Finding Tone and Meaning

Transcription

1 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning Overview Number of instructional days: 30 (1 day = 50 minutes) This unit introduces students to conducting research and creating good questioning skills along with exploring how each of us shapes our unique voice though our experiences and our exposure to the strong voices around us. Students interview others and produce a narrative of their experiences in this important transition. Students also determine the meanings of words and phrases in text; they identify figurative and connotative meanings, and analyze meaning and tone. Textual evidence is cited to support analysis of text as well as to make inferences from the text. By studying a novel, students begin to understand the complex relationship between an author s purpose, the intended audience, and the ways in which the author appeals to the readers needs and desires. Students conduct short research projects and gather relevant information from multiple authoritative print and digital sources as well as the interview process. Students also participate in a range of collaborative discussions. They are expected to demonstrate command of the conventions of standard English grammar and usage. Leading up to understanding and creating voice, students read a variety of short stories and poetry to analyze author s voice. Students write short responses and complete graphic organizers to determine the author s use of voice, including figurative language, diction, and imagery. Students also strengthen writing through planning, revising, editing, and rewriting. This unit is taught at this point in the school year because the skills and concepts learned are the foundation for the remainder of the ninth grade year. As with all units aligned to the Common Core State Standards, students should read texts within the appropriate range of complexity. Students should have the opportunity to read texts that are challenging for them, with support from the instructor as necessary, and texts that they can read fluently. Additionally, students should focus on doing close readings and supporting their analysis in reading and writing with evidence from the texts they read. Concepts to Be Learned and Skills to Be Used CITE textual evidence to support analysis/ inferences of text. DETERMINE the figurative and connotative meanings of words and phrases. ANALYZE impact of specific word choices on meaning and tone. WRITE narratives to DEVELOP real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. o EXAMINE and ORIENT the reader by setting out a problem, situation, or observation. 1

2 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) o o o o o ESTABLISH one or multiple point(s) of view. INTRODUCE a narrator and/or characters. CREATE a smooth progression of experiences or events. USE narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to DEVELOP experiences, events, and/or characters. USE a variety of techniques to sequence events so that they build on one another to create coherent whole. DEVELOP and STRENGTHEN writing as needed, FOCUSING on addressing what is most significant for a specific purpose and audience: o o o o o PLAN. REVISE. EDIT. REWRITE. TRY a new approach. CONDUCT research projects to answer a question (including a self-generated question) or solve a problem. o SYNTHESIZE multiple sources on the subject, demonstrating understanding. GATHER relevant information from multiple authoritative print and digital sources. o ASSESS the usefulness of each source. INTEGRATE information into the text selectively to MAINTAIN the flow of ideas, avoiding plagiarism and following a standard format for citation. DRAW evidence from literary or informational texts to SUPPORT analysis, reflection, and research. o o APPLY grades 9 10 Reading standards to literature. APPLY grades 9 10 Reading standards to literary nonfiction. INITIATE and PARTICIPATE effectively in a range of collaborative discussions. o o BUILD on others ideas. EXPRESS their own ideas clearly and persuasively. DEMONSRATE command of the conventions of standard English grammar and usage when writing or speaking. DEMONSTRATE command of the conventions of standard English capitalization, punctuation, and spelling when writing. o USE a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. 2

3 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) o o USE a colon to introduce a list or quotation. SPELL correctly. Essential Questions How does author s word choice affect meaning in a text? What can you learn from an author s style and craft? How does mood and tone create/influence voice? Written Curriculum The Common Core standards for this unit are listed in their complete form, including all numbering and strand information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit s activities. There will most likely be standards from more than one strand in this section. The following standards are the focus of this unit of study: Reading Standards for Literature Key Ideas and Details RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Craft and Structure RL 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). Reading Standards for Informational Text Key Ideas and Details RI Craft and Structure RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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). 3

4 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) Writing Standards Text Types and Purposes W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Production and Distribution of Writing W 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 [of the full ELA Common Core State Standards document].) Research to Build and Present Knowledge W W W 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. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9 10 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ). b. Apply grades 9 10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). 4

5 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) Speaking and Listening Standards Comprehension and Collaboration SL 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. Language Standards Conventions of Standard English L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. The following standards reinforce and/or support the unit of study focus standards: Writing Standards Production and Distribution of Writing W W 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.) 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. Speaking and Listening Standards Presentation of Knowledge and Ideas SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 on pages 54 [of the full ELA Common Core State Standards document] for specific expectations.) Language Standards Vocabulary Acquisition and Use L Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 5

6 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) The following standards recur through many/all of the units of study: Reading Standards for Literature Range of Reading and Level of Text Complexity RL By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9 10 text complexity band independently and proficiently. Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards Range of Writing By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band independently and proficiently. W 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. Clarifying the Standards Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards RL RL In grade 8, students cited textual evidence that most strongly supported an analysis of what the text said explicitly as well as inferences drawn from the text. In grade 9-10, students cite strong and thorough textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text. In grade 11-12, students will cite strong and thorough textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL In grade 8, students determined the meaning of words and phrases as they were used in a text, including figurative and connotative meanings; analyzed the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. In grade 9-10, students 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. In grades 11-12, 6

7 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) students will include words with multiple meanings or language that is particularly fresh, engaging, or beautiful (include Shakespeare and others). RI In grade 8, students cited textual evidence that most strongly supported an analysis of what the text said explicitly as well as inferences drawn from the text. In grade 9-10, students cite strong and thorough textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text. In grade 11-12, students will cite strong and thorough textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI In eighth grade, students determined the meaning of words and phrases as they were used in the text, including figurative and connotative meanings; analyzed the impact of specific word choices on meaning and tone, including analogies and allusions to other texts. In grade 9-10, students 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. In grade 11-12, students will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; they will also analyze how an author uses and refines the meaning of a key term over the course of a text. RF No focus standards at this time. W W Students in grade 8 wrote narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. In grade 9-10, students write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. In grade 11-12, students will write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W a Students in grade 8 engaged and oriented the reader by establishing a context and point of view and introducing a narrator and/or characters; they organized an event sequence that unfolds naturally and logically. In grade 9-10, students 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. In grade 11-12, students will 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 b Students in grade 8 used narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. In grade 9-10, students use narrative techniques, such as dialogue, pacing, description, and reflection, and multiple plot lines, to develop experiences, events, and/or characters. In grade 11-12, students will use narrative techniques, such as dialogue, pacing, description, and reflection, and multiple plot lines, to develop experiences, events, and/or characters. W c Students in grade 8 used a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. In grade 9-10, students use a variety of techniques to sequence events so that 7

8 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) they build on one another to create a coherent whole. In grade 11-12, students will use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome. W Students in grade 8, with some guidance and support from peers and adults, developed and strengthened writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. In grade 9-10, students 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. Students in grades 11-12, will 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. Research to Build and Present Knowledge W Students in grade 8 conducted short research projects to answer a question (including a selfgenerated questions) drawing on several sources and generating additional related focused questions that allow for multiple avenues of exploration. In grade 9-10, students conduct short as well as more sustainedresearch 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.. Students in grades will follow the same standard, but in greater depth. W In eighth grade, students gathered relevant information from multiple print and digital sources, using searches terms effectively; they assessed the credibility and accuracy of each source; and quoted or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. In grade 9-10, students 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. In grades 11-12, students will gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strength and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism overreliance on any one source and following a standard format for citation. W In all grades K-12, students draw evidence from literary or informational texts to support analysis, reflection, and research. W a In eighth grade, students applied grade 8 reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, tradition stories, or religious works such as the Bible, including describing how the material is rendered new ).In grade 9-10, students apply grades9 10 Reading standards to literature. In grades 11-12, students will apply grades Reading standards to literature. W b In eighth grade, students applied grade 8 reading standards to literary nonfiction. In grade 9-10, students apply grades 9 10 reading standards to literary nonfiction. Students in grade will apply grades reading standards to literary nonfiction. SL SL In grade 8, students participated effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on 8

9 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) others ideas and expressing their own clearly. In grade 9-10, students 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. These skills will be learned in greater depth in grades L L In all grades K-12, students demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L a Prior to grade 9, students have had lots of exposure using punctuation such as commas, ellipses, and dashes. In grade 9-10, this may be the first time they will be asked to use a semi-colons and perhaps a conjunctive adverb to link two or more closely related independent clauses. Beyond grade 9, standards require no more formal instruction in the use of semi-colons, but students will be expected to demonstrate knowledge of this concept in future grades. L b Prior to grade 9, students may have had no exposure to the use of a colon to introduce a list or quotation. In grade 9-10, students use a colon to introduce a list or quotation. Beyond grade 9, standards require more formal instruction in the use of colons, but students will be expected to demonstrate knowledge of this concept in future grades. L c In all grades, students spell correctly. Resources: References to Appendices A C and Other Resources Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms Narrative Writing Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator s and characters personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies. 9

10 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) Suggested Local Resources Short Stories Cisneros, Sandra. Eleven. & My Name. Hurst, James. Scarlet Ibis. Saki. The Interlopers. Article TenBruggencate, Jan. Bethany Only Looking Ahead Novels that can be excerpted Wiesel, Ellie. Night. Anderson, Laurie Halse. Speak. Poetry Rodriguez, Luis. Always Running & Race Politics. Soto, Gary. Oranges. Narrative Achilike, Imma. Why Couldn t I be Named Ashley. Terminology Prose: Ordinary written or spoken language using sentences and paragraphs, without deliberate meter or rhyme; not poetry or song. Voice: The way a writer or speaker uses words and tones to express ideas as well as his or her personas or personalities. Diction: The writers choice of words; a stylistic element that helps convey voice and tone. Tone: A writer s or speaker s attitude toward a subject. Imagery: The verbal expression of sensory experience; descriptive or figurative language used to create word pictures; imagery created by details that appeal to one or more of the five senses. Point of View: The perspective in which a narrative is told, i.e., first person, third person limited, third omniscient. Direct Quotation: Represents a person s exact words. These words are enclosed in quotations. Indirect Quotation: Restates the general meaning of what a person says. Quotations are not used. Protagonist: The central character in a work of literature, the one who is involved in the main conflict in the plot. 10

11 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) Simile: A comparison of two unlike things using the words like or as; for example, the moon was as white as milk. Hyperbole: A literary device that uses extreme exaggeration to suggest strong emotion or create a comic effect. Metaphor: A comparison between two unlike things in which one thing becomes another; for example, the moon was a crisp white cracker. Oxymoron: Words that appear to contradict each other; for example, cold fire. Challenging Concepts Voice Ensure that students understand that voice can be found in multiple texts, genres, and medias. As students master this concept, they can, in turn, emulate their own voice within their original literary works. Some students have difficulty distinguishing voice within a variety of literature. Students may have a difficultly understanding why voice is needed in a variety of texts. Online Resources Common Core State Standards, Appendices, and PARCC Assessments The link below provides access to the Common Core State Standards, as well as Appendices A, B, and C. Appendix A includes research and information about all of the strands. Appendix B includes text exemplars for literature, literary nonfiction, and content-area texts. Appendix C includes grade-level annotated student writing samples that address the three main text types. PARCC website Other Websites with CCSS Information, Strategies, or Lessons States Sites New Mexico Department of Education: Kansas Department of Education (SBAC): Rhode Island Department of Education (PARCC): EEIE/transition.aspx New York Department of Education (PARCC): 11

12 Grade 9 English Language Arts, Quarter 1, Unit 1.1 Finding Tone and Meaning (30 days) General Sites A resource for student writing samples: Links to several sites with Common Core Resources: common-core-resources/ Lessons and Assessments, some aligned to Common Core: Common Core Tools from Student Achievement Partners, David Coleman s organization: 12

13 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself Overview Number of instructional days: 10 (1 day = 50 minutes) Students continue to explore how each of us shapes our unique voice though our experiences and our exposure to the strong voices around us. They do this by exploring the ways that we are influenced through advertising techniques and rhetorical appeals in media. Students also determine the meanings of words and phrases in text, including figurative and connotative meanings; they analyze the cumulative impact of specific word choices on meaning and tone. Textual evidence is cited to support analysis of text as well as make inferences from the text. Along with supporting evidence, students write short arguments to support claims while maintaining mood and tone within a formal style of their voice. Students review advertising techniques and learn about the rhetorical appeals of ethos, pathos, and logos and the way they work together with advertising techniques to persuade an audience. Students put all of these pieces together as they work with a group to create an advertising campaign for a novel or short stories. Students are expected to conduct short as well as more sustained research projects and gather relevant information from multiple authoritative print and digital sources. Students also initiate and participate effectively in a range of collaborative discussions. Students are expected to demonstrate command of the conventions of standard English grammar and usage. Leading up to understanding and creating voice, as well as writing an argument, students read a variety of short stories (pre-ap will read a novel) and poetry to analyze author s voice. Students write short responses and complete graphic organizers to determine the author s use of voice including figurative language, diction, and imagery. They also use persuasive techniques and rhetorical appeals to persuade an audience to read a selected short story or novel. This unit is taught at this point in the school year because the skills and concepts learned are the foundation for the remainder of the ninth grade year. As with all units aligned to the Common Core State Standards, students should read texts within the appropriate range of complexity. Students should have the opportunity to read texts that are challenging for them, with support from the instructor as necessary, and texts that they can read fluently. Additionally, students should focus on doing close readings and supporting their analysis in reading and writing with evidence from the texts they read. Concepts to Be Learned and Skills to Be Used DETERMINE a theme or central idea of text. ANALYZE in detail its development over the course of the text. PROVIDE objective summary of text. 13

14 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself (10 days) ANALYZE how complex characters develop, interact, and advance the theme or plot. ANALYZE how author s ideas or claims are developed or refined. DETERMINE an author s point of view or purpose in a text. ANALYZE how an author uses rhetoric to advance that point of view or purpose. WRITE arguments to support claims using valid reasoning and relevant and sufficient evidence. INTRODUCE precise claims. DISTINGUISH alternate and opposing claims. CREATE organization that establishes clear relationships among claims, counter claims, reasons, and evidence. DEVELOP claims and counterclaims and SUPPLY evidence for each POINTING out strengths and limitations. USE words, phrases, clauses to: LINK major sections of the text. CREATE cohesion. CLARIFY relationships between claim, reason, and evidence. ESTABLISH and MAINTAIN a formal style and objective tone. ATTEND to the norms and conventions of the discipline in which they are writing. PROVIDE a concluding statement or section that follows from and supports the argument presented. INITIATE and PARTICIPATE effectively in a range of collaborative discussions. BUILD on others ideas. EXPRESS their own ideas clearly and persuasively. BE PREPARED for discussions over the material under study; REFER to evidence to stimulate thoughtful ideas. SET rules for discussions with clear goals and deadlines and individual roles. DEMONSTRATE command of the conventions of standard English grammar and usage when writing or speaking. USE various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to: CONVEY specific meanings. ADD variety and interest in writing. Use semicolons (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. DETERMINE or CLARIFY the meaning of unknown and multiple-meaning words and phrases. USE context 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. 14

15 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself (10 days) Essential Questions How does author s word choice affect meaning in a text? What can you learn from an author s style and craft? How does mood and tone create/influence voice? What is the writing process and how does it help to create better more thoughtful pieces of work? Written Curriculum The Common Core standards for this unit are listed in their complete form, including all numbering and strand information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit s activities. There will most likely be standards from more than one strand in this section. The following standards are the focus of this unit of study: Reading Standards for Literature Key Ideas and Details RL 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 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. Reading Standards for Informational Text Craft and Structure RI RI 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). 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. 15

16 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself (10 days) Writing Standards Text Types and Purposes W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Speaking and Listening Standards Comprehension and Collaboration SL 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. Language Standards a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. Conventions of Standard English L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 16

17 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself (10 days) Vocabulary Acquisition and Use L Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9 10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). The following standards reinforce and/or support the unit of study focus standards: Reading Standards for Literature Key Ideas and Details RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Standards for Informational Text Key Ideas and Details RI Writing Standards Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Production and Distribution of Writing W W W 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.) 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 [of the full ELA Common Core State Standards document].) 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. Speaking and Listening Standards Presentation of Knowledge and Ideas SL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9 10 Language standards 1 and 3 on pages 54 [of the full ELA Common Core State Standards document] for specific expectations.) 17

18 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself (10 days) Language Standards Vocabulary Acquisition and Use L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. The following standards recur through many/all of the units of study: Reading Standards for Literature Range of Reading and Level of Text Complexity RL By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9 10 text complexity band independently and proficiently. Reading Standards for Informational Text Range of Reading and Level of Text Complexity RI By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing Standards Range of Writing By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band independently and proficiently. W 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. Language Standards Vocabulary Acquisition and Use L Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 18

19 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself (10 days) Clarifying the Standards Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF = Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards RL RL In eighth grade, students determined a theme or central idea of a text and analyzed in detail its development over the course of the text, including its relationship to the characters, setting, and plot provide an objective summary of the text. In grade 9-10, students 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. Students in grade will determine two or more themes or central ideas of a text and analyze in detail its development over the course of the text, including how it they interact and build on one another to produce a complex account a; provide an objective summary of the text RL In eighth grade, students analyzed how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of the character, or provoke a decision. In grade 9-10, students 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. Students in grade will analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RI RI Students in eighth grade analyzed in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. In grade 9-10, students 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). In grade students will analyze and evaluate the effectiveness of the structure and author uses in her/his exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI Students in eighth grade determined an author s point of view or purpose in a text, analyzing how the author acknowledges and responds to conflicting viewpoints or evidence. In grade 9, the term rhetoric is introduced. Students must analyze how an author uses rhetoric to advance a point of view or purpose. In grades 11 and 12, students will additionally be expected to analyze how style and content contribute to the power, persuasiveness, or beauty of the text. W W In eighth grade, students wrote arguments to support claims with clear reasons and relevant evidence. In grade 9-10, students write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Students in grades will follow the same standard, but in greater depth. W a Students in grade 8, introduced a claim, acknowledged and distinguished the claim from alternate or opposing claims and organized the reasons and evidence logically. In grade 9-10, students 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. In grades 11-12, students will introduce precise and knowledgeable claims and establish the significance of the claim. Students creates and organization that logically sequences claims. W b Students in grade 8, supported claims with logical reasoning and relevant evidence using accurate credible sources and demonstrating and understanding of the topic or text. In grade 9-10, students develop claim(s) and counter claims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level 19

20 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself (10 days) and concerns. Students in grade, will develop claims and counterclaims fairly and thoroughly supplying the most relevant for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns, values, and possible biases. W c In eighth grade, students used words, phrases, and clauses to create cohesion, and clarified the relationships among claim(s), counterclaims, and evidence. In grade 9-10, students 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. Students in grade, students will use words, phrases, clauses, and varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W d Students in eighth grade established a formal style. In grade 9-10, students establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.. In grade 11-12, students will 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 e In all grade levels, students provided a concluding statement or section that follows from and supports the argument presented. SL SL In grade 8, students participated effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. In grade 9-10, students 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. These skills will be learned in greater depth in grades SL a In grade 8, students came to discussions prepared, having read and researched material under study; explicitly drawing on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. In grade 9-10, students 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. Students in grade will learn these skills in greater depth. SL b Students in grade 8 followed rules for collegial discussions and decision-making, tracked progress for specific goals and deadlines and defined individual roles as needed. In grade 9-10, students work with peers to set rules for collegial discussions and decision-making, set clear goals and deadlines, and individual roles as needed. Students in grades will work with peers to promote civil, democratic discussion and decision-making, set clear goals and deadlines, and establish individual rules as needed. L L In all grades K-12, students demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L b Prior to grade 9, students have had lots of exposure to verbs and nouns as parts of speech. In grade 7 students were required to choose among simple, compound, complex, compound-complex sentences to signal different relationships among ideas. In grade 9-10, students use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Beyond grade 9, standards require no more formal instruction in the use of phrases and clauses, but students will be expected to demonstrate knowledge of this concept in future grades. 20

21 Grade 9 English Language Arts, Quarter 1, Unit 1.2 Express Yourself (10 days) Vocabulary Acquisition and Use L In grade 8, students determined or clarified 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. In grade 9-10, students determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 9 10 reading and content, choosing flexibly from a range of strategies. In grade 11-12, students will 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. L a In grade 8, students used context as a clue to the meaning of a word or phrase. In grade 9-10, students use context as a clue to the meaning of a word or phrase. In grade 11-12, students will use context as a clue to the meaning of a word or phrase. L b In grade 8, students identified and correctly used patterns of word changes that indicated different meanings or parts of speech. In grade 9-10, students identified and correctly used patterns of word changes that indicated different meanings or parts of speech. In grade 11-12, students will identify and correctly use patterns of word changes that indicate different meanings or parts of speech. Resources: References to Appendices A C and Other Resources Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms Argument Arguments are used for many purposes to change the reader s point of view, to bring about some action on the reader s part, or to ask the reader to accept the writer s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K 5, the term opinion is used to refer to this developing form of argument. 21