASSIG

NM

EN

T

/ T

OP

IC

LISTENING & SPEAKING

STRATEGIES: 1.1-1.9

Clearly addresses all parts of the task (including format requirements). Length is 3-5 minutes.

Addresses all parts of the task (including format requirements). Length is at least 2.5 minutes, or over 5 minutes.

Addresses only parts of the task (including format requirements). Length is at least 1 minute, but less than 2.5 minutes.

Does not address or address only one part of the task (including format requirements). Length is less than 1 minute.

II.)

EX

PO

SIT

OR

Y SP

EE

CH


STRATEGIES: 1.4 APPLICATIONS:

2.5C, 2.5D

Uses appropriate & clever technique for developing the introduction & conclusion (i.e. attention-getter: quotation, question, anecdote, etc.); includes appropriate & creative visual aides to organize & display information which thoughtfully support and clarify; anticipates & clearly addresses the listener’s potential misunderstandings, biases & expectations; uses technical terms & notations accurately.

Uses appropriate technique for developing the introduction & conclusion (i.e. attention-getter: quotation, question, anecdote, etc.); includes appropriate visual aides to organize & display information which support and clarify; anticipates & addresses the listener’s potential misunderstandings, biases & expectations; uses technical terms & notations.

Attempts use of a technique for developing the introduction & conclusion (i.e. attention-getter: quotation, question, anecdote, etc.); includes visual aides to organize & display information which minimally supports and clarifies; anticipate & address the listener’s potential misunderstandings, biases & expectations; attempts use technical terms & notations.

Lack of technique for developing the introduction & conclusion; does not include visual aides to organize & display information that support and clarify; does not anticipate & address the listener’s potential misunderstandings, biases, & expectations; does not use technical terms & notations.

III.

) T

HE

SIS

& O

RG

AN

IZA

TIO

N


STRATEGIES: 1.3, 1.6

APPLICATIONS: 2.5A

Uses logical patterns of organization; thoughtfully presents and advances a clear thesis statement; creatively and appropriately conveys information and ideas from primary and secondary sources accurately and coherently; makes clear distinctions between the relative value and significance of specific data, facts, and ideas.

Uses logical patterns of organization; presents and advances a clear thesis statement; appropriately conveys information and ideas from primary and secondary sources accurately; makes distinctions between the relative value and significance of specific data, facts, and ideas.

Uses minimal organization; presents a thesis statement; Attempts to convey information and ideas from primary and secondary sources; attempts to distinguish between the relative value and significance of specific data, facts, and ideas.

Lacks a thesis statement; does not convey information and ideas from primary and secondary sources; does not make distinctions between the relative value and significance of specific data, facts, and ideas


IV.)

EV

IDE

NC

E /

SU

PP

OR

T


STRATEGIES: 1.1, 1.5, 1.6

APPLICATIONS: 2.5B

Effectively organizes information directly related to the topic and elaborates upon that information using original analysis; recognizes and uses multiple elements of classical speech forms (i.e. introduction, first and second transitions, body, conclusion); chooses various types of information appropriate to the topic (i.e. statistics, testimony, specific instances) that meet standard tests for information, including credibility, validity, and relevance; uses visual aids (i.e. props, graphs, and/or electronic media) to enhance the appeal and accuracy; provides convincing information that expands upon the thesis and related claims.

Organizes information directly related to the topic and elaborates upon that information; recognizes and uses elements of classical speech forms (i.e. introduction, first and second transitions, body, conclusion); chooses information appropriate to the topic (i.e. statistics, testimony, specific instances) that meet standard tests for information, including credibility, validity, and relevance; uses visual aids (i.e. props, graphs, and/or electronic media) to enhance the appeal and accuracy; provides convincing information that expands upon the thesis and related claims.

Attempts to organize information about the topic and inadequately explains that information; makes some use of classical speech forms (i.e. introduction, first and second transitions, body, conclusion); chooses types of information (i.e. statistics, testimony, specific instances) that inadequately meet standard tests for information, including credibility, validity, and relevance; uses visual aids (i.e. props, graphs, and/or electronic media) to enhance the appeal and accuracy; provides convincing information that expands upon the thesis and related claims.

Does not organize information about the topic; does not recognize or use elements of classical speech forms (i.e. introduction, first and second transitions, body, conclusion); does not choose types of information (i.e. statistics, testimony, specific instances) that meet standard tests for information, including credibility, validity, and relevance; does not use visual aids (i.e. props, graphs, and/or electronic media); does not provide information in support of thesis and related claims.

V.)

CO

NV

EN

TIO

NS O

F

PU

BL

IC S

PE

AK

ING


STRATEGIES: 1.9

Thoroughly analyzes the occasion and the interests of the audience and chooses effective verbal and nonverbal techniques: varies tone, inflection, rate, volume, and pitch of voice; enunciation is clear; eye contact is purposeful; speaker looks at audience throughout speech; gestures and movements are natural, effective and purposeful; no repetitive or nervous behavior is evident; evident practice and preparation results in a polished, professional presentation.

Analyzes the occasion and the interests of the audience and chooses effective verbal and nonverbal techniques: varies tone, inflection, rate, volume, and pitch of voice; enunciation is clear; eye contact is sustained; speaker may look at audience throughout speech; gestures and movements are natural and purposeful; occasional repetitive or nervous behavior may be evident; practice and preparation results in a polished presentation.

Attempts verbal and nonverbal techniques: and/or vary tone, inflection, rate, volume, and pitch of voice; enunciation is generally clear; eye contact is sporadic; speaker and/or look at audience throughout speech; gestures and movements are forced; repetitive or nervous behavior is evident; minimal evidence of practice and preparation.

Does not use verbal and nonverbal techniques: does not vary tone, inflection, rate, volume, and pitch of voice; enunciation is not clear; speaker does not look at audience; gestures and movements are distracting; repetitive or nervous behavior interferes with audience's understanding; no evidence of practice and preparation.

VI.

) C

ON

VE

NT

ION

S O

F T

HE

E

NG

LIS

H L

AN

GU

AG

E

WRITTEN & ORAL

ENGLISH LANGUAGE

CONVENTIONS: 1.1-1.5

Vis

ual A

id

Contains few, if any, errors in grammar, punctuation, spelling, capitalization & usage.

May contain some errors in grammar, punctuation, spelling, capitalization & usage; the errors do not interfere with the reader's understanding.

Contain several errors in grammar, punctuation, spelling, capitalization & usage; errors may interfere with the reader's understanding.

Contains serious errors in grammar, punctuation, spelling, capitalization & usage; errors interfere with the reader's understanding.

Ora

l C

om

pon

en

t Uses standard English and proper usage of diction.

Uses standard English and proper usage of diction with some minor errors.

Uses several instances of nonstandard English and inappropriate diction.

Uses nonstandard English to the point that it interferes with understanding.

OVERALL SCORE SPEAKING 2.2 Score: Comments:


ELA 9

Greek and Roman Root Words Master List

Root Sample Words Meaning of Roots

acro acrobat, acronym, acrophobia height; top

anthrop anthropology, misanthrope,

philanthropy

human

brev abbreviate, brief, brevity short

ced/cede/ceed/cess concede, proceed, recession, process yield; go

chrom chromatic, chromosome, polychrome,

monochromatic

color

cosm cosmos, cosmonaut, cosmopolitan universe

domin dominion, dominate, predominate master

dur durable, duration, enduring lasting

fer transfer, confer, ferry bear; bring; carry

form reform, format, formula, formalize form; shape

hydr/hydro/hydra hydrate, dehydration, hydrant water

meta metaphor, metamorphosis, metabolism beyond; change

meter/metr thermometer, speedometer, metric measure

mort immortal, mortuary, mortify, mortal death

nov innovate, nova, novice, renovate new

peri perimeter, periscope, periodontal around

pop population, popular, populate people

port portable, report, transportation, deport,

import, export

to carry

pos/posit/pon pose, dispose, deposit, position, ponder to place; put

sist/sta resist, consist, persist, stay, status,

stable, stationary

stand

sol/soli soliloquy, solitude, desolate alone

soph philosopher, sophisticated, sophism wise

tact/tang tangible, tangent, intangible, tactile touch

temp/tempo temporary, temporal, tempo,

contemporary

time

trans transcontinental, transgression,

transfer, transport

across

turb turbulence, turbine, perturb, disturb whir; stir

vit/viv vital, vivacious, vivid, vitamin life

voc/vok vocal, provoke, vocation, advocate call


COMPREHENSIVE LIST OF AFFIXES

Prefixes

7th

8th

9th

10th

11th

bi- ad- circum- com- cent-

ex- an- con- counter-/contra- hyper-

for-/fore- anti-/ante- epi- equi- hypo-

hyper- co- hemi- magn- inter-

il-/im- de-/dis- mal- peri- intra-

in-/ir- extra- mid- retro- macro-

intro- mis- out- semi- micro-

mini- mono- over- sym- omni-

multi- per- para- ultra- quasi-

non- tele- poly-

pre-/post- un- pro-

re-

sub-

super-

trans-

Suffixes

7th

8th

9th

10th

11th

-ant/-ist/-ician -able/-ible -ate -ancy/-ency -acious

-ation -al/-ic/-ish -cy -ance/-ence -ade

-ative -ant/-ive/-some -fy/-ify -cide -arium

-en -arian -ile -ic -cy

-er/-est -ful/-ous -ion -ism -fy

-hood -ian -ish -oid -ice

-less -ment -ity -ular/-ulent -uous

-ly/-ily -ness -ive

-tude -ous -ize

-ways -some

-wise -ure

-ward


CALIFORNIA STANDARDS TESTS GRADE 9 ENGLISH-LANGUAGE ARTS

(Blueprints adopted by the State Board of Education 10/02)

CALIFORNIA CONTENT STANDARDS: READING # of

Items %

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.

8 11%

1.1 Vocabulary and Concept Development: Identify and use the literal and figurative meanings of words and understand word derivations.

5

1.2 Vocabulary and Concept Development: Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words.

2

1.3 Vocabulary and Concept Development: Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word “narcissistic” drawn from the myth of Narcissus and Echo).

1

2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Readings in Literature, Grades Nine Through Twelve (1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, online information. In grades nine and ten, students make substantial progress toward this goal.

18 24%

2.1 Structural Features of Informational Materials: Analyze the structure and format of functional workplace documents, including the graphics and headers and explain how authors use the features to achieve their purposes.

2

2.2 Structural Features of Informational Materials: Prepare a

bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

2

2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: Generate relevant questions about readings on issues that can be researched.

2



Items %

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

2

2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

NA*

2.6 Comprehension and Analysis of Grade-Level-Appropriate Text: Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and access guides World Wide Web sites on the Internet).

2

2.7 Expository Critique: Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

4

2.8 Expository Critique: Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).

4

3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. The selections in Recommended Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students.

16 21%

3.1 Structural Features of Literature: Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue).

1

3.2 Structural Features of Literature: Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

2

3.3 Narrative Analysis of Grade-Level-Appropriate Text: Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot.

2



Items %

3.4 Narrative Analysis of Grade-Level-Appropriate Text: Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

1

3.5 Narrative Analysis of Grade-Level-Appropriate Text: Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work.

2

3.6 Narrative Analysis of Grade-Level-Appropriate Text: Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks).

1

3.7 Narrative Analysis of Grade-Level-Appropriate Text: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.

2

3.8 Narrative Analysis of Grade-Level-Appropriate Text: Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text.

1

3.9 Narrative Analysis of Grade-Level-Appropriate Text: Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text.

1

3.10 Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.

1

3.11 Literary Criticism: Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (Aesthetic Approach).

1

3.12 Literary Criticism: Analyze the way in which a work of literature is related to the themes and issues of its historical period (Historical Approach).

1


CALIFORNIA CONTENT STANDARDS: WRITING # of

Items %

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions.

13 17%

1.1 Grammar and Mechanics of Writing: Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens).

3

1.2 Grammar and Mechanics of Writing: Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

3

1.3 Grammar and Mechanics of Writing: Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.

3

1.4 Manuscript Form: Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

3

1.5 Manuscript Form: Reflect appropriate manuscript requirements, including.

1

1) title page presentation, 1/3**

2) pagination, 1/3**

3) spacing and margins, and 1/3**

4) integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.

NA*

1.0 WRITING STRATEGIES: Students write coherent and focused essays that convey a well-defined perspective and tightly-reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed.

20 27%

1.1 Organization and Focus: Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

3

1.2 Organization and Focus: Use precise language, action verbs,

sensory details, appropriate modifiers, and the active rather than the passive voice.

3


CALIFORNIA CONTENT STANDARDS: WRITING # of

Items %

1.3 Research and Technology: Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.

2

1.4 Research and Technology: Develop the main ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).

2

1.5 Research and Technology: Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

2

1.6 Research and Technology: Integrate quotations and citations into written text while maintaining the flow of ideas.

NA*

1.7 Research and Technology: Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., the Modern Language Association Handbook, The Chicago Manual of Style).

2

1.8 Research and Technology: Design and publish documents by using advanced publishing software and graphic programs.

NA*

1.9 Evaluation and Revision: Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

6

TOTALS 75 100%

* Not assessable in multiple-choice format

© California Department of Education


Sources: STAR CST Blueprints 2002 CDE: http://www.cde.ca.gov/ta/tg/sr/documents/ela1105.doc CAHSEE Blueprints 2003 ETS: http://www.ets.org/Media/Tests/CAHSEE/pdf/Interpreting_CAHSEE_Scores_2005-06.pdf CDE: http://www.cde.ca.gov/ta/tg/hs/resources.asp

Compiled by TRUSD Curriculum and Instruction- ELA Secondary Division October, 2008 GGTORRES

CST and CAHSEE Comparison Chart

STRAND/REPORTING CLUSTER

NUMBER & PERCENTAGE OF MULTIPLE CHOICE QUESTIONS in GRADES 2nd -11th

CST Compared to CAHSEE

2nd 3rd 4th 5th 6th 7th 8th 9th 10th CAHSEE 11th

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT

22 / 34%

20 / 31%

18 / 24%

14 / 19%

13 / 17%

11/ 15%

9 / 12%

8 / 11%

8 / 11%

7 / 10%

8 / 11%

2.0 READING COMPREHENSION

15 / 23%

15 / 23%

15 / 20%

16 / 21%

17 / 23%

18 / 24%

18 / 24%

18 / 24%

18 / 24%

18 / 25%

19 / 25%

3.0 LITERARY RESPONSE AND ANALYSIS:

6/ 9%

8/ 12%

9/ 12%

12/ 16%

12/ 16%

13 / 17%

15 / 20%

16 / 21%

16 / 21%

20 / 28%

17 / 23%

1.0 WRITING STRATEGIES

8 / 12%

9 / 14%

15/ 20%

16 / 23%

17 / 23%

17 / 23%

17 / 23%

20 / 17%

20 / 17%

12 / 17%

22 / 29%

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

14 / 22%

13 / 20%

18 / 24%

17 / 21%

16 / 21%

16 / 21%

16 / 21%

13 / 27%

13 / 27%

15 / 20%

9 / 12%

TOTAL 65 /

100% 65 /

100% 75 /

100% 75 /

100% 75 /

100% 75 /

100% 75 /

100% 75 /

100% 75 /

100% 72 /

100% 75 /

100%