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Strand: College and Career Readiness Anchor Standards for Reading

Common Core StandardsEssential Questions:

Learning Focus Skill/Concepts/ActivitiesAnchor

Standards

Grade Specific Standard(Benchmark)

8th Grade LA Advanced – Curriculum Map

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

How can I demonstrate the ability to read a fictional passage or text, understand and articulate what the text directly as well as indirectly states in order to make an assumption about or respond to prompts from the text?

How can I identify, extract, and cite text to thoroughly support my response?

Rhetorical:What technique did the author use to get his/her point across?

Deconstruction:Is there any evidence in the text indicating a possible secondary meaning?Can you extend the secondary meaning throughout the work?

SpringBoard – L4Unit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-24: “Then I Defy You, Stars!”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-14: Drawing InferencesUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 2: Short StoryWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

Wordly Wise:SE: 8-11, 19-22, 31-33, 41-43, 52-54, 62-64, 72-75, 82-85, 95-98, 106-109, 116-119, 126-129, 137-140, 147-150, 157-160, 167-169, 181-183, 191-194, 201-204,211-214TE: 2-11, 16-55, 58-59, 95-98, 99-102, 133-136, 137-139, 140-143, 144-14, 147-149

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

How can I demonstrate the ability to articulate the theme(s) or central idea(s) of a fictional text, providing specifics from the text to support the response?

How can I articulate how specific characters, setting, and elements of the plot reveal and contribute to the theme of the text?

How can I write a summary of the text that is free of bias and personal opinions?

SpringBoard – L4Unit 1, Activity 1-1: Previewing the UnitUnit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-12: Viewing an InterviewUnit 1, Activity 1-14: Interviewing TogetherUnit 2, Activity 2-1: Previewing the UnitUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 3, Activity 3-1: Previewing the UnitUnit 3, 3-8: Extending Metaphor and SymbolUnit 4, 4-1: Previewing the UnitUnit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, EA 5-1: Historical Investigation and PresentationUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 5, 5-28: Contextualizing ControversyWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 10: ResearchUnit 5, 5-21: Comparing Print and Film Text

Wordly Wise:Passages and Passage Questions can be used to meet standard, e.g.,SE: 8-11, 19-22, 31-33, 41-43, 52-54, 62-64, 72-75, 82-85, 95-98, 106-109, 116-119, 126-129, 137-140, 147-150, 157-160, 167-169, 181-183, 191-194, 201-204,211-214TE: 2-11, 16-55, 58-59, 95-98, 99-102, 133-136, 137-139, 140-143, 144-14, 147-149

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

How can I identify different character types, including main and subordinate, round and flat, dynamic and static?

How can I identify character motivations, how characters conflict with and influence each other, and how characters respond and change as the plot moves forward?

How can I articulate how certain incidents in a text further the plot, reveal character traits directly or indirectly, or provoke characters to make decisions based upon the incident?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-2: An Eye for an EyeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-13: More Work with ConnotationUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 3, 3-18: Syntax SurgeryUnit 3, 3-19: Generating a Rhetorical PlanUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-19: Emotional Roller CoasterUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-11: Visualizing SettingUnit 5, 5-12: Making ConnectionsUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 5, 5-28: Contextualizing ControversyWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 5: Script Writing

Wordly Wise:Passages and Passage Questions can be used to meet standard, e.g.,SE: 8-11, 19-22, 31-33, 41-43, 52-54, 62-64, 72-75, 82-85, 95-98, 106-109, 116-119, 126-129, 137-140, 147-150, 157-160, 167-169, 181-183, 191-194, 201-204,211-214TE: 2-11, 16-55, 58-59, 95-98, 99-102, 133-136, 137-139, 140-143, 144-14, 147-149

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

How can I identify the use of figurative language, i.e. metaphor, simile, personification, imagery, hyperbole, etc. in a text?

How can I demonstrate the meaning of a word or phrase within the passage, based upon the context clues of the sentence?

How can I identify shades of meaning of words and phrases?

How can I articulate the meaning and impact of diction, including the use of dialect, slang, accents, etc.?How can I demonstrate the ability to recognize and explain the meaning and impact of the meaning of specific word choice on a passage?

How can I analyze analogies or allusions to other texts, including the meaning of the analogy or allusion and how it contributes to or helps clarify or support the themes and/or central idea of the text?

How can I articulate how figurative language and sound devices affect the reader and assist in the overall understanding and enjoyment of a text?

How can I identify the mood and tone of a passage, and the meaning and impact of word choice on the mood and tone of the passage?

How can I articulate how specific word choice and language affects the overall meaning of a work, represents a specific time and place, reveals an author’s attitude, or sets an informal or formal tone?

SpringBoard – L4Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 3, 3-7: Exploring Diction and ImageryWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryUnit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-4: I’d Like to IntroduceUnit 1, Activity 1-5: Introduction to Learning Logs and Word WallsUnit 1, Activity 1-7: Defining MomentsUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-29: Portfolio Activity: Film StyleUnit 3, 3-4: Literary Devices Scavenger HuntUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 4, 4-2: Mask MonologuesUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, 5-28: Contextualizing ControversyWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 9: Response to Literary or Expository Text

Wordly Wise:SE: 9-11, 20-22, 32-33, 41-43, 52-54, 62-64, 73-75, 83-85, 96-98, 107-109, 117-119, 127-129, 138-140, 149-150, 158-160, 168-169, 182-183, 192-194, 202-204,213-214TE: 2-11, 16-55, 58-59, 95-98, 99-102, 133-136, 137-139, 140-143, 144-14, 147-149

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

How can I identify theme, setting, and other basic elements of plot?

How can I recognize elements that contribute to the theme, setting and plot within a fictional text?

How can I articulate differences in structure between fictional texts, including drama, poetry, novels, short stories, etc.?

How can I make predictions based on the information given in the text?

How can I articulate the differences in text structure, including the effects of foreshadowing, flashback, flashforward, development of plot, mood, etc.?

How can I recognize the rhetorical devices the author uses to influence the reader or enhance the author’s purpose?

How can I articulate the similarities and differences between the structure, author’s style and approach, order/sequence, approach to similar themes and ideas, etc. of fictional texts?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-2: An Eye for an EyeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-13: More Work with ConnotationUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 3, 3-18: Syntax SurgeryUnit 3, 3-19: Generating a Rhetorical PlanUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-19: Emotional Roller CoasterUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-11: Visualizing SettingUnit 5, 5-12: Making ConnectionsUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 5, 5-28: Contextualizing ControversyWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 5: Script Writing

6. Assess how point of view or purpose shapes the content and style of a text.

How can I consider and reflect upon the perspective/point of view of both the author’s background knowledge and cultural experience, and the reader’s background knowledge and cultural experience, making a comparison of the differences?

How can I identify different types of points of view (first-person, third-person limited, third-person omniscient, etc.) and narrators (reliable, unreliable) within a text or passage?

How can I demonstrate how the point of view within a text affects the reader and contributes to the overall mood, tone, and overall understanding of the text?

How can I demonstrate an understanding of how the speaker (reliable or unreliable) can shape a text and how the reader views the characters and/or events of the plot?

How can I articulate the author’s overall purpose for writing a text, how the author’s choices reflect his/her viewpoints, attitude, and biases, and how these perspectives shape the literary text?

SpringBoard – L4Unit 1, Activity 1-10: Conversations with CharactersUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-28: Independent ViewingUnit 2, Activity 2-29: Portfolio Activity: Film StyleUnit 3, 3-2: What Is Poetry?Unit 5, 5-2: Exploring My OpinionsUnit 5, 5-10: A Scouting PartyUnit 5, 5-12: Making ConnectionsUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdWriting Workshop 2: Short StoryWriting Workshop 10: ResearchUnit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-6: Structure in PoetryUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

How can I articulate the differences between a printed text and a visual medium and the effects upon the audience or reader?

How can I engage in a discussion comparing and contrasting the media version to the print version of a text?

How can I meaningfully respond to questions comparing and contrasting interpretations?

SpringBoard – L4Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-9: Two Versions of One MemoryUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado”Unit 2, Activity 2-9: Peer InterviewsUnit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-13: “The Stolen Party” Story DiagramUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-20: Revisiting “Wonka”: Application of Film TermsUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 2, Activity 2-28: Independent ViewingUnit 3, 3-2: What Is Poetry?Unit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-4: Literary Devices Scavenger HuntUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-9: Persuasive PromptUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-13: Poetry, ParaphrasedUnit 4, 4-14: Foiled AgainUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-16: Acting CompaniesUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-19: Emotional Roller CoasterUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-23: Shakespeare in Art

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

How can I evaluate the argument and specific claims in a text?

How can I validate the reasoning, relevance, and sufficiency of the evidence presented in support of the claim?

SpringBoard – L4Unit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-24: “Then I Defy You, Stars!”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-14: Drawing InferencesUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 2: Short StoryWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, Activity 1-17: Examining Ads and Reviewing AppealsUnit 3, 3-10: Exploring Theme

*Supplemental Material: Analyzing Famous Speeches as Arguments http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-famous-speeches-arguments-30526.html

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

How can I be more familiar with different forms of fiction (i.e. novels, plays, articles, essays, stories, films, graphic novels, etc.) and genres (i.e. epic, poetry, novel, drama, short stories, etc.) of texts?

How can I articulate the differences and similarities between a modern story and a works that came before it, i.e. myths, legends, folktales, ancient texts, religious works, and Shakespearean texts?

How can I be more familiar with classic texts such as Homer’s Odyssey, Ovid’s Metamorphosis, Oedipus Rex by Sophocles, and works by Shakespeare?


How can I compare and contrast a modern work to a traditional/ancient text to reveal differences in a modern text, including allusions and references to preceding text, style, treatment of themes and ideas, character archetypes, etc.?

SpringBoard – L4Unit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-9: Two Versions of One MemoryUnit 5, 5-21: Comparing Print and Film Text

*Supplemental Material: Analyzing Famous Speeches as Arguments http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-famous-speeches-arguments-30526.html - along with SB – L 1.17

http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-famous-speeches-arguments-30526.html


Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

How can I be exposed to a wide range of fictional texts, including those considered below grade level, on grade level, and above grade level?

How can I continue choosing higher-level texts, or those that continue to challenge myself?

How can I demonstrate proficiency in the skills outlined in this section?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-9: Two Versions of One MemoryUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado”Unit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-13: “The Stolen Party” Story DiagramUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-20: Revisiting “Wonka”: Application of Film TermsUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-9: Persuasive PromptUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-13: Poetry, ParaphrasedUnit 4, 4-14: Foiled AgainUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-16: Acting CompaniesUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-19: Emotional Roller CoasterUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-23: Shakespeare in ArtUnit 4, 4-24: “Then I Defy You, Stars!”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-10: A Scouting PartyUnit 5, 5-11: Visualizing SettingUnit 5, 5-12: Making ConnectionsUnit 5, 5-13: Making PredictionsUnit 5, 5-14: Drawing InferencesUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-16: Questioning the Text

Strand: Reading Standards for Literature 6–12



StandardsGrade Specific Standard

(Benchmark)


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

How can I demonstrate the ability to read a fictional passage or text, understand and articulate what the text directly as well as indirectly states in order to make an assumption about or respond to prompts from the text?

How can I identify, extract, and cite text to thoroughly support my response?

Rhetorical:What technique did the author use to get his/her point across?

Deconstruction:Is there any evidence in the text indicating a possible secondary meaning?Can you extend the secondary meaning throughout the work?


Wordly Wise:SE: 40-43, 51-54, 61-64, 167-169TE: 3, 4, 9, 22-27, 46-47, 97-98

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.

How can I demonstrate the ability to articulate the theme(s) or central idea(s) of a fictional text, providing specifics from the text to support the response?

How can I articulate how specific characters, setting, and elements of the plot reveal and contribute to the theme of the text?



Wordly Wise:Passages and Passage Questions can be used to meet standard, e.g.,SE: 40-43, 51-54, 61-64, 167-169TE: 3, 4, 9, 22-27, 46-47, 97-98

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.

How can I identify different character types, including main and subordinate, round and flat, dynamic and static?

How can I identify character motivations, how characters conflict with and influence each other, and how characters respond and change as the plot moves forward?

How can I articulate how certain incidents in a text further the plot, reveal character traits directly or indirectly, or provoke characters to make decisions based upon the incident?

SpringBoard – L4Unit 1, Activity 1-11: Creating a Playlist for a NovelUnit 2, Activity 2-13: “The Stolen Party” Story DiagramUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-19: Emotional Roller CoasterUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-11: Visualizing SettingUnit 5, 5-12: Making ConnectionsUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 5, 5-28: Contextualizing ControversyWriting Workshop 2: Short StoryWriting Workshop 3: Poetry

Wordly Wise:Passages and Passage Questions can be used to meet standard, e.g.,SE: 40-43, 51-54, 61-64, 167-169TE: 3, 4, 9, 22-27, 46-47, 97-98

Craft and Structure

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 can I identify the use of figurative language, i.e. metaphor, simile, personification, imagery, hyperbole, etc. in a text?


How can I identify shades of meaning of words and phrases?

How can I articulate the meaning and impact of diction, including the use of dialect, slang, accents, etc.?How can I demonstrate the ability to recognize and explain the meaning and impact of the meaning of specific word choice on a passage?


How can I articulate how figurative language and sound devices affect the reader and assist in the overall understanding and enjoyment of a text?

How can I identify the mood and tone of a passage, and the meaning and impact of word choice on the mood and tone of the passage?

How can I articulate how specific word choice and language affects the overall meaning of a work, represents a specific time and place, reveals an author’s attitude, or sets an informal or formal tone?

SpringBoard – L4Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 3, 3-7: Exploring Diction and ImageryWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryUnit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-4: I’d Like to IntroduceUnit 1, Activity 1-7: Defining MomentsUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-29: Portfolio Activity: Film StyleUnit 3, 3-4: Literary Devices Scavenger HuntUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 4, 4-2: Mask MonologuesUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, 5-28: Contextualizing ControversyWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 9: Response to Literary or Expository Text

Wordly Wise:SE: 41-43, 52-54, 62-64, 168-169TE: 3, 4, 9, 22-27, 46-47, 97-98

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.

How can I identify theme, setting, and other basic elements of plot?

How can I recognize elements that contribute to the theme, setting and plot within a fictional text?

How can I articulate differences in structure between fictional texts, including drama, poetry, novels, short stories, etc.?

How can I make predictions based on the information given in the text?

How can I articulate the differences in text structure, including the effects of foreshadowing, flashback, flashforward, development of plot, mood, etc.?

How can I recognize the rhetorical devices the author uses to influence the reader or enhance the author’s purpose?

How can I articulate the similarities and differences between the structure, author’s style and approach, order/sequence, approach to similar themes and ideas, etc. of fictional texts?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-2: An Eye for an EyeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-19: Generating a Rhetorical PlanUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-19: Emotional Roller CoasterUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-11: Visualizing SettingUnit 5, 5-12: Making ConnectionsUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 5, 5-28: Contextualizing ControversyWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 5: Script Writing




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.

How can I consider and reflect upon the perspective/point of view of both the author’s background knowledge and cultural experience, and the reader’s background knowledge and cultural experience, making a comparison of the differences?

How can I identify different types of points of view (first-person, third-person limited, third-person omniscient, etc.) and narrators (reliable, unreliable) within a text or passage?

How can I demonstrate how the point of view within a text affects the reader and contributes to the overall mood, tone, and overall understanding of the text?

How can I demonstrate an understanding of how the speaker (reliable or unreliable) can shape a text and how the reader views the characters and/or events of the plot?

How can I articulate the author’s overall purpose for writing a text, how the author’s choices reflect his/her viewpoints, attitude, and biases, and how these perspectives shape the literary text?

SpringBoard – L4Unit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-14: Foiled AgainUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-16: Acting CompaniesUnit 4, 4-17: “A Plague o’ Both Your Houses!”


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).

How can I articulate the differences between a printed text and a visual medium and the effects upon the audience or reader?

How can I engage in a discussion comparing and contrasting the media version to the print version of a text?

How can I meaningfully respond to questions comparing and contrasting interpretations?

SpringBoard – L4Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-20: Revisiting “Wonka”: Application of Film TermsUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-10: A Scouting PartyUnit 5, 5-21: Comparing Print and Film Text

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).

How can I be more familiar with different forms of fiction (i.e. novels, plays, articles, essays, stories, films, graphic novels, etc.) and genres (i.e. epic, poetry, novel, drama, short stories, etc.) of texts?

How can I articulate the differences and similarities between a modern story and a works that came before it, i.e. myths, legends, folktales, ancient texts, religious works, and Shakespearean texts?

How can I be more familiar with classic texts such as Homer’s Odyssey, Ovid’s Metamorphosis, Oedipus Rex by Sophocles, and works by Shakespeare?


How can I compare and contrast a modern work to a traditional/ancient text to reveal differences in a modern text, including allusions and references to preceding text, style, treatment of themes and ideas, character archetypes, etc.?

SpringBoard – L4Unit 3, 3-12: Coming of Age in SonnetsUnit 4, 4-13: Poetry, ParaphrasedUnit 4, 4-23: Shakespeare in Art

Range of Reading and Level of Text Complexity

10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend lit

How can I be exposed to a wide range of fictional texts, including those considered below grade level, on grade level, and above grade level?



SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-9: Two Versions of One MemoryUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado”Unit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-13: “The Stolen Party” Story DiagramUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-20: Revisiting “Wonka”: Application of Film TermsUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-9: Persuasive PromptUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-13: Poetry, Paraphrased

Unit 4, 4-14: Foiled AgainUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-16: Acting Companies

Strand: Reading Standards for Informational Text 6–12




(Benchmark)


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

How can I demonstrate the ability to read a non-fictional passage or text, understand and articulate what the text directly as well as indirectly states in order to make an assumption about a passage or text as a whole?

How can I extract and cite the text to thoroughly support my response?

SpringBoard – L4Unit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-24: “Then I Defy You, Stars!”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-14: Drawing InferencesUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 2: Short StoryWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 3, 3-8: Extending Metaphor and SymbolUnit 4, 4-22: “…I Needs Must Act Alone”

Wordly Wise:SE: 8-11, 19-22, 31-33, 72-75, 82-85, 95-98, 106-109, 116-119, 126-129, 137-140,147-150, 157-160, 181-183, 191-194, 201-204, 211-214TE: 2-11, 16-20, 28-45, 48-55, 99-102, 133-136, 137-139, 140-143, 144-146, 147-149

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.

How can I demonstrate the ability to articulate the central idea(s) of a nonfiction text, providing specifics from the text to support the response?



Wordly Wise:Passages and Passage Questions can be used to meet standard, e.g.,SE: 8-11, 19-22, 31-33, 72-75, 82-85, 95-98, 106-109, 116-119, 126-129, 137-140, 147-150, 157-160, 181-183, 191-194, 201-204, 211-214TE: 2-11, 16-20, 28-45, 48-55, 99-102, 133-136, 137-139, 140-143, 144-146, 147-149

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.

How can I demonstrate an understanding of how key individuals, events, or ideas come to life in a text?

How can I identify and pull examples or quotes that contribute to the overall quality and my understanding of a text?

How can I identify the use of rhetorical devices?

How can I articulate how an author structures a series of ideas or events, makes judgments, provides opinions, and/or seeks to explain, inform, or influence the reader?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-2: An Eye for an EyeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-13: More Work with ConnotationUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 3, 3-18: Syntax SurgeryUnit 3, 3-19: Generating a Rhetorical PlanUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-19: Emotional Roller CoasterUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-11: Visualizing SettingUnit 5, 5-12: Making ConnectionsUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film Text

Unit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-26: Standing in Borrowed Shoes

Craft and Structure

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).

How can I identify the use and effect of figurative language, i.e. metaphor, simile, personification, imagery, hyperbole, etc. in a text?


How can I identify shades of meaning of words and phrases, and how the shade of meaning affects the tone of the passage or text as a whole?

How can I identify the mood and tone of a passage, and the meaning and impact of word choice on the mood and tone of the passage or text as a whole?

How can I identify the use of jargon, slang, cliché, idioms, analogies, rhetoric (i.e. colloquialisms, biased language, and epithets)?

How can I articulate how the diction helps to support and illuminate the meaning or idea of a text?

SpringBoard – L4Unit 3, 3-7: Exploring Diction and ImageryWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryUnit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-4: I’d Like to IntroduceUnit 1, Activity 1-7: Defining MomentsUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-29: Portfolio Activity: Film StyleUnit 3, 3-4: Literary Devices Scavenger HuntUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 4, 4-2: Mask MonologuesUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, 5-28: Contextualizing ControversyWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 9: Response to Literary or Expository TextUnit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-5: Introduction to Learning Logs and Word WallsUnit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-9: Two Versions of One MemoryUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-28: Independent ViewingUnit 2, Activity 2-29: Portfolio Activity: Film StyleUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-11: Odes to Someone Special

Unit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-18: Syntax SurgeryUnit 4, 4-3: Who’s Who in Verona

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).

How can I articulate the structure of different types of non-fiction texts, i.e. articles, biographies, essays, autobiographies, reference materials?

How can I recognize and articulate how a particular section of a text further develops the author’s reason for writing the text, the development of the overall purpose of the text, and how the particular structure contributes to the understanding and enjoyment of the text?

How can I recognize topic sentences and supporting details within a paragraph, including facts, statistics, anecdotes, allusions, etc. and articulate how the use of these details help to support the point of the paragraph and further the understanding of both the paragraph and the text as a whole?

How can I determine the purpose of the structure of a text, and how the particular structure helps to illustrate the author’s claim, support an author’s argument, or delineates an author’s purpose?

SpringBoard – L4Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-6: Structure in PoetryUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird


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.

How can I recognize and define different types of point of view (i.e. first person, third person limited, third person omniscient)?

How can I articulate the purpose of a text, (i.e. to inform, to persuade, to entertain)?

How can I recognize and indicate how the point of view affects the reader’s interpretation or understanding of the text?

How can I recognize words, phrases, and passages that articulate the purpose of the text?

How can I determine the diction that reveals the author’s viewpoint or purpose?

How can I articulate how the author’s use of diction, supporting details, construction of a piece, etc. acknowledges and responds to conflicting information or viewpoints from the author’s own?

How can I articulate the basics of rhetoric, including intent, ethos, pathos, and logos?

How can I recognize rhetorical devices, such as rhetorical questions, analogy, allusion, figurative language, parallelism, oxymoron, antithesis, apostrophe, etc.?

SpringBoard – L4Unit 1, Activity 1-10: Conversations with CharactersUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-28: Independent ViewingUnit 2, Activity 2-29: Portfolio Activity: Film StyleUnit 3, 3-2: What Is Poetry?Unit 5, 5-2: Exploring My OpinionsUnit 5, 5-10: A Scouting PartyUnit 5, 5-12: Making ConnectionsUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdWriting Workshop 2: Short StoryWriting Workshop 10: ResearchUnit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-6: Structure in PoetryUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird


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.

How can I be exposed to information in a variety of formats or media (i.e. charts, graphs, statistics, movies, essays, photos, PowerPoint, websites, etc.)?

How can I synthesize information to help me articulate understanding of a topic or issue?

How can I compare and contrast the effectiveness of different types of multimedia formats, including interpretation of the piece and the effect on the audience?

How can I synthesize the details emphasized in each account, articulating the effectiveness of each account, how the effectiveness was achieved, and what devices were used to achieve the overall effectiveness of each medium?

SpringBoard – L4Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-20: Revisiting “Wonka”: Application of Film TermsUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-10: A Scouting PartyUnit 5, 5-21: Comparing Print and Film Text

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.

How can I articulate the techniques of propaganda, including assertion, bandwagon, glittering generalities, card stacking, stereotyping, circular reasoning, logical fallacies, etc.?

How can I recognize and articulate the argument or claims made within a specific text?

How can I identify and extract specific quotes or passages from a text and explain how the quote or passage contributes to the argument or claim of the text?

How can I articulate whether a claim has sufficient evidence and reasoning to support it?

SpringBoard – L4Unit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-24: “Then I Defy You, Stars!”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-14: Drawing InferencesUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 2: Short StoryWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository Text

9. Analyze seminal U.S. documents of historical and literary significance (e.g. Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s FourFreedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

How can I compare and contrast the effectiveness of different types of genres and formats of non-fiction texts from various perspectives?

How can I understand the meaning and purpose behind different types of non-fiction texts, in order to articulate how point of view and purpose contributes to the author’s presentation of events?

How can I articulate how well an author supported his or her claims in a text, which was more effective, and how the author effectively used rhetoric to win the reader to his or her “side”?

SpringBoard – L4Unit 5, 5-5: Putting the Text in ContextUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-16: Poetry CaféUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-9: Persuasive PromptUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-13: Poetry, ParaphrasedUnit 4, 4-14: Foiled AgainUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-16: Acting CompaniesUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-19: Emotional Roller CoasterUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-21: “And, If Thou Darest, I’ll Give Thee Remedy”Unit 5, 5-10: A Scouting PartyUnit 5, 5-11: Visualizing SettingUnit 5, 5-12: Making ConnectionsUnit 5, 5-13: Making PredictionsUnit 5, 5-14: Drawing InferencesUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-16: Questioning the TextUnit 5, 5-17: Examining the TitleUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, 5-27: Scout and Boo

Range of Reading and Level of Text Com

plexity

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. By the end of grade 10, read and comprehend literary nonfiction at the high end of the range.

How can I be exposed to a wide range of non-fiction texts, including those considered below grade level, on grade level, and above grade level?



SpringBoard – L4Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 3, 3-3: A Writer Speaks About PoetryUnit 5, 5-5: Putting the Text in ContextUnit 5, 5-28: Contextualizing ControversyWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, Activity 1-9: Two Versions of One Memory

Wordly Wise:SE: 8-9, 19-20, 31-32, 72-73, 82-83, 95-96, 106-107, 116-117, 126-127, 137-138,147-148, 157-158, 181-182, 191-192, 201-202, 211-212TE: 99-100, 133-134, 137, 140, 144

Strand: College and Career Readiness Anchor Standards for Writing




(Benchmark)

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

How can I introduce a 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?

How can I 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?

How can I 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?

How can I establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing?

How can I provide a concluding statement or section that follows from and supports the argument presented?


Wordly Wise:Wordly Wise 3000 focuses on improving students’ vocabulary by furthering their understanding of new words and concepts through vocabulary instruction including definitions as well as context to gains full and flexible knowledge of word meanings.

* Supplemental Material: Analyzing Famous Speeches as Arguments http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-famous-speeches-arguments-30526.html

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

How can I 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?

How can I 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?

How can I use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts?

How can I use precise language and domain-specific vocabulary to manage the complexity of the topic?


How can I 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)?

SpringBoard – L4Unit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-12: Viewing an InterviewUnit 1, Activity 1-14: Interviewing TogetherUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-16: Applying Cinematic TechniquesUnit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-10: Developing DramaturgesUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, 4-27: Reflecting on Growth: Speaking and ListeningUnit 4, 4-28: Reflecting on Growth: Reading and WritingUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, 5-2: Exploring My OpinionsUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

Writing Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository Text

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

How can I 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?

How can I use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters?

How can I use a variety of techniques to sequence events so that they build on one another to create a coherent whole?

How can I use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters?

How can I provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative?

SpringBoard – L4Unit 1, Activity 1-9: Two Versions of One MemoryUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party”Unit 2, EA 2-1: Creating a StoryboardUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 4, 4-15: Short Shrift: A Quick WeddingWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script Writing

Production and Distribution of Writing

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

How can I produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience?

SpringBoard – L4Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-12: Viewing an InterviewUnit 1, Activity 1-14: Interviewing TogetherUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-16: Applying Cinematic TechniquesUnit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-10: Developing DramaturgesUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, 4-27: Reflecting on Growth: Speaking and ListeningUnit 4, 4-28: Reflecting on Growth: Reading and WritingUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, 5-2: Exploring My OpinionsUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 6: Expository Writing

Writing Workshop 7: Procedural Texts

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

How can I develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach?

SpringBoard – L4Writing Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, EA 2-1: Creating a StoryboardUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.





SpringBoard – L4Writing Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, EA 2-1: Creating a StoryboardUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-16: Acting CompaniesUnit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-6: Preparing for ResearchUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-28: Contextualizing Controversy

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

How can I access a variety of print and digital sources?

How can I generate a variety of research questions and be able to narrow down to one specific, researchable research question?

How can I use the research question(s) to guide my print and digital search, while generating additional relevant research questions in the process?

SpringBoard – L4Unit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-16: Acting CompaniesUnit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-6: Preparing for ResearchUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-28: Contextualizing ControversyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 5, EA 5-1: Historical Investigation and PresentationWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

How can I identify and gather quotes and data that helps contribute to the research topic or question?

How can I use search engines such as Google, Yahoo, and others to help gather and filter information for use in a research report?

How can I accurately assess the credibility of a source, either in print or digital format?

How can I articulate the idea of plagiarism and how to avoid it?

How can I create a bibliography of information or sources based upon my research?

How can I articulate the rules and guidelines of the Modern Language Association (MLA) or American Psychological Association (APA)?

How can I insert citations and create a bibliography of research using the MLA or APA format?

SpringBoard – L4Unit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-16: Acting CompaniesUnit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-6: Preparing for ResearchUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-28: Contextualizing ControversyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 5, EA 5-1: Historical Investigation and PresentationWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

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

How can I 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]?

How can I 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?

SpringBoard – L4Unit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-16: Acting CompaniesUnit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-6: Preparing for ResearchUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-28: Contextualizing ControversyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 5, EA 5-1: Historical Investigation and PresentationWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-24: “Then I Defy You, Stars!”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-14: Drawing InferencesUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 2: Short Story

Range of Writing

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.

How can I write routinely over an extended period of time to practice and gain expertise with research, reflection, and revision?

How can I execute practice in writing in a shorter time frame for a range of tasks, purposes, and audiences?

SpringBoard – L4Unit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-12: Viewing an InterviewUnit 1, Activity 1-14: Interviewing TogetherUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-16: Applying Cinematic TechniquesUnit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-10: Developing DramaturgesUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, 4-27: Reflecting on Growth: Speaking and ListeningUnit 4, 4-28: Reflecting on Growth: Reading and WritingUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, 5-2: Exploring My OpinionsUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

Strand: Writing Standards 6–12




(Benchmark)

Text Types and Purposes

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.

How can I introduce a 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.

How can I 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.

How can I 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.


SpringBoard – L4Writing Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 5, EA 5-1: Historical Investigation and PresentationUnit 3, EA 3-2: Analyzing and Presenting a Poet

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

How can I provide a concluding statement or section that follows from and supports the argument presented?

SpringBoard – L4Writing Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 5, EA 5-1: Historical Investigation and PresentationUnit 3, EA 3-2: Analyzing and Presenting a Poet

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.

How can I 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?

SpringBoard – L4Unit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

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.

How can I 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.

How can I 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.

How can I 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).

How can I 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)?


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.

How can I 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.

How can I 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.

How can I use a variety of techniques to sequence events so that they build on one another to create a coherent whole?


d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

How can I 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.

How can I 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

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

How can I produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience?


Wordly Wise:SE: Writing Exercises: 8-11, 19-22, 31-33, 41-43, 52-54, 62-64, 72-75, 82-85, 95-98, 106-109, 116-119, 126-129, 137-140, 147-150, 157-160, 167-169, 181-183,191-194, 201-204, 211-214


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.

How can I 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?


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.





SpringBoard – L4Writing Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, EA 2-1: Creating a StoryboardUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdUnit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-16: Acting CompaniesUnit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-6: Preparing for ResearchUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-28: Contextualizing Controversy

Research to Build and Present Knowledge

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.

How can I access a variety of print and digital sources?

How can I generate a variety of research questions and be able to narrow down to one specific, researchable research question?

How can I use the research question(s) to guide my print and digital search, while generating additional relevant research questions in the process?

Springboard – L4Unit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-16: Acting CompaniesUnit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-6: Preparing for ResearchUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-28: Contextualizing ControversyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 5, EA 5-1: Historical Investigation and PresentationWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research


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.

How can I identify and gather quotes and data that helps contribute to the research topic or question?

How can I use search engines such as Google, Yahoo, and others to help gather and filter information for use in a research report?

How can I accurately assess the credibility of a source, either in print or digital format?

How can I articulate the idea of plagiarism and how to avoid it?

How can I create a bibliography of information or sources based upon my research?

How can I articulate the rules and guidelines of the Modern Language Association (MLA) or American Psychological Association (APA)?

How can I insert citations and create a bibliography of research using the MLA or APA format?

SpringBoard – L4Unit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-16: Acting CompaniesUnit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-6: Preparing for ResearchUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-28: Contextualizing ControversyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 5, EA 5-1: Historical Investigation and PresentationWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

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

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

How can I compare and contrast the effectiveness of different types of genres and formats of non-fiction texts from various perspectives?

How can I understand the meaning and purpose behind different types of non-fiction texts, in order to articulate how point of view and purpose contributes to the author’s presentation of events?

SpringBoard – L4Unit 3, 3-12: Coming of Age in SonnetsUnit 4, 4-13: Poetry, ParaphrasedUnit 4, 4-23: Shakespeare in Art

b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineateand evaluate the argument and specific claims in a text, assessing whetherthe reasoning is valid and the evidence is relevant and sufficient; identifyfalse statements and fallacious reasoning”).

How can I articulate how well an author supported his or her claims in a text, which was more effective, and how the author effectively used rhetoric to win the reader to his or her “side”?

SpringBoard – L4Unit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-24: “Then I Defy You, Stars!”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 5, 5-2: Exploring My OpinionsUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, 5-9: Reflecting on Growth: Researching and PresentingUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-14: Drawing InferencesUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 2: Short StoryWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository Tex

Range of Writing

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.

How can I write routinely over an extended period of time to practice and gain expertise with research, reflection, and revision?

How can I execute practice in writing in a shorter time frame for a range of tasks, purposes, and audiences?

SpringBoard – L4Unit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-11: Creating a Playlist for a NovelUnit 1, Activity 1-12: Viewing an InterviewUnit 1, Activity 1-14: Interviewing TogetherUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-16: Applying Cinematic TechniquesUnit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-10: Developing DramaturgesUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-25: Comparing Film Interpretations: “Thus with a Kiss I Die”Unit 4, 4-26: “Some Shall Be Pardoned, and Some Punished”Unit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, 4-27: Reflecting on Growth: Speaking and ListeningUnit 4, 4-28: Reflecting on Growth: Reading and WritingUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, 5-2: Exploring My OpinionsUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-19: Exploring the Issues in To Kill a MockingbirdUnit 5, 5-20: Changing the SceneUnit 5, 5-21: Comparing Print and Film TextUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentUnit 5, 5-23: Reflection on the VerdictUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-25: Exploring InsightsUnit 5, 5-27: Scout and BooUnit 5, EA 5-2: Analyzing a Passage from To Kill a MockingbirdWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

Strand: College and Career Readiness Anchor Standards for Speaking and Listening



Standards


Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively

How can I 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?

How can I 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?

How can I 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?

How can I 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?

SpringBoard – L4Unit 1, Activity 1-1: Previewing the UnitUnit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-4: I’d Like to IntroduceUnit 1, Activity 1-9: Two Versions of One MemoryUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 1, Activity 1-14: Interviewing TogetherUnit 2, Activity 2-1: Previewing the UnitUnit 2, Activity 2-2: An Eye for an EyeUnit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 3, Activity 3-1: Previewing the UnitUnit 3, 3-13: More Work with ConnotationUnit 4, 4-1: Previewing the UnitUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-9: Persuasive PromptUnit 4, 4-10: Developing DramaturgesUnit 4, 4-13: Poetry, ParaphrasedUnit 4, 4-20: “But Now I’ll Tell Thee Joyful Tidings, Girl”Unit 4, 4-22: “…I Needs Must Act Alone”Unit 4, 4-24: “Then I Defy You, Stars!”Unit 5, 5-1: Previewing the UnitUnit 5, 5-4: What Is Context?Unit 5, 5-8: Audience AnalysisUnit 5, 5-12: Making ConnectionsUnit 5, 5-20: Changing the SceneUnit 5, 5-26: Standing in Borrowed ShoesWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

How can I access information from several sources, print and digital, about a particular topic?

How can I synthesize information and present it in different formats (i.e. PowerPoint, website, oral presentation, graph, chart, digital short, WebQuest, etc.)?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-9: Two Versions of One MemoryUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado”Unit 2, Activity 2-9: Peer InterviewsUnit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-13: “The Stolen Party” Story DiagramUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-20: Revisiting “Wonka”: Application of Film TermsUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 2, Activity 2-28: Independent ViewingUnit 3, 3-2: What Is Poetry?Unit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-4: Literary Devices Scavenger HuntUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in Verona

Unit 4, 4-4: The Prologue: So Much from One Sonnet Unit 4, 4-15:

Short Shrift: A Quick Wedding

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

How can I recognize and articulate a speaker’s argument or claim?

How can I articulate how a speaker’s claims and arguments contribute to the believability of a text?


How can I recognize irrelevant or inconsequential evidence or support, including the use of rhetorical devices and propaganda?

How can I observe and evaluate other students’ presentations and be able to articulate the main points and purpose of the presentation?


How can I understand the meaning and purpose behind different presentations, both oral and written, in order to articulate how point of view and purpose contributes to the author’s presentation of events?

How can I articulate how well an author supported his or her claims and how the author effectively used rhetoric to win the reader to his or her “side”?

SpringBoard – L4Unit 1, Activity 1-9: Two Versions of One MemoryUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryWriting Workshop 1: The Writing Process

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

How can I gather and organize my claims and findings for a research project?

How can I present my claims and findings in an organized visual format, such as an oral presentation using a poster with images, facts, and details to visually represent findings?

How can I present this information in a clear and succinct manner, using good eye contact, correct volume and clear pronunciation?

SpringBoard – L4Unit 1, Activity 1-4: I’d Like to IntroduceUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, Activity 2-2: An Eye for an EyeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-16: Applying Cinematic TechniquesUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 3, 3-16: Poetry CaféUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, 3-16: Poetry CaféUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-10: Developing DramaturgesUnit 4, 4-16: Acting CompaniesUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, 4-27: Reflecting on Growth: Speaking and ListeningUnit 5, EA 5-1: Historical Investigation and Presentation

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

How can I present my claims and findings in an organized visual digital format, such as an oral presentation combined with a PowerPoint presentation (using graphics, images, music, and sound)?

SpringBoard – L4Unit 2, Activity 2-16: Applying Cinematic TechniquesUnit 3, 3-16: Poetry CaféUnit 4, 4-10: Developing DramaturgesUnit 4, 4-16: Acting CompaniesUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, EA 2-1: Creating a Storyboard

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

How can I take an opportunity to present a “rough draft” of my work before presenting in class?

How can I demonstrate the ability to revise and rework the presentation before presenting to the class?

How can I demonstrate a good command of formal English in both written and oral formats?

SpringBoard – L4Unit 1, Activity 1-4: I’d Like to IntroduceUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, Activity 2-2: An Eye for an EyeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-16: Applying Cinematic TechniquesUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 3, 3-16: Poetry CaféUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, 3-16: Poetry CaféUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-10: Developing DramaturgesUnit 4, 4-16: Acting CompaniesUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, 4-27: Reflecting on Growth: Speaking and Listening

Wordly Wise:SE: Applying Meanings: 6, 17, 28, 38, 49, 60, 70, 80, 93, 104,114, 124, 135, 155, 166, 179, 189, 199, 209; Review Puzzles: 44, 86-88, 130, 171-173, 215

Strand: Speaking and Listening Standards 6–12



Standards


Comprehension and Collaboration

1. Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10topics, texts, and issues, building on others’ ideas and expressing their ownclearly 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.

How can I 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?

SpringBoard – L4Unit 1, Activity 1-1: Previewing the UnitUnit 1, Activity 1-2: Coming of Age: Let Me Count the Ways!Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-1: Previewing the UnitUnit 2, Activity 2-16: Applying Cinematic TechniquesUnit 2, EA 2-1: Creating a StoryboardUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, Activity 3-1: Previewing the UnitUnit 4, 4-1: Previewing the UnitUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 5, 5-1: Previewing the UnitUnit 5, 5-2: Exploring My OpinionsUnit 5, 5-3: A Time and a PlaceUnit 5, 5-5: Putting the Text in Context


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.

How can I 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.

How can I 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.

How can I 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?



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.

How can I access information from several sources, print and digital, about a particular topic?

How can I synthesize information and present it in different formats (i.e. PowerPoint, website, oral presentation, graph, chart, digital short, WebQuest, etc.)?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-9: Two Versions of One MemoryUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 1, Activity 1-16: Teens and Books: What Are the Influences?Unit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado”Unit 2, Activity 2-9: Peer InterviewsUnit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-13: “The Stolen Party” Story DiagramUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-20: Revisiting “Wonka”: Application of Film TermsUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 2, Activity 2-28: Independent ViewingUnit 3, 3-2: What Is Poetry?Unit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-4: Literary Devices Scavenger HuntUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in Verona

Unit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of Events

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

How can I recognize and articulate a speaker’s argument or claim?

How can I articulate how a speaker’s claims and arguments contribute to the believability of a text?


How can I recognize irrelevant or inconsequential evidence or support, including the use of rhetorical devices and propaganda?

How can I observe and evaluate other students’ presentations and be able to articulate the main points and purpose of the presentation?


How can I understand the meaning and purpose behind different presentations, both oral and written, in order to articulate how point of view and purpose contributes to the author’s presentation of events?

How can I articulate how well an author supported his or her claims and how the author effectively used rhetoric to win the reader to his or her “side”?

SpringBoard – L4Unit 1, Activity 1-9: Two Versions of One MemoryUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryWriting Workshop 1: The Writing Process

Presentation of Knowledge and Ideas

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.

How can I gather and organize my claims and findings for a research project?

How can I present my claims and findings in an organized visual format, such as an oral presentation using a poster with images, facts, and details to visually represent findings?

How can I present this information in a clear and succinct manner, using good eye contact, correct volume and clear pronunciation?


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.

How can I present my claims and findings in an organized visual digital format, such as an oral presentation combined with a PowerPoint presentation (using graphics, images, music, and sound)?

SpringBoard – L4Unit 2, Activity 2-16: Applying Cinematic TechniquesUnit 3, 3-16: Poetry CaféUnit 4, 4-10: Developing DramaturgesUnit 4, 4-16: Acting CompaniesUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, EA 2-1: Creating a Storyboard

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

How can I take an opportunity to present a “rough draft” of my work before presenting in class?

How can I demonstrate the ability to revise and rework the presentation before presenting to the class?

How can I demonstrate a good command of formal English in both written and oral formats?



Strand: College and Career Readiness Anchor Standards for Language



Standards


Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

How can I demonstrate mastery using parallel structure?

How can I demonstrate mastery using 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?

SpringBoard – L4Unit 1, Activity 1-4: I’d Like to IntroduceUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, Activity 1-19: Sampling Ads and Planning a CampaignUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, Activity 2-2: An Eye for an EyeUnit 2, Activity 2-3: “A Poison Tree”Unit 2, EA 2-1: Creating a StoryboardUnit 2, Activity 2-16: Applying Cinematic TechniquesUnit 2, Activity 2-18: Film in Context: An Authorial StudyUnit 3, 3-16: Poetry CaféUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, 3-16: Poetry CaféUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-10: Developing DramaturgesUnit 4, 4-16: Acting CompaniesUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, 4-27: Reflecting on Growth: Speaking and ListeningUnit 5, EA 5-1: Historical Investigation and PresentationWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, EA 2-1: Creating a StoryboardUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

Wordly Wise:SE: Writing Exercises: 8-11, 19-22, 31-33, 41-43, 52-54, 62-64, 72-75, 82-85, 95- 98, 106-109, 116-119, 126-129, 137-140, 147-150, 157-160, 167-169, 181-183, 191-194, 201-204, 211-214SE: Applying Meanings: 6, 17, 28, 38, 49, 60, 70, 80, 93, 104,114, 124, 135, 155, 166, 179, 189, 199, 209; Review Puzzles: 44, 86-88, 130, 171-173, 215

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

How can I demonstrate mastery in using a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses?

How can I demonstrate mastery in using a colon to introduce a list or quotation?

How can I demonstrate mastery in spelling?


Wordly Wise:SE: Writing Exercises: 8-11, 19-22, 31-33, 41-43, 52-54, 62-64, 72-75, 82-85, 95- 98, 106-109, 116-119, 126-129, 137-140, 147-150, 157-160, 167-169, 181-183, 191-194, 201-204, 211-214

Knowledge of Language

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.

How can I 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?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-9: Two Versions of One MemoryUnit 2, Activity 2-3: “A Poison Tree”Unit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-6: “The Cask of Amontillado” Story DiagramUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-8: Visualizing the Ending of “The Cask of Amontillado”Unit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 2, Activity 2-11: Visualizing the Ending of “The Stolen Party”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-13: “The Stolen Party” Story DiagramUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-20: Revisiting “Wonka”: Application of Film TermsUnit 2, Activity 2-21: Working with Cinematic Techniques: Part 2Unit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-25: Director’s Chair: Visualizing a SceneUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-27: Reading Film: Screening Day DUnit 3, 3-3: A Writer Speaks About PoetryUnit 3, 3-5: A Catalogue of Coming-of-Age ExperiencesUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-13: More Work with ConnotationUnit 3, 3-14: Tone-Deaf — Exercises on Tone in PoetryUnit 3, 3-15: Poetry Analysis of “Young”Unit 3, 3-16: Poetry CaféUnit 3, 3-17: Getting Kidnapped by a PoetUnit 4, 4-2: Mask MonologuesUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-5: A Sorrowful Son, a Dutiful DaughterUnit 4, 4-6: A Timeline of EventsUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-9: Persuasive PromptUnit 4, 4-10: Developing DramaturgesUnit 4, 4-11: I Pray You, Speak Plainly, PleaseUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-13: Poetry, Paraphrased

Unit 4, 4-14: Foiled AgainUnit 4, 4-15: Short Shrift: A Quick WeddingUnit 4, 4-16: Acting Companies

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

How can I 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?

How can I identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., ANALYZE, ANALYSIS, ANALYTICAL; ADVOCATE, ADVOCACY)?

How can I 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?

How can I 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)?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-5: Introduction to Learning Logs and Word WallsUnit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-9: Two Versions of One MemoryUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-28: Independent ViewingUnit 2, Activity 2-29: Portfolio Activity: Film StyleUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-18: Syntax SurgeryUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-9: Persuasive PromptUnit 4, 4-10: Developing DramaturgesUnit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-19: Emotional Roller CoasterUnit 5, 5-3: A Time and a PlaceUnit 5, 5-4: What Is Context?Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-10: A Scouting PartyUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-20: Changing the SceneUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, Unit ReflectionUnit 4, Unit ReflectionUnit 3, Unit ReflectionUnit 2, Unit Reflection

Unit 1, Unit Reflection

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

How can I interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text?

How can I analyze nuances in the meaning of words with similar denotations?


Unit 1, Unit ReflectionUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 3, 3-7: Exploring Diction and Imagery

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge

How can I demonstrate the ability to identify vocabulary words and unfamiliar phrases within a text?

How can I demonstrate the ability to research the meaning of a word and how it is used?

How can I gather a list of grade-appropriate academic (i.e. common words used in testing—analyze, justify, reiterate, trace), and domain-specific (i.e. subject-specific words such as hypothesis, inference, ratify, ratio) words?

How can I demonstrate the ability to use these words in the appropriate context?

How can I gather a personal list of unfamiliar vocabulary words?

How can I articulate the meaning of unfamiliar words based upon the context clues, connotation, or definition given?

How can I use previously unfamiliar words in an appropriate and accurate manner?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-5: Introduction to Learning Logs and Word WallsUnit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-9: Two Versions of One MemoryUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-15: Working with Cinematic Techniques: Part 1Unit 2, Activity 2-19: Setting the Mood: Wonka Two WaysUnit 2, Activity 2-23: Reading Film: Screening Day AUnit 2, Activity 2-24: Reading Film: Screening Day BUnit 2, Activity 2-26: Reading Film: Screening Day CUnit 2, Activity 2-28: Independent ViewingUnit 2, Activity 2-29: Portfolio Activity: Film StyleUnit 3, 3-6: Structure in PoetryUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in SonnetsUnit 3, 3-18: Syntax SurgeryUnit 4, 4-3: Who’s Who in VeronaUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-8: Comparing Film Interpretations: An Old Accustomed FeastUnit 4, 4-9: Persuasive PromptUnit 4, 4-10: Developing Dramaturges Unit 4, 4-12: Comparing Film Interpretations: The Balcony SceneUnit 4, 4-17: “A Plague o’ Both Your Houses!”Unit 4, 4-18: Comparing Film Interpretations: “And Fire-eyed Fury Be My Conduct Now”Unit 4, 4-19: Emotional Roller CoasterUnit 5, 5-3: A Time and a PlaceUnit 5, 5-4: What Is Context?Unit 5, 5-5: Putting the Text in ContextUnit 5, 5-7: Collecting ResourcesUnit 5, 5-8: Audience AnalysisUnit 5, 5-10: A Scouting PartyUnit 5, 5-11: Visualizing SettingUnit 5, 5-13: Making PredictionsUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-20: Changing the SceneUnit 5, 5-24: The World of Fragrant LadiesUnit 5, 5-26: Standing in Borrowed ShoesUnit 5, Unit ReflectionUnit 4, Unit ReflectionUnit 3, Unit ReflectionUnit 2, Unit ReflectionUnit 1, Unit Reflection

Strand: Language Standards 6–12



Standards


Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure. How can I demonstrate mastery using parallel structure?

SpringBoard – L4Unit 2, Activity 2-26: Reading Film: Screening Day CUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentGrammar Handbook, Part 7: Parallel StructureWriting Workshop 6: Expository WritingWriting Workshop 9: Response to Literary or Expository Text

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.

How can I demonstrate mastery using 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?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-7: Defining MomentsUnit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, Activity 1-10: Conversations with CharactersUnit 1, Activity 1-13: Reading an Interview NarrativeUnit 2, Activity 2-10: “The Stolen Party” – Close ReadingUnit 2, Activity 2-14: SIFTing through “Marigolds”Unit 2, Activity 2-30: Creating a DraftUnit 3, 3-2: What Is Poetry?Unit 3, 3-18: Syntax SurgeryUnit 5, 5-10: A Scouting PartyUnit 5, 5-18: Pin the Quote on AtticusUnit 5, 5-22: Analyzing Atticus’s Closing ArgumentGrammar Handbook, Part 6: Identifying Independent and Dependent ClausesGrammar Handbook, Part 8: Introduction and General Usage inDefining Clauses

*Supplemental Resource: Grammar of the Greats2. 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.

How can I demonstrate mastery in using a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses?

SpringBoard – L4Unit 2, Activity 2-30: Creating a DraftUnit 5, 5-17: Examining the TitleUnit 5, 5-18: Pin the Quote on AtticusGrammar Handbook, Part 6: Identifying Independent and Dependent ClausesGrammar Handbook, Part 13: Capitalization and Punctuation

b. Use a colon to introduce a list or quotation.

How can I demonstrate mastery in using a colon to introduce a list or quotation?

SpringBoard – L4Unit 5, 5-17: Examining the TitleGrammar Handbook, Part 13: Capitalization and Punctuation

c. Spell correctly. How can I demonstrate mastery in spelling? SpringBoard – L4Writing Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, EA 2-1: Creating a StoryboardUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

Wordly Wise:SE: Writing Exercises: 8-11, 19-22, 31-33, 41-43, 52-54, 62-64, 72-75, 82-85, 95- 98, 106-109, 116-119, 126-129, 137-140, 147-150, 157-160, 167-169, 181-183, 191-194, 201-204, 211-214

Knowledge of Language

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.

How can I 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?

SpringBoard – L4Unit 2, Activity 2-30: Creating a DraftUnit 5, 5-17: Examining the TitleUnit 5, 5-18: Pin the Quote on AtticusGrammar Handbook, Part 6: Identifying Independent and Dependent ClausesGrammar Handbook, Part 13: Capitalization and PunctuationUnit 5, 5-17: Examining the TitleGrammar Handbook, Part 13: Capitalization and PunctuationWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: ResearchUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 1, EA 1-2: Creating an Ad Campaign for a NovelUnit 2, EA 2-1: Creating a StoryboardUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 3, EA 3-1: Creating a Poetry AnthologyUnit 3, EA 3-2: Analyzing and Presenting a PoetUnit 4, EA 4-1: Presenting a Shakespearean SceneUnit 4, EA 4-2: Writing a Metacognitive ReflectionUnit 5, EA 5-1: Historical Investigation and PresentationUnit 5, EA 5-2: Analyzing a Passage from To Kill a Mockingbird

Vocabulary Acquisition and Use

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.

How can I 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?

SpringBoard – L4Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 2, Activity 2-4: Catacombs and CarnivalUnit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-22: Reading Film: Edward ScissorhandsUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-22: “…I Needs Must Act Alone”

Wordly Wise:SE: Word Lists: 1-2, 12-14, 23-25, 34-35, 45-46, 55-57, 65-67, 76-77, 89-90, 99- 100, 110-112, 120-121, 131-132, 141-142, 151-152, 161-162, 174-175, 185-186, 195-196, 205-206

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

How can I identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., ANALYZE, ANALYSIS, ANALYTICAL; ADVOCATE, ADVOCACY)?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-9: Persuasive PromptUnit 4, 4-22: “…I Needs Must Act Alone”Unit 5, 5-2: Exploring My OpinionsUnit 5, 5-5: Putting the Text in ContextUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-20: Changing the Scene

Wordly Wise:SE: 11, 43, 54, 64, 85, 98, 105, 109, 119, 129, 150, 160, 170, 180, 184, 194, 204

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.

How can I 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?

SpringBoard – L4Unit 1, Activity 1-8: Getting Cut: Coming of Age the Hard WayUnit 1, EA 1-1: Presenting an Interview NarrativeUnit 2, EA 2-2: Writing a Style Analysis EssayUnit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-22: “…I Needs Must Act Alone”Unit 5, 5-4: What Is Context?Grammar Handbook, Part 13: Capitalization and PunctuationWriting Workshop 1: The Writing ProcessWriting Workshop 2: Short StoryWriting Workshop 3: PoetryWriting Workshop 4: Reflective EssayWriting Workshop 5: Script WritingWriting Workshop 6: Expository WritingWriting Workshop 7: Procedural TextsWriting Workshop 8: Persuasive WritingWriting Workshop 9: Response to Literary or Expository TextWriting Workshop 10: Research

Wordly Wise:SE: Word Lists: 1-2, 12-14, 23-25, 34-35, 45-46, 55-57, 65-67, 76-77, 89-90, 99- 100, 110-112, 120-121, 131-132, 141-142, 151-152, 161-162, 174-175, 185-186, 195-196, 205-206

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).

How can I 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)?



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.

How can I interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text?

SpringBoard – L4Writing Workshop 9: Response to Literary or Expository TextUnit 4, 4-2: Mask MonologuesWriting Workshop 3: PoetryUnit 1, Activity 1-10: Conversations with CharactersUnit 4, 4-19: Emotional Roller CoasterUnit 3, 3-7: Exploring Diction and ImageryUnit 3, 3-8: Extending Metaphor and SymbolUnit 3, 3-9: Hyperbolic Me with AllusionsUnit 3, 3-4: Literary Devices Scavenger HuntUnit 3, 3-10: Exploring ThemeUnit 3, 3-11: Odes to Someone SpecialUnit 3, 3-12: Coming of Age in Sonnets

b. Analyze nuances in the meaning of words with similar denotations.

How can I analyze nuances in the meaning of words with similar denotations?

SpringBoard – L4Unit 1, Activity 1-3: What’s in a Name?Unit 1, Activity 1-6: Introducing Independent ReadingUnit 1, Activity 1-18: Using Rhetoric and Persuading an AudienceUnit 2, Activity 2-5: Opening the CaskUnit 2, Activity 2-7: Irony in “The Cask of Amontillado”Unit 2, Activity 2-12: Point of View in “The Stolen Party”Unit 2, Activity 2-14: SIFTing through “Marigolds”Unit 4, 4-4: The Prologue: So Much from One SonnetUnit 4, 4-7: You Are Cordially InvitedUnit 4, 4-9: Persuasive PromptUnit 4, 4-22: “…I Needs Must Act Alone”Unit 5, 5-2: Exploring My OpinionsUnit 5, 5-5: Putting the Text in ContextUnit 5, 5-15: Lessons from the NeighborhoodUnit 5, 5-20: Changing the Scene

Wordly Wise:SE: Synonyms: 18, 29, 43, 71, 115, 166, 190; Antonyms: 18, 29, 71, 115, 166, 190; Homographs: 109; Analogies: 39, 81, 125, 155, 190, 200

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the collegeand career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

How can I demonstrate the ability to identify vocabulary words and unfamiliar phrases within a text?

How can I demonstrate the ability to research the meaning of a word and how it is used?

How can I gather a list of grade-appropriate academic (i.e. common words used in testing—analyze, justify, reiterate, trace), and domain-specific (i.e. subject-specific words such as hypothesis, inference, ratify, ratio) words?

How can I demonstrate the ability to use these words in the appropriate context?

How can I gather a personal list of unfamiliar vocabulary words?

How can I articulate the meaning of unfamiliar words based upon the context clues, connotation, or definition given?

How can I use previously unfamiliar words in an appropriate and accurate manner?



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