English Language Arts Curriculum Subject Area: English ... · PDF fileEnglish Language Arts...
Transcript of English Language Arts Curriculum Subject Area: English ... · PDF fileEnglish Language Arts...
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Key
Id
ea
s a
nd
Deta
ils
RL.9.1
cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
RL.9.2
determine a theme or central idea of
a text and analyze in detail its
development over the course of a
text, including how it emerges and is
shaped and refined by specific
details; provide an objective
summary of the text.
RL.9.3
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.
RL.9.1
CA 2, 3, 5
1.1, 1.4
RL.9.2
CA 2, 3, 5, 7
1.5, 1.6
RL.9.3
CA 1, 2, 3, 4
1.6, 1.8
Str
ate
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Thin
kin
g
RL.9.1
Guided Reading (DOK 1)
Hands Up/Pair Up- Look for facts stated in the text vs.
inferences made from the text. (DOK 2)
Create a paragraph supporting student's analysis. (DOK 3)
RL.9.2
Theme Scavenger Hunt (DOK 2, 3)
RL.9.3
Create a cause and effect charting the decisions of a
character in a piece of literature (e.g.. domino, point chart)
(DOK 3)
RL.9.1
Question/Answer to check for
reading comprehension. (DOK 1)
To verify facts vs. inference from
the text. (DOK 2)
District writing rubric. (DOK 3)
RL.9.2
Peer check of thematic
statement. (DOK 2)
Teacher check of thematic
statement.
Each student creates a summary
of the theme as it evolves
throughout all stories. (DOK 3)
RL.9.3
Teacher evaluation of student's
chart(s).
Subject Area: English Language Arts English I (9th)
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
1 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
Cra
ft a
nd
Str
uctu
re
RL.9.4
determine the meaning of words
and phrases as they are used in the
text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g.,
how the language evokes a sense
of time and place; how it sets a
formal or informal tone).
RL.9.5
analyze how an author’s choices
concerning how to structure a text,
order events within it (e.g., parallel
plots), and manipulate time (e.g.,
pacing, flashbacks) create such
effects as mystery, tension, or
surprise.
RL.9.6
analyze a particular point of view or
cultural experience reflected in a
work of literature from outside the
United States, drawing on a wide
reading of world literature.
RL.9.4
CA 1, 2, 3, 7
1.5, 1.6, 3.3
RL.9.5
CA 1, 2, 3,
1.6, 1.5
RL.9.6
CA 2, 3, 7
1.9, 2.3, 4. 3
Str
ate
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RL.9.4
Department determined vocabulary units including Tier 3
words. (DOK 2)
Students exam a piece of prose or poetry and circle words
that help determine tone. (DOK 2)
Small groups, students discuss their findings and provide
support based on the text(s). (DOK 3)
RL.9.5
Silent Sequencing and create a class chart of their
findings. (DOK 2, 3)
Round Table discussion of manipulation of time within the
piece(s). (DOK 3)
RL.9.6
Students relate personal experience to event presented in
the literature. (DOK 2)
Students write down what they know about a particular
culture prior to reading selection from that culture. (DOK 1)
RL.9.4
Vocabulary Dictionary work/quiz.
(DOK 2)
Students do self and partner
check of circled words. (DOK 2)
Students present their argument
to a small group/the class. (DOK
3)
RL.9.5
Students compile information to
create a class chart. (DOK 2, 3)
Students discuss in small groups
the effect of time manipulation
and report to the whole. (DOK 3)
RL.9.6
Flip Chart check of students.
(DOK 2)
Teacher check of Ticket In. (DOK
1)
2 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
Inte
gra
tio
n o
f K
no
wle
dg
e a
nd
Id
ea
s
RL.9.7
analyze the representation of a
subject or a key scene in two
different artistic mediums, including
what is emphasized or absent in
each treatment (e.g., Auden’s
“Musée des Beaux Arts” and
Breughel’s Landscape with the Fall
of Icarus).
RL.9.8
(Not applicable to literature)
RL.9.9
analyze how an author draws on
and transforms source material in a
specific work (e.g., how
Shakespeare treats a theme or
topic from Ovid or the Bible or how
a later author draws on a play by
Shakespeare).
RL.9.7
CA1, 5
1.5, 1.8
RL.9.9
CA 2, 3
1.5, 1.6
RL.9.10
CA 2, 3
1.5, 1.6
Str
ate
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Thin
kin
g
RL.9.7
Students will view various works of art to determine
similarities and differences. (DOK 2)
Students create a Venn Diagram or other graphic
organizer to show similarities and differences. Share with
partner, small group, or whole class. (DOK 3)
RL.9.9
Students are presented with allusions.
Students identify an allusion in a piece of literature/other
source. (DOK 2)
Students then explain the effect of the allusion. (DOK 3)
Analyze the effect of allusion in a piece of literature. (DOK
3)
RL.9.7
Question and Answer. (DOK 2)
Teacher or peer check. (DOK 3)
RL.9.9
Class discussion of allusions
(e.g.. Songs, literature, pictures,
art, sports, pop culture, media,
etc.)
White Board student show of
work. (DOK 2)
Think, Pair, Share. (DOK 3)
3 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Reading for Literature (RL)
Show-Me Standards
Ran
ge
of
Rea
din
g a
nd
Le
ve
l o
f T
ex
t C
om
ple
xit
y
RL.9.10
by the end of grade 9, students will
be reading at or above grade level
in the grades 9–10 text complexity
band proficiently.
RL.9.10
CA 2, 3, 5
1.5, 1.10
Exte
nded T
hin
kin
g
RL.9.10
Using a department/teacher developed writing
performance event, students will chart personal
connections, questions, inferences regarding a piece of
literature. Students will engage in activities that encourage
visualization of specific events in a story. Students will
summarize by order of importance events of the story.
Students will synthesize themes, ideas, motifs, etc. that
occur within a piece of literature. (DOK 4)
RL.9.10
Students will periodically determine Lexile reading level of
self selected books.
RL.9.10
Worksheets, charts, graphs,
journal entries, writing projects,
flip boards, ticket in/out, etc.
(DOK 4)
RL.9.10
Teachers approves books with
Lexile reading level noted.
Write a paragraph discussing the
effect. (DOK 3)
4 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Key
Id
ea
s a
nd
Deta
ils
RI.9.1
cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
RI.9.2
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.
RI.9.3
analyze how the author unfolds an
analysis or series of ideas or
events,
including the order in which the
points are made, how they are
introduced and
developed, and the connections that
are drawn between them.
RI.9.1
CA 2, 3, 5
1.1, 1.4
RI.9.2
CA 2, 3, 5, 7
1.5, 1.6
RI.9.3
CA 1, 2, 3, 4
1.6, 1.8
Str
ate
gic
Thin
kin
g
RI.9.1
Guided Reading (DOK 1)
Hands Up/Pair Up (DOK 2)
Create a paragraph supporting student's analysis. (DOK 3)
RI.9.2
Theme Scavenger Hunt (DOK 2, 3)
RI.9.3
Create a summary chart of points presented in an
informational text. (DOK 2)
Students create an outline of the summary that includes
the supporting details presented and the connections
between them. (DOK 3)
RI.9.1
Question/Answer to check for
reading comprehension. (DOK 1)
To verify facts vs. inference from
the text. (DOK 2)
District writing rubric. (DOK 3)
RI.9.2
Peer check of thematic
statement. (DOK 2)
Teacher check of thematic
statement.
Each student creates a summary
of the theme as it evolves
throughout all stories. (DOK 3)
RI.9.3
Teacher evaluation of chart.
Group/Peer check of outline.
Subject Area: English Language Arts English I (9th)
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
5 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
Cra
ft a
nd
Str
uctu
re
RI.9.4
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 (e.g., how the
language of a court opinion differs
from that of a newspaper).
RI.9.5
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).
RI.9.6
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.
RI.9.4
CA 1, 2, 3, 7
1.5, 1.6, 3.3
RI.9.5
CA 3, 6
1.5, 1.6, 1.8
RI.9.6
CA 3, 5, 6
1.5, 1.6, 1.8
Str
ate
gic
Thin
kin
g
RI.9.4
Guided Reading to determine contextual meaning of
words. (DOK 1)
Using examples from two types of informational text,
students will identify the tone of each piece and find words
that support the tone. (DOK 3)
RI.9.5
Guided Reading of informational text to determine the
purpose of subtitles, headings, paragraph divisions,
section divisions, etc. (DOK 1)
R. 9.6
Students engage in small group activity to identify
persuasive rhetorical devices. (DOK 2)
In guided Reading/small group Guided Reading of various
informational texts, students will determine the author's
purpose and use of persuasive devices to make his/her
point.(DOK 3)
RI.9.4
Worksheet, flip charts, class
discussion, small group (DOK 1)
Small group to whole group
discussion (DOK 3)
RI.9.5
Class discussion/teacher
evaluation of answers. (DOK 1)
RI.9.6
Teacher led group discussion.
(DOK 2)
Teacher led group discussion
with whole class presentation.
(DOK 3)
6 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
Inte
gra
tio
n o
f K
no
wle
dg
e a
nd
Id
ea
s
RI.9.7
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.
RI.9.8
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.
RI.9.9
analyze seminal U.S. documents of
historical and literary significance
(e.g., Washington’s Farewell
Address, the Gettysburg Address,
Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham
Jail”), including how they address
related themes and concepts.
RI.9.7
CA 3, 5
1.5, 1.6, 1.7,
1.9
RI.9.8
CA 3, 5, 6
1.5, 1.6, 1.7,
1.8
RI.9.9
CA 3, 5
1.5,
Str
ate
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Thin
kin
g
RI.9.7
Students will compare and contrast information about a
particular subject presented through various medium.
(DOK 2)
RI.9.8
Given examples of fallacious reasoning, students will
identify examples in informational text and other media.
(DOK 2)
Using an informational text, students will identify specific
claims or arguments and support or refute the claim with
evidence from the text or through world connections (i.e..
graphic organizer). (DOK 3)
RI.9.9
Students will examine informational texts that relate to a
piece of literature and identify related themes and concepts
between the two through small group study and whole
class discussions. (DOK 3)
RI.9.7
Chart, Think, Pair, Share, whole
class activity, Graphic organizer.
RI.9.8
Round Robin, Small Group
discussion, etc. (DOK 2)
Teacher evaluation of graphic
organizer/essay (District Writing
rubric). (DOK 3)
RI.9.9
Worksheets, teacher/student-led
discussion. (DOK 3)
7 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Reading for Informational Text (RI)
Show-Me Standards
Ran
ge
of
Rea
din
g a
nd
Le
ve
l o
f T
ex
t C
om
ple
xit
y
RI.9.10
by the end of grade 9, read and
comprehend literary nonfiction in the
grades 9–10 text complexity band
proficiently, with scaffolding as
needed at the high
end of the range.
RI.9.10
CA 3, 5
1.5, 1.6, 4.1
Str
ate
gic
Thin
kin
gRI.9.10
Using a department/teacher developed writing
performance event, students will chart personal
connections, questions, inferences regarding a piece of
non-fiction. Students will engage in activities that
encourage visualization of specific events in a story.
Students will summarize by order of importance events of
the story. Students will synthesize themes, ideas, motifs,
etc. that occur within a piece of literature. (DOK 3)
RI.9.10
Worksheets, charts, graphs,
journal entries, writing projects,
flip boards, ticket in/out, etc.
(DOK 3)
8 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Dis
tric
t W
riti
ng
Pro
ce
ss
DW.9
students will create various writing
projects following the District Writing
Process.
DW.9
CA 1, 4
1.1, 1.2, 1.4,
1.5, 1.7, 1.8
Exte
nded T
hin
kin
g
DW.9
Students will generate various writing products for different
projects demonstrating:
a. Prewriting and Planning
b. Drafting
c. Revising
d. Editing
e. Final Drafting
f. Publishing (DOK 4)
District Writing rubric. (DOK 4)
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
9 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s
W.9.1
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.
W.9.1
CA 3, 4
1.1, 1.2, 1.4,
1.5
Str
ate
gic
Thin
kin
g
W.9.1
Students will make and support claims regarding a
character's choices in a piece of literature. (DOK 3)
a. Students create an outline/T-chart (or other graphic
organizer) in which claims and support are presented.
b. Using the previous graphic organizer, students will
introduce an opposing opinion and support it.
W.9.1
Peer check/Teacher check of
graphic organizers/outline. (DOK
3)
10 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s
W.9.1
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.
W.9.1
CA 3, 4
1.1, 1.2, 1.4,
1.5 Skill
/Concept
W.9.1
c. Students use outlines (with idea sentences) to create full
sentence outlines and include transitions from idea to idea.
d. Students write a 1st draft to determine formal style and
objective tone.
e. Students write a conclusion.
W.9.1
Teacher check/Peer check
District writing rubric
Teacher check
11 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Pro
du
cti
on
an
d D
istr
ibu
tio
n o
f W
riti
ng
W.9.2
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.
W.9.2
CA 3, 4, 5
1.1, 1.2, 1.8
Exte
nded T
hin
kin
g
W.9.2
Students will write informative/explanatory texts
(paragraph, essay, formal paper, outline, etc.) (DOK 4)
a. Students create an outline/T-chart (or other graphic
organizer) in which claims and support are presented.
b. Students will conduct research to obtain information to
support a topic (i.e.. create notecards, outlines, supportive
details, etc.)
W.9.2
Peer check/Teacher check of
graphic organizers/outline. (DOK
4)
12 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s
W.9.2
c. use appropriate and varied
transitions to link the major sections
of the text, create cohesion, and
clarify the relationships among
complex ideas and concepts.
d. use precise language and domain-
specific vocabulary to manage the
complexity of the topic.
e. establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
f. provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
W.9.2
CA 3, 4, 5
1.1, 1.2, 1.8
Exte
nded T
hin
kin
g W.9.2
c. Students use outlines (with idea sentences) to create full
sentence outlines and include transitions from idea to idea.
d-e. Students write a 1st draft to determine formal style
and objective tone.
f. Students write a conclusion.
W.9.2
Teacher check/Peer check
District writing rubric
Teacher check
13 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s
W.9.3
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.
W.9.3
CA 1, 4,
1.6, 1.8
Skill
/Concept
W.9.3
Students will create a short written piece.
a. Students will re-write a common story changing the point
of view.
b. Students will include dialogue in their narrative.
c. Students will use their knowledge of plot development to
create rising action, climax, and falling action.
W.9.3
Short story rubric/Peer Check
14 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Tex
t T
yp
es
an
d P
urp
ose
s W.9.3
d. use precise words and phrases,
telling details, and sensory language
to convey a vivid picture of the
experiences, events, setting, and/or
characters.
e. provide a conclusion that follows
from and reflects on what is
experienced, observed, or resolved
over the course of the narrative.
W.9.3
CA 1, 4,
1.6, 1.8
Skill
/Concept W.9.3
d. Students will use imagery (i.e.. the Smile Tricks for
Good Writing).
e. Students will write a conclusion that resolves the plot of
the story.
W.9.3
15 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Pro
du
cti
on
an
d D
istr
ibu
tio
n o
f W
riti
ng
W.9.4
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.)
W.9.5
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.
W.9.6
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.
W 9.4
CA 4, 6
1.8, 2.1
W 9.5
CA 1, 4
1.8, 2.2
W 9.6
CA 4, 6
1.4, 1.5, 1.7
Exte
nded T
hin
kin
g
W.9.4
Students will produce a paragraph/essay using "Power
Writing" techniques. (DOK 3)
W.9.5
Collaborative peer editing (DOK 3)
W.9.6
Students will use a computer lab to prepare and publish a
document. (DOK 4)
W.9.4
District Writing rubric (DOK 3)
W.9.5
Worksheet/teacher observation.
(DOK 3)
W.9.6
Teacher evaluation of finished
product. (DOK 4)
16 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Pro
du
cti
on
an
d D
istr
ibu
tio
n o
f W
riti
ng
W.9.7
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.
W.9.8
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.
W.9.7
CA 1, 4, 5
1.1, 1.2
W.9.8
CA 1, 2, 4, 5
1.1, 1.2, 1.4
Exte
nded T
hin
kin
g
W.9.7
Students will conduct literature based or world based
research. (DOK 4)
W.9.8
Source investigation project. (DOK 4)
W.9.7
Worksheet/Teacher evaluation of
finished project. (DOK 4)
W.9.8
Teacher rubric. (DOK 4)
17 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Pro
du
cti
on
an
d D
istr
ibu
tio
n o
f W
riti
ng
W.9.9
draw evidence from literary or
informational texts to support
analysis, reflection, and research.
Apply grades 9–10 Reading
standards to literature (e.g.,
“Analyze how an author draws on
and transforms source material in a
specific work [e.g., how
Shakespeare treats a theme or
topic from Ovid or the Bible or how
a later author draws on a play by
Shakespeare]”).
Apply grades 9–10 Reading
standards to literary nonfiction (e.g.,
“Delineate and evaluate the
argument and specific claims in a
text, assessing whether the
reasoning is valid and the evidence
is relevant and sufficient; identify
false statements and fallacious
reasoning”).
W.9.9
CA 2, 3, 4
1.1, 1.2, 1.4,
1.5
Str
ate
gic
Thin
kin
g
W.9.9
Trace a theme or motif through a piece of literature. (DOK
3)
W.9.9
Writing/chart/worksheet. (DOK 3)
18 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
Subject Area: English Language Arts English I (9th)
CCSS Strand: Writing (W)
Show-Me Standards
Ran
ge
of
Wri
tin
g W.9.10
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.
W.9.10
CA1, 4
1.8, 2.2
Exte
nded T
hin
kin
g
W.9.10
Students produce a variety of writing for various topics and
purposes. (DOK 4)
W.9.10
District Writing rubric. (DOK 4)
19 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Co
mp
reh
en
sio
n a
nd
Co
lla
bo
rati
on
SL.9.1
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,
presentation of alternate views),
clear goals and deadlines, and
individual roles as needed.
SL.9.1
CA 1, 5, 6
2.1, 2.3, 2.4
Skill
Concept
SL.9.1
Lit circles, Think, Pair, Share, Jigsaw, various pieces of
literature/non-fiction texts. (DOK 2)
a. worksheet, role assignments, other individual
preparations.
b. Lit circle role assignments.
SL.9.1
Teacher observation/evaluation.
(DOK 2)
Subject Area: English Language Arts English I (9th)
CCSS Strand: Speaking and Listening (SL)
Show-Me Standards
20 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Speaking and Listening (SL)
Show-Me Standards
Co
mp
reh
en
sio
n a
nd
Co
lla
bo
rati
on
SL.9.1
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 in light
of the evidence and reasoning
presented.
SL.9.2
integrate multiple sources of
information presented in diverse
media or formats (e.g., visually,
quantitatively, orally) evaluating the
credibility and accuracy of each
source.
SL.9.3
evaluate a speaker’s point of view,
reasoning, and use of evidence and
rhetoric, identifying any fallacious
reasoning or exaggerated or
distorted evidence.
SL.9.2
CA 1, 5, 6
2.1, 2.3, 2.4
SL.9.3
CA 1, 6
1.8, 2.1, 2.2,
2.3, 2.4
Str
ate
gic
Thin
kin
g
SL.9.1
c. teacher or student generated reading questions. (i.e.. 20
questions, lit technique to discuss)
d. journal entry or other reflective writing discussing the
group progress/process.
SL.9.2
Compare and contrast through graphic organizer or other
means the credibility and accuracy in multiple multi-media
sources. (DOK 3)
SL.9.3
Students listen to a famous speech (i.e.. "I Have A
Dream") and complete a graphic organizer (or other chart)
assessing the speaker's effectiveness. (DOK 3)
SL 9.1
SL.9.2
Check list. (DOK 3)
SL.9.3
Teacher evaluation of graphic
organizer (or other chart). (DOK
3)
21 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Speaking and Listening (SL)
Show-Me Standards
Pre
se
nta
tio
n o
f K
no
wle
dg
e a
nd
Id
ea
s
SL.9.4
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.
SL.9.5
make strategic use of digital media
(e.g., textual, graphical, audio,
visual, and interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and to add
interest.
SL.9.6
adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
SL.9.4
CA 1, 3, 5, 6
2.1, 2.2, 2.4
SL.9.5
CA 1, 4, 6
1.4, 1.5, 2.1,
2.3
SL.9.6
CA 1, 5, 6
2.1, 2.2, 2.3,
2.4
Str
ate
gic
Thin
kin
g
SL.9.4
Student generated oral report.
SL.9.5
Students will use digital media to enhance an oral report.
(DOK 3)
SL.9.6
Students listen to samples of various media selections with
various speaking styles.
Students will engage in an activity that addresses "Code
Switching." The purpose is to understand when "formal
English" is required, preferred, or unnecessary (i.e.. listen
to and evaluate media examples from a variety of styles.)
(DOK 2)
SL.9.4
Peer evaluation/Scoring rubric
(DOK 3)
SL.9.5
Teacher evaluation of
project/Checklist. (DOK 3)
SL.9.6
Teacher/Peer worksheet. (DOK
2)
22 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Co
nv
en
tio
ns
of
Sta
nd
ard
En
glis
h
DL.1.1
Demonstrate legible use of
manuscript and cursive writing.
L.9.1
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.
L.9.1
CA 1, 4
1.5, 1.8, 2.2
Skill
/Concept
L.9.1
Students will generate various writings that demonstrate
command of standard English. (DOK 2)
a. Create a writing that includes parallel structure.
b. Students will include in their writing a variety of sentence
structure that includes a variety of dependent clauses.
L.9.1
Teacher evaluation of student
work. District Writing rubric.
(DOK 2)
Subject Area: English Language Arts English I (9th)
CCSS Strand: Language (L)
Show-Me Standards
23 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Language (L)
Show-Me Standards
Co
nv
en
tio
ns
of
Sta
nd
ard
En
glis
h L.9.2
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. spell correctly.
L.9.2
CA 1, 4
2.1, 2.2
Skill
/Concept
L.9.2
Students will demonstrate command of standard English
and grammar mechanics. (DOK 2)
a-b. Students will use semicolon, colon, and conjunctions
to link two independent clauses.
c. Students will utilize resources to self edit spelling (i.e..
dictionary, vocabulary lists, technological programs)
L.9.2
Teacher evaluation of student
work. District Writing rubric.
(DOK 2)
24 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Language (L)
Show-Me Standards
Kn
ow
led
ge o
f L
an
gu
ag
e
L.9.3
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 (e.g., MLA Handbook,
Turabian’s Manual for Writers)
appropriate for the discipline and
writing type.
L.9.3
CA 1, 4, 5
1.5,1.6, 2.1,
2.2 Skill
/Concept
L.9.3
Students will read a variety of fiction and non-fiction texts
and create graphic organizers demonstrating the
differences between each genre of writing. (DOK 2)
a. Students will demonstrate a command of MLA
formatting in all appropriate writing.
L.9.3
Teacher evaluation/Peer check.
(DOK 2)
25 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Language (L)
Show-Me Standards
Vo
ca
bu
lary
Ac
qu
isit
ion
an
d U
se
L.9.4
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. use context (e.g., the overall
meaning of a sentence, paragraph,
or text; a word’s position or function
in a sentence) as a clue to the
meaning of a word or phrase.
b. identify and correctly use patterns
of word changes that indicate
different meanings or parts of
speech (e.g., analyze, analysis,
analytical; advocate, advocacy).
c. consult general and specialized
reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word
or determine or clarify its precise
meaning, its part of speech, or its
etymology.
L.9.4
CA 1, 4
1.5, 1.6
Skill
/Concept
L.9.4
Department developed vocabulary program in addition to
literature specific vocabulary study. (DOK 2)
a. Context clues practice worksheet.
b. Grammar worksheets
c. Self-check through reference material available
L.9.4
Worksheets/quizzes/homework
assignments, etc. (DOK 2)
26 3/18/2013 Cape Girardeau Public Schools 2013
English Language Arts Curriculum
CCR
Anchor
Standard
Common Core Standard(D)=District Standard
Show Me
StandardsDOK
Instructional Strategies
Student Activities/ResourcesAssessment
The students will:
Subject Area: English Language Arts English I (9th)
CCSS Strand: Language (L)
Show-Me Standards
Vo
ca
bu
lary
Ac
qu
isit
ion
an
d U
se
L.9.4
d. verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking
the inferred meaning in context or in
a dictionary).
L.9.5
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.
L.9.6
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.
L.9.5
CA 2, 3, 5
1.5, 1.6
L.9.6
CA 1, 4, 5
1.5, 1.6, 2.3,
2.6
Skill
/Concept
L.9.5
Students will identify and determine the effect of various
figures of speech and diction in different pieces of literature
(a.-b.). (DOK 2)
L.9.5
Teacher check (worksheets,
homework, quizzes). Peer
evaluation (Think, Pair, Share,
etc.) (DOK 2)
L.9.6
Teacher check (worksheets,
homework, quizzes). (DOK 2)
27 3/18/2013 Cape Girardeau Public Schools 2013