School District of South Orange-Maplewood English Language Arts Curriculum – Grade 9 The School District of South Orange-Maplewood August 2010 THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD BOARD OF EDUCATION MEMBERS MARK GLEASON, PRESIDENT ELIZABETH DAUGHERTY, FIRST VICE-PRESIDENT SANDRA KARRIEM, SECOND VICE-PRESIDENT LYNNE CRAWFORD, MEMBER WAYNE EASTMAN, MEMBER DAVID R. GILES, MEMBER RICHARD LAINE, MEMBER JENNIFER PAYNE-PARRISH, MEMBER ANDREA WREN-HARDIN, MEMBER ADMINISTRATION BRIAN OSBORNE, SUPERINTENDENT ROSETTA WILSON, ASSISTANT SUPERINTENDENT FOR CURRICULUM GARY PANKIEWICZ, SUPERVISOR, 6-12 ELA Committee Credits English Language Arts Curriculum – Grade 9 August, 2010 English Language Arts (Grades 6-10) Susan Barry Mary Brancaccio Janet Bustrin Melissa Butler Solmaz Calone Carolyn Campbell Robert Cohen Jennifer Dalton Rebecca Donahue Nicole Dufault Danielle Elko Josh Enyeart Angela Forero Sara Griffiths Xenia Harley Anna Herstatt Toi Jackson Beth Johnson Carolyn Johnson Vanessa Jones-Harris Katerina Karis Eve Kingsbury Christine Layne Danielle Levine Julia Leider Sue Logeman Joe Lombardo Wendy Lovas Steve MacPherson Janet Mandel Lori Martling Ryan O’Dell Maureen O’Sullivan Carly Orpurt John Pascarella Robin Patton Elisa Pianka John Poglinco Eugene Pollioni Rich Saporita Dan Savarese Desiree Spriggs Ulrike Wiede Thomas Whitaker 1 Draft Philosophy: English Language Arts Curriculum – Grade 9 August, 2010 The South Orange Maplewood School District believes students should be engaged in literacy development which is scaffolded from kindergarten through high school graduation. Students will learn about the power of words through deep and enduring educational experiences that assist them in understanding and effectively communicating both the written and spoken language. Through a rich comprehensive curriculum, students will gain the requisite skills to be dynamic communicators with the ability to integrate components of English Language Arts Literacy in a manner that allows them to become powerful users, critics, and creators of information as well as integral contributors to a global community. The South Orange Maplewood School District supports an English Language Arts curricular program, which is inclusive of ALL learners and maximizes opportunities for each student to: Experience a wide range of high quality literature Appreciate literature as an art form in both fiction and nonfiction works Achieve a high level of skill in interpreting complex materials Learn the forms and functions of language Experience and understand cultural and linguistic diversity Build upon previous knowledge and intuition about language Integrate language experiences into other disciplines Use technology and digital literacy for expression and communication Share their experiences and interact with adults, peers, and younger learners Utilize a research based process approach to reading and writing Examine the relationship between literature and composition We believe English Language Arts Literacy is essential to the development of all children as life-long learners. English Language Arts Literacy is a conduit for learning across all content areas that equip students with the skills and knowledge necessary to be effective contributors and active participants of the 21st century. English Language Arts Literacy, which integrates reading, writing, listening, and speaking promotes critical thinking and produces effective communicators who use both printed and digital technology literacy for expression and communication. 2 English Language Arts Curriculum Grade 9 Table of Contents Overview of the Literature Units of Study……………………………………………………………………… 4 Units of Study and Grade Level Common Assessments…………………………………………………. 6 Grade 9 Book List………………………………………………………………………………………………………….. 7 Reading Instruction……………………………….………………………………………………………………………. 9 Vocabulary Instruction………………………………………………………………………………………………….. 13 Writing Instruction………………………………………………………………………………………………………… 15 Grade Level Common Assessments……………………………………………………………………………….. 20 Units of Study………………………………………………………………………………………………………………… 21 Self…………………..…………………..…………………………………………………………………………… 22 English Language Arts Curriculum – Grade 9 August, 2010 Self & Family/Friends..………………………………………………………………………………………. 32 Self & Authority.……………………………………………………………………………………………….. 40 Self & Public Values………………….………………………………………………………………………. New Jersey/National Core Curriculum Content Standards Alignment…………………………. 46 52 Rubrics…………………………………………………………………………………………………………………………. 64 3 Overview of Literature Units of Study The South Orange/Maplewood Grade Nine English Language Arts Curriculum addresses students in transition. Ninth grade students are moving to a new school building, as well as a new social environment and new life stage. They are seeking to discover identity through relationships with family, peers, and the larger community. The ninth grade course of study reflects this ongoing search. Using a novels-based approach, each of the four thematic units contains numerous formative and authentic assessments in preparation for a summative student writing piece. In addition, the Grade Nine ELA experience requires an independent reading project with a book-of-choice and four grade level common assessments (scored with NJ HSPA rubrics). Each student will also access and utilize an account on Turnitin.com. The following expectations are consistent in every unit: English Language Arts Curriculum – Grade 9 August, 2010 Driving questions- Created to identify the desired results for deep understanding around thematic inquiries, the driving questions are a critical component of the “backward design” model for curriculum writing developed by Grant Wiggins and Jay McTighe (2005). The driving questions are designed to identify the “big ideas” that students will grapple with during the course of the unit. After a teacher-driven introduction to each unit, teachers facilitate the construction of a student-driven driving question in an effort to be responsive to student interest. Guided by driving questions, students will explore and examine a variety of texts and will engage in a variety of language activities. In order for students to be successful, the exploration must take place within a structured environment, which emphasizes study and organizational skills. Through this structured inquiry, students will expand their understanding of themselves in relationship to an increasingly complex and diversified environment and will learn to communicate this understanding more effectively. 6-8 formative assessments/1 published summative writing piece- In the second stage of “backward design,” it is important to “determine acceptable evidence.” Formative assessments drive instruction when they provide information for teachers to adjust teaching and learning. Formative assessments should also provide effective feedback to students. The published writing piece is used as a summative assessment or overall unit evaluation. For example, in the “Self & Public Values” thematic unit of study, each student will address the question: “How is an individual affected by society’s expectations?” Ultimately, students will participate in a media center-driven research project that compares a current social issue to a social context in a core text. The research project will include a student-driven editorial about a social issue (using a process approach to writing). Students will practice connections to social contexts in 4 literary texts in addition to enhancing persuasive writing skills throughout the marking period. The research project serves as a summative writing piece that is a culmination of the entire unit’s course of study. Various instructional tasks, activities, and experiences- Core text activities within the thematic units are aligned to the National Common Core Standards for English Language Arts (http://www.corestandards.org/the-standards/english-language-artsstandards). In addition, all classroom endeavors must be relevant to the driving questions while building student capacity for a successful summative assessment. At times, teachers afford students a choice of different reading and writing opportunities (Many educational experts attest to the connection between student choice, student engagement, and student success.). Teacher observation of the needs of students is essential to informing instructional practices thereby maximizing student learning opportunities. For example, a teacher may recognize that some groups of students respond better to a particular prewriting activity and, as a result, use the strategy more often. English Language Arts Curriculum – Grade 9 August, 2010 Teachers should include a wide variety of materials, including literary, informational, and persuasive texts. Similarly, students should write in a variety of modes, with a balance among literary, informational, and persuasive forms. High school lesson work emphasizes a process approach to reading and writing to access an ambitious content knowledge, oftentimes infusing technology- when appropriate. The following model uses a technology-based prereading activity for students to connect Shakespeare to their own lives while emphasizing the meaning of tragedy: http://www.readwritethink.org/lessons/lesson_view.asp?id=1162 The grammar emphasis using Write for College textbooks is outlined in a Curriculum Alignment with Write for College Resource Text following the thematic units. A model grammar minilesson can be found at: http://www.readwritethink.org/lessons/lesson_view.asp?id=201 The model grammar lesson is further supported by the grammar rules, authentic examples, exercises, and writing prompts in the Write for College text. All teachers have a copy of the Write for College Teacher’s Edition of the Write for College text. 5 8-10 English Language Arts Units of Study & Grade Level Common Assessments Grade 8: Thematic Unit Published Writing Piece Grade 9: Thematic Unit Published Writing Piece English Language Arts Curriculum – Grade 9 August, 2010 Grade 10: Thematic Unit Published Writing Piece Historical Fiction & Independent Reading Social Justice Rebellion Shakespearean and Greek Tragedy Historical Research & Historical Fiction, NJASK Narrative Reading Task Expository Essay, NJASK Persuasive Reading Task Comparison/Contrast Essay, NJASK Explanatory Prompt Dramatic Performance Piece, NJASK Persuasive Essay Prompt Self Self & Family/Friends Self & Authority Self & Public Values Memoir, HSPA Persuasive Essay Analytical Essay, HSPA Narrative Reading Task Media Center-Driven Research Presentation, HSPA Persuasive Reading Task Position Paper, HSPA Expository Essay Innocence to Experience Justice and Revenge Social Context and Criticism Dreams vs. Reality Analytical Essay (with an emphasis on academic essay structure), HSPA Informational Reading Prompt Analytical Essay (with an emphasis on elaborate textual support), NJASK Persuasive Essay Analytical Essay (with an emphasis on MLA in-text citations and works cited) , HSPA Narrative Reading Task Expository Essay, HSPA Expository Essay Each grade level incorporates a book-of-choice and a research component. NJ HSPA-style Grade Level Common Assessments are italicized. The first NJASK-style Grade Level Common Assessment is completed in September as a diagnostic assessment. All Grade Level Common Assessments utilize state rubrics. The Six Traits Scoring Rubric is used as an intermediate tool for feedback on student writing in select processed writing pieces. 6 Grade 9 Book List An eight-book minimum is a goal for all Grade 9 students. In addition to the books on this list, students may read different books (approved by their teacher) independently and/or in literature circles. Consistent non-fiction classroom libraries are housed in each Grade 9 classroom. Students may borrow books at any point during the school year. All students are required to read the following two Grade 9 books: English Language Arts Curriculum – Grade 9 August, 2010 A Raisin in the Sun by Lorraine Hansberry Romeo and Juliet or Julius Caesar by William Shakespeare Maus I by Art Spiegelman All Quiet on the Western Front Always Running (with parent permission) Ask Me No Questions Betsey Brown Black Like Me Bless Me, Ultima The Chosen Death Be Not Proud Fahrenheit 451 by Ray Bradbury Inherit the Wind Jane Eyre Killing Mr. Griffin The Miracle Worker Night A Night to Remember The Odyssey The Old Man and the Sea Oliver Twist The Pearl Rebecca A Tale of Two Cities And Then There Were None NP NP NP 830L 830L 790L NA 990L 840L 970L 1060L 890L 850L 1040L 720L NP 590L 950L NP 940L 990L 1010L 880L 990L 570L *Lexile Reading Measure *A Lexile reading score links a reader’s ability to a text’s difficulty level. More information on The Lexile Framework for Reading is available at: http://www.lexile.com. 7 Short Story Texts: The Multicultural Reader Sixteen Living Up the Street Reader Response A+1 *Grade 9 Non-fiction Classroom Library Books: English Language Arts Curriculum – Grade 9 August, 2010 (During the school year, the following books reside in Grade 9 classroom libraries. During the summer months, the classroom library books are loaned to the public libraries. In turn, these multi-cultural, high-interest selections are accessible to students throughout the year.) Bury My Heart at Wounded Knee by Dee Brown Close to Shore: a true story of terror in an age of innocence by Michael Capuzzo In My Hands: memories of a Holocaust rescuer by Irene Gut Opdyke Funny in Farsi: a memoir of growing up in America by Dumas Firoozeh The Jump: Sebastian Telfair and the high stakes business of high school ball by Ian O’Connor Once Upon a Quinceanera: coming of age in the USA by Julia Alvarez Shadow Divers: the true adventure of two Americans who risked everything to solve one of the last mysteries of World War II by Robert Kurson 7 Habits of Highly Effective Teens by Sean Covey *A detailed review of these classroom library books can be found on the Language Arts Department link on the district web site: http://www.somsd.k12.nj.us/18961012181173773/lib/18961012181173773/Summer_Reading_ Selections_best_copy.pdf 8 Reading Instruction All English Language Arts teachers have a desk copy of Daniels and Zemelman’s Subjects Matter, a content-area reading guide that focuses on prereading and reading processing strategies. Subjects Matter is referenced in various core text activities within the thematic units. Prereading, processing, and postreading strategies are essential to student engagement and reading comprehension. In addition, effective questions that may promote active reading are available at: http://www.pbs.org/teachers/_files/pdf/Microsoft%20Word_FormattedReadDoc.pdf. Moreover, two professional books, Mosaic of Thought and Strategies That Work, provide a framework for exemplary strategic reading instruction. Zimmerman, Keene, Harvey, and Goudvis, the authors of the books (available in the school media centers), examined the cognitive processes and strategies used commonly by proficient readers. English Language Arts Curriculum – Grade 9 August, 2010 Think- Aloud: One of the most important reading comprehension strategies is the “Think Aloud.” In the “Think Aloud” (Daniels and Zemelman), the teacher models his/her reading proficiency by reading aloud. The teacher, as the guide to proficient reading, pauses to explain his/her reflection process to students with respect to key concepts and ideas in reading passages. Moreover, the teacher “Think Aloud” may serve as a model for a student “Think Aloud” in pairs or in a whole-class discussion. Discussion (based on texts): Additionally, providing opportunities for extended discussion of text meaning and interpretation is proven to improve adolescent literacy. A panel of experts, chaired by Michael L. Kamil from Stanford University through the National Center for Education Evaluation and Regional Assistance, published a practice guide for “Improving Adolescent Literacy: Effective Classroom and Intervention Practices” (2008) to facilitate literacy education. The practice guide is available at: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf. “The goal of the practice guide is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle and high schools” (page 1). In brief, the practice guide exhibits that adolescent students need to be more prepared in reading. At an October 20, 2009 Rutgers Forum sponsored by the New Jersey Department of Education, Kamil urged educators to preview passages to formulate some framing questions and unpack the important facts of the text. Framing questions are used to begin and/or extend relevant discussion. 9 Page 24 of the practice guide also lists the following discussion protocol: 1. Teachers ask questions that require students to explain their positions and the reasoning behind them. 2. Teachers model reasoning processes by thinking out loud. 3. Discussion participants propose counter arguments or positions. 4. Discussion participants recognize good reasoning when it occurs. 5. Discussion participants summarize the flow and main ideas of a discussion as it draws to a close. English Language Arts Curriculum – Grade 9 August, 2010 Shared Reading: Shared reading is another focus of the SOMSD curriculum. Literature circle opportunities are specified in each thematic unit. Literature Circles: Choice and Voice in the Student-Centered Classroom by Harvey Daniels (1994) is available in the high school media center. Literature circles are small (4-6 students), student led, temporary discussion groups comprised of students who have chosen to read the same story, poem, informational text, or novel. Each group determines the portion of the text that they will read, within the constraints of the teacher’s timeline. The teacher through mini-lessons explicitly teaches skills and strategies, which are applied to the students’ independent reading and discussed in circle time. During literature circle sessions, students may assume various “roles” that guide their reading (Daniels, 1994). Students meet on a regular basis to discuss agreed-upon sections of the text, rotating the roles among members of the group. The strategy ends with students presenting their text to their peers in the large group setting. Traditionally, the literature circle strategy was applied to fiction. Recently, it has been updated and used with a variety of texts, including nonfiction. Furthermore, Daniels (2006) has recently advocated for the use of alternate ways to incorporate the roles into literature circles, but many secondary teachers retain the use of specified roles as a best practice. Lastly, the English Department administers the Scholastic Reading Assessment (SRI) to assess for a student’s Lexile Reading Level. This helps to inform instruction and determine recommendations for independent reading at an appropriate reading level. Moreover, the SRI assessment helps to identify struggling readers who may require the READ 180 Reading Intervention Program offered to students in the district in Grades 7, 8, and 9. More information on the SRI assessment is available at: http://teacher.scholastic.com/products/fundingconnection/programs_services/pdfs/2009_PO_SRI.pdf More information on the READ 180 Program is available at: http://teacher.scholastic.com/products/read180/ 10 Learning Objectives in Reading Literature as per the National Core Standards initiative at http://www.corestandards.org/ : English Language Arts Standards » Reading: Literature » Grade 9 -10 http://www.corestandards.org/the-standards/english-language-arts-standards/readingliterature-6-12/grade-9-10/ The College and Career Readiness Anchor Standards and High School Grade-Specific Standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. 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. English Language Arts Curriculum – Grade 9 August, 2010 Craft and Str uctur e 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 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. 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. Integrati on of Knowledge and Ideas 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). 8. (Not applicable to literature) 11 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). Range of Reading and Level of Text Compl exity English Language Arts Curriculum – Grade 9 August, 2010 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. 12 Vocabulary Instruction Teachers are expected to conduct explicit vocabulary instruction with core texts. To that end, teachers must preview reading passages to select the vocabulary terms that are critical to understanding the text. The importance of the words should also be noted. Dr. Kamil (Rutgers Forum 2009) suggests that by scouting out “target words” and providing rationale for new or troublesome vocabulary, teachers will provide greater access to the reading material for students. In addition, the Sadlier-Oxford Vocabulary Workshop (the new edition with an online audio program) is utilized in Grade 9 (Level D) and Grade 10 (Level E) to improve student vocabularies and skills while preparing students for the vocabulary facets of standardized tests. The following is a summary of the “Introduction” provided in the Teacher’s Edition of the Sadlier-Oxford Vocabulary Workshop text: English Language Arts Curriculum – Grade 9 August, 2010 Key Elements: 300 leveled words, plus hundreds of synonyms, antonyms, and other related words Research-based “five-step approach to instruction” with regard to word meaning and usage Preparation for the SAT and ACT: frequently-used words and formats on standardized tests Consistent opportunities for review and assessment New Features: Vocabulary for Comprehension: reading passages with comprehension and vocabulary questions similar to the SAT and ACT Grammar in Context: grammar and usage skill questions similar to the SAT Writing Section Additional Features include: definitions (including synonyms, antonyms, illustrative sentences, and parts of speech); vocabulary in context (in a reading passage); strategies using context and word structure for decoding word meanings; as well as Latin and Greek roots. There is also an online component available at www.vocabularyworkshop.com that provides: An online audio program SAT and ACT practice worksheets Interactive games and puzzles 13 Teachers should complete a minimum of 2 vocabulary units per marking period. Teachers receive professional development in infusing technology into vocabulary instruction and appropriate pacing of lesson work. Learning Objectives in Language/Vocabulary Acquisition and Use as per the National Core Standards Initiave (http://www.corestandards.org/the-standards/english-language-artsstandards/language/grade-9-10/): 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. 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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). 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. 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). English Language Arts Curriculum – Grade 9 August, 2010 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 14 Writing Instruction All major writing assignments include a process approach to writing. The stages of process-based writing include: prewriting drafting sharing revising editing proofreading publishing English Language Arts Curriculum – Grade 9 August, 2010 The Write for College text provides explicit instructional lesson work and strategy for teaching the writing process using the Six Traits of Writing. All students have desk copies of student copies of Write for College. Teachers are supplied with a Write for College Teacher’s Edition. Also, the following web site also shares a wealth of graphic organizers to be utilized as organizational tools: http://www.heinemann.com/shared/onlineresources/E00464/appendix.pdf. The six traits of writing include: ideas organization voice word choice sentence fluency conventions Sheryl Lain’s Six Traits Resource Handbook delineates Six Traits work explicitly. It is available in the high school media center. The resource handbook is referenced in various core text activities within the thematic units. The ELA supervisor received exclusive permission to share the resource handbook with SOMSD teachers by the author. 15 Adapted/edited from the North West Regional Education Laboratory, SOMSD created some Question and Answer explanation of the 6+ 1 Analytical Traits of Writing: Q: What’s the best thing about the traits? A: It’s the language, the shared vocabulary that adds such a rich component to our teaching and assessing of student writing. The traits give us all a common language for talking about and celebrating writing. Q: Which trait should I teach first? A: We think it makes sense to begin with Ideas. After all, this is the foundational trait. Your idea is your whole reason for writing. All other traits flow out of, and are influenced by, this one. But with that said, remember we are teaching writing, not the traits. English Language Arts Curriculum – Grade 9 August, 2010 Q: Is there ever a time all six traits come together in students’ revision? A: Yes. Absolutely. They must. The division of the traits in order to do focused revisionworking on one trait at a time- is artificial, we admit. But it’s a way of making revision manageable for students, who often do not know where to begin. Writing process steps aren’t really separate either. Prewriting, drafting, revision, and editing aren’t really mutually exclusive; we separate them to make the writing process easier to understand and put into practice. Similarly, real writers do think about organization and ideas at the same time; when they revise ideas, the voice also improves; when they alter the wording, the change affects fluency, and so on. Q: Do I have to assess all six traits for each piece of student writing? A: No! You do what makes sense for the assignment given to students. For example, you might be working on ideas, voice, and conventions for a period of time and only want to have students focus on those traits. Or perhaps you will want to take it even more slowly and work on one revision and one editing trait at a time. Remember that we have grouped ideas, organization, and voice for the revising process, and sentence fluency, word choice, and conventions for the editing process. The beauty of an analytic system is you can take the pieces apart, examine them, and then insert them back into the larger picture. In addition to using the Six Traits and state assessment rubrics, teachers are responsible for more specific written feedback to student writing. In the words of Ralph Fletcher, an expert in Writing Workshop and author of Craft Lessons (2007), teachers should provide a “glow” and a “grow” to students as feedback during a writing conference or in written feedback. In other words, in addition to specific marginal notes, students will receive some praise in addition to some suggestions for improvement in their processed writing pieces. John Bean’s “Writing Comments on Students’ Papers” in Engaging Ideas (1996) was reviewed with staff as a basis for effective feedback strategy. The article is available in the school media centers for review. 16 Learning Objectives as per the College and Career Readiness Standards for Writing in Grades 9-10 ( http://www.corestandards.org/the-standards/english-language-arts-standards/writing-612/grade-9-10/): 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. 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. 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. 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. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented. English Language Arts Curriculum – Grade 9 August, 2010 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. 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. 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. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 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). 17 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 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. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. English Language Arts Curriculum – Grade 9 August, 2010 Production and Distri buti on of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 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. 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. Researc h to B uild 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. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). 18 Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and English Language Arts Curriculum – Grade 9 August, 2010 shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 19 Grade Level Common Assessments Grade Level Common Assessments have been created for all students in Grades 6-12. These are tests created by grade level teams of teachers that assess the New Jersey Core Curriculum Content Standards and national core standards, mirror High School Proficiency Assessment tasks, and utilize grade level content. Assessments were created and revised in grade level teams. There are two reading tasks (one narrative and one persuasive/non-fiction) and two essay prompts (one persuasive essay and one expository). Teacher Expectations for effective implementation of Grade Level Common Assessments: English Language Arts Curriculum – Grade 9 August, 2010 A mini-lesson that explicitly explores the state rubric to preview each grade level common assessment task Storage of all tasks in Individual student folders provided by the department supervisor Specific feedback to students in addition to the holistic score. In particular, students should receive some praise, suggestion(s) for improvement, and an indication of proofing errors. Facilitation of a reflection sheet that acts as a cover page to the assessments kept in the folder Folders kept in a visible place in the classroom for review by the supervisor and/or principal (usually at the beginning of each marking period) Specific review of grade level common assessment tasks the week before the NJASK (with a special emphasis placed on “Advance Proficient” skills: textual connections in open-ended questions and compositional risks in essay work) The Grade Level Common Assessment Folder becomes a portfolio when students have an opportunity to include additional classroom projects and processed writing pieces in their folders/portfolios. To that end, students will complete the reflection sheet with respect to their selected works for their portfolio. Students are provided with an opportunity to include, at least, two pieces of writing in their Grade Level Common Assessment folders/portfolios. Folders are collected and monitored by the department supervisor and/or building principal at the end of the year (to be passed to next year’s English teacher). 20 English Language Arts Curriculum – Grade 9 August, 2010 Grade 9 Units of Study 21 English Language Arts Curriculum – Grade 9 August, 2010 Self 22 District of South Orange and Maplewood English Language Arts Curriculum- Grade 9 Thematic Unit of Study: Self Thematic Overview: Driving Questions: This unit is designed to introduce the ninth grade theme, self, through texts that focus on elements that contribute to the formation of personal identity. Students will explore literature that asks them to examine the literary self within texts and make connections to their developing selves. 1. How is identity crafted? 2. What do interests, values, and possessions reveal about the self? 3. TBD- After a teacher-driven introduction to each unit, teachers facilitate the construction of a student-driven driving question in an effort to be responsive to student interest. English Language Arts Curriculum – Grade 9 August, 2010 This unit also introduces the following skills: Narrative technique Character analysis Writing Dialogue Focus Reading Strategy: “Bookmark Strategy” Students are instructed to fold a piece of paper in thirds as a bookmark for reading. When a key idea is encountered, students should write or sketch thoughts on the bookmark. Bookmarks should focus on passages that seem especially important, confusing, or helpful (Daniels and Zemelmen 116). Materials Student Texts: The Pearl The Odyssey The Miracle Worker Fahrenheit 451 Old Man and the Sea A Raisin in the Sun “Harlem” (and other select poetry) “President Cleveland, Where are you?” (and other select short stories) 23 Literature Circles: Short Story Anthologies Independent Reading/Research: Summer Reading Initiative peer recommendations (All summer reading titles are housed in classroom libraries.) Bury My Heart at Wounded Knee by Dee Brown Close to Shore: a true story of terror in an age of innocence by Michael Capuzzo In My Hands: memories of a Holocaust rescuer by Irene Gut Opdyke Funny in Farsi: a memoir of growing up in America by Dumas Firoozeh The Jump: Sebastian Telfair and the high stakes business of high school ball by Ian O’Connor Once Upon a Quinceanera: coming of age in the USA by Julia Alvarez Shadow Divers: the true adventure of two Americans who risked everything to solve one of the last mysteries of World War II by Robert Kurson 7 Habits of Highly Effective Teens by Sean Covey Teacher Resources: English Language Arts Curriculum – Grade 9 August, 2010 Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to ContentArea Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading(All language arts teachers should retain a desk copy.). Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. Sebranek, Patrick, Verne Meyer, and Dave Kemper, eds. Write for College. N.p.: Great Source Education Group, 2007. Print. (All students and teachers have a desk copy of this grade level writing text.) Audio-Visual: Audio books 24 DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK Unit: Self National Core Anchor Standard College & Career Readiness For Writing: Standards 1 – 10 Grade Level Specific Standards as Student Objectives for lesson work (Students will be able to…) W 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. English Language Arts Curriculum – Grade 9 August, 2010 College & Career Readiness For Writing: Standard #1 R L 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Core Text Activities Use “Preparing for an interview” in Write for College p457-458 and Write for College Teacher’s Guide p54 “Writing an Interview Report.” The interview may include an explanation of the origin of the students’ own names. Facilitate an interview opportunity. Students may interview someone at home or in the community about some aspect relevant to self or identity such as name, immigrant experiences, etc. After giving students an opportunity to write on the topic, ask students to present findings in a written self-analysis which reflects one’s personal values at the life stage, possibly accompanied by a collage visually paralleling the writing. Additional opportunities for publication may include pair-share, class discussion, wiki, power point, etc. Introduce literary terms to be noted in a student literary term notebook focusing on narrative elements using the “Literary Terms” section of Write for College p287-294: allusion antagonist characterization conflict diction figurative language flashback foreshadowing genre imagery irony mood plot (exposition, rising action, climax, falling action, and resolution/denouement) point of view protagonist pun satire stereotype style symbol theme tone. 25 R I 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). College & S S & L 1. Initiate and Career participate effectively in a Readinessrange of collaborative For discussions (one-on-one, in Writing: groups, and teacher-led) with Standardsdiverse partners on grades # 8 & 9 9–10 topics, texts, and English Language Arts Curriculum – Grade 9 August, 2010 issues, building on others’ ideas and expressing their own clearly and persuasively. College & Career Readiness For Writing: Standards # 1 - 10 College & Career Readiness For Writing: Standards #2-5 W 10. Write routinely Utilize the department-issued reproducible teacher’s edition to Figurative Language Terms: Review and Practice http://www.teachersdiscoveryenglish.com/item_details.php?item=156+840+X0000042&SBJ=E nglish Literature Circle Work with an emphasis on narrative technique“Becoming Me” stories from A Multicultural Reader: “A Whole Nation and a People” by Harry Mark Petrakis- p 133 From Black Boy by Richard Wright- p 140 “Indian Education” by Sherman Alexie- p 146 "Chitterling” by Henry Van Dyke- p151 “Fox Hunt” by Lensey Namioka- p166 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. Read models of student memoirs from Active Voices p47-77. Instruct students to apply narrative techniques in short writing exercises with respect to a core novel. In particular, the Write for College Teacher’s Guide p138-139 “Implementing Writing-to-Learn Activities” includes an explanation of the following: admit slips, brainstorming, class minutes, clustering, completions, correspondence, creative definitions, dialogues, dramatic scenarios, exit slips, first thoughts, focused writing, how-to writing, learning logs, listing, nutshells, predicting, question of the day, and stop ‘n’ write. W 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. R.I. 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. Utilize the “Bookmark” (Daniels p116) reading comprehension strategy while reading a core text. This strategy entails folding a piece of paper that serves as a bookmark as well as a place to write thoughts and pieces of information encountered in the text. Student bookmarks are later shared in small groups or with the whole class. 26 College & Career Readiness For Writing: Standards #2-5 R.L. 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. W 4. Produce clear and English Language Arts Curriculum – Grade 9 August, 2010 coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. College & Career Readiness For Writing: Standards # 4, 5, 7 & College & Career Readiness For Writing: Standards # 1 - 10 W 7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W. 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, 8 and analysis of content. W. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Facilitate a passage analysis focusing on a single narrative element in a core novel such as tone in The Pearl; characterization in Raisin in the Sun; and/or imagery in Fahrenheit 451. Question Ideas for Literary Analysis (from Write for College p286): Theme: Does the author say something about a time and place in history? Characterization and Plot: What motives determine a character’s course of action? What are the most revealing aspects of one of the characters? What external or internal conflicts challenge the main character? Setting: What effect does the setting have on the characters? The plot? The theme? Style: What feeling or tone is created in the selection? How is it created? Author: How does the literary work represent the author’s particular time, place, and culture? In pairs or small groups, ask students to define narrative elements and find examples from core texts. Students should use the text to support their examples and the final product could be presented. Guide students to write an “Observation Report” Write for College p176-179 and Write for College Teacher’s Guide p55. Students will choose an appealing location (that meets the requirements established by the teacher) as a subject for a processed writing piece. Related extending activities in the Write for College Teacher’s Guide include: Organization: Finding a Form, p188 Fluency: Parallel Structure, p208 Facilitate the creation of a dialogue. In The Pearl, students could create a dialogue between Kino and Juana as they return home after Coyotito’s death. In A Raisin in the Sun, student could create a dialogue between Beneatha and George after the final scene. 27 W 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. The following ReadWriteThink minilesson supports correct use of quotations with references to “The Owl at Purdue” web site: http://www.readwritethink.org/classroom-resources/lessonplans/inside-outside-minilesson-quotation118.html?tab=3#tabs Short Term Projects: Writer’s Notebook/Journals- own writing, non-directed and directed, teacher-driven create images “Snapshot writing” Show Don’t Tell Text to self- connection Summative Writing Publication: Memoir Focus on writing for a purpose (genre of memoir) Narrative techniques (theme, characterization, style, and voice) Utilize Write for College- Personal Writing guidelines and models on pages 143-155 Emphasis on High School Proficiency Assessment “Compositional Risks” Dialogue writing Original “I am” poem English Language Arts Curriculum – Grade 9 August, 2010 Character sketches Close readings of author’s style Letters About Literature letter/essay 28 English Language Arts Curriculum – Grade 9 August, 2010 Formative Assessments Informal daily observations Write for College mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes Reading checks Homework “Do Now” activities Group Work Small group presentations Independent oral presentations Journal writing Unit quizzes and tests Close reading analysis Peer editing and conferencing Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric MLA style guide http://library.montclair.edu/guides/mla_style.pdf MLA style guide for in-text citations http://owl.english.purdue.edu/ 29 Curriculum Alignment with Write for College Resource Text English Language Arts Curriculum – Grade 9 August, 2010 **Refer to this guide for all Grade 9 Units of Study See Write for College (pages 509-593) for “Proofreader’s Guide” and information related to punctuation, mechanics, parts of speech and usage. Specifically, find relevant material as follows: Page # Page 509 Page 510 Page 511 Page 516 Page 517 Page 518 Page 520 Page 522 Page 524 Page 525 Page 526 Page 527 Page 528 Topic Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Marking Punctuation Focus/Skill Page 510 Question Mark + Exclamation Point Comma Semicolon Colon Hyphen Apostrophe Quotation Marks Italics (Underlining) Parentheses Diagonal + Dash Ellipsis Brackets Page 529 Page 532 Page 534 Page 535 Page 537 Checking Mechanics Checking Mechanics Checking Mechanics Checking Mechanics Checking Mechanics Capitalization Plurals Numbers Abbreviations Acronyms and Initials Page 538 Page 539-543 Page 544 Spelling Rules Spelling Rules Spelling Rules Quick Guide Commonly Misspelled Words Steps to Becoming a Better Speller Page 545 Page 551 Word Usage Word Usage Understanding Idioms Using the Right Word Page 561 Page 562 Page 563 Page 565 Page 567 Page 569 Page 570-573 Page 571 Page 574 Page 576 Page 577 Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Parts of Speech Noun Forms of Nouns Pronouns Forms of Personal Pronouns Verbs Verbals Forms of Verbs Irregular Verbs Adjectives Adverbs Prepositions 30 Topic Parts of Speech Parts of Speech Focus/Skill Conjunctions Quick Guide – Parts of Speech Constructing Sentences Page 580 Page 582-583 Page 584 Page 586 Using the Language Using the Language Using the Language Using the Language Using Phrases Using Clauses Using Sentence Variety Diagramming Sentences English Language Arts Curriculum – Grade 9 August, 2010 Page # Page 578 Page 579 31 English Language Arts Curriculum – Grade 9 August, 2010 Self & Family/Friends 32 District of South Orange and Maplewood English Language Arts Curriculum- Grade 9 Thematic Unit of Study: Self & Family/Friends Driving Questions: 1. How do family and friends influence, affect, and/or relate to the individual? 2. How predetermined is identity by environmental factors uch as cultural and socio-economic status? 3. TBD- After a teacher-driven introduction to This unit also introduces the following skills: each unit, teachers facilitate the construction Explicit exploration of self in relation to of a student-driven driving question in an friends and family through the use of effort to be responsive to student interest. poetry, short stories, fiction, and memoirs Continuation of thesis writing, *Focus Reading Strategy: “Double-Entry Journal” strategy (Daniels and Zemelman 118-119). While exploring the facets of the six traits reading a text, students record two sets of rubric in relationship to analytical notations in a two-column journal: important papers English Language Arts Curriculum – Grade 9 August, 2010 Thematic Overview: This unit is designed to continue the Grade 9 theme of self-exploration through texts that focus on the individual as well as relationships to, and with, family and friends. ideas and personal reflections. Materials Student texts: Always Running (with parent permission) Black Like Me The Chosen Death Be Not Proud Jane Eyre Julius Caesar or Romeo and Juliet Killing Mr. Griffin Maus I The Pearl A Raisin in the Sun “Nikki-Rosa” poem Roots excerpt 33 Literature Circles: Focus on plot and setting “The Most Dangerous Game” by Richard Connell “Liberty” by Julia Alvarez “Mother Tongue” by Amy Tan “Everyday Use” by Alice Walker Independent Reading/Research: Book-of-choice Teacher Resources: Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to ContentArea Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading(All language arts teachers should retain a desk copy.). Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. Sebranek, Patrick, Verne Meyer, and Dave Kemper, eds. Write for College. N.p.: Great Source Education Group, 2007. Print. English Language Arts Curriculum – Grade 9 August, 2010 (All students and teachers have a desk copy of this grade level writing text.) Audio-Visual: Audio books Film excerpts 34 DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK Unit Two: Self & Family and Friends Grade Level Specific National Standards as Student Core Anchor Objectives for lesson work Standard English Language Arts Curriculum – Grade 9 August, 2010 College and Career Readiness Anchor Standards for Reading 1 – 10 (Students will be able to…) S&L 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. College and Career Readiness Anchor Standards for Reading #1-3 R L 2. Determine a theme College and Career Readiness Anchor Standards for Reading #4&5 W 5. Develop and 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. 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. Core Text Activities Utilize Literature Circles - classes are broken into groups with delegated tasks including but not limited to creative connector, character analysis, passage master, question guider (leads), etc… Suggested Short Story Text: “The Monkey’s Paw” Suggested Graphic Novel Text: Maus I “Post – It Activity” (Daniels p114-115) to trace theme throughout a core text. At the end of the core text, consolidate post-its on composition paper. Furthermore, students should write to explain the evolution of theme throughout the core text. After reading a short story, create an opportunity for students to freewrite an original response to create a framework for literary analysis. A discussion on solid thesis statements will scaffold into an outline for a literary analysis essay. The lesson work with PowerPoint presentations and handouts is available at: http://www.readwritethink.org/classroom-resources/lessonplans/creative-outlining-from-freewriting-1071.html?tab=3#tabs See Write for College Teachers Guide p. 71 (Writing About Literature) and p. 72 (Writing a Personal Response), linked to pp. 257-262 in Write for College resource. Also see Teacher’s Guide p. 74 (Writing a Limited Literary Analysis) and p. 75 (Writing an Extended Literary Analysis) 35 College and Career Readiness Anchor Standards for Reading #3&4 English Language Arts Curriculum – Grade 9 August, 2010 College and Career Readiness Anchor Standards for Reading #8&9 W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W 1. 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. College and Career Readiness Anchor Standards for Reading # 3 – 6, 8 R I 8. Delineate and College and Career Readiness Anchor Standards for Reading #7 College and Career Readiness Anchor Standards for Reading # 7 – 10 S&L 6. Adapt speech to a 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. variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. R I 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). Utilize Persuasive open-ended questions as “Do Now” activities- with follow-up debriefing on the open-ended scoring rubric and compositional risks. Sample question: In A Raisin in the Sun, if you were Ruth, would you support Walter in his efforts to accomplish his goals? Write for College Teacher’s Guide p138-139 “Implementing Writing-to-Learn Activities” in response to a core text: admit slips, brainstorming, class minutes, clustering, completions, correspondence, creative definitions, dialogues, dramatic scenarios, exit slips, first thoughts, focused writing, how-to writing, learning logs, listing, nutshells, predicting, question of the day, and stop ‘n’ write. “Admit / Exit Cards” (Daniels 124-12) – suggested use 1 – 5 times per week, for a core text. Direct students to complete an interview of a friend or family member. A sample interview framework is available at: http://www.readwritethink.org/parent-afterschoolresources/printouts/possible-interview-questions-30229.html Write For College mini lesson p94: “Forming a Thesis Statement” 36 College and Career Readiness Anchor Standards for Reading # 7 - 10 College and Career Readiness Anchor Standards for Reading # 1 - 10 R I 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). W 2. 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. Write For College mini lesson p100-102: “Developing Your Main Points” Lesson work on using quotes from literature- including minilessons on the use of punctuation marks, including when various types of punctuation (comma, period, semicolons, colons, question marks, and exclamation points) go inside or outside quotation marks or after parenthetical citations: http://www.readwritethink.org/classroom-resources/lessonplans/quote-punctuation-proofreading-minilesson1124.html?tab=3#tabs R L 1. Cite strong and English Language Arts Curriculum – Grade 9 August, 2010 thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. College and Career Readiness Anchor Standards for Reading # 1 - 10 R L 9. Analyze how an author draws on and transforms source material in a specific work. R I 6. Determine an After reading various poems, students create a friendship poem that evidences the sounds of language’s role in meaning and mood. Resources are provided at: http://www.readwritethink.org/classroom-resources/lessonplans/poetry-sound-sense-848.html 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. 37 Short Term Projects: Biographical sketch on a family member or close friend A letter to Clybourne Park Home Association (reflection on A Raisin in the Sun) Extend the text: Create Act IV to A Raisin in the Sun or a court scene to Killing Mr. Griffin Themed memoir on personal relationships Open-ended close reading analysis regarding the style and/or relationship of selected author Expository prompts (using quotes as a springboard for writing) Oral histories (interviews with family members) Summative Published Writing Analytical essay Thesis (original claim, divisible by parts, not obviousmust be proven) *This essay requires teacher feedback using the Six Traits of Writing. English Language Arts Curriculum – Grade 9 August, 2010 Formative Assessments Informal daily observations Write for College mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes Reading checks Homework “Do Now” activites Group Work Small group presentations Independent oral presentations Journal writing Unit quizzes and tests Close reading analysis Peer editing and conferencing Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric MLA style guide http://library.montclair.edu/guides/mla_style.pdf MLA style guide for in-text citations http://owl.english.purdue.edu/ 38 Appendix Write for College Alignment – Analytical/Thesis Essay Focus Forming a Thesis Statement Revising for Ideas (6+1 Traits)/Evaluating Your Thesis Forming a Thesis Statement + Checklist for a Thesis Statement Analytical Writing Analytical Writing Writing an Analysis of a Process Process Essay Writing an Essay of Comparison Essay of Comparison Writing an Essay of Classification Essay of Classification Writing an Essay of Definition Essay of Definition Writing a Cause-Effect Essay Cause-Effect Essay Writing a Problem-Solution Essay Problem-Solution essay Writing an Essay of Evaluation Essay of Evaluation English Language Arts Curriculum – Grade 9 August, 2010 Page # Page 30 Page 44 Page 94 Page 187 Page 188 Page 189 Page 90-192 Page 193 Page 194-197 Page 198 Page 199-202 Page 203 Page 204-206 Page 207 Page 208-211 Page 212 Page 213-218 Page 219 Page 220-225 39 English Language Arts Curriculum – Grade 9 August, 2010 Self & Authority 40 District of South Orange and Maplewood English Language Arts Curriculum- Grade 9 Thematic Unit of Study: Self & Authority Thematic Overview: Focusing on authority in various core texts, this unit is designed to expand the developing exploration of self to include the impact of authority on the individual. English Language Arts Curriculum – Grade 9 August, 2010 This unit also introduces the following skills: Media Center research Oral report speaking skills Close Reading Synthesizing Driving Questions: 1. How do the various roles of authority and power in society affect the individual? 2. How is authority shaped by society? 3. What responsibilities do individuals have to society? 4. TBD- After a teacher-driven introduction to each unit, teachers facilitate the construction of a student-driven driving question in an effort to be responsive to student interest. * Focus Reading Strategy: “Coding Text” strategy (Daniels and Zemelman 120). As they read, students will use symbols to code the following: character traits, elements of science fiction and fantasy, cause and effect relationships, literary conflicts, and textual connections. Materials Student Texts: Ask Me No Questions Bless Me, Ultima The Bread Givers The Chosen Fahrenheit 451 Julius Caesar or Romeo and Juliet Killing Mr. Griffin The Miracle Worker Maus I Night Old Man and the Sea A Raisin in the Sun A Tale of Two Cities 41 Literature Circles: Focus on Symbolism and Irony Short stories: “The Scarlet Ibis” by James Hurst “The Necklace” by Guy de Maupassant “The Gift of the Magi” by O. Henry “The Golden Kite, the Silver Wind” by Ray Bradbury Independent Reading/Research: Media Center database articles Teacher Resources: Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to ContentArea Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading(All language arts teachers should retain a desk copy.). Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. Sebranek, Patrick, Verne Meyer, and Dave Kemper, eds. Write for College. N.p.: Great Source Education Group, 2007. Print. English Language Arts Curriculum – Grade 9 August, 2010 (All students and teachers have a desk copy of this grade level writing text.) Audio-Visual: Folger Shakespeare Library links to audio and visual sites: http://www.folger.edu/eduLesPlanSearch.cfm 42 Unit Three: National Core Anchor Standard College and Career Readiness Anchor Standards for Language #1–6 English Language Arts Curriculum – Grade 9 August, 2010 College and Career Readiness Anchor Standards for Language #1–6 College and Career Readiness Anchor Standards for Language #1–6 College and Career Readiness Anchor Standards for Language #1–6 DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK Self & Authority Grade Level Specific Standards as Student Objectives for lesson work (Students will be able to…) S&L 1. 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. W 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. W 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. RL 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RI 7. Analyze various accounts of a subject told in different mediums. Core Text Activities Facilitate the use of “KWL Charts” (Daniels 106-107). …For use with texts such as: A Tale of Two Cities and The French Revolution; A Raisin in the Sun and Civil Rights; Fahrenheit 451 and censorship; Night or Maus and the Holocaust Writing for College Introduction to research and prep work mini lesson p 317-326. Includes note cards and note-taking relevant to a topic on a core text. Pre-reading lesson on Shakespeare and tragedy before reading Romeo and Juliet and/or Julius Caesar: http://www.readwritethink.org/parent-afterschoolresources/printouts/possible-interview-questions30229.html After reading a play or novel, assist students to create a resume for one of the characters. Lesson work is available at: http://www.readwritethink.org/classroom-resources/lessonplans/book-report-alternative-characters-198.html 43 College and Career Readiness Anchor Standards for Language #1–6 College and Career Readiness Anchor Standards for Language #1–6 W 1. 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. RI 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. Write for College Teacher’s Guide p138-139 “Implementing Writing-to-Learn Activities” in response to a core text: admit slips, brainstorming, class minutes, clustering, completions, correspondence, creative definitions, dialogues, dramatic scenarios, exit slips, first thoughts, focused writing, how-to writing, learning logs, listing, nutshells, predicting, question of the day, and stop ‘n’ write. Create a classroom anchor chart for the MLA style guide for intext citation: http://owl.english.purdue.edu/ W 2. Develop the topic with English Language Arts Curriculum – Grade 9 August, 2010 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. College and Career Readiness Anchor Standards for Language #1–6 S&L 1. 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. RI 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI 9. Analyze documents of historical and literary significance. Facilitate a study of Langston Hughes poetry to gain a better understanding of social and historical context: http://www.readwritethink.org/classroom-resources/lessonplans/discovering-passion-poetry-with-251.html 44 Short Term Projects: English Language Arts Curriculum – Grade 9 August, 2010 Summarizing and paraphrasing – summary statements Library-driven research Use of databases Student handbooks Note-taking for research Summative Published Writing: Research paper and presentation Research driven presentation on social context Public speaking skills MLA citation Synthesis of library-driven research Formative Assessments Formative Assessments Informal daily observations Write for College mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes Reading checks Homework “Do Now” activites Group Work Small group presentations Independent oral presentations Journal writing Unit quizzes and tests Close reading analysis Peer editing and conferencing Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric MLA style guide http://library.montclair.edu/guides/mla_style.pdf MLA style guide for in-text citations http://owl.english.purdue.edu/ 45 English Language Arts Curriculum – Grade 9 August, 2010 Self & Public Values 46 District of South Orange and Maplewood English Language Arts Curriculum- Grade 8 Thematic Unit: The Self & Public Values Thematic Overview: This unit uses social and moral issues as a lens for continuing the theme of self-exploration. Individuals in these texts experience or endure societal conflicts that ultimately help and shape their true character. The issues that arise allow students to question their own beliefs, in turn beginning or continuing to shape their own philosophies. Driving Questions: 1. How is an individual affected by society’s expectations? 2. What determines right vs. wrong? 3. How does society privilege individuals? 4. TBD- After a teacher-driven introduction to each unit, teachers facilitate the construction of a student-driven driving question in an effort to be responsive to student interest. English Language Arts Curriculum – Grade 9 August, 2010 This unit also introduces the following skills: Expanding exploration of point of view Prioritizing important points Coding text *Focus Reading Strategy: “RAFT- Retelling in Various Perspectives and Genres” strategy (Daniels and Zemelman 118-119). Students are granted choice to debrief on role, audience, format, or topic in their reading. Materials Student Texts: All Quiet on the Western Front Black Like Me Inherit the Wind Julius Caesar The Pearl Oliver Twist Romeo and Juliet Tale of Two Cities 47 Literature Circles: Poetry: “Fog” by Carl Sandburg “Fire and Ice” by Robert Frost “I Hear America Singing” by Walt Whitman “Possum Crossing” by Nikki Giovanni Independent Reading/Research: The Media Center and English Department have already partnered to create independent reading projects with harvested books on the following topics: Graphic novels Holocaust survivors Science Fiction Book-of-choice based upon book talks Teacher Resources: Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to ContentArea Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading(all language arts teachers should retain a desk copy). Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). English Language Arts Curriculum – Grade 9 August, 2010 ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. Sebranek, Patrick, Verne Meyer, and Dave Kemper, eds. Write for College. N.p.: Great Source Education Group, 2007. Print. (All students and teachers have a desk copy of this grade level writing text.) 48 DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK Unit Four: Self & Public Values National Grade Level Specific Standards as Student Objectives for Core Core Text Activities lesson work Anchor (Students will be able to…) Standard College RL 2. Determine a theme or Read a strong model, such as “Letter from a Birmingham Jail” central idea of a text and and aloud and have students identify the a) position, b) support, analyze in detail its Career and c) how the writer addresses the opposing side. development over the Readiness Standards course of the text, including Read-Aloud Brutus and Antony’s funeral speeches in Julius how it emerges and is for Caesar focusing on the difference between emotional and shaped and refined by Speaking rational appeals. specific details; provide an and objective summary of the Listening text. #1-6 English Language Arts Curriculum – Grade 9 August, 2010 College and Career Readiness Standards for Speaking and Listening #1–6 S&L 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Provide a research opportunity for students: Assist students to choose a relevant controversial topic from one of the core texts such as: o Censorship (Fahrenheit 451) o War (All Quiet on the Western Front) o Just and unjust laws (Inherit the Wind) Facilitate research on both sides and instruct students to ultimately defend one side or the other in a class/group debate. RI 8. Delineate and evaluate College and Career Readiness Standards for Speaking and Listening #1–6 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. RL 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). While reading a core text, direct students to identify what aspects of society the author is criticizing with specific attention to writing style and technique. 49 RL 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. English Language Arts Curriculum – Grade 9 August, 2010 College and Career Readiness Standards for Speaking and Listening #1–6 RL 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. While reading a core text, direct students to identify what aspects of society the author is criticizing with specific attention to writing style, structure, and technique. After researching various versions of Cinderella (including the Brothers Grimm version), read Toni Morrison’s speech: “Cinderella’s Stepsisters.” Facilitate a class discussion on Morrison’s position and rhetorical strategy. S&L 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. S&L 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 50 English Language Arts Curriculum – Grade 9 August, 2010 Short Term Projects: Write from a character’s perspective and/or point of view- addressing a particular social context Write a letter from one character to another explaining a social conflict Choose a poetic passage (in prose) in a core text and change it to a poem Write an interior monologue for a character in a specific scene Comparison/Contrast a social issue in two different core texts Debate Summative Published Writing: Position Paper The following unit focuses on writing a strong argument with respect to environmental issues http://www.readwritethink.org/classroomresources/lesson-plans/persuasive-essayenvironmental-issues-268.html?tab=1#tabs Formative Assessments Formative Assessments Informal daily observations Write for College mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes Reading checks Homework “Do Now” activites Group Work Small group presentations Independent oral presentations Journal writing Unit quizzes and tests Close reading analysis Peer editing and conferencing Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric MLA style guide http://library.montclair.edu/guides/mla_style.pdf MLA style guide for in-text citations http://owl.english.purdue.edu/ 51 English Language Arts Curriculum – Grade 9 August, 2010 Grade 9 National Standards Alignment 52 The Common Core Standards (Adopted by the NJ Department of Education in June 2010) The following inform ation is from the “The Common Core State Standards Initiative” web site: http://www.corestandards.org/the -standards/english language-arts-standards-. Specifically, please find the National Anchor Standards in Reading and Writing - in addition to grade -specific standards for Reading, Writing, Speaking & Listening, and Language. A district thematic unit and/or support materials (the Sadlier Oxford Vocabulary Program or Write for College “Grammar” Program) have been identified and aligned to each Reading and Writing Anchor Standard and every Grade-Specific Standard using the following key: English Language Arts Curriculum – Grade 9 August, 2010 Key: S = Self Unit FF = Self & Family/Friends A = Self & Authority PV = Self & Public Values R = Sadlier Oxford Vocabulary Program G = Write for College “Grammar” Work S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 53 English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Reading Key Ideas and Details 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. FF, A, PV 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. S, FF, A, PV 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. PV 1. Craft and Structure 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. R, G, S 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. S, FF, A, PV 6. Assess how point of view or purpose shapes the content and style of a text. S, FF, PV 4. Integration of Knowledge and Ideas Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. A, PV, R 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. FF, A, PV 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. PV English Language Arts Curriculum – Grade 9 August, 2010 7. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. R, G, S, FF, A, PV S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 54 English Language Arts Standards » Reading: Literature » Grade 9-10 Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. S, FF, A, PV 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. S, FF, A, PV 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. S, FF, A, PV 1. Craft and Structure Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). R, G, S, FF, A, PV 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. FF, A, PV 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. A, PV 4. English Language Arts Curriculum – Grade 9 August, 2010 Integration of Knowledge and Ideas 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). A 8. (Not applicable to literature) 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). A 7. S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 55 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. S, FF, A, PV English Language Arts Standards » Reading: Informational Text » Grade 9-10 Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. A, PV 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. S, PV 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. FF, A 1. Craft and Structure 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). G, R, S, PV 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). FF, PV 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. FF, PV English Language Arts Curriculum – Grade 9 August, 2010 4. S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 56 Integration of Knowledge and Ideas 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. A 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. FF, A 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. A, PV 7. Range of Reading and Level of Text Complexity 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. S, FF, A, PV English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Writing Text Types and Purposes Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. FF, A, PV 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. FF, PV 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. S English Language Arts Curriculum – Grade 9 August, 2010 1. Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. S, FF, A, PV 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. S, FF, A, PV 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. A, PV 4. S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 57 Research to Build and Present Knowledge Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. A 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. A 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A, PV 7. 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. S, FF, A, PV English Language Arts Standards » Writing » Grade 9-10 Text Types and Purposes English Language Arts Curriculum – Grade 9 August, 2010 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. S, FF, A, PV 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. S, FF, A, PV 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. S, FF, A, PV 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. S, FF, A, PV, G Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. S, FF, A, PV, G Provide a concluding statement or section that follows from and supports the argument presented. S, FF, A, PV S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 58 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. S, FF, A, PV 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. A, PV 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. S, FF, A, PV Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. S, FF, A, PV Use precise language and domain-specific vocabulary to manage the complexity of the topic. R, S, FF, A, PV Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. S, FF, A, PV 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). S, FF, A, PV Text Types and Purposes (continued) English Language Arts Curriculum – Grade 9 August, 2010 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. S, G, R 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. S, FF, A Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. S Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. S Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. S, FF, A, PV Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. S S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 59 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. (Grade-specific expectations for writing types are defined in standards 1–3 above.) S, FF 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. FF, A, PV 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. A Research to Build and Present Knowledge 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. S, A 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. S, A, PV 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. S, A English Language Arts Curriculum – Grade 9 August, 2010 7. 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]”). A Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). A, S 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. S, FF, A, PV S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 60 English Language Arts Standards » Speaking & Listening » Grade 9-10 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 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S, FF, R 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. S, FF, A, PV Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. S, FF 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. S, FF, A, PV 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. S, FF, A, PV Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. PV 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. PV English Language Arts Curriculum – Grade 9 August, 2010 2. Presentation of Knowledge and Ideas 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. FF 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. PV 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. FF, PV, G 4. S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 61 English Language Arts Standards » Language » Grade 9-10 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. S, FF, A, PV, R, G Use parallel structure.* S, FF, A, PV, R, G Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. S, FF, A, PV, R, G 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. R, G Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. G Use a colon to introduce a list or quotation. G Spell correctly. V, G Knowledge of Language English Language Arts Curriculum – Grade 9 August, 2010 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. S, FF, A, PV, R, G 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. S, FF, A, PV, G S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 62 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. R, G 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. S, FF, A, PV, R, G Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). R, G 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. S, FF, A, PV, R, G 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). S, FF, A, PV, R 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. S, FF, A, PV, R Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. S, FF, A, PV Analyze nuances in the meaning of words with similar denotations. R English Language Arts Curriculum – Grade 9 August, 2010 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. S, FF, A, PV, R, G S FF A PV R G = = = = = = The Self Unit The Self & Family/Friends The Self & Authority The Self & Public Values Sadlier Oxford Vocabulary Program Write for College “Grammar” Work 63 English Language Arts Curriculum – Grade 9 August, 2010 Rubrics: State and 6 Traits 64 The following HSPA Open-Ended Scoring Rubric for Reading and the NJ Registered Holistic Scoring Rubric for Persuasive and Expository Writing can be found at: New Jersey Department of Education’s NJ Educational Port http://www.nj.gov/education/njpep/ NJASK/HSPA Open-Ended Scoring Rubric: Reading English Language Arts Curriculum – Grade 9 August, 2010 Points Criteria 4 A 4-point response clearly demonstrates understanding of the task, completes all requirements, and provides an insightful explanation/opinion that links to or extends aspects of the text. 3 A 3-point response demonstrates an understanding of the task, completes all requirements, and provides some explanation/opinion using situations or ideas from the text as support. 2 A 2-point response may address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation. 1 A 1-point response demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text. 0 A 0-point response is irrelevant or off-topic. 65 New Jersey Registe red Holistic Sc oring Rubric: Expository and Persuasive Writi ng Prompt Score: Content and Organization Communicates intended message to intended audience Relates to topic Opening/closin g Focused Logical progression of ideas Transitions Appropriate details and information English Language Arts Curriculum – Grade 9 August, 2010 Usage Tense formation Subject/verb and pronoun agreement Word choice/ meaning Proper Modifiers Sentence Construction Variety of type, structure, length Correct construction Mechanics Spelling Capitalization Punctuation Inadequate Command 1 May lack opening and/ or closing Minimal response to topic; uncertain focus Limited Command 2 May lack opening and/ or closing Attempts to focus May drift or shift focus Partial Command 3 May lack opening and/ or closing Usually has single focus Adequate Command 4 Generally has opening and/ or closing Single focus Strong Command 5 Opening and closing Superior Command 6 Opening and closing Single focus Sense of unity and coherence Key ideas developed No planning evident; disorganized Attempts organization Few, if any, transitions between ideas Some lapses or flaws in organization May lack some transitions between ideas Ideas loosely connected Transitions evident Details random, inappropriate, or barely apparent Details lack elaboration, i.e., highlight paper Repetitious details Several unelaborated details Uneven development of details Logical progression of ideas Moderately fluent Attempts compositional risks Details appropriate and varied Single, distinct focus Unified and coherent Welldeveloped Logical progression of ideas Fluent, cohesive Compositional risks successful No apparent control Severe/ numerous errors Numerous errors Errors/ patterns of errors may be evident Some errors that do not interfere with meaning Few errors Very few, if any, errors Assortment of incomplete and/ or incorrect sentences Excessive monotony/ same structure Numerous errors Little variety in syntax Some errors Some variety Generally correct Variety in syntax appropriate and effective Few errors Precision and/or sophistication Very few, if any, errors Errors so severe they detract from meaning Numerous serious errors Patterns of errors evident No consistent pattern of errors Some errors that do not interfere with meaning Few errors Very few, if any, errors Details effective, vivid, explicit, and/ or pertinent 66 Schillinger Consultants USING THE 6 TRAIT ANALYTIC SCORING RUBRIC Mini-lesson The Six Trait Analytical Writing Rubric developed by the Northwest Regional Educational Laboratory (NWREL) identifies and evaluates six traits, or characteristics, of effective writing on a six point scale, with 5 the highest score and 1 the lowest. This rubric is useful to teachers primarily because it is research-based, provides specific information about student performance, and can be supported with classroom instructional activities. It is not specific to a particular mode or genre of writing; it is designed to provide a consistent scoring method based on recognized characteristics of effective writing common to all genres. The six trait rubric provides clear and specific expectations for writing. In addition, it provides not only an effective, consistent measure of student writing, but also a means to improve writing. The Six English Language Arts Curriculum – Grade 9 August, 2010 Trait Analytical Writing Rubric can be found on the following pages of this document. 67 STUDENT: __________________________________________________________ TEACHER: ____________________________________________ DATE: _____________________ 6 Trait Assessment ORGANIZATION IDEAS 1 BEGINNING 68 Ideas are the heart of the message, the content of the piece, the main theme, with details that enrich and develop that theme. Key question: Did the writer stay focused and share original, fresh information or perspective about the topic? Organization is the internal structure, the thread of the central meaning, the logical and sometimes intriguing pattern of the ideas. The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details. 2 3 4 5 Revised 12/08 3 DEVELOPING The writer is beginning to define the topic, even though development is still basic or general. 5 STRONG The paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme. The topic is fairly broad. The writer is still in search of a topic. Information is limited or unclear or the length is not adequate for development. The idea is a simple restatement or a simple answer to the question. The writer has not begun to define the topic. Everything seems as important as everything else. The text may be repetitious, disconnected, and contains too many random thoughts. The writing lacks a clear sense of direction. The paper does not have a recognizable opening/introduction or closing/conclusion. Connections between ideas are confusing. Sequencing needs work. Pacing feels awkward. Key question: Does the organizational structure enhance the ideas and make it easier to understand? SCORE: 1 The topic is narrow and manageable. Support is attempted. Ideas are reasonably clear. Relevant, telling, quality details go beyond the obvious. Writer has difficulty going from general observations to specifics. Reasonably accurate details The reader is left with questions. Writing from knowledge or experience; ideas are fresh and original. The writer generally stays on topic. Reader’s questions are anticipated and answered. Insightful The organizational structure is strong enough to move the reader through the text without too much confusion. The paper has a recognizable opening/introduction and closing/conclusion. Transitions often work well. The organizational structure of the paper enhances and showcases the central idea or theme of the paper. It includes a satisfying beginning and ending. An inviting opening/introduction draws the reader in; a satisfying closing/conclusion leaves the reader with a sense of closure and resolution. Thoughtful transitions No title is present (if requested). Sequencing shows some logic, yet structure takes attention away from the content. Problems with organization make it hard for the reader to get a grip on the main point or story line. Pacing is fairly well controlled. Pacing is well controlled. A title (if requested) is present. The title (if requested) is original Organization sometimes supports the main point or story line. Flows so smoothly the reader hardly thinks about it Sequencing is logical and effective. English Language Arts Curriculum – Grade 9 August, 2010 VOICE SENTENCE FLUENCY CONVENTIONS Voice is the unique perspective of the writer evident in the piece through the use of compelling ideas, engaging language, and revealing details. The writer seems uninvolved with the topic and the audience. The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling. The writer of this paper speaks directly to the reader in a manner that is individual, compelling, engaging, and shows respect for the audience. Fails to connect with the audience Purpose is unclear. Writing is risk free, with no sense of the writer. Expository or persuasive writing is mechanical, showing no engagement with the topic. Attempt to connect with audience is earnest but impersonal. Uses topic, details, and language to strongly connect with the audience. Attempts to include content and structure to reflect purpose. Purpose is reflected by content and arrangement of ideas. Occasionally reveals personal details, but avoids risk. The writer takes a risk with revealing details. Expository or persuasive writing lacks consistent engagement with the topic. Expository or persuasive reflects understanding and commitment to topic. Narrative writing reflects limited individual perspective. Narrative writing is honest, personal, and engaging. Key question: Would you keep reading this piece if it were longer? Narrative writing lacks development of a point of view. Sentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just the eye. The reader has to practice quite a bit in order to give this paper a fair interpretive reading. The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical. Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural. Sentences get the job done in a routine fashion. Sentences enhance the meaning. Sentences are usually constructed correctly. Sentences vary in length as well as structure. Purposeful and varied sentence beginnings Sentences begin the same way. Sentence beginnings are not ALL alike; some variety is attempted. Endless connectives. The reader sometimes has to hunt for clues. Does not invite expressive oral reading. Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy, or gangly. Key question: Can you FEEL the words and phrases flow together as you read it aloud? Conventions are the mechanical correctness of the piece; spelling, grammar and usage, paragraphing, use of capitals, and punctuation. Key question: How much editing would have to be done to be ready to share with an outside source? No “sentence sense” present. Errors in spelling, punctuation, capitalization, usage and grammar and/or paragraphing repeatedly distract the reader and make text difficult to read. The writer shows reasonable control over a limited range of standard writing conventions. Spelling errors are frequent. Spelling is usually correct or reasonably phonetic on common words. Punctuation is missing or incorrect. End punctuation is usually correct. Capitalization is random. Most words are capitalized correctly. Errors in grammar or usage are very noticeable. Problems with grammar and usage are not serious. Paragraphing is missing. Paragraphing is attempted. The reader must read once to decode, then again for meaning. Moderate (a little of this, a little of that) editing. The writing has an easy flow, rhythm and cadence. Sentences are well built. Creative and appropriate connectives The writing has cadence. The writer demonstrates a good grasp of standard writing conventions. Spelling is generally correct. Punctuation is accurate. Capitalization skills are present. Grammar and usage are correct. Paragraphing tends to be sound. The writer may manipulate conventions for stylistic effect – and it works! A whole lot? Score 1 or 2 Some? Score 3 Very little? Score 4 or 5 69 English Language Arts Curriculum – Grade 9 August, 2010 CHOICE WORD Word choice is the use of rich, colorful, precise language that moves and enlightens the reader. Key question: Do the words and phrases create vivid pictures and linger in your mind? The writing contains a limited use of vocabulary. The language is functional, even if it lacks much energy. Words convey the intended message in a precise, interesting, and natural way. Words are nonspecific or distracting. Many of the words don’t work. Language is used incorrectly. Limited vocabulary, misuse of parts of speech Words and phrases are unimaginative and lifeless. Jargon or clichés, persistent redundancy Words are adequate and correct in a general sense. Words are specific and accurate. Familiar words and phrases communicate. Striking words and phrases Attempts colorful language. Natural, effective and appropriate language. Passive verbs, everyday nouns, mundane modifiers Lively verbs, specific nouns and modifiers Functional, with one or two fine moments Language enhances and clarifies meaning. Occasionally, the words show refinement and precision. Precision is obvious. Tone is appropriate for genre. *based upon 6-Trait Condensed Scoring Guide published by Northwest Regional Educational Laboratory TEACHER COMMENTS AND/OR RECOMMENDATIONS FOR STUDENT REVISION: -____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ 70 English Language Arts Curriculum – Grade 9 August, 2010
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