EN 19 - Mesa Public Schools...T.A.M.I.O Strategy: Title, Author, Main Idea, Important Ideas,...

EN 19

Freshman Essentials of English

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL AUGUST 2017

Table of Contents

Document Introduction ................................................................................................................................................ Page 1

Standards Overview ....................................................................................................................................................

Course Overview ......................................................................................................................................................... Page 4

Coding ......................................................................................................................................................................... Page 5

Reading Standards...................................................................................................................................................... Page 6

Reading for Literature ........................................................................................................................................... Page 8

Reading for Informational Text ............................................................................................................................. Page 15

Writing Standards ...................................................................................................................................................... Page 22

Speaking and Listening Standards ............................................................................................................................ Page 34

Language Standards .......... Page 40

Language Progression Chart .................................................................................................................................... Page 48

Arizona English Language Arts Standards Grades 9-10 ........................................................................................... Page 50

Introduction

1

Arizona English Language Arts Standards

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all

students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of

what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and

Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms.

These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the

Arizona State Board of Education.

Mesa Public Schools Curriculum Documents

In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content

experts for each grade level. These groups included representation from each of the district’s high school campuses who have an abundance of

experience with courses offered in the district. The 9th and 10th grade expert groups worked in conjunction to create an instructional progression for

each standard in each strand of the English Language Arts Standards that reflects an intentional scaffolding within the 9-10 grade band for courses

offered in the district. The 9th Grade curriculum documents that resulted provide the following:

• an overview of the Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading

(literature and informational text), Writing, Speaking and Listening, and Language

• course information including course number, level of difficulty, and course descriptions

• a key to the correct coding of standards

• the eighth grade standards (located beneath the 9-10 standards) included as a frame of reference for vertical alignment

• a breakdown of suggested quarterly progression of instruction per standard by strand

• a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

Since The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state, these documents provide a

suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for

instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources

adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each

standard. While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested

progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is

that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

Grade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts

Standards. Below each standard are two columns.

Previous grade standards are included to help teachers know the skills students should have mastered the year before allowing for instruction to

continue to build on what students have learned in previous grades, taking advantage of the vertical articulation that is an integral part of the

Arizona ELA Standards.

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Bolded

text within this column indicates the next step in the progression of the standard.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction

specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an

exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add

resources that will facilitate effective instruction for their students.

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks. Reading Standards for Literature:

• Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres

• Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose

• Use details to cite and analyze examples from the text

• Analyze how an author’s choices about structure, order of events, or manipulation of time create such effects as mystery, tension, or surprise

• Analyze author’s word choice and intent to examine impact on meaning and tone Reading Standards for Informational Text:

• Analyze supporting details to infer meaning and determine main ideas and author’s purpose

• Analyze and synthesize texts to determine how structure and organization impact the presentation of information and its effectiveness in conveying information and support claims

• Support their analysis with strong textual evidence Writing Standards:

• Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal

• Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format for citation appropriate for the task and audience

• Plan, draft, revise, and edit writing in an effective and strategic manner Speaking and Listening Standards:

• Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal

• Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources

• Present information using various forms of multimedia technology appropriate to the task, purpose, and audience Language Standards:

• Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)

• Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences; Write and edit work so that it conforms to the guidelines in a style manual

• Use parallel structure and various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations

• Determine the meanings of unknown words and figurative language using a variety of strategies

Overview

4

Course #: EN19 Grade Level: 9th Grade Course Name: Freshman Essentials of English Level of Difficulty: Low Prerequisites: None # of Credits: 1 (2 Sem.)

Course Description: Emphasis is on improvement in reading and writing skills. The course is designed for students who have difficulty in English. Basic skills are reintroduced and practiced. EN 19S: Course may be taken only upon teacher approval. Course content and pace of instruction will be differentiated to meet the specialized needs of the student.

ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

• Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

• Comprehension and Collaboration • Presentation of Knowledge and Ideas

WRITING LANGUAGE

• Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing

• Conventions of Standard English • Knowledge of Language • Vocabulary Acquisition and Use

Teacher’s Note:

The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for Grade 9 are the same as those for Grade 10. As teachers work toward mastery of these standards for their students, they should keep in mind that students will work on the same skills in 10th Grade with an increased rigor as they read increasingly complex texts and demonstrate, through writing, increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources.

Coding

5

9-10.RL.1

Standard 1 Grades 9-10

Strand:

Reading

Literature

6

READING

STANDARDS

FRESHMAN ESSENTIALS OF ENGLISH EN19

Bold text indicates focus for scaffolding 8

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8th Grade Standard

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Make inferences based on background knowledge and textual evidence

AVID Strategy: 3-Part Source Integration; introduce template and show students how to put in evidence and why it’s needed to support analysis (teacher-provided evidence) A.C.E. Strategy: Answer, Cite & Explain Possible resources:

• “The Most Dangerous Game” by Richard Connell

2nd Quarter Identify textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text

AVID 3-Part Source Integration with teacher-provided evidence Possible resource:

3rd Quarter Identify and cite textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text

Students select evidence and follow AVID Strategy: 3-Part Source Integration Possible resource:

• Romeo and Juliet by Shakespeare

4th Quarter The standard in its entirety

Possible resources: • Novel

▪ Animal Farm ▪ The House on Mango Street





MPS RESOURCES

9-10.RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

8th Grade Standard

Determine a theme or central idea of a text and analyze its development over the course of a text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

1st Quarter Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text (teacher-directed)

T.R.I.C.K. Strategy: Title, Resolution, Issues, Character Changes, Key Passages (To help students determine theme) T.A.M.I.O Strategy: Title, Author, Main Idea, Important Ideas, Objective (To help students write an objective summary) Possible resources:


• “The Sniper” by Liam O’Flaherty

• Discussion of popular films and student-selected titles

2nd Quarter Determine how a theme or central idea (teacher-provided) of a text emerges and is shaped and refined by specific details

Teacher provides the theme, students determine how it emerges and is shaped using textual evidence Possible resource:

• “The Scarlet Ibis” by James Hurst

3rd Quarter Determine a theme or central idea (student generated) of a text and explain in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details

Text will have multiple themes for students to determine and explain (could be done in student groups) Possible resources:


• “The Gift of the Magi” by O. Henry

4th Quarter The standard in its entirety Student works independently Possible resource:

• Novel (See 9-10.RL.1 for recommendations)





MPS RESOURCES

9-10.RL.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.

8th Grade Standard

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

1st Quarter Understand methods of characterization and identify character types (dynamic, static, round, flat)

Re-teach direct and indirect characterization methods Possible Resources:

• “The Cask of Amontillado” by Edgar Allan Poe

2nd Quarter Identify methods of characterization and character types (dynamic, static, round, flat) and explain how they interact with other characters

Select stories with multiple characters and discuss their interactions Possible resources:

• “The Scarlet Ibis” by James Hurst

• “Thank You, M’am” by Langston Hughes

3rd Quarter Explain how complex characters advance the plot or develop the theme

Sociogram Graphic Organizer: main character in center, then link other characters around them Possible resources:


4th Quarter The standard in its entirety Possible resource: • Novel (See 9-10.RL.1 for recommendations)

9-10.RL.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.

8th Grade Standard

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

1st Quarter Determine meanings of words and phrases as they are used in the text

Re-teach literary devices, analogies, and allusions Possible resource:


2nd Quarter Determine meanings of words and phrases as they are used in the text, including connotative meanings

Re-teach denotation and connotation Possible Resources:

• “A Sound of Thunder” by Ray Bradbury

• “The Lady, or the Tiger?” by Frank Stockton

• “The Necklace” by Guy de Maupassant





MPS RESOURCES 3rd Quarter Determine the meaning of words and

phrases as they are used in the text, including figurative and connotative meanings

Romeo and Juliet re-write of a scene activity Close read of passage Possible resource:


4th Quarter The standard in its entirety Mad Libs of an important passage: replace keywords with other words and determine the impact; have students change their tone/meaning based on the words they replace Record and analyze author’s word choice in novel Possible resource:


9-10.RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

8th Grade Standard

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

1st Quarter Identify structure of a text, order of events within it, and manipulation of time

Discuss popular and student-selected films Identify plot structure of fairy tales Write flashbacks and flashforwards Possible resource:

• Selected fairy tales

2nd Quarter Examine structure of a text, order of events within it, and manipulation of time and how they create effects such as mystery, tension, or surprise

Talk about trusting the narrator- point of view Possible resources:

• “The Cask of Amontillado” by Edgar Allan Poe


• “The Elevator” by William Sleator


3rd Quarter Explain why the author made certain choices regarding order of events, time and pacing and their effects

Analyze author’s pacing and how it shapes the theme Possible resource:


4th Quarter The standard in its entirety Analyze the author’s use of parallel plots, point of view, flashbacks to create tension or surprise Possible resource:






MPS RESOURCES

9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

8th Grade Standard

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

1st Quarter Identify a particular point of view (cultural perspective/bias) reflected in a work of literature

Possible resources: • “The Sniper” by Liam O’Flaherty with “A Country Divided” by Patricia Mahon

• “Lives in the Crossfire” by Laurel Holliday

• “Beware of the Dog” by Roald Dahl

• “Thank You, M’am” by Langston Hughes

2nd Quarter Examine a cultural experience reflected in a work of literature

Possible resource: • “American History” by Judith Ortiz Cofer

3rd Quarter Explain a particular point of view (cultural perspective/bias) or cultural experience reflected in a wide reading of world literature

Possible resources: • Romeo and Juliet by Shakespeare

• “Cranes” by Hwang Sun-won


4th Quarter The standard in its entirety Possible resource: • Novel (See 9-10.RL.1 for recommendations)

9-10.RL.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

8th Grade Standard

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

1st Quarter Compare and contrast the representation of a key scene in two different artistic mediums

Try to use more than just story or movie to compare, expand to other mediums such as music, poem, artwork, photo, an interpretive dance, sculpture, etc. Compare the written descriptions with the visuals or compare the various visuals to one another Possible resource:

• Examine the artwork, poetry, and informational text accompanying various texts

2nd Quarter Compare and contrast the representation of a character in two different artistic mediums

Possible resource: • Edgar Allan Poe’s “Tales of Mystery and Madness” by Gris Grimley





MPS RESOURCES 3rd Quarter Explain the representation of a subject or

key scene in two different artistic mediums, including what is emphasized or absent in each treatment

Watch an adaptation and argue/discuss why the director made certain choices Analyze the subject of “feuding families, revenge, hatred, and death” as shown in two different artistic mediums (drama and short story) Possible resources:

• Romeo and Juliet and discussion of Hatfields and McCoys feud

• Gnomeo and Juliet

• Romeo and Juliet and West Side Story

4th Quarter The standard in its entirety Examine how a historical photo might depict a similar theme depicted in novel choice Possible resource:


9-10.RL.8 (Not applicable to literature)

9-10.RL.9: Analyze how an author draws on and transforms source material in a specific work.

8th Grade Standard

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new.

1st Quarter Identify the source material the author draws from in a specific work

Re-teach allusion Possible resources:

• “Helen on 86th Street” by Wendi Kaufman

• Greek mythology

2nd Quarter Identify how an author draws on and transforms source material in a specific work

Possible resources: • “Beware of the Dog” by Roald Dahl


3rd Quarter Begin to explain how and why an author draws on and transforms a source material in a specific work

Student-led research Possible resources:


• “Pyramus and Thisbe” from Ovid’s Metamorphosis

4th Quarter The standard in its entirety Student identifies author’s use of outside source material in novel Possible resource:






MPS RESOURCES

9.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 9.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 9-10 quantitative complexity measure is 1050-1335 Lexile.



READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8th Grade Standard

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Make inferences based on background knowledge and textual evidence

Possible Resources: • “Can Animals Think?” by Eugene Linden

• “A Defense of the Jury System” by Thomas M. Ross, Esq.

2nd Quarter Identify textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text

Determining what a ‘real world’ hero is versus a literary hero (i.e. Odysseus) Possible resources:

• “Where I Find My Heroes” by Oliver Stone

• “Heroes with Solid Feet” by Kirk Douglas

• “Jackie Robinson” by Hank Aaron

• Articles discussing U.S. soldiers returning from war and the comparison to Odysseus’ return

3rd Quarter Identify and cite textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text

Select movie reviews to read and analyze; students discover claim through inferences made in article Possible resource:

• Articles discussing the development of a teenage brain and its connection to Romeo and Juliet


9-10.RI.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

8th Grade Standard

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

1st Quarter Determine a central idea of a simple text and analyze its development over the course of the text; provide an objective summary of the text (teacher-directed)

Teacher-selected non-fiction articles that connect to literature themes - students make connections in a gradual process from 1st - 4th quarter Possible resources:

• AVID Weekly as a resource for articles

• Non-Fiction pieces offered throughout textbook that correlate to literature pieces




MPS RESOURCES

2nd Quarter Determine how a central idea (teacher-provided) of a text emerges and is shaped and refined by specific details (evidence)

Possible resource: • Joseph Campbell nonfiction pieces on the hero’s journey

3rd Quarter Determine a central idea (student-generated) of a text and explain in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details (evidence)

Possible resource: • Related nonfiction text


9-10.RI.3: Analyze how the author constructs 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.

8th Grade Standard

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

1st Quarter Trace the author’s structure of a series of ideas, including the order in which points are made

Possible Resources: • “Weapons of the Spirit,” “Letter to President Roosevelt,” “On the Abolition of the Threat of

War,” and “The Arms Race” by Albert Einstein

• “Wounded and Trapped” by Ernie Pyle

2nd Quarter Examine how the author introduces and develops his ideas

AVID Strategy: Charting the Text

3rd Quarter Explain the connections between the ideas, events, and development of them

AVID Strategy: Pausing to Connect Ideas Within a Text





MPS RESOURCES

9-10.RI.4: 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.

8th Grade Standard

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

1st Quarter Determine the meanings of words and phrases as they are used in the text

AVID Critical Reading Strategy: Working Outside a Text (all four quarters) Possible resolve:

• Various nonfiction texts

2nd Quarter Determine the meanings of words and phrases as they are used in the text, including connotative meanings

3rd Quarter Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings

Historical documents (primary sources)


Dialectical journal with student selected passages

9-10.RI.5: 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).

8th Grade Standard

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

1st Quarter Chart/trace the order of the author’s ideas as they are expressed in the text

Annotate the text Use T-chart to organize ideas/claims

2nd Quarter Identify points in author’s text where something is added to the central idea

Annotate with a reverse outline Use student-models

3rd Quarter Explain how an author’s ideas or claims are developed in the text

AVID strategy: Charting the Text





MPS RESOURCES

9-10.RI.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.

8th Grade Standard

Determine an author’s point of view, perspective and purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

1st Quarter Determine an author’s point of view or purpose in a text.

Introduce basic rhetorical triangle

2nd Quarter Define and identify basic rhetorical devices in a text.

AVID Template: Rhetorical Precis

3rd Quarter Explain how the author uses rhetorical devices to advance his/her point of view.

AVID Strategy: Charting a Text

4th Quarter The standard in its entirety Dialectical journal with student generated passages Student annotation

9-10.RI.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

8th Grade Standard

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

1st Quarter Compare and contrast various accounts of a subject told in different mediums

Refer to adopted resources for examples of artwork and non-fiction selections to compare the following:

• The author’s oral rendition of his work to his written version

• Themes across different writing genres 2nd Quarter Compare and contrast various accounts of a subject told in different mediums and determine which details are emphasized in each account

3rd Quarter Explain how various accounts of a subject are told in different mediums





MPS RESOURCES

9-10.RI.8: 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.

8th Grade Standard

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

1st Quarter Identify argument’s claim, evidence, and reasoning

AVID Strategies Graphic organizers Toulmin method

2nd Quarter Evaluate evidence for relevance and sufficiency and identify false statements and fallacious reasoning

Socratic seminar Teach logical fallacies

3rd Quarter Locate false statements and evaluate use of fallacious reasoning

Dialectical journal


9-10.RI.9: Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

8th Grade Standard

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

1st Quarter Identify the theme or concept of a seminal/primary document of historical and literary significance

Possible Resources: • “Weapons of the Spirit,” “Letter to President Roosevelt,” “On the Abolition of the Threat of

War,” and “The Arms Race” by Albert Einstein • “I Have A Dream” by Martin Luther King, Jr.

• “Gettysburg Address” by Abraham Lincoln compared to “Speech to the Troops at Tilbury” by Queen Elizabeth

2nd Quarter Explain the theme or concept of a seminal/primary document of historical and literary significance

Info graphics Venn Diagram

3rd Quarter Examine the theme or concept of multiple seminal/ primary documents of historical and literary significance, including how they address related themes and concepts

Write analysis paragraph




MPS RESOURCES


9.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measure appropriate to grade 9.

For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 9-10 quantitative complexity measure is 1050-1335 Lexile.

22

WRITING

STANDARDS



WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.W.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.

e. Provide a concluding statement or section that follows from and supports the argument presented.

8th Grade Standard

Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence

logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of

the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

1st Quarter Model Text • Identify author’s claims (RI.2) and compose

claim/counterclaims for topical issues

• Identify transitional words used to distinguish between claim/reasons, reasons/evidence, and claim/counterclaim

Individual Composition

• Compose paragraphs that employ claim, reasons, evidence, and counterclaims in a cohesive manner

• Compose a concluding statement or section that follows from and supports the argument presented

Dissect model texts for: • claims/counterclaims

• transitional words

• reasons/evidence

• conclusions Nonfiction texts from a variety of sources AVID Templates:

• Analyzing and Summarizing Evidence

• Rhetorical Precis




MPS RESOURCES 2nd Quarter Using Model Text

• Outline elements of an argument


• Compose multi-paragraph essays

• Incorporate transitions

• Revise to create a formal tone (eliminate personal pronouns, slang, etc.)

• Compose a concluding statement or section that follows from and supports the argument presented

Provide outline models and blank templates to practice building an argument • claims/counterclaims

• reasons/evidence

• commentary

• conclusions Provide models without conclusions for students to complete

• AVID Weekly articles and templates Argument topics developed to complement current readings

3rd Quarter Individual Composition • Create a convincing argument from text (teacher-

supplied)

• Construct valid arguments that can be supported and developed from text into a multi-paragraph essay

• Add dynamic transitional words and sections to support moves beyond formulaic models

• Reinforce formal tone.

• Refine concluding statement (move beyond the formulaic conclusion)

Philosophical Chairs discussion/debate with current articles AVID Template: Rhetorical Precis Selected current event articles Step Up to Writing: Burying Transitions





MPS RESOURCES

9-10.W.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.

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 an appropriate 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).

8th Grade Standard

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

1st Quarter Using Model Text • Identify the author’s use of organizational structure to (order of importance, spatial

order, chronological, compare/contrast)

• Identify precise language used in informative text

• Recognize transitional words to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts


• Compose paragraphs that employ facts, definitions, details, quotations, or other information and examples

• Compose a concluding statement or section that follows from and supports the information or explanation presented

Analyze model paragraphs looking at structure and transitions AVID Templates:

• Sequence: Chronological

• Sequence

• Compare and Contrast

Provide models without conclusions for students to complete




MPS RESOURCES 2nd Quarter Using Model Text

• Examine the author’s use of organizational structure (order of importance, spatial order, chronological, compare/contrast) using models and thinking maps


• Integrate precise language into informative text

• Revise to maintain formal tone (elimination of personal pronouns, slang, etc.)

• Continue to compose a concluding statement or section that follows from and supports the information or explanation presented

Analyze model paragraphs looking at structure, transitions, and tonal words AVID Templates:

• Sequence: Chronological

• Sequence

• Compare and Contrast

Provide models without conclusions for students to complete

3rd Quarter

Individual Composition • Utilize logical ordering of ideas to best suit a given topic (order of importance, spatial

order, chronological, compare/contrast) within writing

• Create precise language that uses appropriate connotation to achieve correct tone and style

• Incorporate transitions beyond formulaic models

• Create a multimedia presentation using appropriate headings, graphics, and order to aid comprehension

• Incorporate transitional segues

• Attend to norms and conventions to maintain formal tone (elimination of personal pronouns, slang, etc.)

• Continue to compose a concluding statement or section that follows from and supports the information or begins to articulate implications or the significance of the topic

Synthesize information from resources to create a logically ordered presentation using varied multimedia presentation platforms





MPS RESOURCES

9-10.W.3: 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, relevant descriptive 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.

8th Grade Standard

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use 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. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and

events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

1st Quarter Using Model Text • Use a graphic organizer to reverse outline an existing narrative

(conflict, exposition, development of conflict, and resolution)

• Given an existing model, use narrative techniques to develop characterization

• Identify precise language used in narrative text specifically to convey a vivid picture including setting and character

Activities: • Analyze literary techniques used in model works.

• Identify the techniques and analyze the effect of the author’s choices

AVID Template:

• Story Arc Summary

• Dialogue Poem (also known as a Two-Voice Poem)

2nd Quarter Individual Composition • Utilize graphic organizer to compose narrative piece that employs

characterization and a consistent point of view

• Create precise language that should be used in a narrative text to specifically convey a vivid picture including setting and characters (sensory language and relevant descriptive details) Write a conclusion that reflects on characters’ experiences and observations

Activities: • Model literary techniques and practice on shorter

writings Create alternate version of existing text by employing a differing point of view that may develop a secondary plot line




MPS RESOURCES 3rd Quarter Individual Composition

• Compose a narrative that utilizes a variety of techniques to set up exposition, conflict, sequence of events, and conclusion that provides resolution

• Utilize pacing and description to develop events and characters

• Utilize precise language that includes appropriate connotation in a narrative text to specifically convey a vivid picture including setting and characters (sensory language and relevant descriptive details)

Activities: • Use literary techniques in writing


9-10.W.4: 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.)

8th Grade Standard

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

1st Quarter Engage in prompt analysis to determine purpose, audience, and form

Focus/evaluate one or more of the Six Traits of Writing with writing assignments: Ideas and Content: Writing is clear and focused. Main ideas stand out and are developed by strong support and rich

details. Purpose is accomplished. Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together. Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose. Word choice reflects the writer’s use of specific words and phrases to convey message and employs a variety of words that are functional/appropriate to the audience and purpose. Sentence Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage.

2nd Quarter Utilize prompt analysis techniques to produce a variety of clear, coherent writing

3rd Quarter Utilize prompt analysis techniques to produce a variety of clear, coherent writing





MPS RESOURCES

9-10.W.5: 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.)

8th Grade Standard

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

1st Quarter Utilize writing process to develop writing, focusing on addressing what is most significant for a specific purpose and audience Differentiate between revision and editing Complete graphic organizer based on analysis of cold prompt and compose short written piece

Use these steps with every fully developed writing assignment (Note: the focus on addressing what is most significant for a specific purpose and audience). Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

• Determine the purpose and intended audience of a writing piece

• Generate ideas through a variety of activities

• Establish a controlling idea appropriate to text type

• Use organizational strategies to plan writing Drafting Drafting incorporates prewriting activities to create a draft containing necessary elements for a specific purpose. Revising

• Revising includes evaluating and refining the draft for clarity and effectiveness.

• Evaluate the draft for use of ideas, organization, voice, word choice, and sentence fluency

• Add details to the draft to more effectively accomplish the purpose

• Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose

• Rearrange words, sentences, and paragraphs in the draft (effectively using transitional words and phrases) in order to clarify the meaning or to enhance the writing style

Editing Editing includes proofreading and correcting the draft for conventions. Publishing Publishing includes formatting and presenting a final product for the intended audience.

2nd Quarter Utilize writing process to develop and strengthen writing, focusing on addressing what is most significant for a specific purpose and audience Use specific revision techniques to enhance clarity and significance Continue practice with cold prompts and short written pieces

3rd Quarter Utilize writing process, focusing on addressing what is most significant for a specific purpose and audience Use specific revision techniques to enhance clarity and significance Compose multi-paragraph essay based on cold prompt





MPS RESOURCES

9-10.W.6: 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.

8th Grade Standard

Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

1st Quarter Become aware of how to use available technology to create a product Use Google, turnitin.com, and/or Canvas

2nd Quarter Use available technology to create a product Use a variety of multimedia platforms

3rd Quarter Use available technology to create a product that links other information and to display information flexibly and dynamically

Continue using a variety of multimedia platforms

4th Quarter The standard in its entirety Continue using a variety of multimedia platforms

9-10.W.7: 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.

8th Grade Standard

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

1st Quarter Determine a guiding thesis/claim from a broad topic with teacher-provided sources

Select broad-based (one-word) topics for practice

2nd Quarter Conduct research from multiple sources (teacher-supplied) to support a thesis/claim Develop appropriate plan for a research product

Mesa Public Schools Library Resource Centers using Databases and Resources

3rd Quarter Conduct research project (student-supplied sources) Mesa Public Schools Library Resource Centers using Databases and Resources


Student-supplied sources

9-10.W.8: 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.

8th Grade Standard

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

1st Quarter Recognize characteristics found in credible and relevant sources Practice evaluating sources using CRAAP Test Cyber Savvy page from M.P.S. Ed Tech resources (www.mpsaz.org/edtech/resources/cybersavvy/ under “Free online classes”)

http://www.mpsaz.org/edtech/resources/cybersavvy/




MPS RESOURCES 2nd Quarter Use credible and relevant source material to develop understanding of the

subject and introduce the standard format for citation

Create a condensed list of appropriate sources; begin to extract relevant portions of sources

3rd Quarter Integrate credible and relevant source material, developing understanding of the subject, avoiding plagiarism, and following standard format for citation

Practice integrating quotations and statistics into sentences with correct citation


9-10.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–10 Reading standards to literature.

b. Apply grades 9–10 Reading standards to informational and nonfiction text.

8th Grade Standard

Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 8 Reading standards to literature and to literary nonfiction.

1st Quarter Direct instruction in basic annotation techniques

Teach AVID Critical Reading Strategies

2nd Quarter Students use prescribed techniques to annotate a text

Teach AVID Critical Reading Strategies

3rd Quarter Students begin to build their own annotation techniques Students extract the most compelling evidence from the text to support ideas

Use AVID Critical Reading Templates


9.W.10: 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.

34

SPEAKING AND

LISTENING

STANDARDS



SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.SL.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.

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, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

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.

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 based on the evidence and reasoning presented.

8th Grade Standard

Engage effectively in a range of collaborative discussions (one-on-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.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

1st Quarter Review parameters of discussion Set norms for discussions/collaboration (students should be active participants in the creation of these norms) This includes one-on-one discussions, group discussions, and teacher-led discussions Provide questions and materials to allow students to be prepared for the discussion Teacher should go over the materials and questions with the student

Practice answering in complete sentences Think-alouds Possible resources:

• AVID materials

2nd Quarter Students develop their own questions using question stems provided by the teacher Begin to vocalize their acknowledgement of different viewpoints in discussions When appropriate, students should justify their own views using information from the research provided Summarize points of agreement and disagreement at the end of the discussion

Modified Literature Circles protocol Possible resource:

• AVID materials




MPS RESOURCES

3rd Quarter Students begin to develop their own questions related to the materials provided by the teacher The students review the parameters of a good question and provide models for their peers Vocalize their acknowledgement of different viewpoints in discussion When appropriate, students will justify their own views using information from the research provided Summarize points of agreement and disagreement at the end of discussion

Introduce students to Costa’s Levels of Questioning Students give presentations to an audience not composed entirely of their school peers Possible resources:

• AVID materials


9-10.SL.2: Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

8th Grade Standard

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

1st Quarter Introduce the different forms of media to be used in presentations The teacher can model these in their own presentations or lessons Provide examples of credible sources versus non-credible sources, depending on type of assignment

Have the media specialist give students an overview on the resources available Possible resource:

• Media Specialist

2nd Quarter Compare and contrast different forms of media or reference material Identify credible versus non-credible sources

Teach students to evaluate the credibility of web resources. Possible resource:

• http://mason.gmu.edu/~montecin/web-eval-sites.htm

3rd Quarter Explain the credibility and accuracy of a source Begin to integrate multiple sources of information in their presentations

Utilize AP Social Studies or Language released prompts that require integration of multiple sources Require critique of the resources and usage within writing


http://mason.gmu.edu/~montecin/web-eval-sites.htm




MPS RESOURCES

9-10.SL.3: Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

8th Grade Standard

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

1st Quarter Identify speaker’s point of view and understand a speaker’s claim and evidence

Show a variety of speeches, having students identifying the speaker’s claim. Possible resources:

• “I Have a Dream” by Martin Luther King Jr.

• “Inaugural Address” (1961) by John F. Kennedy

2nd Quarter Identify different types of evidence and basic rhetorical devices used in a speech

Continue to show speeches or videos Introduce the different types of fallacies

3rd Quarter Define and identify distorted evidence or fallacious

reasoning used

Continue to show speeches or videos


9-10.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

8th Grade Standard

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

1st Quarter Properly identify the purpose, audience, and task of a prompt RAFT Strategy (Role, Audience, Format, Topic) SOAPSTone Strategy (Speaker, Occasion, Audience, Purpose, Subject, Tone)

2nd Quarter Use a variety of prompt analysis techniques to create a speech

Provide information for speech delivery with examples from speeches

Arrange for a guest speaker to model a delivery

3rd Quarter Use a variety of prompt analysis techniques to create a logical speech

Students give a speech with a partner or a group


Students give individual speeches




MPS RESOURCES

9-10.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

8th Grade Standard

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

1st Quarter Introduce different types of digital media (e.g., textual, graphical, audio, visual, and interactive elements)

Create a class blog, or wiki page

2nd Quarter Use different types of digital media Continue to use class blog, or wiki page Teach students to utilize digital media in their presentations

3rd Quarter Explain why particular types of media were used in the presentation

Utilizing RAFT Strategy or SOAPSTone Strategy to help students identify their purpose for using certain forms of media


9-10.SL.6: 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 for specific expectations.)

8th Grade Standard

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

1st Quarter Review of all eight parts of speech, review parts of sentence including subject/predicate, phrases and clauses Identify various phrases and clauses

Daily Grammar Practice/Bell Work Teach lessons covering the parts of speech and the parts of a sentence Possible resources:

• School House Rock

• Daily Grammar Practice program

• Purdue O.W.L.

• Arizona State University practice exercises and various other university sources

• Khan Academy

2nd Quarter Introduce parallelism (define, model, identify, practice)

Provide examples of speeches Possible resources:

• “I Have a Dream” by Martin Luther King Jr.

• “Inaugural Address” (1961) by John F. Kennedy

3rd Quarter Apply parallelism to oral presentations

Write and deliver a speech that utilizes parallelism


40

LANGUAGE

STANDARDS



LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.L.1: 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.

8th Grade Standard

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. b. Form and use verbs in the active and passive voice. c. Form and use verbs in the indicative, interrogative, conditional, and subjective mood. d. Recognize and correct inappropriate shifts in verbals, voice, and mood.

1st Quarter Review of all eight parts of speech, review parts of sentence including subject/predicate, phrases and clauses Identify various phrases and clauses

Daily Grammar Practice/ Bell Work Teach lessons covering the parts of speech and the parts of a sentence Possible resources:

• School House Rock

• Daily Grammar Practice program

• Purdue O.W.L.

• Arizona State University practice exercises and various other university sources

• Khan Academy

2nd Quarter Introduce parallelism (define, model, identify, practice)

Identify sentence types, recreate the sentence type using weekly vocabulary

3rd Quarter Apply parallelism to sentence structure Begin incorporating different structures into larger writing assignments

Require a variety of sentence structures





MPS RESOURCES

9-10.L.2: 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. Use correct spelling.

8th Grade Standard

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, ellipsis, dash) to indicate a pause or break. b. Use an ellipsis to indicate an omission. c. Use correct spelling.

1st Quarter Review writing and spelling conventions (emphasis on commas, parentheses, dashes) while reviewing parts of speech and parts of sentences

Introduce proofreading and editing practice drills. • Daily Oral Language (D.O.L.)

Possible resource: • Purdue O.W.L.

2nd Quarter Review different sentence types: simple, compound, complex, compound-complex Introduce colons and semicolons

Continue editing/proofreading drills

3rd Quarter Properly use colons/semicolons in different sentences Effectively use colons while introducing a list and quotations

Continue editing/proofreading drills Revision strategy: Identify in a draft the sentence types, and revise two simple sentences into a compound or complex sentence





MPS RESOURCES

9-10.L.3: 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.

8th Grade Standard

Use knowledge of language and its conventions when writing, speaking, reading, or listening. Use verbs in the active and passive voice and in the conditional and subjective mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

1st Quarter Review a style manual, focusing on in-text citation, headers, and works cited page. Students should be able to differentiate various styles in model papers Use model papers to introduce the purposeful use of paragraphing and grammar to convey a meaning

Identify the elements of proper formatting, in-text citations, and works cited page in a model paper Possible resource:

• Purdue O.W.L.

2nd Quarter Model proper formatting, works cited, and in-text citation Apply proper in-text citation when quoting, paraphrasing, and summarizing When typing papers, students will be expected to use proper formatting, including headers and works cited Identify purposeful use of paragraphing and grammar in selected readings

Use style manual Possible resources:

• Selected essays can be used for identifying the use of paragraphing and grammar

3rd Quarter Use proper formatting, works cited, and in-text citation. Applying proper in-text citation when quoting, paraphrasing, and summarizing When typing papers, students will be expected to use proper formatting, including headers and works cited Identify the use of certain writing styles in reading material

Continue to review proper formatting Teach author’s use of style in a selected reading





MPS RESOURCES

9-10.L.4: 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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

b. 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.

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.

d. Verify the preliminary determination of the meaning of a word or phrase.

8th Grade Standard

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, and secede). b. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of

a word or phrase. 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 or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase. 1st Quarter Review of context as a clue to the meaning of a word or phrase

Review using reference materials Students become familiar with the meaning of certain prefixes and suffixes Introduce and explain derivatives of vocabulary words

Prefix/suffix study Weekly vocabulary lessons with derivative exercises Review affixes in daily bell work

2nd Quarter Review of Greek and Latin affixes and roots Introduce denotation and connotation Use knowledge of prefixes and suffixes to identify different word meanings

Teach students how to use certain resources, such as online dictionaries and thesauri Possible resources:

• http://dictionary.reference.com/

• http://thesaurus.com/

http://dictionary.reference.com/

http://thesaurus.com/




MPS RESOURCES 3rd Quarter Explain the connotation of a word.

Apply knowledge of affixes and root words into their writing. Continue to consult reference materials while writing.

Use vocabulary words in student writing


9-10.L.5: 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.

8th Grade Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., verbal irony, puns) in context. b. Use the relationship between particular words to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent,

resolute). 1st Quarter Introduce and identify expressions, euphemisms, oxymorons, and other figures of

speech Students are taught the meaning of certain expressions and euphemisms

Identify the relationships between particular words

Teach expressions/euphemisms, and oxymorons Basic analogies

2nd Quarter Teach the difference between connotation and denotation Students are beginning to distinguish among the connotations of words with similar denotations Continue to learn the meanings of certain expressions and euphemisms Explain why an author uses a certain figure of speech Continue to distinguish among the connotations of words with similar denotations

Interpret figures of speech in author’s use of style Possible resource:





MPS RESOURCES 3rd Quarter Continue to learn the meaning of certain expressions and euphemisms

Continue to explain and interpret why an author uses a certain figure of speech Students begin to apply these figures of speech in their writing

Recognize nuances in the meaning of words with similar denotations

Use figures of speech in students own writing


9-10.L.6: 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.

8th Grade Standard

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

1st Quarter Review general academic and domain-specific words and phrases. Students identify and understand the meaning of academic vocabulary as it applies to reading and writing

Provide academic vocabulary list Weekly vocabulary lessons and root word lessons Possible resources:

• Textproject.org - Academic word list

• Costa’s Levels of Questioning

2nd Quarter Apply knowledge of academic vocabulary to adequately respond to reading

and writing assignments

Use of RAFT Strategy or SOAPSTone Strategy to understand writing prompts

3rd Quarter Apply knowledge of academic vocabulary to thoroughly respond to reading and writing assignments


http://textproject.org/assets/library/resources/Academic-word-list.pdf

Language Strand – Standards 1 & 2 Progressive Skills by Grade

48

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Kindergarten

Form regular plural nouns orally by adding /s/or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation

1st Grade Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series

2nd Grade Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs

Use adjectives and adverbs, and choose between them depending on what is to be modified

Produce, expand, and rearrange complete simple and compound sentences

Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives

3rd Grade

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

and choose between them depending on what is to be modified Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a text Use a comma before a coordinating conjunction in a compound

sentence

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5th Grade

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences

Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade

Explain the function of phrases and clauses in general and their function in specific sentences

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Use a comma to separate coordinate adjectives

8th Grade Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or break Use an ellipsis to indicate an omission

9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

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ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

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Arizona’s English Language Arts Standards – 9-10th Grade

Reading Standards for Literature

Key Ideas and Details

9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RL.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.

Craft and Structure

9-10.RL.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.

9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

Integration of Knowledge and Ideas

9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

9-10.RL.8 (Not applicable to literature)

9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.

Range of Reading and Level of Text Complexity

9-10.RL.10

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 9.

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 10.

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Reading Standards for Informational Text

Key Ideas and Details

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RI.3 Analyze how the author constructs 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.

Craft and Structure

9-10.RI.4 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.

9-10.RI.5 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).

9-10.RI.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.

Integration of Knowledge and Ideas

9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

9-10.RI.8 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.

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

Range of Reading and Level of Text Complexity

9-10.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 9.

By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.

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Arizona’s English Language Arts Standards – 9-10th Grade Writing Standards

Text Types and Purposes

9-10.W.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. e. Provide a concluding statement or section that follows from and supports the argument presented.

9-10.W.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. 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 an appropriate 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).

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Text Types and Purposes

9-10.W.3

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, relevant descriptive 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.

Production and Distribution of Writing

9-10.W.4 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.)

9-10.W.5

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.)

9-10.W.6 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.

Research to Build and Present Knowledge

9-10.W.7

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.

9-10.W.8

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.

9-10.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9-10 Reading standards to literature. b. Apply grades 9-10 Reading standards to informational and nonfiction text.

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Range of Writing

9-10.W.10 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.

Speaking and Listening Standards

Comprehension and Collaboration

9-10.SL.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. 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, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. 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. 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 based on the evidence and reasoning presented.

9-10.SL.2 Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

9-10.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

9-10.SL.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

9-10.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

9-10.SL.6 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 for specific expectations.)

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Language Standards

Conventions of Standard English

9-10.L.1

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, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

9-10.L.2

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. Use correct spelling.

Knowledge of Language

9-10.L.3

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.

Vocabulary Acquisition and Use

9-10.L.4

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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). b. 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. 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. d. Verify the preliminary determination of the meaning of a word or phrase.

9-10.L.5

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.

9-10.L.6

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.

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