English 10A Honors Syllabus. Desired Results

Transcription

1 English 10A Honors Syllabus School Year: Certificated Teacher: Course T itle: English 10A Honors Desired Results Credit: X one semester (.5) _ two semesters (1.0) Prerequisites and/or recommended preparation: English 9A and 9B or 9A Honors and 9B Honors Estimate of hours per week engaged in learning activities: 5 hours of class work per week per 18 week semester Instructional Materials: All learning activities (resources, assignments, assessments) are contained within or referenced in the student s online course. The online course is accessed via login and password assigned by student s school (web account) or ed directly to student upon enrollment, with the login website. Other resources required/resource Costs: Students will be required to independent reading for English 10 Honors designation, so students will need to access their school library or bookroom or the public library to complete the independent reading assignments. Course Description: The focus of this course is to offer students an extension of the core curriculum of English 10. Enrichment activities and assignments are provided throughout the course. The completion of this course prepares students to take more demanding, advanced placement classes. English 10 is a continuation and refinement of skills from the 9th grade. English 10 A&B will further challenge sophomores in the language arts. Grammar usage and a variety of writing are included. Writing strategies and skills will make up the writing strand. Students will read a variety of texts, practicing and further exploring and refining the skills of careful readers, including marking and annotating texts. Units are thematic, focusing on the power and significance of culture and community in our world, and include reading in fiction and non-fiction, short story, novel, drama, and poetry. ***Students pursuing the Honors distinction will complete the extension requirements which demonstrate the ability to meet English standards in a more complex, thorough and comprehensive manner. Enduring Understandings for Course (Performance Objectives): What will students understand (about what big ideas) as a result of the course? 1. Cultural identification is one way you create a sense of self in the world. Cultural background and experiences create a perspective from which you understand yourself, others, and the world. Each of us belongs to different and often overlapping groups and subcultures that shape and influence our perceptions of the world around us. Storytelling carries vital information about our cultures, histories and heritages. Writing is an effective means of communicating information. Writing communicates more than just information. Course Learning Goals (including Common Core Standards and/or National Standards): What is the key knowledge and skill needed to develop the desired understandings? Below are each Unit s overarching standards and the specific standards being addressed in each activity are listed under the activity itself.

2 Unit: 10 Unit 1 Voices of Modern Culture Content Standards: PS: RL 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. CS: 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. CS: 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). PS: RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. PS: RL.10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United PS:RI.10.6 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 PS:RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text PS:W.10.2 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 PS: W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience Unit: English 10 Unit 2 Cultural Conversations Content Standards: PS:RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text CS: 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. PS:RI.10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CS:RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme CS:RL.10.4 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). PS:RL.10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United PS:SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. PS:L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. PS:W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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 PS:W.10.2 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

3 PS: W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Performance Tasks: daily responses to readings and text-based questions literature and passage-based projects written work research projects GRASPS literature readings and responses timed responses to writing prompt Evidence of Assessment Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on): Multiple choice and short response quizzes on literary passages, vocabulary and grammar. Student journals and wikis Classroom blogs Classroom discussion boards Technology driven assignments Direct Instruction Types of Learning Activities Indicate from the table below all applicable learning strategies that may be used in the course. Indirect Instruction Experiential Learning Independent Study Interactive Instruction X Structured Overview X Mini presentation Drill & Practice _ X_ Demonstrations Other (List) _ X _Problembased Case Studies X Inquiry X Reflective Practice Project Paper _ X _Concept Mapping Other (List) X V irt. Field Trip _ Experiments _Simulations Games _Field Observ. X _Role-playing _Model Bldg. _X Surveys _Other (List) X _Essays _X_ Self-paced computer _X Journals _X Learning Logs _Reports _Directed Study Research Projects Other (List) _X Discussion _X Debates _Role Playing X _Panels _Peer Partner Learning X _Project team _Laboratory Groups _Think, Pair, Share X _Cooperative Learning _Tutorial Groups _X Interviewing _Conferencing _Other (List)

4 Learning Activities These learning activities are aligned with the successful completion of the course learning goals and progress towards these learning activities will be reported monthly on a progress report. 1 st Semester English 10A Honors Learning Activities Unit: Unit 1 Voices of Modern Culture Duration: 9 Weeks Essential Understandings: What will students understand (about what big ideas) as a result of the unit? The aim of this unit is to help students realize that they are multi-voiced and multicultural. At the center of this unit is the student and his or her relation to language and culture. Students consider their own positions as speakers within a culture, including personal heritage, family and local traditions, personal experience and education. Students investigate the voices of writers who discuss questions of self-perception, cultural experience and voice in their works. The goal is for students to see themselves as users of language, with voices of their own that are similar to those of the writers whose works they are reading, thereby allowing them to make connections with literature and its writers. Essential Questions: How can cultural experiences shape, impact, or influence our perception of the world? How does voice function in and beyond the contexts of writing? Student Learning Targets: Students can: Initiate and participate in classroom discussions and blogs using a variety of prompts and resources showing their ability to communicate clearly and persuasively. Be organized and prepared for discussions (blogs, discussion boards) with materials read, text based evidence selected and ideas developed. Produce high quality communication through blogs, discussions, projects and writing assignments. Determine themes and central ideas within a text and explain it thoroughly using text based evidence to support their claims. Determine meanings of words and/or phrases to determine author s purpose, tone and effect on audience. Demonstrate ability to infer, analyze, evaluate and synthesize multiple pieces of reading. Analyze author s purpose for events, character development, plot structure and connections between similar texts. Analyze how an author uses rhetoric (writing structures) to create the point of view or purpose. Cite strong and thorough text based evidence to support analysis. Write for a variety of purposes: inform or explain, persuade and synthesize in a well developed, organized style that is appropriate for the task, purpose and audience. Write routinely in a variety of formats (blogs, discussions, reading responses, timed writes, media productions, essays) to demonstrate understanding of purpose, audience and stylistic choices (academic, casual, persuasive or argumentative). Analyze diverse media to demonstrate understanding of purpose, tone and intended effect on audience. Learning Activities: 1.1 Previewing the Unit Preview the unit and introduce students to the concept of culture through collaborative work with peers, in which they develop and refine definitions of culture and apply them to texts. CCSR Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSR Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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 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.

5 RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI 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. RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI 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 by the end of grade 10. CCRSL Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and 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 persuas 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. SL 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. SL c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. SL d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. CCL Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCL Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCL Acquire and use accurately a range of 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. L d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L 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. 1.2 Class Culture Quilt Preview the unit and introduce students to the concept of culture through collaborative work with peers, in which they develop and refine definitions of culture and apply them to texts. CCSR Analyze how and why individuals, events, and ideas develop and interact over the course of a text CCSR Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSR Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCSR Read and comprehend complex literary and informational texts independently and proficiently. RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United 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. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSW 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 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.

6 b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCL Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCL Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L 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. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Analyze nuances in the meaning of words with similar denotations. 1.3 Contemplating Culture Ask students to define and examine the components of culture then generate and revise a working definition of culture. This will assist in building a vocabulary with which to analyze and discuss culture. CCSR.10.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSR.10.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSR.10.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSSL.10.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and CCSL.10.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCLS.10.6 Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression. CCSRL.10.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative CCSRL 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). CCSRL10..6 Assess how point of view or purpose shapes the content and style of a text. CCSRL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United CCSRI.10.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSRI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCSRI.10.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative CCSRI 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). CCSL.10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCSL 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. CCSL d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). CCSL.10.6 Acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.

7 CCSL 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. 1.4 Funny in Farsi Ask students to analyze how diction, syntax and imagery are used. CCSR Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative CCSR Assess how point of view or purpose shapes the content and style of a text. CCSR Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCSR Read and comprehend complex literary and informational texts independently and proficiently. RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI 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. By the end of grade 10, read and comprehend literary nonfiction. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences 1.6 What Contributes to Our Perception of the World? Ask students to apply knowledge of culture and examine how it shapes students perception of life. Students study symbolism and analyze art. CCSR Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions CCSR Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSR Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSR Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences 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. RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI 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. 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). CCSW Draw evidence from literary or informational texts to support analysis, reflection, and research. W 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 personal validity. W Draw evidence from literary or informational texts to support analysis, reflection, and research. 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. CCRSL Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and

8 CCL Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCL Acquire and use accurately a range of 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. L d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 1.8 Culture and Literature Ask students to analyze and critique the ideas, style, and craft of published authors. Students will read not only to understand but also to craft their own texts that represent their voices and cultures. CCSR Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions CCSR Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSR Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSR Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative CCSR Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSR Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCSR Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences 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 an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United 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. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI 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. 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). CCSW Draw evidence from literary or informational texts to support analysis, reflection, and research. W Draw evidence from literary or informational texts to support analysis, reflection, and research. 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. CCRSL Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and CCL Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 1.9 Circles of Influence Ask students to analyze and critique the ideas, style, and craft of published authors. Students will read not only to understand but also to craft their own texts that represent their voices and cultures.

9 CCSR Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSR Analyze how and why individuals, events, and ideas develop and interact over the course of a text CCSR Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSR Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCSR Read and comprehend complex literary and informational texts independently and proficiently. 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. RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United 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. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences RI Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CCRSL Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and CCL Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCL Acquire and use accurately a range of 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. L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. 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. 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.. Activity 1.9A formally Embedded Assessment 1 This is now an activity with the explanatory text. CCSW.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCW Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSW Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSW 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 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.

10 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. W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 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. 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. W 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 personal validity. 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. CCRSL Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCRSL Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. CCRSL Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. CCRSL Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCL Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCL Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. 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. 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. L Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian s Manual for Writers) appropriate for the discipline and writing type What Gives Writing a Great Voice? Review essential features of voice (purpose, audience, tone and context) and have students apply that knowledge to a text and a video clip. CCSR Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions CCSR Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSR Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative CCSR Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSR Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCSR Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSR Read and comprehend complex literary and informational texts independently and proficiently.

11 RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United 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. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI 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. 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). RI 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. CCSW Draw evidence from literary or informational texts to support analysis, reflection, and research. W 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 personal validity. CCRSL Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and CCL Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCL Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCL Acquire and use accurately a range of 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. 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. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). L c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. L d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary) Contrasting Voices Ask students to explore the connection between voice and persona when crafting text and to examine text for contrasting voices. CCSR.10.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSW.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSW.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Range of Writing CCSW 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. CCSSL.10.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and CCSRL.10.6 Assess how point of view or purpose shapes the content and style of a text. CCSRL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United CCSW.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

12 CCSW 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. CCSW.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSW 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. CCSW 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 Many Voices, Many Selves Ask students to identify and define how voice alters with role then create two different voices one in written form and one in oral form. Ask students to then define subculture and explain how voice is related to it. CCSR.10.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative CCSRL.10.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative CCSRL 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). CCSRL.10.6 Assess how point of view or purpose shapes the content and style of a text. CCSRL Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United CCSRI.10.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative CCSRI 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). EA 2 Presenting Two Voices Ask students to write two original texts that reflect two distinctive voices. Each text should demonstrate how different contexts, roles, or subcultures impact voice within their writing. CCSR Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCWS Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCWS Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSW 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.10.1 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.