Adoption Date: July 22, 2013

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1 Grades 9-10 Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential analysis, claim, reason, evidence/data, relevant, credible source, rudimentary transitions, phrases and clauses, formal style, thesis, counterclaim, transitional phrases and clauses, audience, objective tone, imagery, narrative technique (i.e. dialect, suspense, pacing), characterization, sequencing techniques (i.e. flashback, dialogue, foreshadowing). College and Career Readiness Anchor Standard 1 for Writing: Write arguments to support claims in an analysis in substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W Write arguments to support claims in an analysis of substantive topics or text, including culturally diverse 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. utilize formal style to write a cohesive argumentative piece with a claim. acknowledge and distinguish opposing claims. substantiate their claim with evidence from the text. analysis claim reason evidence/data relevant credible source rudimentary transitions phrases and clauses formal style thesis that effective arguments include both claims and counterclaims. that diction changes based audience, structure, and discipline. that transitions and conventions create cohesion for the reader. that they must supply evidence for write an organized argument which includes counterclaims. use transitions to connect ideas. evaluate strengths and limitations of claims/counterclaims. tailor language to a specific audience, structure, and discipline.

2 demonstrate their understanding of a text through reflective, argumentative writing. counterclaim transitional phrases and clauses audience objective tone anecdote appeal summary claims/counterclaims fairly and in anticipation of their reader. that evaluation of claims is necessary. write a logical conclusion. College and Career Readiness Anchor Standard 2 for Writing: 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. W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). analyze resources to gather information relevant to the writing task. write an organized informative/ explanatory piece that introduces a topic, that is audience embed citation concrete detail transitional phrases and clauses objective tone that precise language is necessary to accurately inform and control the complexity of the topic. that relationships between ideas are made clear through effective organization. that objectivity is essential write a clear, objective, informative text. choose and organize relevant, sufficient facts, and details that enhance the writing. organize complex ideas, utilizing transitions. embed quotations.

3 supported by relevant details, includes effective and varied transitions, precise language and in a formal style. to informative writing. use precise language relevant to the topic. write in a style appropriate for the audience and purpose. write a conclusion that summarizes or supports information presented. College and Career Readiness Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 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. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. write an engaging introduction by establishing context and point of view of the narrator or characters. write an engaging narrative piece, utilizing narrative techniques, precise language, and a reflective conclusion. imagery narrative technique (i.e. dialect, suspense, pacing) characterization sequencing techniques (i.e. flashback, dialogue, foreshadowing) that using sensory language engages the reader by providing a vivid picture of the narrative. that stories can be narrated from multiple points of view. that narrative techniques enhance the experience, events, and characters in the writing. that word choice and imagery enhance write a vivid narrative using multiple techniques. develop the plot in a logical and/or sequential order. choose relevant details and precise and sensory language. write a reflective conclusion.

4 descriptive. details (show don t tell) that an effective conclusion contains specific components.

5 9-10 Grade Writing : Production and Distribution of Writing Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential ideas/content, organization, voice, word choice (i.e. informal and formal diction), sentence fluency, conventions, informal and formal style, counter claim, argumentation, analysis, syntax, conventions, multi-draft, connotation, denotation, revise, edit, database, internet domains (.org,.gov,.com,.edu,.net), on-line learning environments and online resources (e.g. shared documents, wikis), MLA and APA formats College and Career Readiness Anchor Standard 4 for Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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.) have multiple writing experiences. ideas/content organization voice word choice (i.e. informal and formal diction) sentence fluency conventions informal and formal style counter claim argumentation analysis that writing can have different purposes. that different types of writing have different organizational structures. that task and purpose are reflected in organization and development of a topic. write for a specific purpose. choose a structure appropriate to the task and grade level expectation.

6 College and Career Readiness Anchor Standard 5 for Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach 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 on page 55.) have multiple writing experiences. respond to suggestions from adults and peers to strengthen writing. use grade level conventions. use current and emerging syntax conventions multi-draft connotation denotation revise edit that revision is necessary for growth. that revision may take multiple attempts. that multiple writing experiences will strengthen their command of composition. that purposeful planning leads to more effective writing. that using conventions appropriately and correctly aids understanding. that having others critique their writing can improve it. that attention to audience is imperative. prewrite using a prewriting strategy. revise and edit writing based on feedback (i.e. self, peer, and adult). try new approaches for purpose and effect as needed. reflect upon their own writing and make revisions with a specific purpose. College and Career Readiness Anchor Standard 6 for Writing: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W 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. database internet domains that technology (i.e. the Internet) provides a forum for publication, evaluate and use a variety of technologies and information sources.

7 technologies to produce and publish writing. link to and cite sources within their writing. utilize data sharing platforms to interact and collaborate with others. o.org o.gov o.com o.edu o.net on-line learning environments and online resources (e.g. shared documents, wikis) MLA and APA formats collaboration, and feedback. that technology can be used to update and/or link individual shared writing projects. navigate the Internet and databases. cite sources using appropriate formatting. upload and download documents. use technology to generate a product and collaborate with others.

8 9-10 Grade Writing: Research to Build and Present Knowledge Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential synthesis, inquiry, advanced search, authoritative source, source formats (e.g. print, digital, oral), claim, evidence, bias, loaded language, diction, tone, analysis, conclusion College and Career Readiness Anchor Standard 7 for Writing: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 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. conduct short research projects based on selfgenerated questions using multiple sources, including American Indian sources and topics. generate related questions for further research that allow for multiple avenues of exploration. synthesis inquiry that research can be used to solve problems and answer questions. that their research should demonstrate a synthesis of findings and their understanding of the subject. complete a short research project that solves a problem or answers a question. conduct a more sustained research project that solves a problem or answers a question. direct their own research through self-generated questions. narrow or broaden the focus of their research when necessary. combine information from multiple sources.

9 College and Career Readiness Anchor Standard 8 for Writing: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W Gather relevant information from multiple authoritative print and digital sources, and oral 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. how to avoid plagiarism how to follow a standard format for citation. how to paraphrase and quote from sources. how to gather information from multiple sources. how to evaluate sources. analyze how works of fiction draw on themes, patterns of events, and character types. advanced search authoritative source source format(s) (print, digital, oral) that sources need to be evaluated to determine their usefulness in answering the research question. that plagiarism must be avoided. use advanced searches to gather information to answer a research question. evaluate the usefulness of sources. use a variety of techniques (i.e. paraphrase, summarize, quote) to integrate information from sources into the text. obtain information from a variety of source formats (print, digital, oral). College and Career Readiness Anchor Standard 9 for Writing: Draw evidence from literary or informational texts to support analysis, reflection, and research. W Draw evidence from literary or informational texts, including American Indian 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] and as in James Welch s Fools Crow, the author retells the Pikuni traditional story, Star Boy. ). 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 ). claim evidence bias loaded language Students will understand that information varies in its reliability. that authors vary in degree of bias. that multiple conclusions identify important claims from a text. select relevant evidence from a text. analyze collected evidence

10 delineate and evaluate arguments and specific claims. assess whether reasoning and evidence in the text is sound and supported. recognize irrelevant evidence. diction tone analysis conclusion can be gathered and be valid. and claims. reflect on the analysis to synthesize a personal conclusion and communicate that conclusion. recognize author s bias.

11 Ninth Tenth Grade Writing: Research to Build and Present Knowledge Ninth Tenth Grade Writing: Research to Build and Present Knowledge Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? College and Career Readiness Anchor Standard 10 for Writing: 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 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. write routinely for a range of discipline-specific tasks, purposes, and audiences. Students will know that different time frames will be used depending upon task, purpose, and audience. that writing routinely with different time frames is important. that planning is an important step to writing. produce a range of written products based on task, purpose, and audience. produce a range of written products using different time frames. manage their time and organize their writing depending on the task.