Reading Standards for Literature 6–12
[RL]
The CCR 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.
Grades 9–10 students:
Grades 11–12 students:
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
2. Determine a theme or central idea of a text and analyze in detail its development over the
2. Determine two or more themes or central ideas of a text and analyze their development over
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a
Key Ideas and Details
as well as inferences drawn from the text.
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including
4. Determine the meaning of words and phrases as they are used in the text, including figurative
5. Analyze how an author’s choices concerning how to structure a text, order events within it
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the
6. Analyze a particular point of view or cultural experience reflected in a work of literature
6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in
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).
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise.
from outside the United States, drawing on a wide reading of world literature.
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other authors.)
choice of where to begin or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its aesthetic impact.
a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Integration 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).
a. Analyze works by authors or artists who represent diverse world cultures.
7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production
8. (Not applicable to literature)
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).
9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
of a play or recorded novel or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an American dramatist.)
a. Analyze multiple interpretations of full-length works by authors who represent diverse world
cultures.
works of American literature, including how two or more texts from the same period treat
similar themes or topics.
Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at
the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9–10 text complexity band independently and
Standards for English Language Arts | 6–12
10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems,
in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high
end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems,
at the high end of the grades 11–CCR text complexity band independently and proficiently.
50
Grades 9–10 students:
Grades 11–12 students:
proficiently.
Responding to Literature
11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by
making connections to: other texts, ideas, cultural perspectives, eras, personal events and
situations.
a. Self-select text to respond and develop innovative perspectives.
b. Establish and use criteria to classify, select, and evaluate texts to make informed
judgments about the quality of the pieces.
Responding to Literature
11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and
philosophically by making connections to: other texts, ideas, cultural perspectives, eras,
personal events, and situations.
a. Self-select text to respond and develop innovative perspectives.
b. Establish and use criteria to classify, select, and evaluate texts to make informed
judgments about the quality of the pieces.
Reading Standards for Informational Text 6–12
Grade 6 students:
[RI]
Grade 7 students:
Grade 8 students:
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text
1. Cite several pieces of textual evidence to support analysis
2. Determine a central idea of a text and how it is conveyed
2. Determine two or more central ideas in a text and analyze 2. Determine a central idea of a text and analyze its development
3. Analyze in detail how a key individual, event, or idea is
3. Analyze the interactions between individuals, events, and
3. Analyze how a text makes connections among and distinctions
4. Determine the meaning of words and phrases as they are
4. Determine the meaning of words and phrases as they are
4. Determine the meaning of words and phrases as they are used
5. Analyze how a particular sentence, paragraph, chapter, or
5. Analyze the structure an author uses to organize a text,
5. Analyze in detail the structure of a specific paragraph in a text,
6. Determine an author’s point of view or purpose in a text
6. Determine an author’s point of view or purpose in a text
6. Determine an author’s point of view or purpose in a text and
says explicitly as well as inferences drawn from the text.
through particular details; provide a summary of the text
distinct from personal opinions or judgments.
introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
of what the text says explicitly as well as inferences drawn
from the text.
their development over the course of the text; provide an
objective summary of the text.
ideas in a text (e.g., how ideas influence individuals or
events, or how individuals influence ideas or events).
1. Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.
over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
between individuals, ideas, or events (e.g., through
comparisons, analogies, or categories).
Craft and Structure
used in a text, including figurative, connotative, and
technical meanings.
section fits into the overall structure of a text and
contributes to the development of the ideas.
used in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word
choice on meaning and tone.
including how the major sections contribute to the whole
and to the development of the ideas.
and analyze how the author distinguishes his or her
position from that of others.
and explain how it is conveyed in the text.
in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts.
including the role of particular sentences in developing and
refining a key concept.
analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
Integration of Knowledge and Ideas
7.
Integrate information presented in different media or
formats (e.g., visually, quantitatively) as well as in words
to develop a coherent understanding of a topic or issue.
Standards for English Language Arts | 6–12
7.
Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium’s
portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words).
7. Evaluate the advantages and disadvantages of using different
mediums (e.g., print or digital text, video, multimedia) to
present a particular topic or idea.
51
Reading Standards for Informational Text 6–12
[RI]
The CCR 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.
Grades 9–10 students:
Grades 11–12 students:
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
2. Determine a central idea of a text and analyze its development over the course of the text,
2. Determine two or more central ideas of a text and analyze their development over the course of
3. Analyze how the author unfolds an analysis or series of ideas or events, including the order
3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas,
as well as inferences drawn from the text.
a. Develop factual, interpretive, and evaluative questions for further exploration of the
topic(s).
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
in which the points are made, how they are introduced and developed, and the connections
that are drawn between them.
well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
the text, including how they interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
or events interact and develop over the course of the text.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
5. Analyze in detail how an author’s ideas or claims are developed and refined by particular
5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
6. Determine an author’s point of view or purpose in a text and analyze how an author uses
6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
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).
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
rhetoric to advance that point of view or purpose.
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key
term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
argument, including whether the structure makes points clear, convincing, and engaging.
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the
text.
Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
7. Integrate and evaluate multiple sources of information presented in different media or formats
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the
8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s
9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of
both print and multimedia), determining which details are emphasized in each account.
reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
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. Read, annotate, and analyze informational texts on topics related to diverse and nontraditional cultures and viewpoints.
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions
and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses).
historical and literary significance (including The Declaration of Independence, the Preamble to the
Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes,
purposes, and rhetorical features.
a. Read, annotate, and analyze informational texts on topics related to diverse and non-traditional
cultures and viewpoints.
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
Standards for English Language Arts | 6–12
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text
53
complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the
grades 9–10 text complexity band independently and proficiently.
Standards for English Language Arts | 6–12
complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–
CCR text complexity band independently and proficiently.
54
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
GRADE 9 Curriculum Map
Introduction
This curriculum is divided into four grade levels (9–12). Each grade level includes four primary modules. Each module consists of up to three
units, and each unit consists of a set of lesson plans.
The following nomenclature is used to refer to a particular grade-module-unit-lesson combination.
File: Grade 9 Curriculum Map
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
Each module grounds students’ application and mastery of the standards within the analysis of complex text. The standards assessed and
addressed in each module specifically support the study of the module text(s), and include standards in all four domains: Reading, Writing,
Speaking and Listening, and Language.
Modules are arranged in units comprised of one or more texts. The texts in each module share common elements in relation to genre, authors’
craft, text structure, or central ideas. Each unit in a module builds upon the skills and knowledge students develop in the preceding unit(s). The
number of lessons in a unit varies based on the length of the text(s). Each lesson is designed to span one class period, but may extend beyond
that time frame depending on student needs.
Grade 9 Overview
The New York State grade 9 curriculum modules offer a wide range of quality texts that span the canonical to the contemporary. The grade 9
curriculum balances classic works by William Shakespeare, Sophocles, and Emily Dickinson with contemporary writing by authors such as Temple
Grandin, Karen Russell, and Marc Aronson. Through the study of a variety of text types and media, students build knowledge, analyze ideas,
delineate arguments, and develop writing, collaboration, and communication skills. The lessons within each of the modules are linked explicitly
to the Common Core Learning Standards, and provide a rigorous and pedagogically-sound approach for how the standards can come alive with
thoughtful planning, adaption, and instruction. Module 9.1 establishes key routines and practices for close reading and collaborative discussion,
which students will use and refine throughout the year. Module 9.2 provides continued opportunity for students to develop skills in text analysis,
evidence-based discussion, and informative writing before being introduced to the research process in Module 9.3 and argument writing in
Module 9.4.
In Module 9.1, students dive into complex text with a contemporary short story by acclaimed author Karen Russell. Through collaborative
discussion and multiple encounters with the text, students access the richness of Russell’s language, description, and meaning, particularly
around the ideas of identity and beauty, which students consider over the course of the module in relation to excerpts from Rainer Maria Rilke’s
Letters to a Young Poet, David Mitchell’s Black Swan Green, and William Shakespeare’s Romeo and Juliet. In their study of Romeo and Juliet,
students have the opportunity to consider representations of the text across artistic mediums, including contemporary film excerpts and fine art.
File: Grade 9 Curriculum Map
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
Students produce writing appropriate to task and support their claims with evidence from the text. By the module’s conclusion, students have
begun to amass a foundation of critical reading, writing, thinking, and speaking habits which lay the foundation for college and career readiness.
Module 9.2 continues to explore identity through texts that examine human motivations, actions, and consequences. Students build on work
from Module 9.1 as they track character development in Edgar Allan Poe’s “The Tell-Tale Heart” and the tragedy of Oedipus the King. In these
texts as well as a poem by Emily Dickinson, students analyze the effects of an author’s structural choices on the development of central ideas.
Students also engage with informational texts about guilt and human fascination with crime, as they continue to exercise and develop their
ability to identify and make claims. Students strengthen their writing by revising and editing, and refine their speaking and listening skills through
discussion-based assessments.
In a digital world, students have access to an unprecedented amount of information. In Module 9.3, students cultivate an ability to sort through
information to determine its validity and relevance. This module engages students in an inquiry-based research process using a rich extended
text, Temple Grandin’s Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior, to surface potential topics that lead to
a process of individually driven inquiry, research, and writing. This process begins collaboratively and guides students through forming effective
questions for inquiry, gathering research about a topic of interest, assessing the validity of that information, generating an evidence-based
perspective, and writing an informative/explanatory research paper that synthesizes and articulates their findings.
Module 9.4 shows where an inquiry process can lead, with Sugar Changed the World: A Story of Magic, Spice, Slavery, Freedom, and Science, a
nonfiction text derived from inquiry and the collaboration of its authors. This one-unit module provides students with the opportunity to learn
new information about the past that informs the choices they make today. This module also invites students to consider the ethics and
consequences of their decisions. Students move through Sugar Changed the World with a critical eye, building an understanding of how history
helps shape the people, culture, and belief systems of our modern day world. Students apply this lens as they read additional contemporary
argument texts related to Sugar Changed the World, considering the structure, development, and efficacy of these authors’ arguments. The
module concludes with a culminating argument paper in which students synthesize their understanding of content and the components that
interact to create an effective argument.
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DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
Curriculum Map
MODULE 9.1
“So you want a double life”:
Reading Closely and Writing to Analyze
Text
Lessons
in the
Unit
Literacy Skills and Habits
17
•
Read closely for textual details
•
Annotate texts to support
comprehension and analysis
•
Engage in productive evidencebased discussions about texts
•
Collect and organize evidence from
texts to support analysis in writing
•
Make claims about texts using
specific textual evidence
•
Use vocabulary strategies to define
unknown words
Assessed and
Addressed
CCSS
Assessments
Unit 1: “I’m Home”
“St. Lucy’s Home
for Girls Raised by
Wolves” by Karen
Russell
RL.9-10.1
RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
W.9-10.2.a, f
SL.9-10.1.b, c
SL.9-10.4
L.9-10.4.a, b
L.9-10.5.a
Mid-Unit:
Students write a multi-paragraph response to the
following prompt:
Choose and explain one epigraph. Analyze the
relationship between that epigraph and the girls’
development in that stage.
End-of-Unit:
Students write a formal, multi-paragraph
response to the following prompt:
Analyze Claudette’s development in relation to
the five stages of Lycanthropic Culture Shock.
Unit 2: “[T]he jewel beyond all price”
Letters to a Young
Poet by Rainer
Maria Rilke, “Letter
One,” pp. 3–12
11
•
Read closely for textual details
•
Annotate texts to support
comprehension and analysis
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CCRA.R.9
RL.9-10.2
RL.9-10.3
RL.9-10.4
Mid-Unit:
Students write a formal, multi-paragraph
response to the following prompt:
What is the impact of Rilke’s specific word
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.1
“So you want a double life”:
Reading Closely and Writing to Analyze
Text
Lessons
in the
Unit
Black Swan Green
by David Mitchell,
“Hangman” and
“Solarium,”
pp. 24–28, 142–
156
Literacy Skills and Habits
• Engage in productive evidencebased conversations about texts
•
Determine meanings of unknown
vocabulary
•
Independently preview text in
preparation for supported analysis
•
Paraphrase and quote relevant
evidence from a text
Assessed and
Addressed
CCSS
RI.9-10.2
RI.9-10.3
RI.9-10.4
W.9-10.2.a, f
SL.9-10.1.b, c
L.9-10.4.a, b
L.9-10.5.a
Assessments
choices on the meaning and tone of his letter?
End-of-Unit:
Students write a formal, multi-paragraph
response to the following prompt:
Identify similar central ideas in Letters to a Young
Poet and Black Swan Green. How do Rilke and
Mitchell develop these similar ideas?
Unit 3: “A pair of star-crossed lovers”
Romeo and Juliet
by William
Shakespeare
(excerpts)
20
•
Read closely for textual details
•
Annotate texts to support
comprehension and analysis
•
Engage in productive evidencebased discussions about text
•
Collect and organize content from
the text to support analysis in
writing
•
Analyze an author’s craft
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RL.9-10.2
RL.9-10.3
RL.9-10.4
RL.9-10.5
RL.9-10.7
W.9-10.2.a, c, f
SL.9-10.1.b, c
L.9-10.4.a-c
L.9-10.5.a
Mid-Unit:
Students write a formal, multi-paragraph
response to the following prompt:
How does Shakespeare’s development of the
characters of Romeo and Juliet refine a central
idea in the play?
End-of-Unit:
Students write a formal, multi-paragraph
response to the following prompt:
Select either Romeo or Juliet. How does
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.1
“So you want a double life”:
Reading Closely and Writing to Analyze
Text
Lessons
in the
Unit
Literacy Skills and Habits
Assessed and
Addressed
CCSS
Assessments
Shakespeare develop this character as a tragic
hero(ine)?
Module Performance Assessment
Letters to a Young
Poet by Rainer
Maria Rilke, “Letter
Seven,” pp. 61–69
4
“St. Lucy’s Home
for Girls Raised by
Wolves” by Karen
Russell
Romeo and Juliet
by William
Shakespeare
(excerpts)
Note: Bold text indicates targeted standards that will be assessed in the module.
File: Grade 9 Curriculum Map
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CCRA.R.9
RL.9-10.2
RL.9-10.3
RI.9-10.2
RI.9-10.4
W.9-10.2.a, c,
f
SL.9-10.1.b, c
L.9-10.4.a-c
L.9-10.5.a
Identify a specific phrase or central idea in
paragraphs 4–9 of Rilke’s “Letter Seven.” Analyze
how that phrase or central idea relates to one or
more characters or central ideas in “St. Lucy’s
Home for Girls Raised by Wolves” or Romeo and
Juliet.
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.2
Working with Evidence and Making Claims: How do Authors Structure Texts and Develop Ideas?
Text
Lessons
in the
Unit
Literacy Skills and Habits
Assessed and
Addressed
CCSS
Assessments
Unit 1: “And then a Plank in Reason, broke, And I dropped down, and down –”
“The Tell-Tale
Heart” by Edgar
Allan Poe
13
“I felt a Funeral, in
my Brain” by Emily
Dickinson
• Read closely for textual details
CCRA.R.6
Mid-Unit:
• Annotate texts to support
comprehension and analysis
CCRA.R.9
• Engage in productive evidencebased conversations about text
RL.9-10.4
Students will participate in an evidence-based
discussion in which they will collect and organize
evidence using an Evidence Collection Tool.
• Provide an objective summary of the
text
W.9-10.2.b, d
• Make evidence-based claims
• Participate in collaborative
discussions
• Determine meaning of unknown
vocabulary
RL.9-10.2
RL.9-10.5
W.9-10.9.a
SL.9-10.1.a
L.9-10.1
L.9-10.2
L.9-10.5.a, b
Students will then respond individually in writing
to the following prompt:
Identify a central idea in “The Tell-Tale Heart”
and discuss how point of view and structural
choices contribute to the development of that
central idea over the course of the text.
End-of-Unit:
Students will individually write a multi-paragraph
essay addressing the following prompt: Identify a
central idea shared by both texts, “I felt a
Funeral, in my Brain,” and “The Tell-Tale Heart,”
and make an original claim about how Dickinson
and Poe develop and refine this idea.
Unit 2: “a husband from a husband, children from a child”
Oedipus the King
20
• Read closely for textual details
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RL.9-10.1
Mid-Unit:
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.2
Working with Evidence and Making Claims: How do Authors Structure Texts and Develop Ideas?
Text
by Sophocles
Lessons
in the
Unit
Literacy Skills and Habits
• Annotate texts to support
comprehension and analysis
• Provide an objective summary of the
text
• Engage in productive evidencebased conversations about text
Assessed and
Addressed
CCSS
RL.9-10.2
RL.9-10.4
RL.9-10.5
W.9-10.2.a, b,
d, f
W.9-10.5
• Make evidence-based claims
W.9-10.9.a
• Revise writing
SL.9-10.1.a-d
• Participate in collaborative
discussions
L.9-10.1
•
L.9-10.4.a, b
Determine meaning of unknown
vocabulary
L.9-10.2
L.9-10.5.a, b
Assessments
Using a tool to organize and scaffold their
thinking, students will develop their claim,
participate in an evidence-based discussion, and
write a response to the following prompt:
What relationship does Sophocles establish
between prophecy and Oedipus’s actions?
End-of-Unit:
Using a tool to organize and scaffold their
thinking, students will develop their claim,
participate in an evidence-based discussion, and
write a response to the following prompt:
How does Sophocles develop the conflict
between Oedipus’s guilt and his innocence?
Unit 3: “Everybody is guilty of Something”
“True Crime: The
roots of an
American
obsession” by
Walter Mosley
13
“How Bernard
• Read closely for textual details
RI.9-10.2
Mid-Unit:
• Annotate texts to support
comprehension and analysis
RI.9-10.5
• Engage in productive evidencebased conversations about text
W.9-10.2.a, b
Students will draft a multi-paragraph analysis of
how Mosley develops the central idea that
humans are fascinated with true and fictional
crime stories.
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RI.9-10.7
W.9-10.5
Students will use a writing rubric to peer-review
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.2
Working with Evidence and Making Claims: How do Authors Structure Texts and Develop Ideas?
Text
Madoff Did It” by
Liaquat Ahamed
Lessons
in the
Unit
The Wizard of Lies
by Diana
Henriques,
Epilogue
Literacy Skills and Habits
• Determine meaning of unknown
vocabulary
• Provide an objective summary of the
text
“$50bn Ponzi
Scheme - How
Madoff Did It”
Assessed and
Addressed
CCSS
W.9-10.9.b
SL.9-10.1.a, c,
d
Assessments
responses for strength of evidence, and
incorporate peer feedback into revisions of their
own writing.
SL.9-10.4
End-of-Unit:
• Paraphrase and quote relevant
evidence from a text
SL.9-10.6
• Write original evidence-based claims
L.9-10.2
• Critique one’s own writing and
peers’ writing
L.9-10.4.a
L.9-10.1
• Revise writing
Part 1: Students review annotations and
responses to text-dependent questions for “True
Crime,” “How Bernard Madoff Did It,” and The
Wizard of Lies. Students generate open-ended
questions to be used during the whole-class
discussion.
Part 2: Students will analyze “True Crime,” “How
Bernard Madoff Did It,” and The Wizard of Lies.
Using a fishbowl method for discussion, students
will both engage in a critical dialogue about the
texts and assess their peers’ speaking and
listening skills.
• Generate and respond to questions
in scholarly discourse
Module Performance Assessment
“The Tell-Tale
Heart” by Edgar
Allan Poe
5
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RL.9-10.2
RL.9-10.5
RL.9-10.10
Identify a central idea shared by one literary text
and one informational text. Use specific details to
explain how this central idea develops over the
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
MODULE 9.2
Working with Evidence and Making Claims: How do Authors Structure Texts and Develop Ideas?
Text
“I felt a Funeral, in
my Brain” by Emily
Dickinson
Lessons
in the
Unit
Literacy Skills and Habits
Oedipus the King
by Sophocles
“True Crime: The
roots of an
American
obsession” by
Walter Mosley
“How Bernard
Madoff Did It” by
Liaquat Ahamed
The Wizard of Lies
by Diana
Henriques,
Epilogue
Note: Bold text indicates targeted standards that will be assessed in the module.
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Assessed and
Addressed
CCSS
RI.9-10.2
RI.9-10.5
RI.9-10.10
W.9-10.2.a, b,
d
W.9-10.5
L.9-10.1
L.9-10.2
Assessments
course of each text, and compare how the
authors’ choices about text structure contribute
to the development of this idea.
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.3
Building and Communicating Knowledge through Research: The Inquiry and Writing Processes
Text
Lessons
in the
Unit
Literacy Skills and Habits
Assessed and
Addressed
CCSS
Assessments
Unit 1: Using Seed Texts as Springboards to Research
Animals in
Translation: Using
the Mysteries of
Autism to Decode
Animal Behavior by
Temple Grandin
and Catherine
Johnson, Chapter 1
10
•
Read closely for textual details
RI.9-10.1.a
End-of-Unit:
•
Annotate texts to support
comprehension and analysis
RI.9-10.2
Students complete a two-part short writing
assessment.
Engage in productive evidencebased discussions about text
RI.9-10.4
•
•
Collect and organize evidence from
texts to support analysis in writing
•
Analyze text and multimedia
•
Make claims about the
development and refinement of
central ideas in a text
•
Use vocabulary strategies to define
unknown words
•
Identify potential topics for
research within a text
•
Use questioning to guide research
•
Conduct pre-searches to validate
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RI.9-10.3
RI.9-10.5
RI.9-10.7
W.9-10.4
W.9-10.7
W.9-10.8
W.9-10.9
SL.9-10.1.c
L.9-10.4.a, c, d
Part 1: Students synthesize and compose a multiparagraph response tracing the development and
refinement of a central idea from chapter 1 of
Animals in Translation.
Part 2: Students articulate in writing two or three
areas of investigation and describe how and
where each area emerged from Animals in
Translation.
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.3
Building and Communicating Knowledge through Research: The Inquiry and Writing Processes
Text
Lessons
in the
Unit
Assessed and
Addressed
CCSS
Assessments
Assess sources for credibility,
relevance, and accessibility
RI.9-10.1.a
End-of-Unit:
RI.9-10.7
Conduct independent searches
using research processes including
planning for searches, assessing
sources, and annotating and
recording notes
W.9-10.2
Students turn in a completed Research Portfolio
including their Research and Vocabulary Journals.
Literacy Skills and Habits
sufficiency of information for
exploring potential topics.
Unit 2: Engaging in an Inquiry-Based, Iterative Research Process
Student research
sources will vary.
12
Students choose
texts for research
based on their
individual research
question or
problem.
•
•
•
W.9-10.8
W.9-10.9
L.9-10.4.a, c, d
•
“The Brains of the
Animal Kingdom”
by Frans de Waal
Develop and continually assess a
research frame to guide
independent searches
•
Collect and organize evidence from
research to support analysis in
writing
•
Make claims about inquiry
questions, inquiry paths, and a
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W.9-10.7
Develop, refine, and select inquiry
questions for research
Model research
sources:
“Minds of their
Own: Animals are
smarter than you
W.9-10.4
SL.9-10.1
Evidence-Based Perspective: Additionally,
students compose a one-page synthesis of their
personal conclusions and perspective derived
from their research. Students draw on the
research outcomes, as developed in the
Organizing Evidence-Based Claims Tools to
express their perspective on their respective
research question/problem.
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.3
Building and Communicating Knowledge through Research: The Inquiry and Writing Processes
Text
think” by Virginia
Morell
Lessons
in the
Unit
“Think You’re
Smarter Than
Animals? Maybe
Not” by Alexandra
Horowitz and
Ammon Shea
Literacy Skills and Habits
research question/problem using
specific textual evidence from the
research
“Monkeys Can
Perform Mental
Addition” by
ScienceDaily
“Animal
Intelligence: How
We Discover How
Smart Animals
Really Are” by
Edward
Wasserman and
Leyre Castro
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Assessed and
Addressed
CCSS
Assessments
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.3
Building and Communicating Knowledge through Research: The Inquiry and Writing Processes
Text
Lessons
in the
Unit
Assessed and
Addressed
CCSS
Assessments
Collect and organize evidence from
research to support analysis in
writing
W.9-10.2.a-f
End-of-Unit:
W.9-10.4
•
Analyze, synthesize, and organize
evidence-based claims
W.9-10.7
•
Write effective introduction, body,
and conclusion paragraphs for an
informational/explanatory research
paper
Part 1: Students shall be assessed on the final
draft of their research paper, and its alignment to
the criteria of an informative/explanatory text
(W.9-10.2). The final draft should examine and
convey complex ideas and clearly incorporate
students’ evidence-based claims as well as
appropriately cite sources. The final draft should
accurately organize and demonstrate thoughtful
analysis of the evidence gathered through
research.
Literacy Skills and Habits
Unit 3: Synthesizing Research through the Writing Process
Student texts
(research sources)
will vary.*
8
*By Unit 3,
students have
chosen texts for
research based on
their individual
research question/
problem.
•
•
Use proper citation methods in
writing
•
Edit for a variety of purposes
including using semicolons, colons,
and correct spelling
•
Use formal style and objective tone
in writing
•
Write coherently and cohesively
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W.9-10.5
W.9-10.8
W.9-10.9
SL.9-10.1
L.9-10.2.a-c
L.9-10.3.a
L.9-10.6
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
MODULE 9.3
Building and Communicating Knowledge through Research: The Inquiry and Writing Processes
Text
Lessons
in the
Unit
Literacy Skills and Habits
Assessed and
Addressed
CCSS
Assessments
Module Performance Assessment
Student texts
(research sources)
will vary.
5
Note: Bold text indicates targeted standards that will be assessed in the module.
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W.9-10.2.a-f
W.9-10.5
W.9-10.6
Publish a version of your research paper on the
class blog, using various multimedia components
to enhance the reader’s understanding of your
findings. Take advantage of technology’s capacity
to link to other information and display it flexibly
and dynamically.
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Curriculum Map
MODULE 9.4
Understanding and Evaluating Argument: Analyzing Text to Write Arguments
Text
Sugar Changed the
World: A Story of
Magic, Spice,
Slavery, Freedom
and Science by
Marc Aronson and
Marina Budhos
Lessons
in the
Unit
34*
Supplementary
Module Texts:
“Where
Sweatshops Are a
Dream” by
Nicholas Kristof
“Bangladesh
Factory Collapse:
Who Really Pays
for Our Cheap
Clothes?” by Anna
McMullen
Literacy Skills and Habits
Assessed and
Addressed
CCSS
Assessments
•
Read closely for textual details
CCRA.R.9
Mid-Unit:
•
Annotate texts to support
comprehension and analysis
RI.9-10.2
Students draft an argument outline for the
following prompt as their Mid-Unit Assessment:
•
Evaluate argument writing
RI.9-10.4
•
Engage in productive evidencebased conversations about text
RI.9-10.5
Collect and organize evidence from
texts to support analysis in writing
RI.9-10.7
•
Build skills for successful argument
writing
RI.9-10.8
Students use the Argument Outline Tool to
organize their Mid-Unit Assessment response,
collecting evidence and developing claims and
counterclaims.
W.9-10.1.a-e
End-of-Unit:
•
Analyze authors’ use of rhetoric
W.9-10.4
•
Revise writing
•
Utilize rubrics for self-assessment
and peer review of writing
Students will individually write a multi-paragraph
argument essay addressing the following prompt:
Who bears the most responsibility for ensuring
that goods are ethically produced?
•
Develop argument based writing
•
“How Your
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RI.9-10.3
RI.9-10.6
W.9-10.5
W.9-10.9
SL.9-10.1.c-e
L.9-10.1.a-b
L.9-10.2.a-c
L.9-10.3.a
L.9-10.4.a-c
L.9-10.5
Who bears the most responsibility for ensuring
that clothes are ethically manufactured?
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
MODULE 9.4
Understanding and Evaluating Argument: Analyzing Text to Write Arguments
Text
Addiction to Fast
Fashion Kills” by
Amy Odell
Lessons
in the
Unit
Literacy Skills and Habits
Assessed and
Addressed
CCSS
L.9-10.6
Assessments
“Globalization: The
Growing
Integration of
Economies and
Societies around
the World” by the
World Bank
Module Performance Assessment
“Immigrant Farm
Workers, the
Hidden Part of New
York's Local Food
Movement” by
Aurora Almendral
“Why Buy Locally
Grown?” by
dosomething.org
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CCRA.R.8
RI.9-10.6
W.9-10.a-e
Students write a multi-paragraph argument essay
in response to the following prompt:
Is local food production an example of ethical
consumption? Provide evidence from at least
four sources in your response.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
MODULE 9.4
Understanding and Evaluating Argument: Analyzing Text to Write Arguments
Text
“Buying Local: Do
Food Miles
Matter?” by
Harvard Extension
Hub
Lessons
in the
Unit
Literacy Skills and Habits
“What Food Says
About Class in
America” by Lisa
Miller
“Why Eat Local?”
video featuring
Michael Pollan,
Nourishlife.org
Note: Bold text indicates targeted standards that will be assessed in the module.
*This module is composed of one unit.
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Assessed and
Addressed
CCSS
Assessments
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
Standards Map
The curriculum consists of assessed and addressed standards. Assessed standards are standards that are assessed in unit and module
performance assessments. Addressed standards are standards that are incorporated into the curriculum, but are not assessed.
Key:
Assessed Standard

Addressed Standard

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
CCRA.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.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches the authors take.
CCRA.R.9
9.1
9.2
9.3
9.4




9.1
9.2

Reading for Literature
Key Ideas and Details
RL.9-10.1*
RL.9-10.2
RL.9-10.3
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
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.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
Craft and Structure
Determine the meaning of words and phrases as they are used in the text, including figurative and
RL.9-10.4*
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).
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9.3
9.4
9.3
9.4




9.1
9.2


NYS Common Core ELA & Literacy Curriculum
RL.9-10.5
RL.9-10.6
DRAFT
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.
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.
Integration of Knowledge and Ideas
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
RL.9-10.7
emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape
with the Fall of Icarus).
RL.9-10.7.a
RL.9-10.8
RL.9-10.9
Analyze works by authors or artists who represent diverse world cultures.
(Not applicable to literature)
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 Complexity
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades
RL.9-10.10*
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high
end of the grades 9–10 text complexity band independently and proficiently.
Grade 9 • Curriculum Map


CCRA.R.6
9.1
9.2
9.3
9.4
9.3
9.4

CCRA.R.9
CCRA.R.9
9.1
9.2
Yearlong standard.
Reading for Informational Text
Key Ideas and Details
9.1
9.2
9.3
RI.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.

RI.9-10.1.a
Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).

RI.9-10.2
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.
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.

Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
RI.9-10.4*
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).
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
RI.9-10.5
9.1
RI.9-10.3
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

9.2


9.4




9.3
9.4




NYS Common Core ELA & Literacy Curriculum
RI.9-10.6
DRAFT
Grade 9 • Curriculum Map
paragraphs, or larger portions of a text (e.g., a section or chapter).
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to
advance that point of view or purpose.
Integration of Knowledge and Ideas
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and
RI.9-10.7
multimedia), determining which details are emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid
RI.9-10.8
and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address,
RI.9-10.9
the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including
how they address related themes and concepts.
a. Read, annotate, and analyze informational texts on topics related to diverse and non-traditional cultures
and viewpoints.
Range of Reading and Level of Text Complexity
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band
RI.9-10.10*
proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and
comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and
proficiently.

9.1
9.2
9.3
9.4




CCRA.R.9
CCRA.R.9
9.1
9.2
CCRA.R.9
9.3
9.4
Yearlong standard.
Writing
Text Types and Purposes
W.9-10.1
W.9-10.1.a
W.9-10.1.b
W.9-10.1.c
W.9-10.1.d
W.9-10.1.e
9.1
9.2
9.3
9.4
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
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.

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



NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Curriculum Map
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.








W.9-10.2.c
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.

W.9-10.2.d
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
W.9-10.2.e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
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).
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.
W.9-10.2
W.9-10.2.a
W.9-10.2.b
W.9-10.2.f
W.9-10.3
W.9-10.3.a
W.9-10.3.b
W.9-10.3.c
W.9-10.3.d
W.9-10.3.e
W.9-10.3.f
Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to
W.9-10.4
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
W.9-10.5
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
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






9.1
9.2
9.3
9.4





NYS Common Core ELA & Literacy Curriculum
W.9-10.6
DRAFT
Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a question (including a self-generated
W.9-10.7
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.
W.9-10.7.a
W.9-10.8

9.1
9.2
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.9.a*
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms
source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or
how a later author draws on a play by Shakespeare]”).
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
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
W.9-10.10*
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
9.3
9.4

Explore topics dealing with different cultures and world viewpoints.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format
for citation.
W.9-10.9*
W.9-10.9.b*
Grade 9 • Curriculum Map




9.3
9.4


9.1
9.2
Yearlong standard.
Speaking and Listening
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
SL.9-10.1*
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that
SL.9-10.1.a
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking
SL.9-10.1.b
votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
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9.1
9.2
9.3
9.4







NYS Common Core ELA & Literacy Curriculum
SL.9-10.1.c
SL.9-10.1.d
SL.9-10.1.e
SL.9-10.2
SL.9-10.3
DRAFT
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.
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.
Seek to understand other perspectives and cultures and communicate effectively with audiences or
individuals from varied backgrounds.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
SL.9-10.4
follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
SL.9-10.5
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated
SL.9-10.6
or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Grade 9 • Curriculum Map






9.1
9.2


9.3
9.4
9.3
9.4

Language
Conventions of Standard English
9.1
9.2
L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.9-10.1.a
Use parallel structure.

L.9-10.1.b
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.

L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.9-10.2.a
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
L.9-10.2.b
Use a colon to introduce a list or quotation.
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








NYS Common Core ELA & Literacy Curriculum
L.9-10.2.c
DRAFT
Grade 9 • Curriculum Map
Spell correctly.

9.3
9.4




Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective
L.9-10.3
choices for meaning or style, and to comprehend more fully when reading or listening.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s
L.9-10.3.a
Manual for Writers) appropriate for the discipline and writing type.
9.1
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–
L.9-10.4*
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
L.9-10.4.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.,
L.9-10.4.b*
analyze, analysis, analytical; advocate, advocacy).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print
L.9-10.4.c*
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
L.9-10.4.d*
meaning in context or in a dictionary).
9.1
9.2
9.3
9.4










L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.5.a
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.


L.9-10.5.b
Analyze nuances in the meaning of words with similar denotations.
L.9-10.6
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.
*Standards marked with an asterisk (*) are yearlong standards included in each module.
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9.2












NYS Common Core ELA & Literacy Curriculum
GRADE
DRAFT
Grade • Curriculum Map Template
Curriculum Map Template
MODULE
Text
Lessons
in the
Unit
Literacy Skills and Habits
Assessed and
Addressed
CCSS
Assessments
Unit 1:
Mid-Unit:
End-of-Unit:
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade • Curriculum Map Template
Unit 2:
Mid-Unit:
End-of-Unit:
Unit 3:
Mid-Unit:
End-of-Unit:
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NYS Common Core ELA & Literacy Curriculum
Module Performance Assessment
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DRAFT
Grade • Curriculum Map Template
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade • Curriculum Map Template
Standards Map
The curriculum consists of assessed and addressed standards. Assessed standards are standards that are assessed in unit and module
performance assessments. Addressed standards are standards that are incorporated into the curriculum, but are not assessed.
Key:
Assessed Standard

Addressed Standard

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
CCRA.R.1
CCRA.R.2
CCRA.R.3
CCRA.R.4
CCRA.R.5
CCRA.R.6
CCRA.R.7
CCRA.R.8
CCRA.R.9
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.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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.
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.
Assess how point of view or purpose shapes the content and style of a text.
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively,
as well as in words.
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.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches the authors take.
CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently
CCRA.R.11
Respond to literature by employing knowledge of literary language, textual features, and forms to read
and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide
spectrum of American and world cultures
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9.1
9.2
9.3
9.4
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade • Curriculum Map Template
Reading for Literature
Key Ideas and Details
9.1
9.2
9.3
9.4
Craft and Structure
Determine the meaning of words and phrases as they are used in the text, including figurative and
RL.9-10.4*
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).
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel
RL.9-10.5
plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the
RL.9-10.6
United States, drawing on a wide reading of world literature.
9.1
9.2
9.3
9.4
Integration of Knowledge and Ideas
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
RL.9-10.7
emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape
with the Fall of Icarus).
9.1
9.2
9.3
9.4
9.1
9.2
9.3
9.4
RL.9-10.1*
RL.9-10.2
RL.9-10.3
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
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.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.7.a
Analyze works by authors or artists who represent diverse world cultures.
RL.9-10.8
RL.9-10.9
(Not applicable to literature)
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 Complexity
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades
RL.9-10.10*
9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high
end of the grades 9–10 text complexity band independently and proficiently.
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Yearlong standard.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade • Curriculum Map Template
Reading for Informational Text
Key Ideas and Details
9.1
9.2
9.3
9.4
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
RI.9-10.4*
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).
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
RI.9-10.5
paragraphs, or larger portions of a text (e.g., a section or chapter).
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to
RI.9-10.6
advance that point of view or purpose.
9.1
9.2
9.3
9.4
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
RI.9-10.7
multimedia), determining which details are emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid
RI.9-10.8
and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address,
RI.9-10.9
the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including
how they address related themes and concepts.
a. Read, annotate, and analyze informational texts on topics related to diverse and non-traditional cultures
and viewpoints.
9.1
9.2
9.3
9.4
Range of Reading and Level of Text Complexity
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band
RI.9-10.10*
9.1
9.2
9.3
9.4
RI.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.
RI.9-10.1.a
Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
RI.9-10.2
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.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are drawn between
them.
RI.9-10.3
proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend
literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
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Yearlong standard.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade • Curriculum Map Template
Writing
Text Types and Purposes
W.9-10.1
W.9-10.1.a
W.9-10.1.b
W.9-10.1.c
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.
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.
W.9-10.1.d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
W.9-10.1.e
Provide a concluding statement or section that follows from and supports the argument presented.
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.
W.9-10.2
W.9-10.2.a
W.9-10.2.b
W.9-10.2.c
W.9-10.2.d
W.9-10.2.e
W.9-10.2.f
W.9-10.3
W.9-10.3.a
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).
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.
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9.1
9.2
9.3
9.4
NYS Common Core ELA & Literacy Curriculum
W.9-10.3.b
W.9-10.3.c
W.9-10.3.d
W.9-10.3.e
DRAFT
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.
W.9-10.3.f
Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to
W.9-10.4
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
W.9-10.5
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
Use technology, including the Internet, to produce, publish, and update individual or shared writing
W.9-10.6
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a question (including a self-generated
W.9-10.7
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.
W.9-10.7.a
W.9-10.8
W.9-10.9*
W.9-10.9.a*
W.9-10.9.b*
Grade • Curriculum Map Template
Explore topics dealing with different cultures and world viewpoints.
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.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms
source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or
how a later author draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and
specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning”).
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9.1
9.2
9.3
9.4
9.1
9.2
9.3
9.4
NYS Common Core ELA & Literacy Curriculum
DRAFT
Range of Writing
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
W.9-10.10*
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Grade • Curriculum Map Template
9.1
9.2
9.3
9.4
Yearlong standard.
Speaking and Listening
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
SL.9-10.1*
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
Come to discussions prepared, having read and researched material under study; explicitly draw on that
SL.9-10.1.a
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking
SL.9-10.1.b
votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as
needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader
SL.9-10.1.c
themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas
and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when
SL.9-10.1.d
warranted, qualify or justify their own views and understanding and make new connections in light of the
evidence and reasoning presented.
Seek to understand other perspectives and cultures and communicate effectively with audiences or
SL.9-10.1.e
individuals from varied backgrounds.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
SL.9-10.2
quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
SL.9-10.3
reasoning or exaggerated or distorted evidence.
9.1
9.2
9.3
9.4
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
SL.9-10.4
follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
SL.9-10.5
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
9.1
9.2
9.3
9.4
SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
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DRAFT
Grade • Curriculum Map Template
Language
Conventions of Standard English
9.1
9.2
9.3
9.4
Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective
L.9-10.3
choices for meaning or style, and to comprehend more fully when reading or listening.
Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s
L.9-10.3.a
Manual for Writers) appropriate for the discipline and writing type.
9.1
9.2
9.3
9.4
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–
L.9-10.4*
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
L.9-10.4.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.,
L.9-10.4.b*
analyze, analysis, analytical; advocate, advocacy).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print
L.9-10.4.c*
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
L.9-10.4.d*
meaning in context or in a dictionary).
9.1
9.2
9.3
9.4
L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.9-10.1.a
Use parallel structure.
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.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.9-10.1.b
L.9-10.2
L.9-10.2.a
L.9-10.2.b
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
Use a colon to introduce a list or quotation.
L.9-10.2.c
Spell correctly.
L.9-10.5
L.9-10.5.a
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.
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NYS Common Core ELA & Literacy Curriculum
L.9-10.5.b
L.9-10.6
DRAFT
Analyze nuances in the meaning of words with similar denotations.
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.
*Standards marked with an asterisk (*) are yearlong standards included in each module.
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Grade • Curriculum Map Template
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10• Module 4 • Performance Assessment
Performance Assessment
10.4
Introduction
In this Performance Assessment, students demonstrate the skills and habits they have practiced
throughout this module as they analyze a range of texts and convey complex ideas through the effective
selection and organization of textual evidence. Students draw on their analyses of central ideas in William
Shakespeare’s Macbeth and either E. B. White’s “Death of a Pig” or Niccolò Machiavelli’s The Prince to
write a multi-paragraph response considering how each author develops a nuanced version of a common
central idea, through the use of structure, word choice, character, or rhetoric.
Detailed instructions for the three-lesson assessment follow the prompt. Each lesson is likely to last one
class period. However, timing may vary depending on the scaffolding necessary to address student needs.
This Performance Assessment is evaluated using the 10.4 Performance Assessment Text Analysis Rubric.
Standards
Assessed Standard(s)
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.
RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
RL.9-10.4
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 tone (e.g., how the language evokes a sense of time and place;
how it sets a formal or informal tone).
RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within
in it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
RI.9-10.2
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
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DRAFT
Grade 10• Module 4 • Performance Assessment
objective summary of the text.
RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language of a court opinion differs
from that of a newspaper).
RI.9-10.6
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.
W.9-10.2.a-f
Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and
analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
f.
W.9-10.9.a,
b
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).
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author
draws on and transforms source material in a specific work [e.g., how Shakespeare
treats a them or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare]”).
b. 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”).
L.9-10.1.a, b
Demonstrate command of the conventions of standard English grammar and usage when
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DRAFT
Grade 10• Module 4 • Performance Assessment
writing or speaking.
a. Use parallel structure.
b.
L.9-10.2.a-c
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.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely
related independent clauses.
b.
Use a colon to introduce a list or quotation.
c.
Spell correctly.
Addressed Standard(s)
W.9-10.5
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.
SL.9-10.1.a-e
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
e.
Seek to understand other perspectives and cultures and communicate effectively
with audiences or individuals from varied backgrounds.
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DRAFT
Grade 10• Module 4 • Performance Assessment
Prompt
Over the course of this module, you have read Macbeth by William Shakespeare, “Death of a Pig” by E. B.
White, and The Prince by Niccolò Machiavelli. For this assessment, write a multi-paragraph response to
the following prompt:
Select a central idea common to Macbeth and either White’s “Death of a Pig” or Machiavelli’s The
Prince. Discuss how each author uses structure, character, word choice, and/or rhetoric to develop this
common idea. Explain the nuances in each author’s treatment of the idea.
To answer the prompt, review the texts as well as your notes, annotations, and tools. Refer specifically to
statements you have made about the central ideas of each text and how the author develops those ideas
through the use of structure, specific word or structural choices, and character development or rhetoric.
Participate in a gallery walk and whole-class discussion to review the module texts before identifying
their respective central ideas and which texts to choose as a focus for your response. Next, gather
relevant textual evidence to demonstrate how each author develops a common central idea, including
the nuances in each author’s development of the idea. After drafting a multi-paragraph response to the
prompt, engage in the revision process, independently or with a classmate, to edit and revise your
response.
High Performance Response
High Performance Response(s)
A High Performance Response should:
•
Demonstrate how Shakespeare develops a central idea in Macbeth. (See below for examples.)
•
Demonstrate how White develops a central idea in “Death of a Pig” or demonstrate how Machiavelli
develops a central idea in The Prince. (See below for examples.)
•
Explain the nuances in each author’s treatment of the central idea. (See below for examples.)
A High Performance Response may include the following evidence in support of a multi-paragraph
analysis. The texts are rich and support multiple central ideas, so High Performance Responses may vary
widely:
•
White develops the central idea of imbalance and disorder through the structure of a classic tragedy.
White establishes the routine raising and slaughtering of a pig as “a tragedy enacted on most farms
with perfect fidelity to the script” (section 1, paragraph 2), but in this instance, White’s pig sickened
and died, throwing his own life into imbalance and disorder: “the pig's imbalance becomes the
man's, vicariously, and life seems insecure, displaced, transitory” (section 2, paragraph 3). White
continues to draw upon the metaphor of the classic dramatic tragedy to develop the ideas of
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DRAFT
Grade 10• Module 4 • Performance Assessment
imbalance and disorder: “Once in a while something slips—one of the actors goes up in his lines and
the whole performance stumbles and halts” (section 1, paragraph 3). As with a classic dramatic
tragedy, White’s story ends in catharsis. The pig dies, and White is left to ponder “in penitence and in
grief” (section 4, paragraph 6) the brief but powerful imbalance the death of his pig created.
•
Shakespeare also develops the central idea of disorder and imbalance; however, in Macbeth the
disorder and imbalance are far greater than in White’s essay. Shakespeare uses character
development to advance the central idea of utter imbalance and disorder. In both characters of
Macbeth and Lady Macbeth, Shakespeare demonstrates the steady decline and eventual complete
breakdown of order or balance that is only restored in the end by their deaths. Lady Macbeth first
demonstrates this disorder when she asks the spirits to “unsex” (Act 1.5, line 48) her and fill her
“direst cruelty” (Act 1.5, line 50). These imbalanced requests enable her to kill Duncan and in so
doing act against her nature, so that she is eventually driven to insanity and suicide. Similarly,
Macbeth disrupts the natural order by killing his king: he knows that he is Duncan’s “kinsman and his
subject,” and that both are strong reasons “against the deed [of murder]” (Act 1.7, lines 13–14), but
he breaks these natural bonds and murders Duncan. Like Lady Macbeth, he is maddened by the
murders he commits: he complains of “the torture of the mind” (Act 3.2, line 24) and “restless
ecstasy [madness]” (Act 3.2, line 25) after killing Duncan. Yet he feels compelled to kill more: Lady
Macduff and her children, Banquo, etc., until he is finally killed by Macduff and balance and order are
restored.
OR
•
Machiavelli develops a central idea of appearance versus reality through rhetoric and argument. For
example, he presents the historical example of Alexander VI, who Machiavelli claims, “never did
anything else, nor thought about anything else, than to deceive men” (chapter 18, paragraph 5).
Machiavelli argues, “it is not necessary” (chapter 18, paragraph 5) for a prince to be honest and loyal,
“but it is very necessary to appear” (chapter 18, paragraph 5) to have those qualities. He continues:
“[a prince] should appear, upon seeing and hearing him, to be all mercy, all faithfulness, all integrity,
all kindness. All religion. And there is nothing more necessary that to seem to possess this last
quality,” (chapter 18, paragraph 6). Finally, he argues that “men in general judge more by the eyes
than their hands” (chapter 18, paragraph 6), demonstrating that the appearance of a prince’s
behavior is more important than the reality of his actions, because he is more likely to be judged on
his appearance.
•
In Macbeth, Shakespeare demonstrates that the duplicity that the Macbeths practice leads to their
own and others’ ruin, not to the security Machiavelli suggests. Before killing Duncan, Lady Macbeth
tells Macbeth to “look like th’ innocent / flower; / But be the serpent under ’t” (Act 1.5, lines 76–78).
The Macbeths appear like welcoming hosts, but are in reality plotting Duncan’s murder. Similarly,
when Macbeth is plotting Banquo’s murder, he tells Lady Macbeth that they must “make [their]
faces vizards to [their] hearts, / Disguising what they are” (Act 3.2, lines 38–39). In other words, they
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DRAFT
Grade 10• Module 4 • Performance Assessment
must appear kind and merciful while in their hearts they are planning their next murders. Machiavelli
predicts that duplicity and judicious cruelty will secure a prince in both “his reputation” and “his
state” (chapter 18, paragraph 6). However, Shakespeare’s tragedy shows that one prince’s duplicity
and cruelty lost him not only his reputation and state, but also his sanity and life.
Standard-Specific Demands of the Performance Assessment
This Module Performance Assessment requires students to meet numerous demands required by the
ELA/Literacy Standards for grades 9–10.
Students’ deep engagement with these texts and practice with identifying textual evidence in support of
inferences and claims provide a solid foundation for the demands of this assessment. Throughout this
module students have examined how authors use structure, rhetoric, and character development to
advance central ideas. In addition, students have edited, revised, and refined their writing during the
module, a process in which they re-engage during this Performance Assessment.
The Performance Assessment requires that students determine central ideas and how different texts
develop those ideas (RL.9-10.2, RI.9-10.2). With literary texts, The Performance Assessment demands
that students analyze how complex characters develop over the course of the text and interact with one
another to advance the plot or central ideas (RL.9-10.3). With both informational and literary texts,
students must determine the meaning of words in context (RL.9-10.4, RI.9-10.4), as well as analyze the
effect of authors’ structural and rhetorical choices (RI.9-10.6, RL.9-10.5). Finally, students must analyze
how an author transforms source material in a text (W.9-10.9.a).
The Performance Assessment also requires students to write informative texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content (W.9-10.2.a-f). To satisfy this demand, students must draw
evidence from the text to support their analysis; develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details, and quotations; and use precise language and
domain-specific vocabulary to manage the complexity of the topic they write about (W.9-10.2.a-f, W.910.9.a, b).
As part of the drafting process, students must develop and strengthen their writing by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant for the
essay’s purpose and audience (W.9-10.5). The writing, revising, and editing of the essay also requires
that students demonstrate command of the conventions of English grammar, capitalization, punctuation,
spelling, and usage (L.9-10.1, L.9-10.2).
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DRAFT
Grade 10• Module 4 • Performance Assessment
Preparation for the written component of this assessment requires students to participate in a range of
collaborative discussions, as they incorporate other perspectives, and propel conversations forward by
building on each other’s ideas and expressing their own clearly and persuasively (SL.9-10.1.a-e).
Process
The Module Performance Assessment encourages students to reconsider each of the three module texts
in order to identify one text to analyze in relation to Macbeth in a multi-paragraph response. In this
module students have had multiple opportunities to examine both the content and craft of fiction and
nonfiction texts; they are now ready to apply what they have learned in an independent analysis.
Students demonstrate their own writing skills in a multi-paragraph essay by selecting and organizing
relevant textual evidence to support their analysis; expressing their own ideas clearly; and building upon
the ideas of others through small group discussions. Finally, students draft, revise, and edit their multiparagraph responses.
Lesson 1
Post and explain the Performance Assessment prompt for student reference. Working in small groups,
students review their annotations and previous work with the selected module texts. Students first work
collaboratively to review and/or complete the Performance Assessment Synthesis Tool for Macbeth and
either “Death of a Pig” or The Prince.
 This use of focused analysis supports students’ engagement with W.9-10.9.a, b, which addresses the
use of textual evidence in writing. As students build on their own and others’ ideas in collaborative
discussions on grade 9–10 topics and texts, they are working with SL.9-10.1.a-e.
After students have completed this tool, post chart paper around the room with one text title on each
piece of paper. Working in groups (based on the selection of either “Death of a Pig” or The Prince), have
students circulate and generate observations, add evidence, and make statements about how each text
develops a central idea. At the end of Lesson 1, students use the evidence-based discussion to help them
select which text they will pair with Macbeth. (Based on the gallery walk and class discussion, some
students may choose a text other than the one they analyzed in class.)
Optional Writing Instruction
Depending on the strength of student writing, consider devoting some class time to reviewing writing
skills and habits students have been developing across this module. It may be necessary to revisit
structural expectations such as how to develop an introduction and a conclusion, as well as formal
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DRAFT
Grade 10• Module 4 • Performance Assessment
language expectations such as the conventions of English grammar, capitalization, punctuation, and
spelling (specifically, the appropriate use of parallel structure, semicolons, and colons).
Lesson 2
Students meet in small groups with other students who have selected the same text, to review notes and
annotations and briefly discuss the prompt. Students gather relevant evidence to be used in their essays.
Students then independently write a first draft of their essay using the analysis from the previous lesson.
Remind students to use Module 10.4 vocabulary wherever possible in their essays.
Lesson 3
Depending on student needs and strengths, have students self-review or peer-review using the 10.4
Performance Assessment Text Analysis Rubric. Students use this review to strengthen and refine the
response they drafted in the previous lesson. Students edit, revise, and rewrite as necessary, ensuring
their analysis is clear, accurate, and effectively supported by relevant and sufficient textual evidence.
 Consider incorporating collaborative technologies such as Google Drive or Track Changes in the
revision and editing process (W.9-10.6).
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DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 10• Module 4 • Performance Assessment
Performance Assessment Synthesis Tool
Name:
Class:
Date:
Directions: Review your notes, annotations, and tools to identify and record central ideas for each text. Use your
notes, annotations, and tools to identify details from each text that develop those central ideas.
 The Model Performance Assessment Synthesis Tool is not an exhaustive list of all possible student
responses. The responses on this tool represent some possible ways in which students might analyze
the texts.
Text
Central Idea(s)
Macbeth by William
Shakespeare
“Death of a Pig” by E. B.
White
The Prince by Niccolò
Machiavelli
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Evidence
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 10• Module 4 • Performance Assessment
Model Performance Assessment Synthesis Tool
Name:
Class:
Date:
Directions: Review your notes, annotations, and tools to identify and record central ideas for each text. Use your
notes, annotations, and tools to identify details from each text that develop those central ideas.
 The Model Performance Assessment Synthesis Tool is not an exhaustive list of all possible student
responses. The responses on this tool represent some possible ways in which students might analyze
the texts.
Text
Central Idea(s)
Evidence
Macbeth by William
Shakespeare
• Imbalance and Disorder
• By beginning the play with Witches,
Shakespeare introduces a disruption in
the natural order—first the drama of
thunder and lightning following by
characters as unnatural as the Witches.
• Lady Macbeth asks the spirits to “unsex”
her so she can be unnaturally cruel and
lead her husband in killing Duncan.
• Macbeth kills his king, usurping the
natural order: he knows that he is
Duncan’s “kinsman and his subject,” and
that both are strong reasons “against the
deed [of murder]” (Act 1.7, lines 13–14).
• Lennox describes the night of Duncan’s
murder: “The night has been unruly.
Where we lay, / Our chimneys were
blown down and, as they say, /
Lamentings hear i’ th’ air, strange
screams of / death, … / Some say the
Earth / was feverous and did shake” (Act
2.3, lines 61–69), demonstrating that
even nature is acting imbalanced upon
the murder of the king.
• The Old Man speaking with Ross affirms
that “’Tis unnatural, / Even like the deed
that’s done. On Tuesday last / A falcon,
tow’ring in her pride of place, / Was by a
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Text
DRAFT
Central Idea(s)
Grade 10• Module 4 • Performance Assessment
Evidence
mousing owl hawked at and killed,” (Act
2.4, lines 13–16) describing how the birds
mimicked the unnatural deed of a
servant (lesser being) killing a king
(higher being).
• Even Duncan’s horses “flung out” of their
stalls and ate each other—an unnatural
act indeed (Act 2.4, line 20)!
• Macbeth is maddened by the murders he
commits: he complains of “the torture of
the mind” (Act 3.2, line 24) and “restless
ecstasy [madness]” (Act 3.2, line 25) after
killing Duncan.
• When Lady Macbeth begins to sleep walk
in Act 5.1. Lady Macbeth’s speech
becomes unmetered, imbalanced,
disordered. For example “You do unbend
your noble strength to think / So
brainsickly of things,” (Act 2.2, lines 59–
60) compared to “Come, come, come,
come. Give me your/hand. What’s done
cannot be undone. To bed, to/bed, to
bed,” (Act 5.1, lines 70–72).
• Appearance vs. Reality
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• The Witches’ riddles. They tell Macbeth
that he will “be king hereafter” (Act 1.3,
line 53), but they don’t tell him exactly
when or how. They inform Banquo that
he will be “lesser than Macbeth and
greater. Not so happy, yet much happier”
(Act 1.3, lines 68–69). Then the witches
tell Banquo, “Thou shalt get kings,
though thou be none” (Act 1.3, line 70).
• Before killing Duncan, Lady Macbeth tells
Macbeth to “look like th’ innocent /
flower; / But be the serpent under ‘t”
(Act 1.5, lines 76–78).
• When Macbeth is plotting Banquo’s
murder, he tells Lady Macbeth that they
NYS Common Core ELA & Literacy Curriculum
Text
DRAFT
Central Idea(s)
Grade 10• Module 4 • Performance Assessment
Evidence
must “make [their] faces vizards to
[their] hearts, / Disguising what they are”
(Act 3.2, lines 38–39).
• Also, the words of the apparitions are
misleading, blurring the line between
appearance and reality. They tell
Macbeth to “Beware Macduff” (Act 4.1,
line 81) but then “none of woman born /
Shall harm Macbeth” (Act 4.1, lines 91–
92) and “Macbeth shall never vanquished
be until / Great Birnam Wood to high
Dunsinane Hill / Shall come against him”
(Act 1.4, lines 105–107). Macbeth recalls
these words throughout the rest of the
play and they give him courage against
all odds, demonstrating how he believes
the prophesies whole-heartedly. Yet in
the end, though they all remain true,
what Macbeth (and the audience)
believed they meant was not what they
really meant, reiterating the central idea
of appearance versus reality.
“Death of a Pig” by E. B.
White
• Imbalance and Disorder
• White establishes the routine raising and
slaughtering of a pig as “a tragedy
enacted on most farms with perfect
fidelity to the script” (section 1,
paragraph 2).
• White describes what happens to his pig
as a disruption of “an antique pattern”
(section 1, paragraph 2) that is usually
“enacted with perfect fidelity to the
original script” (section 1, paragraph 2).
• White continues the metaphor of the
classic dramatic tragedy: “Once in a while
something slips—one of the actors goes
up in his lines and the whole
performance stumbles and halts”
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NYS Common Core ELA & Literacy Curriculum
Text
DRAFT
Central Idea(s)
Grade 10• Module 4 • Performance Assessment
Evidence
(section 1, paragraph 3).
• White’s pig gets sick and dies, throwing
his own life into imbalance and disorder:
“the pig's imbalance becomes the man's,
vicariously, and life seems insecure,
displaced, transitory” (section 2,
paragraph 3).
• White’s choice to compare his own
feelings to that of his dog, Fred—“as my
own spirits declined … the spirits of my
vile old dachshund rose” (section 3,
paragraph 1).
• Catharsis: the pig dies and White is left to
ponder “in penitence and in grief”
(section 4, paragraph 6) the imbalance
the death of his pig created.
The Prince by Niccolò
Machiavelli
• Appearance vs. Reality
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• Machiavelli presents the historical
example of Alexander VI, who
Machiavelli claims, “never did anything
else, nor thought about anything else,
than to deceive men” (chapter 18,
paragraph 5).
• The word choice of “appear”; “it is not
necessary” (chapter 18, paragraph 5) for
a prince to be honest and loyal, “but it is
very necessary to appear” (chapter 18,
paragraph 5) to have those qualities. “[A
prince] should appear, upon seeing and
hearing him, to be all mercy, all
faithfulness, all integrity, all kindness. All
religion. And there is nothing more
necessary than to seem to possess this
last quality,” (chapter 18, paragraph 5).
• Supporting Claim: “men in general judge
more by the eyes than their hands”
(chapter 18, paragraph 6), further
demonstrating how the appearance of a
NYS Common Core ELA & Literacy Curriculum
Text
Central Idea(s)
DRAFT
Grade 10• Module 4 • Performance Assessment
Evidence
prince’s behavior is more important than
the reality of his actions, because he is
more likely to be judged on his
appearance.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 4 • Performance Assessment
10.4 Module Performance Assessment
Text-Based Response
Your Task: Based on your reading of Macbeth and “Death of a Pig” or The Prince, respond to the
following prompt:
Select a central idea common to Macbeth and either White’s “Death of a Pig” or Machiavelli’s The
Prince. Discuss how each author uses structure, character, word choice, and/or rhetoric to develop
this common idea. Explain the nuances in each author’s treatment of the idea.
Your response will be assessed using the 10.4 Performance Assessment Text Analysis Rubric.
Guidelines
Be sure to:
• Closely read the prompt.
• Organize your ideas and evidence.
• Develop a claim that responds directly to all parts of the prompt.
• Cite strong and thorough textual evidence to support your analysis.
• Follow the conventions of standard written English.
CCSS: RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.9-10.5, RI.9-10.2, RI.9-10.4, RI.9-10.6, W.9-10.2.a-f, W.9-10.9.a, b, L.910.1.a, b, L.9-10.2.a-c
Commentary on the Task:
This task measures RL.9-10.2 because it demands that students:
•
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.
This task measures RL.9-10.3 because it demands that students:
•
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.
This task measures RL.9-10.4 because it demands that students:
•
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).
This task measures RL.9-10.5 because it demands that students:
•
Analyze how an author’s choices concerning how to structure a text, order events within in it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
This task measures RI.9-10.2 because it demands that students:
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NYS Common Core ELA & Literacy Curriculum
•
DRAFT
Grade 10 • Module 4 • Performance Assessment
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.
This task measures RI.9-10.4 because it demands that students:
•
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).
This task measures RI.9-10.6 because it demands that students:
•
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.
This task measures W.9-10.2.a-f because it demands that students:
•
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.
o
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.
o
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.
o
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
o
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
o
Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
o
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).
This task measures W.9-10.9.a, b because it demands that students:
•
Draw evidence from literary or informational texts to support analysis, reflection, and research.
o
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 them or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]”).
o
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”).
This task measures L.9-10.1.a, b because it demands that students:
•
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
o
o
Use parallel structure.
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 4 • Performance Assessment
and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
This task measures L.9-10.2.a-c because it demands that students:
•
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
o
o
o
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
Use a colon to introduce a list or quotation.
Spell correctly.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 4 • Performance Assessment
10.4 Performance Assessment Text Analysis Rubric
/
Total Points
Criteria
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Content and Analysis
Accurately determine the central idea
of a text and skillfully analyze its
development over the course of the
text, including how it emerges and is
shaped and refined by specific details;
provide an accurate objective summary
of a text.
Determine the 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 accurate
objective summary of a text.
Determine the central idea of a text
and analyze with partial accuracy its
development over the course of the
text with, including how it emerges and
is shaped and refined by specific
details.
Inaccurately determine the central idea
of a text and analyze its development
over the course of the text; provide an
inaccurate objective summary of a text.
Skillfully analyze how complex
characters develop over the course of a
text, interact with other characters,
and advance the plot or develop the
theme.
Analyze how complex characters
develop over the course of a text,
interact with other characters, and
advance the plot or develop the theme.
Analyze with partial accuracy how
complex characters develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
Inaccurately analyze how complex
characters develop over the course of a
text, interact with other characters,
and advance the plot or develop the
theme.
Skillfully and accurately determine the
meaning of words and phrases as they
Determine the meaning of words and
phrases as they are used in a text,
Determine the meaning of words and
phrases as they are used in a text,
Inaccurately determine the meaning of
words and phrases as they are used in a
The extent to which the response
determines a central idea of a text and
analyzes its development over the
course of the text, including how it
emerges and is shaped and refined by
specific details; provides an objective
summary of a text.
CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy.RI.9-10.2
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.
Content and Analysis
The extent to which the response
analyzes how complex characters
develop over the course of a text,
interact with other characters, and
advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.9-10.3
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.
Content and Analysis
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NYS Common Core ELA & Literacy Curriculum
The extent to which the response
determines the meaning of words and
phrases as they are used in a text,
including figurative, connotative,
and/or technical meanings; analyzes
the cumulative impact of specific word
choices on meaning and tone.
DRAFT
Grade 10 • Module 4 • Performance Assessment
are used in a text, including figurative,
connotative, and/or technical
meanings; skillfully and accurately
analyze the cumulative impact of
specific word choices on meaning and
tone.
including figurative, connotative,
and/or technical meanings, and analyze
the cumulative impact of specific word
choices on meaning and tone.
including figurative, connotative,
and/or technical meanings, and analyze
with partial accuracy the cumulative
impact of specific word choices on
meaning and tone.
text, including figurative, connotative,
and/or technical meanings, and
inaccurately analyze the cumulative
impact of specific word choices on
meaning and tone.
Skillfully analyze the author’s choices
concerning how to structure a text,
order events within it, and manipulate
time.
Accurately analyze the author’s choices
concerning how to structure a text,
order events within it, and manipulate
time.
Analyze with partial accuracy the
author’s choices concerning how to
structure a text, order events within it,
and manipulate time.
Inaccurately analyze the author’s
choices concerning how to structure a
text, order events within it, and
manipulate time.
Accurately determine the author’s
point of view or purpose and skillfully
analyze how the author uses rhetoric to
advance that point of view or purpose.
Determine the author’s point of view or
purpose and analyze how the author
uses rhetoric to advance that point of
view or purpose.
Determine the author’s point of view or
purpose and analyze with partial
accuracy how the author uses rhetoric
to advance that point of view or
purpose.
Inaccurately determine the author’s
point of view or purpose and analyze
how the author uses rhetoric to
advance that point of view or purpose.
CCSS.ELA-Literacy.RL.9-10.4
CCSS.ELA-Literacy.RI.9-10.4
Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and/or
technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone.
Content and Analysis
The extent to which the response
analyzes how an author’s choices
concerning how to structure a text,
order events within it, and manipulate
time to create such effects as mystery,
suspense, and surprise.
CCSS.ELA-Literacy.RL.9-10.5
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, suspense, and surprise.
Content and Analysis
The extent to which the response
determines an author’s point of view or
purpose in a text and analyzes how an
author uses rhetoric to advance that
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 4 • Performance Assessment
point of view or purpose.
CCSS.ELA-Literacy.RI.9-10.6
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.
Command of Evidence and Reasoning
The extent to which the response
examines and conveys complex ideas,
concepts and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
CCSS.ELA-Literacy.W.9-10.2
Develop the response and support
analysis with well-chosen, relevant, and
sufficient evidence from literary or
informational texts, including facts,
extended definitions, concrete details,
quotations, or other information and
examples appropriate to the audience’s
knowledge of the topic. (W.9-10.2.b;
W.9-10.9.a, b)
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.
The extent to which the response
develops 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.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations,
or other information and examples
appropriate to the audience’s knowledge
of the topic
The extent to which the response draws
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Develop the response and support
analysis with relevant and sufficient
evidence from literary or informational
texts, including facts, concrete details,
quotations, or other information and
examples appropriate to the audience’s
knowledge of the topic. (W.9-10.2.b;
W.9-10.9.a, b)
Partially develop the response and
partially support analysis with relevant
evidence from literary or informational
texts, including facts, details,
quotations, or other information and
examples that are appropriate to the
audience’s knowledge of the topic.
(W.9-10.2.b; W.9-10.9.a, b)
Do not develop the response or
support analysis with relevant evidence
from literary or informational texts,
including facts, details, quotations, or
other information and examples that
are appropriate to the audience’s
knowledge of the topic. (W.9-10.2.b;
W.9-10.9.a, b)
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 4 • Performance Assessment
evidence from literary or informational
texts to support analysis, reflection, and
research.
CCSS.ELA-Literacy.W.9-10.9.a, b
Draw evidence from literary or
informational texts to support analysis,
reflection, and research; apply grades 910 Reading standards to literature or
literary nonfiction.
Coherence, Organization, and Style
The extent to which the response
introduces a topic, organizes complex
ideas, concepts, and information to
make important connections and
distinctions.
CCSS.ELA-Literacy.W.9-10.2
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.
CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize complex
ideas, concepts, and information to
make important connections and
distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables),
and multimedia when useful to aiding
comprehension.
The extent to which the response uses
appropriate and varied transitions to
link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas and
Skillfully introduce a topic; effectively
organize complex ideas, concepts, and
information to make important
connections and distinctions. (W.910.2.a)
Introduce a topic; effectively organize
complex ideas, concepts, and
information to make important
connections and distinctions. (W.910.2.a)
Introduce a topic; inconsistently
organize complex ideas, concepts, and
information to make important
connections and distinctions. (W.910.2.a)
Ineffectively introduce a topic;
ineffectively organize complex ideas,
concepts and information to make
important connections and distinctions.
(W.9-10.2.a)
Skillfully use appropriate and varied
transitions to link the major sections of
the text, create cohesion, and clarify
the relationships among complex ideas
and concepts. (W.9-10.2.c)
Use appropriate and varied transitions
to link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas and
concepts. (W.9-10.2.c)
Effectively use appropriate and varied
transitions to link the major sections of
the text, create cohesion, and clarify
the relationships among complex ideas
and concepts. (W.9-10.2.c)
Skillfully and accurately use precise
language and domain-specific
vocabulary to manage the complexity
of the topic. (W.9-10.2.d)
Accurately use precise language or
domain-specific vocabulary to manage
the complexity of the topic. (W.910.2.d)
Inconsistently use appropriate and
varied transitions to link the major
sections of the text, create cohesion,
and clarify the relationships among
complex ideas and concepts. (W.910.2.c)
Skillfully establish and maintain a
formal style and objective tone
appropriate to the norms and
conventions of the discipline. (W.910.2.e)
Establish a style and tone appropriate
to the discipline; demonstrate
inconsistent use of formality and
objectivity. (W.9-10.2.e)
Skillfully provide a concluding
statement or section that follows from
and supports the information or
explanation presented. (W.9-10.2.f)
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Provide a concluding statement or
section that follows from and supports
the information or explanation
presented. (W.9-10.2.f)
Inconsistently use domain-specific
vocabulary to manage the complexity
of the topic. (W.9-10.2.d)
Ineffectively or inappropriately use
precise language or domain-specific
vocabulary to manage the complexity
of the topic. (W.9-10.2.d)
Use inconsistent style and tone with
some attention to formality and
objectivity. (W.9-10.2.e)
Lack a formal style, using language that
is basic, imprecise, or contextually
inappropriate. (W.9-10.2.e)
Provide a concluding statement or
section that partially follows from and
supports the information or
explanation presented. (W.9-10.2.f)
Ineffectively provide a concluding
statement or section that follows from
and supports the information or
explanation presented. (W.9-10.2.f)
NYS Common Core ELA & Literacy Curriculum
concepts.
CCSS.ELA-Literacy.W.9-10.2.c
Use appropriate and varied transitions to
link the major sections of the text, create
cohesion, and clarify the relationships
among complex ideas and concepts.
The extent to which the response
includes and uses precise language and
domain-specific vocabulary to manage
the complexity of the topic.
CCSS.ELA-Literacy.W.9-10.2.d
Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
The extent to which the response
properly uses formal style and objective
tone as well as adheres to the writing
conventions of the discipline.
CCSS.ELA-Literacy.W.9-10.2.e
Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
The extent to which the response
provides 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).
CCSS.ELA-Literacy.W.9-10.2.f
Provide a concluding statement or
section that follows from and supports
the information or explanation
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DRAFT
Grade 10 • Module 4 • Performance Assessment
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 4 • Performance Assessment
presented (e.g., articulating implications
or the significance of the topic).
Control of Conventions
The extent to which the response
demonstrates command of conventions
of standard English grammar, usage,
capitalization, punctuation, and
spelling, including correct use of:
parallel structure, various types of
phrases, semicolons, and colons.
Demonstrate consistent control of
conventions with essentially no errors,
even with sophisticated language. (L.910.1, L.9-10.2)
Demonstrate basic control of
conventions with occasional errors that
do not hinder comprehension. (L.910.1, L.9-10.2)
Demonstrate partial control of
conventions with some errors that
hinder comprehension. (L.9-10.1, L.910.2)
Demonstrate little control of
conventions with frequent errors that
make comprehension difficult. (L.910.1, L.9-10.2)
Correctly and effectively use parallel
structure, various types of phrases,
semicolons, and colons. (L.9-10.1.a-b,
L.9-10.2.a-c)
Correctly use parallel structure, various
types of phrases, semicolons, and
colons. (L.9-10.1.a-b, L.9-10.2.a-c)
Correctly but ineffectively use parallel
structure, various types of phrases,
semicolons, and colons. (L.9-10.1.a-b,
L.9-10.2.a-c)
Incorrectly or ineffectively use parallel
structure, various types of phrases,
semicolons, and colons. (L.9-10.1.a-b,
L.9-10.2.a-c)
CCSS.ELA-Literacy.L.9-10.1.a-b
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking; use parallel structure; use
various types of phrases (noun, verb,
adjectival, participial, prepositional,
absolute) and clauses (independent,
dependent; noun, relative, adverbial) to
convey specific meanings and add
variety and interest to writing or
presentations.
CCSS.ELA-Literacy.L.9-10.2.a-c
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing; use a semicolon (and
perhaps a conjunctive adverb) to link
two or more closely related independent
clauses; use a colon to introduce a list or
quotation; spell correctly.
•
•
•
A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1.
A response that is totally copied from the text with no original writing must be given a 0.
A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 4• Performance
Assessment
10.4 Performance Assessment Text Analysis Checklist
Assessed Standards:
Does my writing…
Content and Analysis
Determine a central idea of Macbeth and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details?
✔

(RL.9-10.2)
Determine a central idea of “Death of a Pig” or The Prince
and analyze in detail its development over the course of the
text, including how it emerges and is shaped and refined by
specific details? (RI.9-10.2)

Analyze how complex characters develop over the course of
a text, interact with other characters, and advance the plot
or develop the theme? (RL.9-10.3)

Determine the meaning of words and phrases as they are
used in the text and analyze the cumulative impact of
specific word choices on meaning and tone? (RI.9-10.4,

RL.9-10.4)
Analyze how an author’s choices concerning how to
structure a text, order events within it, and manipulate time
create such effects as mystery, suspense, and surprise?

(RL.9-10.5)
Determine an author’s point of view or purpose and analyze
how an author uses rhetoric to advance the point of view or
purpose? (RI.9-10.6)
Command of Evidence and
Reasoning
Develop the response and support analysis with wellchosen, relevant, and sufficient textual evidence? (W.9-
10.2.b, W.9-10.9.a-b)
Coherence, Organization,
and Style
Introduce a topic? (W.9-10.2.a)
Organize complex ideas, concepts, and information to make
important connections and distinctions? (W.9-10.2.a)
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



NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 4• Performance
Assessment
Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts? (W.9-

10.2.c)
Establish and maintain a formal style and objective tone,
using precise language and domain-specific vocabulary?
(W.9-10.2.d, e)
Control of Conventions

Provide a concluding statement or section related to the
explanation or analysis? (W.9-10.2.f)

Demonstrate control of the conventions with infrequent
errors? (L.9-10.1, L.9-10.2)

Use parallel structure, various types of phrases, semicolons,
and colons correctly and effectively (L.9-10.1.a-b, L.9-10.2.a-b)

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NYS Common Core ELA & Literacy Curriculum
11.2
DRAFT
Grade 11• Module 2 • Performance Assessment
Performance Assessment
Introduction
In this Performance Assessment, students develop a claim about how a new text, Sherman Alexie’s poem
“How to Write the Great American Indian Novel,” relates to at least two of the texts they have analyzed
in this module. This assessment provides students with the opportunity to practice the speaking and
listening skills they have developed throughout this module as they demonstrate their learning by
presenting their claim to a small group and then engaging in an evidence-based, student-facilitated,
small-group discussion. Students prepare for this discussion by reviewing their completed Ideas Tracking
Tools, Rhetorical Impact Tracking Tools, and notes and annotations. They will synthesize their thinking
about the development of ideas, point of view, and purpose across all four module texts in relation to
Alexie’s poem, in order to develop and support a claim with reasoning and evidence.
Detailed instructions for the two-lesson assessment follow the prompt. Each lesson is likely to last one
class period. However, timing may vary depending on the scaffolding necessary to address student needs.
This Performance Assessment is evaluated using the relevant portions of the 11.2 Performance
Assessment Text-Analysis Rubric and Checklist.
Standards
Assessed Standard(s)
CCRA.R.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.
RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text.
RL.11-12.6
Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
Assessed Standard(s)
RI.11-12.2
Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an objective summary of the text.
RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
SL.1112.1.a, c, d
Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.
c. Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Addressed Standard(s)
SL.11-12.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis,
and tone used.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
Prompt
Over the course of this module, you have read Elizabeth Cady Stanton’s “An Address by Elizabeth Cady
Stanton,” Audre Lorde’s poem “From the House of Yemanjá,” W.E.B. Du Bois’s “Of Our Spiritual
Strivings,” and Booker T. Washington’s “Atlanta Compromise Speech.” For this assessment, draw upon
your analysis of these texts in order to develop and present a claim in a student-facilitated, small-group
discussion to the following prompt:
Develop and present a claim about how Sherman Alexie’s poem “How to Write the Great American
Indian Novel” relates to central ideas and/or points of view developed in at least two of the four
texts in this module. Support your claim with evidence and reasoning.
In order to answer the prompt, review the texts as well as your notes, annotations, and any tracking
tools from this module, including statements you have made about how the author of each text
develops central ideas and advances his or her point of view. Identify two module texts to analyze in
relation to Sherman Alexie’s poem “How to Write the Great American Indian Novel,” and develop a
claim about how Alexie’s poem relates to these texts. Next, gather the most significant and relevant
textual evidence to support your claim. Draw upon this preparation to synthesize and present the
evidence and reasoning that support your claim to your small group. Be ready to clarify your position
and respond thoughtfully to the challenges, questions, and perspectives of others in the studentfacilitated, small-group discussion that follows each presentation.
High Performance Response
High Performance Response(s)
A High Performance Response should:
•
Present a claim about how Sherman Alexie’s poem relates to the central ideas and/or points of
view developed in at least two other module texts (e.g., Sherman Alexie’s poem “How to Write
the Great American Indian Novel” relates to the idea of double-consciousness that Du Bois
develops in “Of Our Spiritual Strivings,” and the idea of dual identity that Lorde develops in
“From the House of Yemanjá”).
•
Support this claim with reasoning and evidence (see examples below).
A High Performance Response may include the following evidence:
•
In “Of Our Spiritual Strivings,” Du Bois develops the idea that African American identity is
shaped by the experience of double-consciousness, which he describes as a feeling of
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DRAFT
Grade 11• Module 2 • Performance Assessment
High Performance Response(s)
“twoness, —an American, a Negro; two souls, two thoughts, two unreconciled strivings” (par.
3). Du Bois explains that African Americans experience double-consciousness because they are
forced to see themselves through “the eyes of others, or measure [their] soul by the tape of a
world that looks on in amused contempt and pity” (par. 3). Alexie’s poem relates to Du Bois’s
idea of double-consciousness because it offers another example of how antagonistic race
relations in America influence identity.
•
In “How to Write the Great American Indian Novel,” Sherman Alexie paints a picture of
American-Indian identity through his description of the characters that must be in the “great
American Indian novel.” However, the images that Alexie uses to describe this identity are
images of American Indians as seen solely through the eyes, or stereotypes, of the white world,
as is evidenced by the fact that Indians in the poem are only described in relation to the “white
man” (lines 6, 8, 10, 30, 34) and “white woman,” (lines 22, 32, 33), and the Indian “hero” is
“half white” (line 3). As in Du Bois’s description of double- consciousness, it is clear that these
images are reflected from the viewpoint of a world that does not respect or understand
American Indians. Alexie’s repetition of “tragic” in his description of American Indian
“features” and “food” (Alexie, lines 1–2) relates to Du Bois’s idea of a white world that looks on
African Americans with “pity” (Du Bois, par. 3), because it suggests a view of American Indians
as inferior or inadequate.
•
In her poem “From the House of Yemanjá,” Audre Lorde develops the idea of the speaker’s
dual identity through the contrasting imagery “I am the sun and moon” (lines 9, 31–32). Lorde
uses similar light and dark imagery to describe how the speaker experiences her dual identity
as a struggle; she “bear[s] two women upon [her] back,” a “dark and rich” mother “hidden in
the ivory hungers of the other / mother” (lines 11–14). The speaker’s struggle to bear her own
dual identity that she inherits from her mother can be understood as a description of how one
woman experiences Du Bois’s idea of double-consciousness.
•
Sherman Alexie crafts similar images of dual identity in his poem when he explains that “White
people must carry an Indian deep inside themselves” (lines 27–28) and “An Indian man can be
hidden inside a white woman” (line 33). Both Alexie and Lorde describe a body in which the
identity that is not “white” (Alexie, line 4) or “pale” (Lorde, line 15), that is “hidden” within or
incorporated by the white body. Although both poems share this image, each author develops
a different idea about the end result of this conflict. In “From the House of Yemanjá,” the
speaker believes that two parts of her identity, “day and night,” cannot be “one” (lines 34, 36).
Despite the conflict between the “dark” and “pale” parts of herself, these elements remain
alive and whole in the speaker’s identity. Alexie concludes his poem with the disturbing image
that “In the Great American Indian novel, when it is finally written, / all of the white people will
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
High Performance Response(s)
be Indians and all of the Indians will be ghosts.” This image develops the idea that American
Indian identity cannot survive when it is appropriated or taken over by the white world.
Alexie’s poem offers a different image of the effects of double-consciousness and dual identity,
one which ends in the erasure of American-Indian people and culture.
Standard-Specific Demands of the Performance Assessment
This Module Performance Assessment requires students to meet numerous demands required by the
ELA/Literacy Standards for grades 11–12.
Students engage deeply with the four focus texts of this module and their analysis and comparison of
how each author uses rhetoric and word choice to develop and refine their points of view, purpose,
and central ideas. This provides a solid foundation for the demands of this assessment, in which
students must place a new text in conversation with familiar texts in order to develop a claim.
This assessment requires that students analyze the development and interaction of central ideas
(RI/RL.11-12.2) as well as an author’s point of view and purpose (RI/RL.11-12.6) in informational texts
and fiction in the grades 11–12 text complexity band. Students must be able to draw upon this analysis
as they consider how multiple texts address similar themes or topics in order to build their
understanding of these topics and ideas, or to compare the approaches the authors take (CCRA.R.9).
The speaking and listening component of this assessment requires that students present their claims
clearly and persuasively in an evidence-based, student-facilitated, small group discussion (SL.11-12.1),
demonstrating command of the conventions of standard English grammar and usage (L.11-12.1). In
order to do this, students must come to this discussion prepared, having analyzed and reviewed the
module texts and their related notes and annotations (SL.11-12.1.a). Students must explicitly draw
upon this preparation by referring to evidence from these texts to support their claims, and
encouraging a thoughtful and well-reasoned exchange of ideas (SL.11-12.1.c). In the studentfacilitated, small-group discussion that follows each student’s presentation of their claims and
evidence, students must respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of the issue; resolve contradictions when possible; and determine what
additional evidence is required to strengthen their claim (SL.11-12.1.d).
This assessment requires that students not only present and engage in a dialogue about their own
claims, but also engage critically with the claims of others. Students informally evaluate their peers’
points of view, reasoning, and use of evidence, assessing the links among ideas in the context of
discussion using the 11.2 Performance Assessment Text Analysis Rubric and Checklist. Students also
assess their own presentations in accordance with the 11.2 Performance Assessment Text Analysis
Rubric and Checklist.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
Process
Students select two of the four texts they read in this module. Students use their notes, annotations,
and tools to prepare a five-minute presentation in which they make a claim about how the central
ideas or point of view of the two texts relate to Alexie’s poem, selecting and organizing relevant and
significant textual evidence to refine and support their claims. The presenting student then facilitates
an evidence-based, student-facilitated, small-group discussion that gives all students an opportunity to
demonstrate their speaking and listening skills. During their own presentation and the small-group
discussions that follows each students’ presentation, students express their own ideas clearly and
persuasively, and propel conversation by responding to and evaluating the claims and reasoning of
others.
Students then informally assess their own presentations and the presentations of other students in
their group, using 11.2 Performance Assessment Text Analysis Rubric and Checklist.
Lesson 1
Post and explain the Performance Assessment prompt for student reference. Instruct students to take
out their annotated copies of “How to Write the Great American Indian Novel,” and reread and
annotate the text while considering how the poem relates to the other module texts.
 Students read “How to Write the Great American Indian Novel,” and annotate the text for central
ideas in 11.2.2 Lesson 14.
Next, instruct students to review their notes, annotations, and any tracking tools associated with the
four texts that they analyzed in this module, paying particular attention to statements they have made
about how the author of each text develops central ideas and advances his or her point of view.
Instruct students to prepare for the evidence-based discussion by developing several claims about how
the new poem is related to at least two of the other module texts. Instruct students to support their
claims using key evidence from Alexie’s poem and two module texts of their choice.
For homework, instruct students to continue to develop or refine their claims and select the most
significant and relevant supporting evidence for their claim.
Lesson 2
Instruct students to form pairs to share the claims and supporting evidence about which they are most
unsure. Students work in their pairs to collaboratively refine the claims in question, selecting more
relevant evidence if necessary.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
Instruct students to prepare their notes and annotated texts for the discussion. Distribute copies of the
11.2 Performance Assessment Text Analysis Rubric and Checklist. Explain that students will use this
rubric to informally assess their group members’ participation in and contributions to the discussion, as
well as to assess their own presentations. Transition students into several small groups of 3–4 for
evidence-based discussion. The discussion should proceed as follows:
1. Each student shares at least one claim about how Alexie’s “How to Write the Great American
Indian Novel” relates to a central idea and/or point of view in two of the other module texts, using
multiple pieces of text evidence for support. Other students assess the presenter using their 11.2
Performance Assessment Text Analysis Rubric and Checklist. These assessments will be handed in
to the teacher at the end of class.
 Students are familiar with this form of peer assessment, as they assessed their peers’ speaking and
listening skills in the discussion in 11.2.1 Lesson 24.
2. Other students engage the student presenter in discussion about the presenter’s claims and
evidence using their own claims and evidence as entry points.
3. Provide the following guiding questions for the student discussion groups once each student has
presented:
•
Is each claim fully supported by text evidence? Why or why not?
•
What additional evidence could support the claims made?
•
What other claims could be made about how the poem and any of the module texts are
related?
 Circulate during the small group discussion, using the 11.2 Performance Assessment Text Analysis
Rubric and Checklist to assess student discussion.
At the end of class, all students assess their own presentations using their 11.2 Text Analysis Rubric and
Checklist. Students hand in their self assessments at the end of class.
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DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 11• Module 2 • Performance Assessment
11.2 Module Performance Assessment
Text-Based Response
Your Task: Based on your reading of Elizabeth Cady Stanton’s “An Address by Elizabeth Cady Stanton,”
Audre Lorde’s poem “From the House of Yemanjá,” W.E.B. Du Bois’s “Of Our Spiritual Strivings,” Booker
T. Washington’s “Atlanta Compromise Speech,” and Sherman Alexie’s “How to Write the Great
American Indian Novel,” prepare a presentation in response to the following prompt:
Develop and present a claim about how Sherman Alexie’s poem “How to Write the Great American
Indian Novel” relates to central ideas and/or points of view developed in at least two of the four
texts in this module. Support your claim with evidence and reasoning.
Your response will be assessed using the relevant portions of the 11.2 Performance Assessment Text
Analysis Rubric and Checklist.
Guidelines
Be sure to:
• Closely read the prompt
• Develop a claim that responds directly to all parts of the prompt
• Organize your claims and evidence
• Cite strong and thorough textual evidence to support your analysis
CCSS: CCRA.R.9, RI.11-2.2, RL.11-12.2, RI.11-12.6, RL.11-12.6, SL.11-12.1.a, c, d, L.11-12.1
Commentary on the Task:
This task measures CCRA.R.9 because it demands that students:
•
Analyze how two or more texts address similar themes or topics in order to build knowledge or compare
the approaches the authors take.
This task measures RI.11-12.2 because it demands that students:
•
Determine two or more central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to provide a complex analysis and provide an
objective summary of the text.
This task measures RL.11-12.2 because it demands that students:
•
Determine two or more themes or central ideas of a text and analyze their development over the course
of the text, including how they interact and build on one another to produce a complex account and
provide an objective summary of the text.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
This task measures RI.11-12.6 because it demands that students:
•
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
This task measures RL.11-12.6 because it demands that students:
•
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text
from what is really meant (e.g., satire, sarcasm, irony, or understatement).
This task measures SL.11-12.1.a, c, d because it demands that students:
•
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
o
Come to discussion 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.
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a
hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions;
and promote divergent and creative perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all
sides of an issue; resolve contradictions when possible; and determine what additional information or
research is required to deepen the investigation or complete the task.
o
o
This task measures L.11-12.1 because it demands that students:
•
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
11.2 Performance Assessment Rubric
/
(Total points)
Criteria
4 – Responses at this level:
3 – Responses at this level:
2 – Responses at this level:
1 – Responses at this level:
Content and Analysis
Skillfully analyze how two or more texts
address similar themes or topics.
Accurately analyze how two or more texts
address similar themes or topics.
Inadequately or ineffectively analyze
how two or more texts address similar
themes or topics.
Inaccurately analyze how two or more
texts address similar themes or topics.
Precisely determine two or more central
ideas of a text and skillfully analyze their
development by providing precise and
sufficient examples of how the central
ideas interact and build on one another;
(when necessary) provide a concise and
accurate objective summary of a text.
Accurately determine two or more central
ideas of a text and accurately analyze
their development by providing relevant
and sufficient examples of how the
central ideas interact and build on one
another; (when necessary) provide an
accurate objective summary of a text.
Determine two central ideas of a text
and ineffectively analyze their
development by providing relevant but
insufficient examples of how the
central ideas interact and build on one
another; (when necessary) provide a
partially accurate and somewhat
objective summary of a text.
Fail to determine at least two central
ideas of a text or inaccurately determine
the central ideas of a text. Provide no
examples or irrelevant and insufficient
examples of how the central ideas
interact and build on one another;
(when necessary) provide a lengthy,
inaccurate, or subjective summary of a
text.
The extent to which the response
analyzes how two or more texts
address similar themes or topics in
order to build knowledge or to
compare the approaches the authors
take.
CCSS.ELA-Literacy.CCRA.R.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.
Content and Analysis
The extent to which the response
determines two or more central
ideas of a text and analyzes their
development over the course of the
text, including how they interact and
build on one another; provides an
objective summary of a text.
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RI.11-12.2
Determine two or more themes or
central ideas of a text and analyze
their development over the course of
the text, including how they interact
and build on one another to provide a
complex analysis; provide an objective
summary of the text.
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DRAFT
Grade 11• Module 2 • Performance Assessment
Criteria
4 – Responses at this level:
3 – Responses at this level:
2 – Responses at this level:
1 – Responses at this level:
Content and Analysis
Skillfully analyze a point of view by
precisely distinguishing what is directly
stated in a text from what is really
meant.
Accurately analyze a point of view by
distinguishing what is directly stated in a
text from what is really meant.
Ineffectively analyze a point of view by
imprecisely distinguishing what is
directly stated in a text from what is
really meant.
Inaccurately analyze a point of view by
inaccurately distinguishing what is
directly stated in a text from what is
really meant.
Precisely determine an author’s point of
view or purpose in a text in which the
rhetoric is particularly effective; skillfully
analyze how style and content
contribute to the power,
persuasiveness, or beauty of the text.
Accurately determine an author’s point of
view or purpose in a text in which the
rhetoric is particularly effective;
accurately analyze how style and content
contribute to the power, persuasiveness,
or beauty of the text.
Partially determine an author’s point of
view or purpose in a text in which the
rhetoric is particularly effective;
ineffectively analyze how style and
content contribute to the power,
persuasiveness, or beauty of the text.
Inaccurately determine an author’s
point of view or purpose in a text in
which the rhetoric is particularly
effective. Inaccurately analyze how style
and content contribute to the power,
persuasiveness, or beauty of the text.
Demonstrate thorough preparation for
the discussion by explicitly drawing on
precise and sufficient evidence from
texts and other research on the topic or
issue to stimulate a thoughtful, wellreasoned exchange of ideas.
(SL.11-12.1.a)
Demonstrate preparation for the
discussion by explicitly drawing on
relevant and sufficient evidence from
texts and other research on the topic or
issue to stimulate a thoughtful, wellreasoned exchange of ideas.
(SL.11-12.1.a)
Demonstrate partial preparation for
the discussion by inconsistently
drawing on relevant or sufficient
evidence from texts and other research
on the topic or issue, occasionally
stimulating a thoughtful, well-reasoned
exchange of ideas. (SL.11-12.1.a)
Demonstrate a lack of preparation for
the discussion by rarely drawing on
relevant or sufficient evidence from
texts or other research on the topic or
issue, rarely stimulating a thoughtful or
well-reasoned exchange of ideas.
(SL.11-12.1.a)
The extent to which the response
analyzes a point of view by
distinguishing what is directly stated
in a text from what is really meant.
CCSS.ELA-Literacy.RL.11-12.6
Analyze a case in which grasping a
point of view requires distinguishing
what is directly stated in a text from
what is really meant (e.g., satire,
sarcasm, irony, or understatement).
Content and Analysis
The extent to which the response
determines an author’s point of view
or purpose in a text in which the
rhetoric is particularly effective and
analyzes how style and content
contribute to the power,
persuasiveness, or beauty of the text.
CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view
or purpose in a text in which the
rhetoric is particularly effective,
analyzing how style and content
contribute to the power,
persuasiveness, or beauty of the text.
Command of Evidence and Reasoning
The extent to which the speaker
demonstrates preparation for the
discussion by explicitly drawing on
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful, wellreasoned exchange of ideas.
File: 11.2 Performance Assessment Date: 9/12/2014
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
Criteria
4 – Responses at this level:
3 – Responses at this level:
2 – Responses at this level:
1 – Responses at this level:
CCSS.ELA-Literacy.SL.11-12.1
Skillfully propel conversations by
consistently posing and responding to
questions that probe reasoning and
evidence; actively ensure a hearing for a
full range of positions on a topic or
issue; consistently clarify, verify, or
challenge ideas and conclusions; and
actively promote divergent and creative
perspectives. (SL.11-12.1.c)
Propel conversations by posing and
responding to questions that probe
reasoning and evidence; ensure a hearing
for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas
and conclusions; and promote divergent
and creative perspectives. (SL.11-12.1.c)
Ineffectively propel conversations by
inconsistently posing and responding
to questions that probe reasoning and
evidence; occasionally ensure a hearing
for a full range of positions on a topic
or issue; inconsistently clarify, verify, or
challenge ideas and conclusions; and
occasionally promote divergent and
creative perspectives. (SL.11-12.1.c)
Ineffectively propel conversations by
rarely posing or responding to questions
that probe reasoning and evidence;
rarely ensure a hearing for a full range of
positions on a topic or issue; rarely
clarify, verify, or challenge ideas and
conclusions; and prevent divergent and
creative perspectives. (SL.11-12.1.c)
Initiate and participate effectively in a
range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grades
11–12 topics, texts, and issues,
building on others’ ideas and
expressing their own clearly and
persuasively.
CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having
read and researched material under
study; explicitly draw on that
preparation by referring to evidence
from texts and other research on the
topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
The extent to which the speaker
propels conversations by posing and
responding to questions that probe
reasoning and evidence; ensures a
hearing for a full range of positions
on a topic or issue; clarifies, verifies,
or challenges ideas and conclusions;
and promotes divergent and creative
perspectives.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and
responding to questions that probe
reasoning and evidence; ensure a
hearing for a full range of positions on
a topic or issue; clarify, verify, or
challenge ideas and conclusions; and
promote divergent and creative
perspectives.
File: 11.2 Performance Assessment Date: 9/12/2014
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
Criteria
4 – Responses at this level:
3 – Responses at this level:
2 – Responses at this level:
1 – Responses at this level:
Collaboration and Presentation
Skillfully and thoughtfully address
diverse perspectives; skillfully synthesize
comments, claims, and evidence made
on all sides of an issue; frequently
resolve contradictions when possible;
and precisely determine what additional
information or research is required to
deepen the investigation or complete
the task. (SL.11-12.1.d)
Thoughtfully address diverse
perspectives; clearly synthesize
comments, claims, and evidence made on
all sides of an issue; often resolve
contradictions when possible; and
accurately determine what additional
information or research is required to
deepen the investigation or complete the
task. (SL.11-12.1.d)
Ineffectively address diverse
perspectives; partially synthesize
comments, claims, and evidence made
on all sides of an issue; occasionally
resolve contradictions when possible;
and determine with partial accuracy
what additional information or
research is required to deepen the
investigation or complete the task.
(SL.11-12.1.d)
Rarely or insufficiently address diverse
perspectives; inaccurately synthesize
comments, claims, and evidence made
on all sides of an issue; rarely resolve
contradictions when possible; and
inaccurately determine what additional
information or research is required to
deepen the investigation or complete
the task. (SL.11-12.1.d)
The extent to which the speaker
addresses diverse perspectives;
synthesizes comments, claims, and
evidence made on all sides of an
issue; resolves contradictions when
possible; and determines what
additional information or research is
required to deepen the investigation
or complete the task.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a
range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grades
11–12 topics, texts, and issues,
building on others’ ideas and
expressing their own clearly and
persuasively.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse
perspectives; synthesize comments,
claims, and evidence made on all
sides of an issue; resolve
contradictions when possible; and
determine what additional
information or research is required to
deepen the investigation or complete
the task.
File: 11.2 Performance Assessment Date: 9/12/2014
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
Criteria
4 – Responses at this level:
3 – Responses at this level:
2 – Responses at this level:
1 – Responses at this level:
Control of Conventions
Demonstrate skillful command of
conventions with no grammar or usage
errors.
Demonstrate command of conventions
with occasional grammar or usage errors
that do not hinder comprehension.
Demonstrate partial command of
conventions with several grammar or
usage errors that hinder
comprehension.
Demonstrate insufficient command of
conventions with frequent grammar or
usage errors that make comprehension
difficult.
The extent to which the response
demonstrates command of the
conventions of standard English
grammar and usage.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
•
•
•
A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1.
A response that is totally copied from the text with no original writing must be given a 0.
A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as 0.
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
11.2 Performance Assessment Checklist
Assessed Standards:
Does my response…
Content and Analysis
Command of Evidence
and Reasoning
✔
Analyze how two or more texts address similar themes or
topics? (CCRA.R.9)

Identify two or more central ideas from the text and analyze
their development? (RL.11-12.2, RI.11-12.2)

Provide examples to support analysis of how the central ideas
interact and build on one another? (RL.11-12.2, RI.11-12.2)

If necessary, include a brief summary of the text to frame the
development of the central ideas? (RL.11-12.2, RI.11-12.2)

Determine an author’s point of view or purpose in a text?
(RL.11-12.6, RI.11-12.6)

Distinguish what is directly stated in a text from what is really
meant? (RL.11-12.6)

Analyze how style and content contribute to the power,
persuasiveness, or beauty of the text? (RI.11-12.6)

Explicitly draw on evidence from texts and other research on
the topic or issue? (SL.11-12.1.a)

Pose and respond to questions that probe reasoning and
evidence? (SL.11-12.1.c)

Ensure a hearing for a full range of positions on a topic or issue?
(SL.11-12.c)

Clarify, verify, or challenge ideas and conclusions?
(SL.11-12.1.c)

Promote divergent and creative perspectives? (SL.11-12.1.c)

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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 2 • Performance Assessment
Does my response…
Collaboration and
Presentation
Control of
Conventions
✔
Respond to diverse perspectives? (SL.11-12.1.d)

Synthesize comments, claims, and evidence made on all sides
of an issue? (SL.11-12.1.d)

Resolve contradictions when possible? (SL.11-12.1.d)

Determine what additional information or research is required
to deepen the investigation or complete the task?
(SL.11-12.1.d)

Demonstrate command of the conventions of standard English
grammar and usage? (L.11-12.1)

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NYS Common Core ELA & Literacy Curriculum
11.4
DRAFT
Grade 11• Module 4 • Performance Assessment
Performance Assessment
Introduction
In this four-lesson Performance Assessment, students craft an original narrative writing piece based
upon their analysis of and interest in one of the three module texts (“On the Rainy River” from The
Things They Carried by Tim O’Brien, “The Red Convertible” from The Red Convertible by Louise Erdrich,
or The Awakening by Kate Chopin). Students research the setting of a module text of their choice and
craft a narrative writing piece based on that setting. Students draw upon their analysis of narrative
writing techniques introduced throughout the module and select two of the five W.11-12.3
substandards as the focus areas for their narrative writing. Through a four-lesson process of
brainstorming, prewriting, research, drafting, peer review, and publishing, students work to craft
research-based narrative writing pieces that develop real or imagined experiences or events using
effective techniques, well-chosen details, and well-structured event sequences.
Detailed instructions for the four-lesson assessment follow the prompt. Each lesson is likely to last one
class period. However, timing may vary depending on individual class schedules and student needs.
This Performance Assessment is evaluated using the relevant portions of the 11.4 Narrative Writing
Rubric and Checklist.
File: 11.4 Performance Assessment Date: 10/31/14
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 4 • Performance Assessment
Standards
Assessed Standard(s)
W.11-12.3.a-e
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation
and its significance, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth progression of experiences or
events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another
to create a coherent whole and build toward a particular tone and outcome (e.g.,
a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W.11-12.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grades 11–12.)
L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.11-12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Addressed Standard(s)
W.11-12.7
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.
SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one,
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 4 • Performance Assessment
in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
Prompt
Over the course of this module, you have read and analyzed “On the Rainy River” by Tim O’Brien,
“The Red Convertible” by Louise Erdrich, and The Awakening by Kate Chopin. You have also studied
effective narrative writing techniques, including crafting engaging introductions, applying narrative
techniques to develop characters and events, developing a sequence of events that demonstrate a
coherent narrative whole, revising for precise/sensory language, and crafting conclusions that
effectively follow from the narrative provided. For this assessment, craft a 1–3 page narrative writing
piece in response to the following prompt:
Write an original narrative piece that assumes a specific point of view based on the setting of “On
the Rainy River,” “The Red Convertible,” or The Awakening. Choose two narrative writing
substandards (W.11-12.3.a-e) and develop the criteria of both substandards in your narrative
writing piece.
To answer this prompt, use the setting of your selected text as a springboard for research into
events, attitudes, and issues about the text’s setting. Additionally, based on the narrative writing
instruction throughout the module, select two substandards from W.11-12.3 as the focus for your
original narrative piece. This original narrative piece does not need to be a complete story; instead,
craft a narrative writing piece that reflects the development of your choice of two W.11-12.3
substandards. For example, if you choose W.11-12.3.a and W.11-12.3.d, you will craft an engaging
introduction with precise language and sensory details.
High Performance Response
High Performance Response(s)
A High Performance Response should:
•
Identify a setting
•
Develop a point of view based on the setting
•
Develop two W.11-12.3 substandards in a 1–3 page original narrative
•
Demonstrate command of the conventions of standard English grammar and usage,
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 4 • Performance Assessment
capitalization, punctuation, and spelling
•
Demonstrate clear and coherent writing, in which the development, organization, and style are
appropriate to task, purpose, and audience
 Students who select W.11-12.3.a must ensure their writing includes an introduction that engages
and orients readers by setting out a problem, situation, or observation and its significance. Point
of view must be established, and a narrator and/or characters introduced, and the writing should
create a smooth progression of experiences or events.
 Students who select W.11-12.3.b must ensure their writing uses narrative techniques, such as
dialogue, pacing, description, reflection, or multiple plot lines to develop experiences, events,
and/or characters.
 Students who select W.11-12.3.c must ensure they use a variety of techniques to sequence
events so that they build on one another to create a coherent whole and build toward a
particular tone and outcome.
 Students who select W.11-12.3.d must ensure they use precise words and phrases, telling details,
and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
 Students who select W.11-12.3.e must provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the narrative.
 Students responses will be evaluated using the relevant portions of the 11.4 Narrative Writing
Rubric and Checklist.
Standard-Specific Demands of the Performance Assessment
This Module Performance Assessment requires students to meet numerous demands required by
the ELA/Writing and Language Standards for grades 11–12.
Through deep engagement with the three module narratives, students have analyzed and compared
how various authors craft engaging introductions; use narrative techniques, precise language and
sensory details, and structural techniques to develop characters and sequence events; and craft
compelling conclusions. This narrative writing instruction provides a solid foundation for the
demands of this assessment, in which students must consider exemplary narrative writing technique
in order to craft their own original narrative writing piece.
This assessment requires that students write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-structured event sequences (W.11File: 11.4 Performance Assessment Date: 10/31/14
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 4 • Performance Assessment
12.3). In order to accomplish this, students will select two substandards of W.11-12.3 to focus their
writing.
This assessment also requires students to produce clear and coherent writing, demonstrating
development, organization, and style appropriate to the task, purpose, and audience (W.11-12.4). As
part of the drafting process, students must develop and strengthen their writing by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant
for the narrative’s purpose and audience (W.11-12.5). Additionally, this assessment requires
students to use previously developed research skills to craft the text-based narrative (W.11-12.7). To
demonstrate mastery of the grade 11–12 Writing standards, students must also demonstrate
command of the conventions of standard English grammar and usage (L.11-12.1), and command of
the conventions of standard English capitalization, punctuation, and spelling (L.11-12.2).
This assessment requires that students participate effectively and collaboratively in peer review and
in pair and small group discussions about the writing process (SL.11-12.1).
Process
Students reflect on the three module narratives and choose a setting related to one of the texts.
Students will use the setting as the basis for their original narrative writing (e.g., a different point of
view from the same setting as The Awakening). Students use their notes, annotations, tools, and
previous narrative writing pieces to prepare for conducting independent research on a selected
setting. Students also use their module work to choose two focal narrative writing substandards.
Students draft their narrative writing pieces in preparation for peer review and revision. After
implementing revisions, students edit and publish their original narrative writing pieces.
Lesson 1
Distribute or display the Module Performance Assessment prompt. Instruct students to review the
prompt and to take out their module texts, text-based narrative writing pieces from 11.4.1 and
11.4.2, the 11.4 Narrative Writing Rubric and Checklist, and the previous lesson’s homework.
Instruct students to form pairs and discuss their responses to the questions from the previous
lesson’s homework assignment:
•
Which of the three module texts (“On the Rainy River,” “The Red Convertible,” or The
Awakening) was the most profound, interesting, or thought-provoking to you?
•
Which time period (the Vietnam War era or late-nineteenth-century America) is more intriguing
to you and why?
•
Which place (Native American reservation, New Orleans, the Rainy River in Northern Minnesota)
would be the most interesting to write about and why?
•
What questions are you left with after reading the texts?
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NYS Common Core ELA & Literacy Curriculum
•
DRAFT
Grade 11• Module 4 • Performance Assessment
What might be some areas of research to explore based on each text?
Following the homework discussion, instruct students to select the text/setting they will use as the
springboard for their original narrative writing piece. Instruct students to independently research the
setting using their responses to the questions above as a guide for their research. Instruct students
to begin their research by considering their selected module text, common or repeated themes or
ideas in their responses to the previous homework questions, and the aspects of the setting they are
most curious about. For example, if student responses to the questions above indicate a strong
interest in Native American participation in the Vietnam War, that is an area for potential research. If
student answers indicate a strong interest in the politics of the Vietnam War, that is an area for
potential research. Or, if student responses indicate a strong interest in gender roles of latenineteenth-century-America, that is an area for potential research.
During their research, instruct students to think about a point of view for their original narrative
writing piece, based on the setting.
 Consider reminding students of their research skills from the previous module, Module 11.3.
Students should assess sources for credibility and usefulness as previously instructed in Module
11.3.
 Consider using the Exploring a Topic Tool from Module 11.3 to guide students in their research.
Instruct students to begin brainstorming and prewriting in class by drafting ideas related to their
selected setting and possible points of view. As they brainstorm and prewrite, remind students to be
aware of questions and issues that surface for which they need more information regarding the
setting and possible points of view. Explain that these questions and issues represent areas that may
require further research.
For homework, instruct students to conduct more research pertinent to the setting and point of view
they have selected. Explain that they will use this research when drafting their writing during the
next lesson. Additionally, based on their research findings, students will select two focus W.11-12.3
substandards for their original narrative writing pieces.
Lesson 2
Instruct students to draft their narrative writing pieces using the two W.11-12.3 substandards they
selected as the foci for their writing, and the setting and point of view they selected and researched
in the previous lesson.
Remind students to use the setting of their selected module text, relevant notes and annotations,
module tools, and their research from the previous lesson’s homework as reference for the drafting
process.
For homework, instruct students to complete their narrative writing drafts and come to the next
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 4 • Performance Assessment
class prepared for the peer review and revision process.
Lesson 3
Instruct students to form pairs to peer review their narrative writing drafts.
Once student reviewers complete their peer reviews, students should begin implementing revisions
in their narrative writing pieces.
 If necessary, review the conventions of peer review, the Peer Review Accountability Tool, and
constructive criticism that students were introduced to in 11.3.3 Lesson 11.
For homework, instruct students to complete the revisions of their narrative writing piece and read
their drafts aloud (to themselves or someone else) to identify problems in syntax, grammar, or logic.
Lesson 4
In this lesson, students finalize their narrative writing pieces for publication. When the narrative
writing is complete, instruct students who wrote in response to “On The Rainy River’s” setting to
form one group; students who wrote in response to “The Red Convertible’s” setting to form another
group; and students who wrote in response to The Awakening’s setting to form a third group.
Instruct student groups to takes turns sharing their published pieces within their respective groups.
 Each group should include no more than five students; multiple groups may represent each text.
 Consider using a class blog, introduced in 11.4.1 Lesson 16, for students to publish their narrative
writing.
File: 11.4 Performance Assessment Date: 10/31/14
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DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 11• Module 4 • Performance Assessment
11.4 Module Performance Assessment
Research-Based Narrative
Your Task: Over the course of this module, you have read and analyzed “On the Rainy River” by Tim
O’Brien, “The Red Convertible” by Louise Erdrich, and The Awakening by Kate Chopin. You have also
studied effective narrative writing techniques, including crafting engaging introductions, applying
narrative techniques to develop characters and events, developing a sequence of events that
demonstrate a coherent narrative whole, revising for precise/sensory language, and crafting conclusions
that effectively follow from the narrative provided. For this assessment, craft a 1–3 page narrative
writing piece in response to the following prompt:
Write an original narrative piece that assumes a specific point of view based on the setting of
“On the Rainy River,” “The Red Convertible,” or The Awakening. Choose two narrative writing
substandards (W.11-12.3.a-e) and develop the criteria of both substandards in your narrative
writing piece.
Your research-based narrative writing will be assessed using the relevant portions of the 11.4 Narrative
Writing Rubric and Checklist.
Guidelines
Be sure to:
• Closely read the prompt.
• Organize your ideas and evidence.
• Research your chosen setting to inform your original narrative piece.
• Craft a narrative piece that responds directly to all parts of the prompt.
• Use effective narrative technique based on the two substandards selected.
• Follow the conventions of standard written English.
CCSS: W.11-12.3.a-e, W.11-12.4, W.11-12.5, L.11-12.1, L.11-12.2
Commentary on the Task:
This task measures W.11-12.3.a-e because it demands that students:
•
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
•
Write in a manner that engages and orients readers by setting out a problem, situation, or observation and its
significance. Point of view must be established, and a narrator and/or characters must be introduced as well.
Writing should create a smooth progression of experiences or events.
•
Employ narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to
File: 11.4 Performance Assessment Date: 10/31/14
Classroom Use: Starting 11/2014
© 2014 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 4 • Performance Assessment
develop experiences, events, and/or characters.
•
Write in a manner that uses a variety of techniques to sequence events so that they build on one another to
create a coherent whole and build toward a particular tone and outcome.
•
Write in a manner that uses 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.
This task measures W.11-12.4 because it demands that students:
•
Produce clear and coherent writing which shows development, organization, and style are appropriate to their
task, purpose, and audience.
This task measures W.11-12.5 because it demands that students:
•
Develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach, focusing on
what is most significant for a specific purpose and audience.
This task measures L.11-12.1 because it demands that students:
•
Demonstrate command of the conventions of standard English grammar and usage.
This task measures L.11-12.2 because it demands that students:
•
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
File: 11.4 Performance Assessment Date: 10/31/14
Classroom Use: Starting 11/2014
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 4 • Performance Assessment
11.4 Narrative Writing Rubric
/
(Total points)
Criteria
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Coherence, Organization, and
Style
The extent to which the response
engages and orients the reader by
setting out a problem, situation,
or observation and its
significance, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; and creates a smooth
progression of experiences or
events.
Skillfully engage and orient the reader
by thoroughly and clearly setting out a
problem, situation, or observation and
its significance, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; skillfully create a smooth
progression of experiences or events.
(W.11-12.3.a)
Engage and orient the reader by
setting out a problem, situation, or
observation and its significance,
establishing one or multiple point(s) of
view, and introducing a narrator
and/or characters; create a smooth
progression of experiences or events.
(W.11-12.3.a)
Somewhat effectively engage or orient
the reader by partially setting out a
problem, situation, or observation and
its significance, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create an unclear
progression of experiences or events.
(W.11-12.3.a)
Ineffectively engage or orient the
reader by insufficiently setting out a
problem, situation, or observation and
its significance, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a disorganized
collection of experiences or events.
(W.11-12.3.a)
Somewhat effectively use narrative
techniques such as dialogue, pacing,
description, reflection, and multiple
plot lines, partially developing
experiences, events, and/or
characters. (W.11-12.3.b)
Ineffectively or rarely use narrative
techniques such as dialogue, pacing,
description, reflection, and multiple
plot lines, insufficiently developing
experiences, events, and/or
characters. (W.11-12.3.b)
Somewhat effectively use techniques,
or use unvaried techniques to
sequence events so that they
insufficiently build on one another to
create a loosely connected whole or a
particular tone and outcome. (W.1112.3.c)
Ineffectively use techniques, creating
a disorganized collection of events
that fail to build on one another to
create a coherent whole or a
particular tone and outcome. (W.1112.3.c)
CCSS.ELA-Literacy.W.11-12.3
Write narratives to develop real or
imagined experiences or events
using effective technique, wellchosen details, and well-structured
event sequences.
CCSS.ELA-Literacy.W.11-12.3.a
Engage and orient the reader by
setting out a problem, situation, or
observation and its significance,
establishing one or multiple
point(s) of view, and introducing a
narrator and/or characters; create
a smooth progression of
experiences or events.
The extent to which the response
uses narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines,
to develop experiences, events,
Skillfully use narrative techniques such
as dialogue, pacing, description,
reflection, and multiple plot lines,
thoroughly developing experiences,
events, and/or characters. (W.1112.3.b)
Skillfully use a variety of techniques to
sequence events so that they build on
one another to create a coherent
whole and clearly build toward a
particular tone and outcome. (W.1112.3.c)
Skillfully use precise words and
phrases, telling details, and sensory
language, conveying a complete and
vivid picture of the experiences,
events, setting, and/or characters.
(W.11-12.3.d)
Provide a conclusion that clearly
follows from and skillfully reflects on
what is experienced, observed, or
resolved over the course of the
narrative. (W.11-12.3.e)
File: 11.4 Performance Assessment Date: 10/31/14
Classroom Use: Starting 11/2014
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Use narrative techniques such as
dialogue, pacing, description,
reflection, and multiple plot lines,
developing experiences, events,
and/or characters. (W.11-12.3.b)
Use a variety of techniques to
sequence events so that they build on
one another to create a coherent
whole and build toward a particular
tone and outcome. (W.11-12.3.c)
Use precise words and phrases, telling
details, and sensory language,
conveying a vivid picture of the
experiences, events, setting, and/or
characters. (W.11-12.3.d)
Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course
of the narrative. (W.11-12.3.e)
Somewhat effectively use precise
words and phrases, telling details, and
sensory language, conveying a clear
picture of the experiences, events,
setting, and/or characters. (W.1112.3.d)
Provide a conclusion that loosely
follows from and partially reflects on
what is experienced, observed, or
resolved over the course of the text.
Ineffectively use precise words and
phrases, telling details, and sensory
language, conveying an unclear
picture of the experiences, events,
setting, and/or characters. (W.1112.3.d)
Provide a conclusion that does not
follow from or reflect on what is
experienced, observed, or resolved
over the course of the text. (W.1112.3.e)
NYS Common Core ELA & Literacy Curriculum
Criteria
4 – Responses at this Level:
and/or characters.
CCSS.ELA-Literacy.W.11-12.3.b
Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines,
to develop experiences, events,
and/or characters.
The extent to which the response
uses a variety of techniques to
sequence events so that they
build on one another to create a
coherent whole and build toward
a particular tone and outcome.
CCSS.ELA-Literacy.W.11-12.3.c
Use a variety of techniques to
sequence events so that they build
on one another to create a
coherent whole and build toward a
particular tone and outcome (e.g.,
a sense of mystery, suspense,
growth, or resolution).
The extent to which the response
uses precise words and phrases,
telling details, and sensory
language to convey a vivid picture
of the experiences, events,
setting, and/or characters.
CCSS.ELA-Literacy.W.11-12.3.d
Use precise words and phrases,
telling details, and sensory
language to convey a vivid picture
of the experiences, events, setting,
and/or characters.
The extent to which the response
File: 11.4 Performance Assessment Date: 10/31/14
Classroom Use: Starting 11/2014
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DRAFT
3 – Responses at this Level:
Grade 11• Module 4 • Performance Assessment
2 – Responses at this Level:
(W.11-12.3.e)
1 – Responses at this Level:
NYS Common Core ELA & Literacy Curriculum
Criteria
DRAFT
Grade 11• Module 4 • Performance Assessment
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Consistently demonstrate clear and
coherent writing in which the
development, organization, and style
thoroughly and skillfully address the
task, purpose, and audience.
Demonstrate clear and coherent
writing in which the development,
organization, and style are
appropriate to the task, purpose, and
audience.
Inconsistently demonstrate clear and
coherent writing in which the
development, organization, and style
are appropriate to the task, purpose,
and audience.
Rarely demonstrate clear and
coherent writing in which the
development, organization, and style
are appropriate to the task, purpose,
and audience.
Thoroughly develop and strengthen
writing during the writing process,
skillfully addressing what is most
significant for the specific purpose and
audience.
Develop and strengthen writing during
the writing process, addressing what
is most significant for the specific
purpose and audience.
Partially develop and strengthen
writing during the writing process,
somewhat effectively addressing what
is most significant for the specific
purpose and audience.
Insufficiently develop and strengthen
writing during the writing process,
ineffectively addressing what is most
significant for the specific purpose and
audience.
provides a conclusion that follows
from and reflects on what is
experienced, observed, or
resolved over the course of the
narrative.
CCSS.ELA-Literacy.W.11-12.3.e
Provide a conclusion that follows
from and reflects on what is
experienced, observed, or resolved
over the course of the narrative.
Coherence, Organization, and
Style
The extent to which the response
demonstrates clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing
in which the development,
organization, and style are appropriate
to task, purpose, and audience.
Coherence, Organization, and
Style
The extent to which the response
develops and strengthens writing
during the writing process,
addressing what is most
significant for the specific purpose
and audience.
CCSS.ELA-Literacy.W.11-12.5
Develop and strengthen writing as
needed by planning, revising,
File: 11.4 Performance Assessment Date: 10/31/14
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NYS Common Core ELA & Literacy Curriculum
Criteria
DRAFT
Grade 11• Module 4 • Performance Assessment
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Demonstrate skillful command of
conventions with no grammar, usage,
capitalization, punctuation, or spelling
errors.
Demonstrate command of
conventions with occasional grammar,
usage, capitalization, punctuation, or
spelling errors that do not hinder
comprehension.
Demonstrate partial command of
conventions with several grammar,
usage, capitalization, punctuation, or
spelling errors that hinder
comprehension.
Demonstrate insufficient command of
conventions with frequent grammar,
usage, capitalization, punctuation, or
spelling errors that make
comprehension difficult.
editing, rewriting, or trying a new
approach, focusing on addressing
what is most significant for a
specific purpose and audience.
Control of Conventions
The extent to which the response
demonstrates command of the
conventions of standard English
grammar, usage, capitalization,
punctuation, and spelling.
CCSS.ELA-Literacy.L.11-12.1
CCSS.ELA-Literacy.L.11-12.2
Demonstrate command of the
conventions of standard English
grammar, usage, capitalization,
punctuation, and spelling when
writing or speaking.
•
•
•
A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1.
A response that is totally copied from the text with no original writing must be given a 0.
A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0.
File: 11.4 Performance Assessment Date: 10/31/14
Classroom Use: Starting 11/2014
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 11• Module 4 • Performance Assessment
11.4 Narrative Writing Checklist
Assessed Standards:
Coherence, Organization,
and Style
Control of Conventions
Does my response…
✔
Engage and orient the reader by setting out a problem,
situation, or observation and its significance? (W.11-12.3.a)

Establish one or multiple point(s) of view? (W.11-12.3.a)

Introduce a narrator and/or characters? (W.11-12.3.a)

Create a smooth progression of experiences or events?
(W.11-12.3.a)

Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters? (W.11-12.3.b)

Use a variety of techniques to sequence events so that they
build on one another to create a coherent whole and build
toward a particular tone and outcome? (W.11-12.3.c)

Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences,
events, setting, and/or characters? (W.11-12.3.d)

Provide a conclusion that follows from and reflects on what
is experienced, observed, or resolved over the course of the
narrative? (W.11-12.3.e)

Demonstrate clear and coherent writing in which the
development, organization, and style that are appropriate to
task, purpose, and audience? (W.11-12.4)

Develop and strengthen writing during the writing process,
addressing what is most significant for the specific purpose
and audience? (W.11-12.5)

Demonstrate command of the conventions of standard
English grammar, usage, capitalization, punctuation, and
spelling? (L.11-12.1, L.11-12.2)

File: 11.4 Performance Assessment Date: 10/31/14
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Steps for Performance Assessment Design
in ELA/Literacy
1. Determine central module text and accompanying texts. Identify core connections between
texts; think about pairings not just in terms of thematic connections but also juxtapositions
(content, setting, structure, conflicts, character dilemmas, author’s style, etc.)
2. Select primary standards for assessment based on core connections between texts and specific
skills and domains you wish to assess. Try to limit assessed standards to 1 or 2 per assessed
domain—not all domains or all standards must be assessed at one time!
3. Define a means of assessment (e.g. written prompt, oral presentation, podcast, video, etc.) to
measure student performance and elicit evidence of student knowledge and skills. Design
standards-aligned rubrics to measure what exactly students should know and be able to do.
4. Conceptualize what a high performance student response looks or sounds like, and backwards
map the skills and content a student would need to “get there.”
5. Craft a task that allows students to:

Demonstrate analysis and depth of understanding of multiple texts (but not necessarily
all module texts).
6. For module culminating performance assessments, map out a multi-day process for students to
prepare for and engage in the performance assessment. (Mid-unit and end-of-unit assessment
design should also follow steps 1-7, but take place in a single class period).
Be sure to think through:

What new or existing module texts might students have to read, review & analyze? How
would that analysis take shape?

What discussions, group work, drafting or other activities would deepen students’
understanding of content and help students prepare for assessment?
7. Develop any necessary materials:

What tools will support synthesis of learning over the course of the module?

What tools will support work with potential new texts?
December 2014
©2014 Public Consulting Group. All rights reserved.
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade • Module • Performance Assessment
Performance Assessment
Introduction
In this Performance Assessment, students
Detailed instructions
This Performance Assessment is evaluated using
Standards
Assessed Standard(s)
Addressed Standard(s)
Prompt
Over the course of this module, you have read
PROMPT
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NYS Common Core ELA & Literacy Curriculum
DRAFT
High Performance Response
High Performance Response(s)
A High Performance Response should:
Standard-Specific Demands of the Performance Assessment
Process
File: XX.X Performance Assessment Date: X/X/2014
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Grade • Module • Performance Assessment
NYS Common Core ELA & Literacy Curriculum
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
File: XX.X Performance Assessment Date: X/X/2014
Classroom Use: Starting X/2014
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DRAFT
Grade • Module • Performance Assessment
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade • Module • Performance Assessment
Module Performance Assessment
Text-Based Response
Your Task:
PROMPT
Your response will be assessed using
Guidelines
Be sure to:
• Closely read the prompt
• Organize your ideas and evidence
• Develop a claim that responds directly to all parts of the prompt
• Cite strong and thorough textual evidence to support your analysis
• Follow the conventions of standard written English
CCSS:
Commentary on the Task:
This task measures ___________ because it demands that students:
This task measures ___________because it demands that students:
File: XX.X Performance Assessment Date: X/X/2014
Classroom Use: Starting X/2014
© 2014 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/