english language arts curriculum grades 9-10€¦ · • “thank you ma’am” examine...

2011

Middletown Public Schools Curriculum Writers: Lisa Clark, John Cunic, Robin Fricchione, Susan Fitzmorris, Susan Petti, Chris Richards, Michele Smith, and Laura Yentsch 6/1/2011

ENGLISH LANGUAGE ARTS CURRICULUM

GRADES 9-10

ENGLISH LANGUAGE ARTS CURRICULUM GRADES 9-10

Curriculum Writers: Lisa Clark, John Cunic, Robin Fricchione, Susan Fitzmorris, Susan Petti, Chris Richards, Michele Smith, and Laura Yentsch

2/24/2012 MIDDLETOWN PUBLIC SCHOOLS 1




STANDARDS Book Chapter BENCHMARKS

Middletown Public Schools INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT

EVIDENCE 1. READING

1.1 Comprehension

1.1.1 Use a range of self-monitoring and self-correction approaches

e.g.

• rereading

• adjusting rate

• sub-vocalizing

• consulting resources

• questioning

• using flexible note taking/mapping systems

• skimming, scanning. R–10–12.1

1.1.2 Use comprehension strategies (flexibly and as needed) before,

during, and after reading literary and informational text. e.g.

• using prior knowledge

• summarizing

• predicting and making text based inferences

• determining importance

• generating literal, clarifying, inferential, analysis,

synthesis, and evaluative questions

• constructing sensory images (e.g., making pictures in one’s

mind)

• making connections (text to self, text to text, and text to

world)

• taking notes

• locating and using text discourse features and elements to

support inferences and generalizations about information

(e.g. vocabulary, text structure, evidence, format, use of

language, arguments used)

• using cues for text structures (e.g., chronological,

cause/effect, compare/contrast, proposition and support,

description, classification, logical/sequential. R-10-13

Models the following reading strategies


• sampling a page for readability

• summarizing

• predicting and making text based

inferences • determining importance

• generating literal, clarifying, and

inferential questions

• constructing sensory images (making

pictures in one’s mind)

• making connections (text to self, text to text, and text to world)

• taking notes

• locating, using and analyzing text features e.g. transition words,

subheadings, bold/italicized

• using text structure clues, e.g. chronological, cause/effect,

compare/contrast, proposition and

support, description, classification, logical sequential

• using metacognition strategies for

understanding text

Facilitates comprehension strategies

• making connections

• questioning

• visualizing

• inferring • determining importance

• synthesizing information

• self-monitoring or fix-up • predicting

• summarizing

Models the use of graphic organizers:

• sequence organizers cause and effect

(chains, cycle), • concept development (mind map),

• compare/contrast organizers (Venn

diagrams, comparison charts),

• organizers (word web, concept map), • evaluation organizers (charts, scales),

• categorize/classify organizers

(categories, tree) • relational organizers (fish bone, pie

chart)

Textbook Grade 9

• Elements of Literature, 3rd

Course, Holt

Grade 10

• Literature, Platinum, 4th

Edition, Prentice Hall

Core Books Lexile rates 1080-1305

LITERATURE

Grade 9

• “Marigolds” • “Thank you Ma’am”

• “The Gift of the Magi”

• “The Interlopers” • “The Most Dangerous Game”

• “The Sniper”

• Great Expectations

• Odyssey

• Of Mice and Men

• Romeo and Juliet SUGGESTED GRADE 9

• A Man Named Poe • A Separate Peace • Animal Farm • Ethan Frome

• House on Mango Street • Walk Two Moons (Lit Lab/

Foundations) • Walkabout (Lit

Lab/Foundations)

• Wish You Well

Grade 10

• Falling Leaves (Chinese

Cinderella) • Julius Caesar

• Lord of the Flies

• Oedipus Rex SUGGESTED GRADE 10

• A Doll House • Antigone

REQUIRED

COMMON

ASSESSMENTS Essential Question

• How does literature reveal truths about the

human condition?

Guiding Questions

• How do writers craft a

good story

• How do writers produce a good report?

Common Prompts • Narrative (portfolio)

based on an image –

Write the story that you imagine (grade 9) Grade TBA

• Persuasive – Write a persuasive essay on a topic upon which you have a strong opinion (grade 9) Grade TBA

• Informational-

Investigating a research question, write an I-search paper (portfolio) (grade 9) Grade TBA

• Responding to

informational text –

Write a cause and effect

explanation with

supporting evidence about a science or health

topic p. 134 (grade 9)

Grade TBA • NWEA Tests

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE

ASSESSMENTS • Anecdotal records







EVIDENCE

Models readers’/writers’ workshop

Employs best practice reading strategies

• read aloud

• think aloud • shared reading

• guided reading

• self-selected reading

Facilitates

• literature circles • readers’ theater

• The Joy Luck Club

• The Sound of Waves

• Things Fall Apart

INFORMATIONAL

Grade 9

• Night to Remember • Textbook, Holt

Grade 10

• Textbook, Holt

Supplementary

books/material • 7 Keys to Comprehension: How

to Help Your Kids Read It and

Get It, Zimmermann, Hutchins

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Formative Assessment and

Standards-Based Grading,,

Classroom Strategies That Work, Marzano

• Grade Level and Grade Span Expectations for English Language Arts

• Literature Circles, Daniels • MLA Handbook • Mosaic of Thought, Keene,

Zimmerman

• Rhode Island PreK-12 Literacy Policy

• Strategies that Work, Non

Fiction Matters, Harvey

Technology • Computers

• LCD projectors • Smartboards

• www.ride.ri.gov

• www.corestandards.org

• www.commoncore.org/maps

• Exhibits

• Interviews

• Graphic organizers

• Journals

• Multiple Intelligences

assessments e.g. role

playing – bodily

kinesthetic, graphic

organizing – visual, collaboration-

interpersonal

• Oral presentations

• Performance/problem-based tasks

• Rubrics • Arguments

• Informative

• Narrative • Oral

communication

• Tests and quizzes

• Writing

• Arguments

• Informational

• Narrative

• Research • Responding to

literary and

informational text

1 READING –

LITERATURE

Students




Textbook Grade 9

REQUIRED

COMMON







EVIDENCE

1.2 Key Ideas and

Details

1.2.1 Cite strong and thorough textual evidence to support analysis

of what the text says explicitly as well as inferences drawn

from the text. (RL.9-10.1)

• Explain and support logical predictions or logical outcomes

(e.g., drawing conclusions based on interactions between

characters or evolving plot). (state assessment) R–10–5.1

Grade 9

o Of Mice and Men, e.g. Curley doesn’t like big

fellas, foreshadows fight with Lennie

Grade 10

o Oedipus Rex, climax when Oedipus receives

information from the shepherd; predict the

logical outcome

• Examine characterization (e.g., stereotype, antagonist,

protagonist), motivation, or interactions (including

relationships), citing thoughts, words, or actions that reveal

character traits, motivations, or changes over time. (state

assessment) R–10–5.2

Grade 9

o Great Expectations, e.g. How Pip’s feeling

about his family during childhood change

over time; “Thank you Ma’am” Roger’s

thoughts and feelings how they changed

feelings toward Ms. Jones

Grade 10

o Julius Caesar, what motivates conspirators

• Make inferences about cause/effect, internal or external

conflicts e.g.,

o person versus self, e.g. “The Most Dangerous

Game” (9)

o person versus person, e.g. “The Most Dangerous

Game” (9)

o person versus nature/society/fate) e.g. Oedipus

• summarizing


inferences




• constructing sensory images (making pictures in one’s mind)

• making connections (text to self, text

to text, and text to world)

• taking notes

• locating, using and analyzing text

features e.g. transition words, subheadings, bold/italicized

• using text structure clues, e.g.

chronological, cause/effect, compare/contrast, proposition and

support, description, classification,

logical sequential • using metacognition strategies for

understanding text



• questioning • visualizing

• inferring



• self-monitoring or fix-up

• predicting • summarizing



(chains, cycle),

• concept development (mind map), • compare/contrast organizers (Venn


• organizers (word web, concept map), • evaluation organizers (charts, scales),


(categories, tree)

• relational organizers (fish bone, pie chart)



Course, Holt

• Elements of Language, 3rd

Course, Holt

Grade 10




LITERATURE

Grade 9

• “Marigolds”


• Holt

• Odyssey • Of Mice and Men

• Romeo and Juliet

• “Thank you Ma’am” • “The Gift of the Magi”

• “The Interlopers”

• “The Most Dangerous Game” • “The Sniper

SUGGESTED GRADE 9

• A Man Named Poe • A Separate Peace • Animal Farm • Ethan Frome • House on Mango Street

• Walk Two Moons (Lit Lab/


Lab/Foundations)

• Wish You Well

Grade 10

• Falling Leaves (Chinese Cinderella)

• Julius Caesar


• Oedipus Rex

SUGGESTED GRADE 10




• How does literature

reveal truths about the human condition?

Guiding Questions

• How do writers craft a good story

• How do writers produce

a good report? Common Prompts • Narrative (portfolio)

based on an image –Write the story that you imagine (grade 9) Grade TBA


• Informational-


• Responding to



explanation with

supporting evidence

about a science or health topic p. 134 (grade 9)


• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews







EVIDENCE

Rex, Lord of the Flies (10)

o the relationship among elements within text (e.g.,

describing the interaction among plot/subplots,

Romeo and Juliet). (state assessment) R–10–

5.3

1.2.2 Determine a theme or central idea of a text and analyze in detail

its development over the course of the text, including how it

emerges and is shaped and refined by specific details; provide an

objective summary of the text. (RL.9-10.2)

• Explain how the narrator’s point of view or author’s style is

evident and affects the reader’s interpretation. R–10–5.4

(state assessment)

Grade 9

o The Gift of Magi, how selflessness is shown

by the characters

Grade 10

o The Joy Luck Club, mother and daughter

relationship, cultural shift

• Explain how the author’s purpose (e.g., to entertain, inform

or persuade), message or theme (which may include

universal themes) is supported within the text. R–10–5.5

(state assessment)

Grade 9

o Of Mice and Men, fallacy of the American

dream, characters remain alienated

Grade 10

o Oedipus Rex, theme cannot change fate

• Paraphrase or summarize key ideas/plot, with major events

sequenced, as appropriate to text. R–10–4.2 (state

assessment)

Grade 9

o Great Expectations, How does Joe treat Pip

in the first stage of Pip’s expectation

Grade 10


• read aloud


• guided reading


Facilitates


• Antigone


• A Doll House

INFORMATIONAL

Grade 9


Grade 10

• Textbook, Holt

Supplementary










Zimmerman








• www.ride.ri.gov


• Journals


assessments e.g. role playing – bodily


organizing – visual,

collaboration-

interpersonal




• Informative


communication


• Writing • Arguments

• Informational

• Narrative

• Research

• Responding to

literary and

informational text







EVIDENCE o Lord of the Flies, What are some events

which show the children are becoming savage

1.2.3 Analyze how complex characters (e.g., those with multiple or

conflicting motivations) develop over the course of a text,

interact with other characters, and advance the plot or develop

the theme. (RL.9-10.3)

• Identify, describe or make logical predictions about

character (such as protagonist or antagonist), setting,

problem/solution, or plots/subplots, as appropriate to text.

R–10–4.1 (state assessment)

Grade 9

o Great Expectations, after stage one, what

do you predict will happen to Pip as he enters

London

Grade 10

o Lord of the Flies, will Jack and Ralph

maintain their coalition

• Identify any significant changes in character, relationships,

or setting over time. R–10–4.1 (state assessment)

Grade 9

o “The Interlopers” how does change in

setting affect its ending

Grade 10

o Julius Caesar the evolution of Brutus’ true

nature

• Identify rising action, climax, or falling action. R–10–4.1

(state assessment)

Grade 9

o “Thank you Ma’am” create plot chart of

Roger’s character

Grade 10

o Oedipus Rex, create plot chart of how

Oedipus solves who murdered his father







EVIDENCE • Examine characterization (e.g., stereotype, antagonist,

protagonist), motivation, or interactions (including

relationships), citing thoughts, words, or actions that reveal

character traits, motivations, or changes over time. R–10–

5.2 (state assessment)

Grade 9

o “Marigolds”, what motivates ‘Lizabeth to

plant her own marigolds

Grade 10

o Lord of the Flies, why does Ralph betray

Piggy

1. READING –

LITERATURE

1.3 Craft and

Structure

Students

1.3.1 Determine the meaning of words and phrases as they are used in

the text, including figurative and connotative meanings; analyze

the cumulative impact of specific word choices on meaning and

tone (e.g., how the language evokes a sense of time and place;

how it sets a formal or informal tone). (RL.9-10.4)

• Identify literary devices as appropriate to genre e.g., R–10–

4.5

o similes: Elements of Literature, Collection 7 (9)

o metaphors: Elements of Literature, Collection 7

o alliteration: Elements of Literature, Collection 7

o rhyme scheme: Elements of Literature, Collection 7

o onomatopoeia: Elements of Literature, Collection 7

o imagery: Elements of Literature, Collection 7

o repetition: Elements of Literature, Collection 7

o flashback: “The Joy Luck Club” (10), “Marigolds” (9)

o foreshadowing: “The Most Dangerous Game” (9)

o personification: Elements of Literature, Collection 7

o hyperbole: “The Gift of the Magi” (9)

o symbolism: Oedipus Rex (10)

o allusion: Romeo and Juliet (9)

o diction: “Thank You Ma’am” (9)




• summarizing • predicting and making text based

inferences

• determining importance • generating literal, clarifying, and




to text, and text to world) • taking notes


features e.g. transition words,






understanding text




• inferring

• determining importance • synthesizing information


Textbook Grade 9


Course, Holt


Course, Holt

Grade 10




LITERATURE

Grade 9

• “Marigolds”


• Holt • Odyssey

• Of Mice and Men

• Romeo and Juliet • “Thank you Ma’am”



• “The Most Dangerous Game”

• “The Sniper

SUGGESTED GRADE 9

• A Man Named Poe • A Separate Peace

REQUIRED

COMMON




Guiding Questions







• Informational-


• Responding to



explanation with







EVIDENCE

EL p.

166

o syntax: Great Expectations: (9) imitate sentence

structure

o bias: Lord of the Flies (10)

o point: “The Most Dangerous Game” (9)

• Select appropriate words or explaining the use of words in

context, including connotation or denotation, shades of

meanings of words/nuances, or idioms; or use of content-

specific vocabulary, words with multiple meanings, precise

language, or technical vocabulary. (state assessment)R–10–

3.2 3.2

1.3.2 Analyze how an author’s choices concerning how to structure a

text, order events within it (e.g., parallel plots), and manipulate

time (e.g., pacing, flashbacks) create such effects as mystery,

tension, or surprise. (RL.9-10.5)

• Demonstrate knowledge of author’s style or use of literary

elements and devices i.e.

o imagery: The Sound of Waves (10)

o repetition: Of Mice and Men (9)

o flashback: The Joy Luck Club (10)

o foreshadowing: “The Most Dangerous Game” (9)

o personification: Romeo and Juliet (9)

o hyperbole: Oedipus Rex, Antigone

o symbolism: Lord of the Flies (10)

o analogy: Elements of Language p. 868

o allusion: “Things Fall Apart” (10)

o diction: Great Expectations (9)

o syntax: Elements of Language p. 699-726

o use of punctuation:

to analyze literary works. (state assessment)R–10–6.1

1.3.3 Analyze a particular point of view or cultural experience

reflected in a work of literature from outside the United

States, drawing on a wide reading of world literature. (RL.9-

10.6)

• Explain how the narrator’s point of view or author’s style is

• predicting

• summarizing



(chains, cycle),



• organizers (word web, concept map),

• evaluation organizers (charts, scales),



chart)



• read aloud • think aloud

• shared reading

• guided reading • self-selected reading

Facilitates

• literature circles

• readers’ theater

• Animal Farm • Ethan Frome

• House on Mango Street



Lab/Foundations) • Wish You Well

Grade 10


Cinderella)

• Julius Caesar • Lord of the Flies

• Oedipus Rex

SUGGESTED GRADE 10


• The Joy Luck Club • Antigone


• A Doll House INFORMATIONAL

Grade 9 • Night to Remember

• Textbook, Holt

Grade 10 • Textbook, Holt

Supplementary






Standards-Based Grading,, Classroom Strategies That

Work, Marzano


• Literature Circles, Daniels • MLA Handbook

supporting evidence

about a science or health



• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals

• Multiple Intelligences assessments e.g. role

playing – bodily

kinesthetic, graphic organizing – visual,

collaboration-

interpersonal


• Performance/problem-

based tasks

• Rubrics

• Arguments

• Informative • Narrative

• Oral

communication


• Writing

• Arguments

• Informational • Narrative







EVIDENCE

evident and affects the reader’s interpretation. (state


Grade 9

o Great Expectations, Becoming a gentlemen. What does

that mean and what does that mean today?

Grade 10

o Lord of the Flies, how does the novel illustrate post

World War disillusionment

• Explain how the author’s purpose (e.g., to entertain, inform

or persuade), message or theme (which may include

universal themes) is supported within the text (state

assessment). R–10–5.5

Grade 9:

o “The Sniper” how does the sniper’s duty conflict with

his discovery at the end of the story?

Grade 10:

o Oedipus Rex, describe the struggle between fate and

free will?

• Mosaic of Thought, Keene,

Zimmerman





• LCD projectors

• Smartboards • www.commoncore.org/maps


• www.ride.ri.gov

• Research

• Responding to

literary and

informational text

1. READING –

LITERATURE

1.4 Integration of

Knowledge and

Ideas

Students

1.4.1 Analyze the representation of a subject or a key scene in two

different artistic mediums, including what is emphasized or

absent in each treatment (e.g., Auden’s “Musée des Beaux Arts”

and Breughel’s Landscape with the Fall of Icarus). (RL.9-10.7)

• Compare stories or other texts to related personal

experience, prior knowledge, or to other books. (R–10–16.1

Grade 9

o Romeo and Juliet, text vs. movie, balcony/pool scene

Grade 10

o Julius Caesar, compare various mediums and





inferences










Textbook Grade 9


Course, Holt


Course, Holt

Grade 10




LITERATURE

Grade 9

• “Marigolds”


REQUIRED

COMMON




Guiding Questions



a good report? Common Prompts

• Narrative (portfolio)


• Persuasive – Write a







EVIDENCE

interpretations

• Provide relevant details to support the connections made or

judgments (interpretive, analytical, evaluative, or

reflective). R–10–16.2

Grade 9

o Venn diagram, written response

Grade 10

o Venn diagram, written response

1.4.2 Analyze how an author draws on and transforms source material

in a specific work (e.g., how Shakespeare treats a theme or topic

from Ovid or the Bible or how a later author draws on a play by

Shakespeare). (RL.9-10.9)

Grade 9

o Of Mice and Men, based on Robert Burns’ “To a

Mouse”

Grade 10

o Oedipus Rex, Things Fall Apart, William Butler Yeats,

The Second Coming


logical sequential


understanding text



• questioning

• visualizing • inferring


• synthesizing information • self-monitoring or fix-up

• predicting

• summarizing





diagrams, comparison charts), • organizers (word web, concept map),


• categorize/classify organizers (categories, tree)

• relational organizers (fish bone, pie

chart)



• read aloud • think aloud

• shared reading

• guided reading


Facilitates • literature circles


• Holt

• Odyssey

• Of Mice and Men


• “Thank you Ma’am”



• “The Sniper

SUGGESTED GRADE 9




Lab/Foundations)

• Wish You Well

Grade 10







• Antigone



Grade 9

• Night to Remember

• Textbook, Holt


Supplementary



Get It, Zimmermann, Hutchins • Common Core State Standards

persuasive essay on a topic upon which you have a strong opinion (grade 9) Grade TBA

• Informational-


• Responding to



explanation with supporting evidence


topic p. 134 (grade 9) Grade TBA

• NWEA Tests

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals



playing – bodily kinesthetic, graphic


collaboration- interpersonal



based tasks







EVIDENCE for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects






Zimmerman





• LCD projectors



• www.ride.ri.gov

• Rubrics

• Arguments

• Informative

• Narrative

• Oral

communication


• Writing

• Arguments

• Informational

• Narrative • Research

• Responding to

literary and informational text

1. READING –

LITERATURE

1.5 Range of Reading

and Level of Text Complexity

Students

1.5.1 By the end of grade 9, read and comprehend literary nonfiction in

the grades 9–10 text complexity band (Lexile rates 1080-1305) proficiently, with scaffolding as needed at the high end of the

range. (RL.9-10.10)

• Self-select reading materials in line with reading ability and

personal interests. R–10–17.1

• Participate in in-depth discussions about text, ideas, and

student writing by offering comments and supporting

evidence, recommending books and other materials, and

responding to the comments and recommendations of peers,




• summarizing



• generating literal, clarifying, and inferential questions


pictures in one’s mind) • making connections (text to self, text


• taking notes • locating, using and analyzing text


subheadings, bold/italicized • using text structure clues, e.g.

chronological, cause/effect,

Textbook Grade 9


Course, Holt


Course, Holt

Grade 10




LITERATURE

Grade 9

• “Marigolds”

REQUIRED

COMMON

ASSESSMENTS Essential Question • How does literature

reveal truths about the

human condition? Guiding Questions


good story • How do writers produce

a good report?










EVIDENCE librarians, teachers, and others. R–10–17.2

Grade 9

o “A Warm Clear Day in Dallas” p. 580

o A Night to Remember

• Read with frequency, including in-school, out-of-school, and

summer reading. R–10–14.1

• Read from a wide range of genres/kinds of text, including

primary and secondary sources, and a variety of authors

(e.g., literary, informational, and practical/functional texts).

R–10–14.2

• Read multiple texts for depth of understanding an author,

subject, theme, or genre. R–10–14.3

1.5.2 By the end of grade 10, read and comprehend literary nonfiction

at the high end of the grades 9–10 text complexity band (Lexile

rates 1080-1305) independently and proficiently






responding to the comments and recommendations of peers,

librarians, teachers, and others. R–10–17.2






R–10–14.2

• Read multiple texts for depth of understanding an author,



logical sequential


understanding text




• inferring



• predicting

• summarizing Models the use of graphic organizers:

• sequence organizers cause and effect (chains, cycle),

• concept development (mind map),

• compare/contrast organizers (Venn diagrams, comparison charts),


• evaluation organizers (charts, scales), • categorize/classify organizers

(categories, tree)


chart)



• read aloud

• think aloud

• shared reading

• guided reading


Facilitates




• Holt

• Odyssey

• Of Mice and Men



• “The Gift of the Magi” • “The Interlopers”


• “The Sniper

SUGGESTED GRADE 9




Lab/Foundations)

• Wish You Well

Grade 10


• Julius Caesar

• Lord of the Flies • Oedipus Rex

SUGGESTED GRADE 10



• Antigone

• The Sound of Waves • A Doll House

INFORMATIONAL

Grade 9


• Textbook, Holt Grade 10

• Textbook, Holt

Supplementary


to Help Your Kids Read It and Get It, Zimmermann, Hutchins


• Informational-


• Responding to


Write a cause and effect explanation with

supporting evidence



• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals





interpersonal









EVIDENCE subject, theme, or genre. R–10–14.3 • Common Core State Standards

for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects


Standards-Based Grading,, Classroom Strategies That

Work, Marzano




Zimmerman • Rhode Island PreK-12 Literacy

Policy • Strategies that Work, Non





• www.corestandards.org • www.ride.ri.gov

• Rubrics

• Arguments

• Informative

• Narrative

• Oral

communication


• Writing

• Arguments


• Research

• Responding to literary and

informational text

1. READING –

INFORMA-

TIONAL TEXT

1.6 Key Ideas and Details

EL p. 211

EL

Students

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

text. (RI.9-10.1)

• Draw inferences about text, including author’s purpose (e.g.,

to inform, explain, entertain, persuade) or message; or

explaining how purpose may affect the interpretation of the

text; or using supporting evidence to form or evaluate

opinions/judgments and assertions about central ideas that

are relevant. (state assessment) R–10–8.3




• summarizing



• generating literal, clarifying, and inferential questions








Textbook Grade 9


Course, Holt

Grade 10




INFORMATIONAL

Grade 9

• Textbook, Holt • Night to Remember

Grade 10

• Textbook, Holt

REQUIRED

COMMON






a good report?










EVIDENCE Chpt.

211

EL Chpt.

7

• Make inferences about causes and/or effects. (state


Grade 9

o Mini I-search Paper Information for research paper

(variety of sources including the Internet)

o Use graphic organizers

Grade 10

o Readings for persuasive writing

1.6.2 Determine a central idea of a text and analyze its development

over the course of the text, including how it emerges and is

shaped and refined by specific details; provide an objective

summary of the text. (RI.9-10.2)

• Use information from the text to answer questions to

o state the main/central ideas

o provide supporting details

o explain visual components supporting the text

o interpret maps, charts, timelines, tables, or diagrams.

(state assessment) R–10–7.2

Grade 9

Grade 10

• Organize information to show understanding or

relationships among facts, ideas, and events (e.g.,

representing main/central ideas or details within text

through charting, mapping, paraphrasing, summarizing,

comparing/contrasting, outlining). (state assessment)

R–10–7.3

Grade 9

Grade 10

1.6.3 Analyze how the author unfolds an analysis or series of ideas or

events, including the order in which the points are made, how

they are introduced and developed, and the connections that are



logical sequential


understanding text




• inferring



• predicting







(categories, tree)


chart)



• read aloud

• think aloud

• shared reading

• guided reading


Facilitates



Supplementary










Zimmerman





• LCD projectors



• www.ride.ri.gov


• Informational-


• Responding to



supporting evidence



• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals





interpersonal









EVIDENCE

drawn between them. (RI.9-10.1)

• Explain connections about information within a text, across texts, or to related ideas. (state assessment) R–10–8.1

• Rubrics

• Arguments

• Informative

• Narrative

• Oral

communication


• Writing

• Arguments


• Research


informational text

1. READING –

INFORMA-

TIONAL TEXT

1.7 Craft

and Structure

EL

Chpt.

6-7

EL Chpt.

6-7

Students

1.7.1 Determine the meaning of words and phrases as they are used in

a text, including figurative, connotative, and technical meanings;

analyze the cumulative impact of specific word choices on

meaning and tone (e.g., how the language of a court opinion

differs from that of a newspaper). (RI.9-10.4)

• Select appropriate words or explaining the use of words in

context, including connotation or denotation, shades of

meanings of words/nuances, or idioms; or use of content-

specific vocabulary, words with multiple meanings, precise

language, or technical vocabulary. (state assessment) R–

10–3.2

Grade 9

Grade 10

• Use strategies to unlock meaning (e.g., knowledge of word

structure including prefixes/suffixes, common roots, or




• summarizing








• taking notes



• using text structure clues, e.g. chronological, cause/effect,




understanding text



• questioning

Textbook Grade 9


Course, Holt

Grade 10




INFORMATIONAL

Grade 9


Grade 10

• Textbook, Holt

Supplementary



• Common Core State Standards for English Language Arts and

REQUIRED

COMMON



human condition?

Guiding Questions


good story






• Informational-

Investigating a research question, write an I-search paper (portfolio)







EVIDENCE

EL

Chpt.

5-7

word origins; or context clues; or resources including

dictionaries, glossaries, or thesauruses to determine

definition, pronunciation, etymology, or usage of words; or

prior knowledge). (state assessment) R–10–2.1a

Grade 9

Grade 10

1.7.2 Analyze in detail how an author’s ideas or claims are developed

and refined by particular sentences, paragraphs, or larger

portions of a text (e.g., a section or chapter). (RI.9-10.5)

• Obtain information from text features [e.g., table of contents, glossary, index, transition words/phrases,

transitional devices (including use of white space), bold or

italicized text, headings, subheadings, graphic organizers,

charts, graphs, or illustrations]. (state assessment) R–10–

7.1

Grade 9

Grade 10

• Use information from the text to

o answer questions

o state the main/central ideas

o provide supporting details

o explain visual components supporting the text

o interpret maps, charts, timelines, tables, or

diagrams. (state assessment) R–10–7.2

Grade 9

Grade 10

1.7.3 Determine an author’s point of view or purpose in a text and

analyze how an author uses rhetoric to advance that point of view

or purpose. (RI.9-10.6)

• Synthesize and evaluate information within or across

text(s) (e.g., constructing appropriate titles; or formulating

• visualizing

• inferring




• predicting



(chains, cycle),





(categories, tree)




• read aloud

• think aloud

• shared reading • guided reading


Facilitates



Literacy in History/Social Studies, Science and Technical Subjects



Classroom Strategies That

Work, Marzano • Grade Level and Grade Span

Expectations for English Language Arts


• Mosaic of Thought, Keene, Zimmerman





• LCD projectors

• Smartboards

• www.commoncore.org/maps • www.corestandards.org

• www.ride.ri.gov

(grade 9) Grade TBA • Responding to



explanation with

supporting evidence



• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals





collaboration-

interpersonal




• Informative


communication








EVIDENCE

EL

Chpt.

7

assertions or controlling ideas). (state assessment)R–10–

8.2

Grade 9

Grade 10

• Draw inferences about text

o Include author’s purpose (e.g., to inform, explain,

entertain, persuade) or message

o Explain how purpose may affect the interpretation of

the text

o Use supporting evidence to form or evaluate

opinions/judgments and assertions about central ideas

that are relevant. (state assessment) R–10–8.3

Grade 9

Grade 10

• Distinguish fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across

texts (state assessment). R–10–8.4

Grade 9

Grade 10

• Writing

• Arguments

• Informational

• Narrative

• Research


informational text

1. READING –

INFORMA-

TIONAL TEXT

1.8 Integration of

Knowledge and

Ideas

Students

1.8.1 Analyze various accounts of a subject told in different mediums

(e.g., a person’s life story in both print and multimedia),

determining which details are emphasized in each account. (RI.9-10.7)

• Identify potential sources of information. R–10–15.1

Grade 9


o Oliver Stone’s JFK

Grade 10




• summarizing








• taking notes



Textbook Grade 9


Course, Holt

Grade 10




INFORMATIONAL

Grade 9


REQUIRED

COMMON



human condition?

Guiding Questions


good story




Write the story that you







EVIDENCE

EL

Chpt.

7

• Evaluate information presented, in terms of relevance. R–

10–15.2

Grade 9

Grade 10

• Organize, analyze, and interpret the information. R–10–

15.3

Grade 9

Grade 10

1.8.2 Delineate and evaluate the argument and specific claims in a

text, assessing whether the reasoning is valid and the evidence

is relevant and sufficient; identify false statements and

fallacious reasoning. (RI.9-10.8)

• Distinguish fact from opinion, and evaluating possible

bias/propaganda or conflicting information within or across

texts. (state assessment) R–10–8.4

Grade 9

Grade 10

• Evaluate the clarity and accuracy of information (e.g.

Consistency, effectiveness of organizational pattern, or

logic of arguments). (state assessment) R–10–8.6

Grade 9

Grade 10

• Draw conclusions/judgments and supporting them with

evidence. R–10–15.4

Grade 9

Grade 10





logical sequential


understanding text



• questioning




• self-monitoring or fix-up • predicting

• summarizing








(categories, tree)


chart)



• read aloud

• think aloud

• shared reading

• guided reading • self-selected reading

Facilitates



Grade 10

• Textbook, Holt

Supplementary





• Formative Assessment and Standards-Based Grading,,









Technology • Computers • LCD projectors

• Smartboards


• www.ride.ri.gov

imagine (grade 9) Grade TBA


• Informational-


• Responding to






• NWEA Tests

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals













EVIDENCE 1.8.3 Analyze seminal U.S. documents of historical and literary

significance (e.g., Washington’s Farewell Address, the

Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s

“Letter from Birmingham Jail”), including how they address

related themes and concepts. (RI.9-10.9)

• Synthesize and evaluate information within or across

text(s) (e.g., constructing appropriate titles; or formulating

assertions or controlling ideas). (state assessment) R–10–

8.2

Grade 9

Grade 10

• Evaluate the clarity and accuracy of information (e.g.

Consistency, effectiveness of organizational pattern, or

logic of arguments). (state assessment)R–10–8.6

Grade 9

Grade 10

• Evaluate and select the information presented, in terms of

completeness, relevance, and validity. R–10–15.2

Grade 9

Grade 10

• Organize, analyze, and interpret the information R–10–15.3

Grade 9

Grade 10

• Draw conclusions/judgments and supporting them with

evidence. R–10–15.4

Grade 9: Connect Of Mice and Men to a newspaper article

Grade 10


based tasks

• Rubrics

• Arguments

• Informative


communication



• Informational


• Responding to








EVIDENCE

1. READING –

INFORMA-

TIONAL TEXT

1.9 Range of

Reading Level of

Text Complexity

Students


in the grades 9–10 text complexity band (Lexile rates 1080-

1305) proficiently, with scaffolding as needed at the high end

of the range. (RI.9-10.10)

Grade 9


o A Night to Remember

Grade 10


at the high end of the grades 9–10 text complexity band (Lexile

rates 1080-1305) independently and proficiently. (RI.9-10.10)






responding to the comments and recommendations of peers, librarians, teachers, and others. R–10–17.2






R–7–14.2





inferences







• taking notes





compare/contrast, proposition and support, description, classification,

logical sequential

• using metacognition strategies for understanding text



• questioning





• predicting







Textbook Grade 9


Course, Holt

Grade 10




INFORMATIONAL




Supplementary








Work, Marzano





Policy

REQUIRED

COMMON




human condition?

Guiding Questions



a good report?





• Informational-


• Responding to



supporting evidence




• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and







EVIDENCE • Read multiple texts for depth of understanding an author,

subject, theme, or genre. R–10–14.3


(categories, tree)


chart)



• read aloud

• think aloud



Facilitates






• LCD projectors

• Smartboards


• www.ride.ri.gov

SUMMATIVE


• Exhibits

• Interviews


• Journals





interpersonal



based tasks

• Rubrics

• Arguments • Informative

• Narrative

• Oral communication


• Writing

• Arguments • Informational

• Narrative


literary and

informational text

2. WRITING

2.1 Text Types and

Purposes

EL

Chpt.

7

Students

2.1.1 Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and

Models the following reading

strategies


• sampling a page for

Textbook Grade 9


Course, Holt

Grade 10

REQUIRED

COMMON








EVIDENCE

EL Chpt.

7

p. 320

sufficient evidence. (W.9-10.1)

• Introduce precise claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization

that establishes clear relationships among claim(s),

counterclaims, reasons, and evidence. (W.9-10.1a)

o Select appropriate and relevant information (excluding

extraneous details) to set context. (state

assessment) W–10–6.2

o Establish a topic (state assessment). W–10–7.1

o State and maintain a focus/controlling idea/thesis

(state assessment). W–10–7.2

o Comment on the significance of the information (in

reports, throughout the piece; in procedural or

persuasive writing, as appropriate). (state


• Develop claim(s) and counterclaims fairly, supplying evidence

for each while pointing out the strengths and limitations of

both in a manner that anticipates the audience’s knowledge

level and concerns. (W.9-10.1b)

o Use a text structure appropriate to focus/controlling

idea or thesis (e.g., purpose, audience, context).

(state assessment) W–10–6.1

o Include sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to

support intended purpose. (state assessment)W–10–

8.2

o Use strategies to persuade, e.g. anecdote, statistics,

emotionally-laden language. W–10– 8.2

readability

• summarizing

• predicting and making text

based inferences


• generating literal, clarifying,

and inferential questions

• constructing sensory images

(making pictures in one’s

mind)

• making connections (text to

self, text to text, and text

to world)

• taking notes

• locating, using and analyzing

text features e.g. transition

words, subheadings,

bold/italicized

• using text structure clues,

e.g. chronological,

cause/effect,

compare/contrast,

proposition and support,

description, classification,

logical sequential

• using metacognition

strategies for understanding

text

Facilitates comprehension

strategies

• making connections • questioning • visualizing • inferring • determining importance




LITERATURE

Grade 9


• Odyssey

• Of Mice and Men • Romeo and Juliet

• “Marigolds”




• “The Sniper” SUGGESTED GRADE 9

• A Doll House

• A Man Named Poe

• A Separate Peace • Animal Farm

• Antigone

• Ethan Frome


Cinderella) Grade 10


• Julius Caesar


SUGGESTED GRADE 10

• The Joy Luck Club • The Sound of Waves


• Walk Two Moons (Lit Lab/ Foundations)

• Walkabout (Lit

Lab/Foundations)

• Wish You Well

INFORMATIONAL

Grade 9



human condition?

Guiding Questions


good story






• Informational-


• Responding to







• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews








EVIDENCE

EL

Chpt.

3-4

o Address readers’ concerns (anticipating and addressing

potential problems, mistakes, or misunderstandings

that might arise for the audience). (state

assessment)W–10–8.3

o Comment on the significance of the information (in

reports, throughout the piece; in procedural or

persuasive writing, as appropriate). (state


• Use words, phrases, and clauses to link the major sections

of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims. (W.9-

10.1c)

o Use transitional words or phrases appropriate to text

structure (state assessment) W–10–6.3

• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the

discipline in which they are writing. (W.9-10.1d)

o Write with a sense of audience, when appropriate

(state assessment). W–10–7.3

o Establish an authoritative voice (state assessment)

W–10–7.4

• Provide a concluding statement or section that follows from

and supports the argument presented. (W.9-10.1e)

o Draw a conclusion by synthesizing information. (state

assessment) W–10–6.4a

o List and cite sources using standard forma. W–10–6.5

o Synthesize information from multiple research studies,

• synthesizing information • self-monitoring or fix-up • predicting • summarizing

Models the use of graphic

organizers:

• sequence organizers cause

and effect (chains, cycle),

• concept development (mind

map),

• compare/contrast organizers

(Venn diagrams, comparison

charts),

• organizers (word web,

concept map),

• evaluation organizers (charts,

scales),

• categorize/classify

organizers (categories, tree)

• relational organizers (fish

bone, pie chart)

Models readers’/writers’

workshop

Employs best practice reading

strategies • read aloud • think aloud • shared reading • guided reading • self-selected reading

Facilitates



• Textbook, Holt

Grade 10

• Textbook, Holt

Supplementary














• LCD projectors



• www.ride.ri.gov

• Journals



playing – bodily



interpersonal




• Informative


communication



• Informational


• Responding to

literary and

informational text







EVIDENCE

EL Chpt.

3-4

including primary sources. W–10–6.4b

o Grades 9 and Grade 10: Portfolio Test bank available

in Staffpub persuasive prompts.

2.1.2 Write informative texts to examine

and convey complex ideas, concepts, and information clearly and

accurately through the effective selection, organization, and

analysis of content. (W.9-10.2)

• Introduce a topic; organize complex ideas, concepts, and

information to make important connections and distinctions;

include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding

comprehension. (W.9-10.2a)

o Establish a topic. (state assessment)W–10–7.1

• Develop the topic with well-chosen, relevant, and sufficient

facts, extended definitions, concrete details, quotations, or

other information and examples appropriate to the

audience’s knowledge of the topic. (W.9-10.2b)

o Interprets text by making inferences and drawing

credible conclusion that synthesizes information.

o Select appropriate and relevant information (excluding

extraneous details) to set context. (state

assessment)W–10–6.2

o Synthesize information from multiple research studies,


o List and cite sources using standard format. W–10–

6.5

o State and maintain a focus/controlling idea/thesis.

(state assessment)W–10–7.2







EVIDENCE

EL Chpt.

1-2

1-7

o Include facts and details relevant to focus/controlling

idea or thesis, and excluding extraneous information.

(state assessment)W–10–8.1

o Include sufficient details or facts for appropriate

depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to

support intended purpose. (state assessment)W–10–

8.2

• Use appropriate and varied transitions to link the major

sections of the text, create cohesion, and clarify the

relationships among complex ideas and concepts. (W.9-

10.2c)

o Use transitional words or phrases appropriate to text

structure. (state assessment)W–10–6.3

• Use precise language and domain-specific vocabulary to

manage the complexity of the topic. (W.9-10.2d)

o Use precise and descriptive language that clarifies and

supports intent. (state assessment)W-10-7.5

o Address readers’ concerns (anticipating and addressing

potential problems, mistakes, or misunderstandings

that might arise for the audience). (state


o Comment on the significance of the information in

o reports, throughout the piece

o procedural or persuasive writing, as

appropriate. (state assessment) W–10–8.4

• Establish and maintain a formal style and objective tone

while attending to the norms and conventions of the

discipline in which they are writing. (W.9-10.2e)







EVIDENCE

EL p.

132

o Write with a sense of audience, when appropriate.


o Establish an authoritative voice. (state assessment)

W–10–7.4

• Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

(W.9-10.2f)

o Draw a conclusion by synthesizing information. (state

assessment)W–10–6.4a

o Grades 9 and Grade 10: Portfolio Test bank available

in Staffpub persuasive prompts.

2.1.3 Write narratives to develop real or imagined experiences or

events using effective technique, well-chosen details, and well-

structured event sequences. (W.9-10.3)

• Engage and orient the reader by setting out a problem,

situation, or observation, establishing one or multiple

point(s) of view, and introducing a narrator and/or

characters; create a smooth progression of experiences or

events. (W.9-10.3a) o Establish and maintain theme. W–10–4.5

o Maintain a focus. W–10–5.5

• Use narrative techniques, such as dialogue, pacing,

description, reflection, and multiple plot lines, to develop

experiences, events, and/or characters. (W.9-10.3b)

o Create a clear and coherent (logically consistent) story

line. W–10–4.1







EVIDENCE

o Establish context, character motivation,

problem/conflict/challenge, and resolution, significance

of setting, and maintaining point of view. W–10–4.2

o Use dialogue to advance plot/story line. W–10–5.2

o Develop characters through description, dialogue,

actions, and relationships with other characters, when

appropriate W–10–5.3

• Use a variety of techniques to sequence events so that they

build on one another to create a coherent whole. (W.9-

10.3c)

o Use a variety of effective transitional devices (e.g.,

ellipses; time transitions: such as flashback or

foreshadowing; white space; or words/phrases) to

enhance meaning. W–10–4.3

o Use a variety of effective literary devices (i.e.,

flashback or foreshadowing, figurative language

imagery) to enhance meaning. W–10–4.4

o Control the pace of the story. W–10–5.7

• Use precise words and phrases, telling details, and sensory

language to convey a vivid picture of the experiences,

events, setting, and/or characters. (W.9-10.3d)

o Create images, using relevant and descriptive details

and sensory language to advance the plot/story line.

W–10–5.1

o Use voice appropriate to purpose. W–10–5.4

o Select and elaborating important ideas; and excluding

extraneous details. W–10–5.6







EVIDENCE

• Provide a conclusion that follows from and reflects on what

is experienced, observed, or resolved over the course of

the narrative. (W.9-10.3e)

o Provide a sense of closure. W–10–4.6

2. WRITING

2.2 Production and

Distribution of

Writing

Students

2.2.1 Produce clear and coherent writing in which the development,

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

audience. (Grade-specific expectations for writing types are

defined in standards above.) (W.9-10.4)

2.2.2 Develop and strengthen writing as needed by

• planning

• revising

• editing

• rewriting or trying a new approach

focusing on addressing what is most significant for a specific

purpose and audience. (W.9-10.5)

2.2.3 Use the writing process. (GSEs)

• Prewriting

o Establish a purpose and central/controlling idea or

focus

o Generate ideas – mapping, webbing, note taking,

interviewing, researching, etc.

o Organize ideas – consider other models of good

writing, appropriate text structures to match

purpose, various ways to organize information, etc.

• Drafting

o Written draft(s) for an intended audience

o Develop topic, elaborate, explore sentence variety

and language use

• Revising (Content/Ideas)

o Reflect, add, delete, define/redefine content by


• using prior knowledge • sampling a page for readability

• summarizing












compare/contrast, proposition and support, description, classification,

logical sequential


understanding text



• questioning





• predicting

• summarizing




Textbook Grade 9


Course, Holt

Grade 10




LITERATURE

Grade 9


• “Marigolds”










Lab/Foundations)

• Wish You Well

Grade 10


REQUIRED

COMMON



human condition?

Guiding Questions



a good report?





• Informational-


• Responding to







• MID-TERM EXAM

• FINAL EXAM







EVIDENCE self, teacher, peer

o Consider voice, tone, style, intended audience,

coherence, transitions, pacing

o Compare with rubric criteria and benchmark

papers/models

• Editing (Conventions and Mechanics)

o Check for correctness with self, teacher, peer

o Compare with rubric criteria and benchmark

papers/models

o Use resources to support editing o Read aloud with self, teacher, peer

• Publishing

o Share final draft with intended audience – orally,

in print, electronically, etc.

2.2.4 Use technology, including the Internet, to produce, publish, and

update individual or shared writing products, taking advantage of

technology’s capacity to link to other information and to display

information flexibly and dynamically. (W.9-10.6) • Use tools of technology to enhance message OC–10–2.6






(categories, tree)




• read aloud


• guided reading


Facilitates



Cinderella)

• Julius Caesar


• Oedipus Rex

SUGGESTED GRADE 10

• Antigone • The Joy Luck Club



• A Doll House

INFORMATIONAL

Grade 9



• Textbook, Holt

Supplementary







Work, Marzano








SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals

• Multiple Intelligences assessments e.g. role

playing – bodily


collaboration-

interpersonal




• Informative

• Narrative

• Oral

communication



• Informational


• Responding to








EVIDENCE • Smartboards



• www.ride.ri.gov

2 WRITING

2.3 Research to Build

and Present

Knowledge

EL

Chpt. 6

Students

2.3.1 Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a

problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation. (W.9-10.7)

• Establish a topic. (state assessment) W–10–7.1

• State and maintaining a focus/controlling idea/thesis.


• Write with a sense of audience, when appropriate. (state

assessment). W–10–7.3

• Establish an authoritative voice appropriate. (state


• Use precise and descriptive language that clarifies and

supports intent. (state assessment) W-10-7.5

• Use a text structure appropriate to focus/controlling idea

or thesis (e.g., purpose, audience, context). (state


• Select appropriate and relevant information (excluding

extraneous details) to set context. (state assessment).

W–10–6.

• Select appropriate and relevant information (excluding

extraneous details) to set context. (state assessment). W–

10–6.2




• summarizing




inferential questions • constructing sensory images (making



• taking notes








understanding text


• making connections • questioning

• visualizing

• inferring • determining importance






(chains, cycle),





Textbook Grade 9


Course, Holt

Grade 10




LITERATURE

Grade 9


• “Marigolds”

• Odyssey







SUGGESTED GRADE 9




Lab/Foundations)

• Wish You Well

Grade 10




REQUIRED

COMMON



human condition?

Guiding Questions • How do writers craft a

good story






• Informational-


• Responding to



explanation with

supporting evidence about a science or health



• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and







EVIDENCE

• Synthesize information from multiple research studies,


• List and cite sources using standard forma. W–10–6.5

• Establish a topic. W–10–7.1

• State and maintain a focus/controlling idea/thesis (state


• Write with a sense of audience, when appropriate (state


• Establish an authoritative voice (state assessment). W–10–

7.4

• Use precise and descriptive language that clarifies and

supports intent (state assessment). W-10-7.5

• Include facts and details relevant to focus/controlling idea

or thesis, and excluding extraneous information (state


• Include sufficient details or facts for appropriate depth of

information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended

purpose (state assessment). W–10– 8.2

• Address readers’ concerns (anticipating and addressing

potential problems, mistakes, or misunderstandings that

might arise for the audience). (state assessment)W–10–8.3

2.3.2 Gather relevant information from multiple authoritative print

and digital sources, using advanced searches effectively;


(categories, tree)


chart)



• read aloud

• think aloud



Facilitates



• Oedipus Rex

SUGGESTED GRADE 10

• Antigone



• Things Fall Apart • A Doll House

INFORMATIONAL

Grade 9



• Textbook, Holt

Supplementary














• Smartboards


SUMMATIVE


• Exhibits

• Interviews


• Journals





interpersonal



based tasks

• Rubrics


• Narrative



• Writing

• Arguments • Informational

• Narrative


literary and

informational text







EVIDENCE • assess the usefulness of each source in answering the

research question

• integrate information into the text selectively to maintain

the flow of ideas, avoiding plagiarism and following a

standard format for citation. (W.9-10.8)

Grade 9

o Freshmen I-Search Portfolio , How to become an

expert in an area of interest

Grade 10

2.3.3 Draw evidence from literary or informational texts to support

analysis, reflection, and research. (W.9-10.9)

• Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source

material in a specific work [e.g., how Shakespeare treats a

theme or topic from Ovid or the Bible or how a later author

draws on a play by Shakespeare]”). (W.9-10.9a)

Grade 9:

Grade 10: Sophomore, Voices Portfolio Task

• Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific

claims in a text, assessing whether the reasoning is valid

and the evidence is relevant (W.9-10.9b)

Grade 9

o Freshmen, I-Search Portfolio , How to become

an expert in an area of interest

Grade 10

• www.ride.ri.gov







EVIDENCE 2 WRITING

2.4 Range of Writing

Students

2.4.1 Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting

or a day or two) for a range of tasks, purposes, and audiences.

(W.9-10.10)

• Share thoughts, observations, or impressions. W–10–11.2

• Generate topics for writing. W–10–11.3

• Write in a variety of genres. W–10–11.4




• summarizing


inferences













understanding text



• questioning

• visualizing

• inferring






(chains, cycle),





(categories, tree)


Textbook Grade 9


Course, Holt

Grade 10




LITERATURE

Grade 9


• “Marigolds” • Odyssey

• Of Mice and Men

• Romeo and Juliet • “Thank you Ma’am”





SUGGESTED GRADE 9




• Walkabout (Lit

Lab/Foundations) • Wish You Well

Grade 10


Cinderella)

• Julius Caesar • Lord of the Flies

• Oedipus Rex

SUGGESTED GRADE 10

• Antigone

• The Joy Luck Club • The Sound of Waves

REQUIRED

COMMON




Guiding Questions


good story





• Informational-


• Responding to



explanation with

supporting evidence



• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits







EVIDENCE Models readers’/writers’ workshop


• read aloud


• guided reading


Facilitates



• A Doll House

INFORMATIONAL

Grade 9



• Textbook, Holt

Supplementary















• LCD projectors



• www.ride.ri.gov

• Interviews


• Journals



playing – bodily






based tasks

• Rubrics


• Narrative



• Writing

• Arguments

• Informational

• Narrative

• Research


informational text

3. SPEAKING and

LISTENING

Students


• sequence organizers (chains, cycle),

Textbook Grade 9


REQUIRED

COMMON

ASSESSMENTS







EVIDENCE 3.1 Comprehension

and Collaboration

3.1.1 Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

(SL.9-10.1)

• Come to discussions prepared, having read and researched

material under study; explicitly draw on that preparation by

referring to evidence from texts and other research on the

topic or issue to stimulate a thoughtful, well-reasoned

exchange of ideas. (SL.9-10.1a)

o Follow verbal instructions, to perform specific tasks,

to answer questions, or to solve problems. OC–10–1.1

o Summarize, paraphrase, question, or contribute to

information presented. OC–10–1.2

o Identify the thesis of a presentation, determining the

essential elements of elaboration, and interpreting or

evaluating the message. OC–10–1.3

• Work with peers to set rules for collegial discussions and

decision-making (e.g., informal consensus, taking votes on

key issues, presentation of alternate views), clear goals and

deadlines, and individual roles as needed. (SL.9-10.1b)

o Participate in large and small group discussions showing

respect for a range of individual ideas. OC–10–1.4

o Reach consensus to solve a problem, make a decision, or achieve a goal. OC–10–1.5

• Propel conversations by posing and responding to questions

that relate the current discussion to broader themes or

larger ideas; actively incorporate others into the discussion;

and clarify, verify, or challenge ideas and conclusions. (SL.9-








chart)

Employs ELA best practices e.g.

• balanced literacy

• literature circles • think/read/write aloud

• conferencing


Course, Holt

Grade 10




LITERATURE

Grade 9


• “Marigolds”





• “The Most Dangerous Game” • “The Sniper”

SUGGESTED GRADE 9




• Walkabout (Lit

Lab/Foundations)

• Wish You Well

Grade 10


• Julius Caesar


SUGGESTED GRADE 10

• Antigone


• The Sound of Waves • Things Fall Apart

• A Doll House

Essential Question



human condition?

Guiding Questions



a good report?





• Informational-


• Responding to



supporting evidence




• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews








EVIDENCE 10.1c)

o Exhibit logical organization and language use,

appropriate to audience, context, and purpose. OC–10–

2.1

o Effectively respond to audience questions and

feedback. OC–10–2.4

• Respond thoughtfully to diverse perspectives, summarize

points of agreement and disagreement, and, when

warranted, qualify or justify their own views and

understanding and make new connections in light of the

evidence and reasoning presented. (SL.9-10.1d)

3.1.2 Integrate multiple sources of information presented in diverse

media or formats (e.g., visually, quantitatively, orally) evaluating

the credibility and accuracy of each source. (SL.9-10.2)

• Maintain a consistent focus. OC–10–2.2

3.1.3 Evaluate a speaker’s point of view, reasoning, and use of evidence

and rhetoric, identifying any fallacious reasoning or exaggerated

or distorted evidence. (SL.9-10.3)

INFORMATIONAL

Grade 9


• Textbook, Holt

Grade 10

• Textbook, Holt

Supplementary














• LCD projectors



• www.ride.ri.gov

• Journals



playing – bodily


collaboration-

interpersonal



based tasks

• Rubrics

• Arguments


• Oral

communication


• Writing

• Arguments


• Research

• Responding to

literary and

informational text

3 SPEAKING AND

LISTENING

3.2 Presentation of

Knowledge and

Students

3.2.1 Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of





Textbook Grade 9


Course, Holt

Grade 10


REQUIRED

COMMON










EVIDENCE Ideas

reasoning and the organization, development, substance, and

style are appropriate to purpose, audience, and task. (SL.9-

10.1.4)

• Use a variety of strategies of address (e.g., eye contact,

speaking rate, volume, articulation, enunciation,

pronunciation, inflection, voice modulation, intonation,

rhythm, and gesture) to communicate ideas effectively.

OC–10–2.5

• Include smooth transitions, supporting thesis with well-

chosen details, and providing a coherent conclusion. OC–10–

2.3

• Engage the audience using at least one accepted technique,

such as ask a question, relate an anecdote, present a

statistic, or engage in a short activity.

3.2.3 Make strategic use of digital media (e.g., textual, graphical, audio,

visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add

interest. (SL.9-10.5)

• Use tools of technology to enhance message. OC–10–2.6

3.2.4 Adapt speech to a variety of contexts and tasks, demonstrating

command of formal English when indicated or appropriate. (See

grades 9–10 Language standards 1 and 3). (SL.9-10.6)




(categories, tree)


chart)



• literature circles • think/read/write aloud

• conferencing




LITERATURE

Grade 9


• “Marigolds”






SUGGESTED GRADE 9




Lab/Foundations)

• Wish You Well

Grade 10


Cinderella)

• Julius Caesar


SUGGESTED GRADE 10

• Antigone



• A Doll House

INFORMATIONAL

Grade 9


human condition?

Guiding Questions


good story


a good report?





• Informational-


• Responding to



supporting evidence



• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals







EVIDENCE Grade 10

• Textbook, Holt

Supplementary















• Smartboards


• www.ride.ri.gov



playing – bodily



collaboration-

interpersonal



based tasks

• Rubrics

• Arguments


• Oral

communication


• Writing

• Arguments


• Research


informational text

4. LANGUAGE

4.1 Conventions of

Standard English

EL Chpt.

14-16

Students

4.1.1 Apply and effectively use background knowledge of:

• nouns (reference p. )

• verbs

• adverbs

• adjectives

• pronouns







(categories, tree)

Textbook Grade 9


Course, Holt

Grade 10



Core Books

REQUIRED

COMMON





good story







EVIDENCE

EL

Chpt. 10,

14

EL

chpt.

22-26

• subject-verb agreement (5)

• irregular plurals (6)

• sentence fragments and run-ons (6) EL chpt. 9-10

• clear pronoun referent (7) EL chpt. 16

• subject-verb agreement (7) EL chpt. 16

• consistency of verb tense (7) EL chpt. 16

• irregular forms of verbs and nouns (7)

• phrases and clauses (7) EL chpt. 14

• compound and complex sentences (7) EL chpt. 15

• misplaced and dangling modifiers (7) EL chpt. 15

• verbals (gerunds, participles, infinitives) (8) EL chpt. 15

• verbs in the active and passive voice (8)

• verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood (8) 4.1.2 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

• Use parallel structure

• Use various types of phrases to convey specific meanings

and add variety and interest to writing or presentations

o noun

o verb

o adjectival

o adverbial

o participial

o prepositional

o absolute

• Use various types of clauses to convey specific meanings

and add variety and interest to writing or presentations.

o independent

o dependent (noun, relative, adverbial). (L.9-10.1)

4.1.3 Apply and effectively use background knowledge of:

• comma, apostrophes, quotation (grades 5 & 6)

• consonant doubling • consonant patterns


chart)




• think/read/write aloud • conferencing


Lexile rates 1080-1305

LITERATURE

Grade 9

• Great Expectations • “Marigolds”

• Odyssey









Lab/Foundations)

• Wish You Well

Grade 10


• Julius Caesar



• Antigone • The Joy Luck Club


• Things Fall Apart • A Doll House

INFORMATIONAL

Grade 9



• Textbook, Holt


a good report?





• Informational-


• Responding to






• NWEA Tests

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals










EVIDENCE

EL

chpt.

21,

27

• units of meaning – common roots

• base words, pre/suffixes

• colons, semicolons (7)

• comma to separate coordinate adjectives (7)

• ellipsis to indicate an omission. (8)

4.1.4 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

• use a semicolon (and perhaps a conjunctive adverb) to link

two or more closely related independent clauses.

• use a colon to introduce a list or quotation.

• spell correctly. (L.9-10.2)

Supplementary












• Strategies that Work, Non Fiction Matters, Harvey


• LCD projectors

• Smartboards


• www.ride.ri.gov


collaboration-

interpersonal



• Rubrics

• Arguments

• Informative


communication



• Informational


• Responding to


4 LANGUAGE

4.2 Knowledge of

Language

Students

4.2.1 Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or

listening.

• Write and edit work so that it conforms to the guidelines in

a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. (L.9-10.3)







(categories, tree)


Textbook Grade 9


Course, Holt

Grade 10




REQUIRED

COMMON






a good report?

Common Prompts







EVIDENCE Employs ELA best practices e.g.



• think/read/write aloud

• conferencing


LITERATURE

Grade 9


• “Marigolds”

• Odyssey

• Of Mice and Men





SUGGESTED GRADE 9




• Walkabout (Lit

Lab/Foundations)

• Wish You Well

Grade 10


• Julius Caesar


SUGGESTED GRADE 10

• Antigone



• A Doll House

INFORMATIONAL

Grade 9


Grade 10

• Textbook, Holt

Supplementary

books/material

• Narrative (portfolio)




• Informational-


• Responding to






• NWEA Tests

• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals












EVIDENCE • 7 Keys to Comprehension: How







Work, Marzano










• www.corestandards.org • www.ride.ri.gov



based tasks


• Informative

• Narrative

• Oral

communication



• Informational


• Responding to


4 LANGUAGE

4.3 Vocabulary

Acquisition and

Use

Students

4.3.1 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. • Use context (e.g., the overall meaning of a sentence,

paragraph, or text; a word’s position or function in a

sentence) as a clue to the meaning of a word or phrase.

• Identify and correctly use patterns of word changes that

indicate different meanings or parts of speech (e.g.,

analyze, analysis, analytical; advocate, advocacy).


• sequence organizers (chains, cycle), • concept development (mind map),




• categorize/classify organizers (categories, tree)


chart)



Textbook Grade 9


Course, Holt

Grade 10




LITERATURE

Grade 9


REQUIRED

COMMON






a good report?









EVIDENCE

• Consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarify

its precise meaning, its part of speech, or its etymology.

• Verify the preliminary determination of the meaning of a

word or phrase (e.g., by checking the inferred meaning in

context or in a dictionary). (L.9-10.4)

o Use strategies to unlock meaning (e.g., knowledge

of word structure including prefixes/suffixes,

common roots, or word origins; or context clues;

or resources including dictionaries, glossaries, or

thesauruses to determine definition,

pronunciation, etymology, or usage of words; or

prior knowledge). (state assessment) R–10–2.1a

o Use strategies to unlock meaning including base

words, general and specialized print or electronic resources to determine definition, pronunciation,

etymology, or usage of words; or prior knowledge.

R–10–2.1b

o Identify synonyms, antonyms,

homonyms/homophones, shades of meaning,

analogies, idioms, or word origins, including words

from dialects or other languages that have been

adopted into our language/standard English.

(state assessment) R–10–3.1

o Select appropriate words or explaining the use of

words in context, including connotation or

denotation, shades of meanings of words/nuances,

or idioms; or use of content-specific vocabulary,

words with multiple meanings, precise language, or

technical vocabulary. (state assessment) R–10–


• think/read/write aloud

• conferencing


• “Marigolds”

• Odyssey

• Of Mice and Men






SUGGESTED GRADE 9




Lab/Foundations)

• Wish You Well

Grade 10





• Antigone





Grade 9


• Textbook, Holt


Supplementary






• Informational-


• Responding to



supporting evidence



• MID-TERM EXAM

• FINAL EXAM

SUGGESTED

FORMATIVE and

SUMMATIVE


• Exhibits

• Interviews


• Journals





interpersonal








EVIDENCE 3.2

4.3.2 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

• Interpret figures of speech (e.g., euphemism, oxymoron) in

context and analyze their role in the text

• Analyze nuances in the meaning of words with similar

denotations. (L.9-10.5)

4.3.3 Acquire and use accurately general academic and domain-specific

words and phrases, sufficient for reading, writing, speaking, and

listening at the college and career readiness level. (L.9-10.6)







Zimmerman





• LCD projectors



• www.ride.ri.gov


based tasks

• Rubrics

• Arguments


• Oral

communication


• Writing

• Arguments


• Research


informational text

english language arts curriculum grades 9-10€¦ · • “thank you ma’am” examine...

Documents