ESSENTIAL OUTCOMES CHART: WHAT IS IT WE EXPECT STUDENTS TO LEARN? HONORS IS DIFFERENTIATED IN RED
GRADE:
10
SUBJECT:
STANDARD DESCRIPTION
ELA AND
ELA
HONORS
EXAMPLE RIGOR
SEMESTER
TEAM
MEMBERS:
PREREQUISITE SKILLS
WHAT PRIOR KNOWLEDGE,
WHAT DOES PROFICIENT
SKILLS, AND/OR
STUDENT WORK LOOK LIKE?
VOCABULARY IS/ARE
PROVIDE AN EXAMPLE
NEEDED FOR A STUDENT TO
AND/OR DESCRIPTION.
MASTER THIS STANDARD?
-STUDENTS CAN MARK A
TEXT
-STUDENTS CAN SUMMARIZE
CHUNKS OF A TEXT AND
RI 9.2
EXPLAIN HOW THE AUTHOR
-CIRCLE KEY WORDS
-DETERMINE A CENTRAL IDEA IS CREATING MEANING.
-IDENTIFY A CLAIM
-ANALYZE IT’S DEVELOPMENT -WRITE A RHETORICAL
-AUTHOR CREDENTIALS
-WRITE AN OBJECTIVE
PRÉCIS
- SUMMARY
SUMMARY
*SOCRATIC SEMINAR AND
PHILOSOPHICAL CHAIRS CAN
BE USED TO INTRODUCE
TOPIC OR PROCESS READING.
RI 10.6
STUDENTS CAN IDENTIFY
-DETERMINE AN AUTHOR’S
RHETORIC IN A TEXT AND
ETHOS/PATHOS/LOGOS
POINT OF VIEW
EXPLAIN HOW IT ADVANCES [DETAILED RHETORIC]
-HOW AN AUTHOR USES
THE AUTHOR’S PURPOSE
RHETORIC
WHAT IS THE ESSENTIAL
STANDARD TO BE LEARNED?
DESCRIBE IN STUDENTFRIENDLY VOCABULARY.
AMANDA
SABAC
BONFIGLIO
COMMON
ASSESSMENT
WHAT ASSESSMENT(S) WILL BE
USED TO MEASURE STUDENT
MASTERY?
MARKING A TEXT
CHARTING A TEXT
RHETORICAL PRÉCIS
HUMPHREY
LYNN
PUETT
JUAREZ
WHEN TAUGHT?
EXTENSION STANDARDS
WHEN WILL THIS
STANDARD
BE TAUGHT?
WHAT WILL WE DO WHEN
STUDENTS HAVE LEARNED
THE ESSENTIAL
STANDARD(S)?
AUGUST-OCTOBER
APPLY IN FULL PROCESS
ESSAY.
*FOCUS ON STEP FOUR OF
RHETORICAL PRECIS.
RHETORIC PRÉCIS
AUGUST-OCTOBER
USE TO PROCESS
INFORMATION GATHERED
IN RI9.2
APPLY IN FULL PROCESS
ESSAY WRITING.
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and career
ready.
R.I. 10.1
- CITE TEXTUAL EVIDENCE
STUDENTS CAN INTRODUCE
-DEFINE TEXTUAL EVIDENCE
AN AUTHOR AND WORK,
-IN-TEXT CITATION
QUOTE IT AND THEN THEIR
-IVF TOPIC SENTENCE
OWN SUPPORTS JUSTIFY ITS
PURPOSE WITHIN THE TEXT.
RI.10.9
ANALYZE SEMINAL U.S.
DOCUMENTS OF HISTORICAL STUDENTS WILL ANALYZE
AND LITERARY SIGNIFICANCE USING SKILLS FROM RI 9.2
INCLUDING HOW THEY
AND RI 10.6
ADDRESS RELATED THEMES
AND CONCEPTS.
THREE PART SOURCE INTEGRATION
TEMPLATE
LOOP
*HONORS STUDENTS WILL LEARN
HOW TO PARAPHRASE TOO.
KNOW HOW TO ANALYZE A
TEXT USING MARKING AND
CHARTING. RECOGNIZE
WRITING OR VERBAL
RHETORICAL DEVICES
(EXAMPLE: PROPAGANDA SPEECH)
(BEYOND SURFACE LEVEL:
ETHOS, PATHOS, LOGOS)
LEARN SOAPSTONE
GO BACK TO FULL PROCESS
ESSAY AND INTEGRATE
TEXTUAL EVIDENCE.
*HONORS STUDENTS
SHOULD INTEGRATE TWO
QUOTES IN EACH
PARAGRAPH FROM
MULITPLE SOURCES.
LOOP: USE TO DRIVE
CONTENT
AND NOT JUST FOCUS ON
CURRENT ARTICLES, BUT
SYNTHESIZE BETWEEN
INCLUDE RANGE OF
DIFFERENT TEXTS, IN
HISTORICAL TEXTS.
DIFFERENT MEDIUMS.
*HONORS SHOULD LOOK AT
10TH GRADE STANDARDS
FOR CONTENT.
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and career
ready.
RI.10.8
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.
W.10.4
PRODUCE CLEAR AND
COHERENT WRITING IN
WHICH THE DEVELOPMENT,
ORGANIZATION, AND STYLE
ARE APPROPRIATE TO TASK,
PURPOSE, AND AUDIENCE.
W.10.2
WRITE INFORMATIVE,
EXPLANATORY TEXTS TO
EXAMINE AND CONVEY
COMPLEX IDEAS, CONCEPTS,
AND INFORMATION CLEARLY
AND ACCURATELY THROUGH
THE EFFECTIVE SELECTION,
ORGANIZATION, AND
ANALYSIS OF CONTENT.
W.9-10.1
WRITE ARGUMENTS TO
SUPPORT CLAIMS IN AN
ANALYSIS OF SUBSTANTIVE
STUDENTS CAN COMPLETE
THIS WHEN EVALUATING
USE OF RHETORICAL
DEVICES.
ETHOS, LOGOS, PATHOS
STUDENTS CAN DESCRIBE IF
WRITER’S RESONING IS
VALID.
STUDENTS CAN
DECONSTRUCT A WRITING
PROMPT AND ORGANIZE
THEIR IDEAS USING A
GRAPHIC ORGANIZER.
STUDENTS ASSESS EXCERPTS OF
TEXT THAT CONTAIN RANEG OF
ARGUMENTS.
HAVE STUDENTS RE-WRITE
WHEN EVALUATING TEXTS.
ARGUMENT TO MAKE
LOOP
CREDIBLE.
-RAFTS
-INFORMAL OUTLINE
- KEY STAR OUTLINE
INFORMAL AND FORMAL
*HONORS SHOULD EXPOSE
WRITING (CODE SWITCHING).
STUDENTS TO COMPLICATED
PROMPTS FROM SATS, AP LANG
AND SBAC
STUDENTS ARE CORRECTLY
ADDRESSING THE TASK,
AUDIENCE AND PURPOSE
AND RELEVANT TEXTUAL
EVIDENCE.
RAFTS
INFORMAL OUTLINE.
THREE PART SOURCE
INTEGRATION
STUDENTS CAN WRITE A
PERSUASIVE ESSAY THAT
CONTAINS TEXTUAL
EVIDENCE, COUNTERCLAIMS
DEFINE COUNTERCLAIM
DEFINE REFUTATION
THREE PART SOURCE
INTEGATION
LOOP, COMPLETED EACH
TIME INTRODUCED TO
PROMPT
USE TO CREATE FULL
PROCESS WRITING
FULL PROCESS ESSAY
 ASSESS RELEVANT
THESIS
 THREE PART SOURCE
INTEGRATION
 TONE/AUDIENCE
*HONORPR OVIDE SOURCES FOR
STUDENTS TO INTEGRATE.
AFTER TEACHING STUDENTS
SYNTHESIS ESSAY USING
HOW TO EVALUATE
OTHER RESOURCES.
INFORMATIONAL TEXTS.
ESSAY
AFTER TEACHING STUDENTS
HOW TO EVALUATE
INFORMATIONAL TEXTS
AND HAVING THEM WRITE
FULL PROCESS WRITING
USE MULTIPLE SOURCES,
TURN INTO A SYNTHESIS
ESSAY.
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and career
ready.
TOPICS OR TEXTS, USING
VALID REASONING AND
RELEVANT AND SUFFICIENT
EVIDENCE.
AND REFUTATIONS.
RL.9-10.2
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.
MARK A TEXT
CHART A TEXT
THE STUDENTS SHOULD BE
WRITE A RHETORICAL PRÉCIS
ABLE TO DEFINE AND
IVF SUMMARY
EXPLAIN WHAT A THEME IS.
THE STUDENT SHOULD BE
A STUDENT CAN CIRCLE KEY
ABLE TO DEFINE AND
WORDS AND UNDERLINE
EXPLAIN WHAT A SUMMARY
AUTHOR’S CLAIMS. THEY
IS, PARTICULARLY
CAN DESCRIBE NOT ONLY
RHETORICAL PRÉCIS AND/OR
WHAT AN AUTHOR IS
IVF SUMMARY.
SAYING, BUT WHAT THEY
ARE DOING.
RL.9-10.1
CITE STRONG AND
THOROUGH TEXTUAL
EVIDENCE TO SUPPORT
ANALYSIS OF WHAT THE TEXT
SAYS EXPLICITLY AS WELL AS
INFERENCES DRAWN FROM
THE TEXT.
RL.9-10.4
DETERMINE THE MEANING
OF WORDS AND PHRASES AS
THEY ARE USED IN THE TEXT,
INCLUDING FIGURATIVE AND
CONNOTATIVE MEANINGS;
ANALYZE THE CUMULATIVE
IMPACT OF SPECIFIC WORD
CHOICES ON MEANING AND
INFORMAL OUTLINE
RAFATS
STUDENTS CAN INTRODUCE
-DEFINE TEXTUAL EVIDENCE
AN AUTHOR AND WORK,
-IN-TEXT CITATION
QUOTE IT AND THEN THEIR
-IVF TOPIC SENTENCE
OWN SUPPORTS JUSTIFY ITS
PURPOSE WITHIN THE TEXT.
INFORMATIONAL TEXTS.
AFTER WRITING ABOUT
INFORMATION TEXTS
THEME IDENTIFYING EXERCISE
SPEAKING OPPORTUNITIES TO
VERBALIZE THEIR UNDERSTANDING
OF THEME
QUIZ ON THE DIFFERENT PARTS OF
A RHETORICAL PRÉCIS
*HONORS SHOULD LOOK AT
10TH GRADE HISTORY
STANDARDS FOR CONTENT. TO INCREAES THE RIGOR
R.L. GREAT OPPORTUNITY OF THIS STANDARD USING
TO LOOK AT ROMANTIC
10.6 AND 10.9
LITERATURE.
- CHIMNEY SWEEPER
- WANDERED LONELY AS A
CLOUD (WORDSWORTH)
- WILLIAM BLAKE
GO BACK TO FULL PROCESS
ESSAY AND INTEGRATE
THREE PART SOURCE INTEGRATION
TEXTUAL EVIDENCE.
TEMPLATE
*HONORS STUDENTS
LOOP
*HONORS STUDENTS WILL LEARN
SHOULD INTEGRATE TWO
HOW TO PARAPHRASE TOO.
QUOTES IN EACH
PARAGRAPH FROM
MULITPLE SOURCES.
STUDENTS SHOULD KNOW
STUDENTS CAN CHART THE TEXT,
STUDENTS CAN USE A
DIFFERENCE BETWEEN
THEY CAN SIMPLY PUT IN WRITING
READING PROMPT TO MARK
DENOTATION/CONNOTATION WHAT THEY’RE IDENTIFYING AND
FOR SPECIFIC EXAMPLES OF
FIGURATIVE LANGUAGE
JUSTIFY IT. USE ILLUMINATE AND
FIGURATIVE LANGUAGE
CREATE TEST USING ITEMBANK.
LOOP EACH TIME THEY
READ LITERATURE/OR TEXT AGAIN, REFER BACK TO 10.6
THAT CONTAINS
AND 10.9
CONVETIONS.
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and career
ready.
TONE (E.G., HOW THE
LANGUAGE EVOKES A SENSE
OF TIME AND PLACE; HOW IT
SETS A FORMAL OR
INFORMAL TONE).
GO THROUGH ALL THE WRITING STANDARDS AGAIN AFTER COMPLETING R.L. STANDARDS
W.9-10.8
GATHER RELEVANT
INFORMATION FROM
*HONORS SHOULD TEACH
MULTIPLE AUTHORITATIVE
STUDENTS HOW TO
PRINT AND DIGITAL
EVALUATE VISUAL LITERACY.
SOURCES. ASSESS THE
PROVIDE TOPIC AND
USEFULNESS OF EACH
RESOURCES AND ALLOW
O.P.T.I.C.
INFORMAL OUTLIE OR ESSAY TO
SOURCE IN ANSWERING THE STUDENTS TO USE
ASSESS USE OF TEXTUAL EVIDENCE
RESEARCH QUESTION;
INFORMAL OUTLINE TO
INFORMAL OUTLINE
FROM MULTIPLE SOURCES.
INTEGRATE INFORMATION
ORGANIZE INFORMATION
RAFTS
INTO THE TEXT SELECTIVELY FROM MULTIPLE SOURCES.
THREE PART SOURCE
TO MAINTAIN THE FLOW OF
INTEGRATION
IDEAS, AVOIDING
PLAGIARISM AND
FOLLOWING A STANDARD
FORMAT FOR CITATION.
CAN BE DONE AT END OF
SCHOOL YEAR ONCE ALL
OTHER STANDARDS HAVE
BEEN ADDRESSED.
FULL PROCESS WRITING
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post-secondary opportunities.
Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and career
ready.