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Goddard: Ninth-Tenth Grade -Common Core State Standards (CCSS) English/Language Arts

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.1Boxed Sub-heading: Text Types and PurposesStandard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Substantive topics or texts—ideas that are important Sufficient evidence—clear proof Analysis—break down and look at each part.

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Support Claims—use valid evidence

This standard means a student will know and be able to do…(use your own words)

The student will be able to defend a position using specific proof from the text.

Essential Questions:

How do I find reasonable evidence to support a claim? Can I find support for a claim? Can I write a clear argument?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

Choose a position.

1

Recognize there is more than one side to an argument. Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.1aBoxed Sub-heading: Text Types and PurposesStandard: 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.



claim – thesis – main argument or perspective opposing claim - counterargument reasons – justifications evidence – supporting facts, details, data



introduce - establish distinguish - differentiate create - produce


The student The student will develop a logical argument, construct a concise thesis statement, cite evidence to support it, critique opposing arguments.Essential Questions:

Can I define my main argument? Can I support my argument with sufficient evidence and address counterarguments? Can I develop my main ideas in a logical and sequential manner?

Learning Sequence Learning Sequence

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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒



4

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.1bBoxed Sub-heading: Text Types and PurposesStandard: 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.



Claim – Thesis Counterclaims – counterarguments evidence – support, data, facts, expert opinion limitations - weaknesses audience knowledge level and concern – opposing viewpoints and biases



develop – construct and elaborate upon supply – provide anticipate - predict


The student The student will construct arguments fairly and convincingly, in a logical manner.Essential Questions:

Can I identify and dispute counterclaims? Am I aware of the audience’s knowledge level and concerns?



Understanding of persuasive techniques Locate and cite valid evidence from legitimate sources

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.1cBoxed Sub-heading: Text Types and PurposesStandard: 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.



Phrases - a group of words Clauses – a group of words containing a subject and predicate cohesion - unity and consistency claims – thesis reasons and evidence – facts, data, and expert opinion Counterclaims - counterarguments



link – join in a cohesive manner clarify – explain and simplify


The student The student will develop smooth transitions between points within the argument.Essential Questions:

Can I create logical transitions between claims and counterclaims? Can I differentiate among claims, reasons, evidence, and counterclaims?



Identify patterns and organization. Use common transition words and phrases

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Draw conclusions Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒



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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.1dBoxed Sub-heading: Text Types and PurposesStandard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.



Formal style – academic voice Objective tone – unbiased, logical tone norms and conventions– standards

discipline – genre - style



establish – construct / institute attending to – addressing


The student The student will use appropriate voice for both the audience and the topic.Essential Questions:

Can I construct a formal, objective style that follows norms and conventions?



Identify and establish point of view.

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10

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.1eBoxed Sub-heading: Text Types and PurposesStandard: Provide a concluding statement or section that follows from and supports the argument presented.



Concluding statement / section – focused summation and restatement of the thesis



All self-evident


The student The student will summarize the evidence, bringing the paper to a convincing and decisive conclusion.Essential Questions:

Can I synthesize my information in an effective conclusion?



The ability to summarize and identify main points.

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12

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.2Boxed Sub-heading: Text Types and PurposesStandard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.



Informative/Explanatory texts—writing that informs or explains Complex ideas—difficult topics



Examine--analyze Convey—communicate to the reader


The student will be able to demonstrate their understanding of textual material. Essential Questions:

How can I use organization to clearly communicate information?



1 Distinguish between informative and explanatory texts2 Develop a topic with relevant facts.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.2aBoxed Sub-heading: Text Types and PurposesStandard: 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.



topic – main point connections and distinctions – comparison and contrast formatting – structuring and organizing multimedia – multiple sources



Introduce – Formulate and present Organize – develop in a logical sequence


The student The student will apply a variation of presentation styles in formatting the essay.Essential Questions:

Can I construct a cohesive paper that includes essential components? Can I format my work in a useful and attractive way?



Prior knowledge of writing process.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.2bBoxed Sub-heading: Text Types and PurposesStandard: 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.



Extended definitions – detailed and well-developed definitions concrete details – facts and statistics Audience knowledge – common knowledge and applicable biases



Develop – Formulate and analyze


The student The student will relate specific information according to the audience’s need and prior knowledge.Essential Questions:

Can I locate and evaluate research relevant to the audience’s level of knowledge of the topic? Can I



Evaluation of information and research methods.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.2cBoxed Sub-heading: Text Types and PurposesStandard: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.



appropriate / varied transitions – diverse use of segues cohesion – unity and consistency



clarify – explain and simplify


The student The student will connect ideas smoothly in their paper using varied and appropriate segues.Essential Questions:

Can I create logical transitions among complex ideas and concepts?



Identify common transition words and phrases.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.2dBoxed Sub-heading: Text Types and PurposesStandard: Use precise language and domain-specific vocabulary to manage the complexity of the topic.



Domain specific vocabulary – word choice specific to the text type / genre



Manage the complexity of the topic – Analyze and critique a subject, delving into intricacies


The student The student will apply correct word choice specific to the academic subject.Essential Questions:

Can I identify the most important vocabulary for my topic? Can I apply the words to show my knowledge of the topic?



Accurately define vocabulary

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.2eBoxed Sub-heading: Text Types and PurposesStandard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.



Formal style – academic voice Objective tone – unbiased, logical tone norms and conventions– standards

discipline – genre - style



establish – construct / institute attending to – addressing


The studentThe student will use appropriate voice for both the audience and the topic.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.2fBoxed Sub-heading: Text Types and PurposesStandard: 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).



Concluding statement / section – focused summation and restatement of the thesis



See page 11


The student The student will use appropriate voice for both the audience and the topic.Essential Questions:




The ability to summarize and identify main points.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.3Boxed Sub-heading: Text Types and PurposesStandard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.



Narratives—tell a story not an essay Effective technique—best used method



Develop-create and build


The student will be able to write a detailed, structured and engaging narrative.


How can I use details in a narrative to engage my audience in an effective way?



2 What good details are.1 A narrative hook, conflict, plot line.

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3 Use of imagery Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒



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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.3aBoxed Sub-heading: Text Types and PurposesStandard: 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.



Points of view – author bias and perspective narrator – story teller smooth progression of experiences – proper sequencing and transitions



Engage – Involve and capture Orient - familiarize


The student The student will develop an engaging tone and provide a logical sequence of events.Essential Questions:

Can I write to engage the audience? Can I establish several points of view? Can I tell a story in a logical and sequential manner?



Knowledge of narrative elements

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.3bBoxed Sub-heading: Text Types and PurposesStandard: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.



Narrative techniques – elements of plot and story-telling pacing – language that controls the pace of the story reflection – thinking / consideration plot lines – Exposition, rising action, climax, falling action, resolution



Self-evident


The student The student will use appropriate literary techniques to create a narrative.Essential Questions:

Can I understand and apply proper narrative terminology?



Narrative terms – elements of plot

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.3cBoxed Sub-heading: Text Types and PurposesStandard: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.



coherent whole – concise and comprehensive



Sequence – arrange / order


The student The student will create an interesting narrative using devices such as foreshadowing and flashback (parallel stories, subplot, etc.).Essential Questions:

Can I put events in order to create a complete story?



Use of foreshadowing and flashback Ability to change POV

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.3dBoxed Sub-heading: Text Types and PurposesStandard: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.



Sensory Language – imagery / picturesque language



convey - express


The student The student will use imagery in narrative writing.Essential Questions:

Can I use proper word choice to enhance the narrative?



Understand use of figurative language and sensory details.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.3eBoxed Sub-heading: Text Types and PurposesStandard: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.



Narrative - story



reflects – reveals resolution (resolved)


The student The student will create a conclusion to the narrative that logically flows from the plot.Essential Questions:

Can I draw a logical conclusion for my story?



Make inferences and connect events.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.4Boxed Sub-heading: Production and Distribution of WritingStandard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)



Coherent writing—understandable writing Style—author’s tone, mood, etc.




The student will be able to write with purpose for an intended audience. Essential Questions:

How can I formulate my writing so that it is appropriate for the intended audience?



1 Identify the audience needs. 2 Identify the purpose of the writing.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.5Boxed Sub-heading: Production and Distribution of WritingStandard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


Purpose—reasons for writing: perform, persuade, etc. Audience—targeted listener




The student will use the writing process to improve writing skills. Essential Questions:

Can I critique and revise my own writing while maintaining a specific goal ?



3 Recognize the conventions of formal writing.

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2 Know the difference revision and editing.1 Know the six traits of writing. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒



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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.6Boxed Sub-heading: Production and Distribution of WritingStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐


Shared writing products—using multiple authors



Publish—present for others to view


The student will be able to use technology to aid the writing process. Essential Questions:

How can I demonstrate my ability to utilize technology through my writing?



Basic computer functions/ skills.

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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐

Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:


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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.7Boxed Sub-heading: Research to Build to Present KnowledgeStandard: 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.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


Inquiry—a question you’re hoping to answer through research



Narrow—to be specific Broaden—to be less specific or more general Synthesize—pull together


The student will be able to use research to understand or answer a question. Essential Questions:

Can I analyze, synthesize, and apply research in order to investigate and understand a topic? How can I narrow down a broad topic? How can I utilize my sources to demonstrate an understanding of the topic?



1 Compose valid questions. 2 How to access various sources.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.8Boxed Sub-heading: Research to Build to Present KnowledgeStandard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.



Authoritative print—credible sources Plagiarism—passing one’s work off as your own Citation—giving credit to author Standard Format—Using MLA or APA procedures



Assess the usefulness of sources—determine how helpful the source will be. Integrate information—work the information into the writing. Maintain the flow---keep the ideas organized and easy to read.


The student will be able to use multiple resources for writing while avoiding plagiarism. Essential Questions:

How can I write a paper without passing off someone’s work as my own? Can I gather information from multiple sources? How can I use MLA or APA to cite my sources? How can I integrate information from sources into my writing?



47

Summarization and paraphrasing skills. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:


48

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.9Boxed Sub-heading: Research to Build to Present KnowledgeStandard: Draw evidence from literary or informational texts to support analysis, reflection, and research.



Literary texts---fiction Informational texts---non fiction



Draw evidence---find proof to back up


The student will be able to use evidence to support their writing. Essential Questions:

How I can I support my arguments with evidence?



Differentiate between fact and fiction.

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50

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.9aBoxed Sub-heading: Research to Build to Present KnowledgeStandard: 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]”).



Source material - allusions theme – author’s main purpose / moral



Analyze – study / break down


The student The student will apply prior knowledge of 9th grade literary elements and works to recognize and extrapolate upon literary allusion.Essential Questions:

Can I apply concepts from prior literary instruction to new text?



Prior reading.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.9bBoxed Sub-heading: Research to Build to Present KnowledgeStandard: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).



fallacious reasoning – logical fallacies relevant evidence – data specific to the topic



delineate – map out evaluate – analyze and critique


The student The student will critique and analyze sources for inner (hidden) meaning and validity.Essential Questions:

Can I apply previous reading instruction to new informational text?



Prior reading.

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing 6-12 Code: 9-10.W.10Boxed Sub-heading: Range of WritingStandard: 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.



Time frame—days needed for assignment




The student will be able to write for short and long term projects. Essential Questions:

How can I differentiate between extended writing opportunities and shortened writing opportunities?



Time management skills.

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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐

Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:


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