East Peoria Community High School #309:

Regular Freshman Curriculum Map 2014-2015

Nine
Weeks
Content / Terms
Covered
Skills
(Common Core)
Assessments
(Des Cartes
Strands)
Resources

1
st
Nine
Weeks

Text
Analysis
Unit

Genre
Nonfiction
Fiction
Article
Short Story

Literary Elements
Plot
Characterization
Round
Flat
Static
Dynamic
Protagonist
Antagonist
Minor
Major
Conflict
Internal
External
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Man vs.
technology
Man vs. animal
Man vs.

READING
Determine a theme or central idea of a text and analyze in
detail its development over the course of the text (plot),
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
(RL.2)

Analyze how complex characters (characterization round,
flat, static, dynamic) develop over the course of a text,
interact with other characters, and advance the plot or
develop the theme. (RL.3)

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 (how the language evokes a
sense of time and place; how it sets a formal or informal
tone). (RL.4)

Analyze how an authors choices concerning how to
structure a text, order events within it (ex: subplots,
parallel plots), and manipulate time (pacing, flashbacks)
create such effects as mystery, tension, or surprise. (RL.5)

Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature. (RL.6)

By the end of grade 9, read and comprehend literature,

SUMMATIVE

Reading
Nonfiction unit pre-
test & post-test

Fiction unit pre-test
& post-test

Writing
Routine Writing

Short Analytical
Responses to
Literature &
Nonfiction

Monday Fundays!


Speaking/Listening
Class discussions








TEXTS
Fiction Texts:
The Interlopers
The Necklace
3
rd
Story ?

Nonfiction Texts:
Scope articles
Houdini
History of
Chocolate
Are these too
Delicious?
My Life as a Turkey

Visual Clips:
For the Birds
Maggie goes on a
Diet

Monday Funday
Mini-lessons


supernatural
Theme
Point of View (1, 2, 3)
Tone vs. Mood

NF Reading Strategies
Analyzing
Evaluating
Comparing & Contrasting
Concluding main points
Identifying Purpose &
Audience
Summarizing
Synthesize information

Fic. Reading Strategies
Previewing & Predicting
Summarizing
Connecting
Inferring
Questioning
Imaging

Vocab
Teacher Choice











including stories, dramas, and poems, in the grades 9-10
complexity band proficiently, with scaffolding as needed at
the high end of the range. (RL.10)

Recognize various types of conflict (internal and external)
and evaluate their progression and development
throughout the text. (RL.3)

Identify the protagonist and antagonist in various stories,
and justify the qualities that define them. (RL.3)

Determine a central idea of a text (nonfiction) and analyze
its development over the course of the text, including how
it emerges and is shaped and refined by specific details;
provide an objective summary of the text. (RI.2)

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.3)

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. (RI.4)

Compare and contrast (make connections) The
Interlopers and visual texts, such as cartoons. (RL.10)

Employ previewing and predicting reading strategies to
fiction and nonfiction texts. (RL.10, RI.10)

Identify point of view in fiction and nonfiction literature
first person, second person, third person, omniscient, and
limited. (MAP Goal Strand Literary Elements and
Techniques Range 221-230)




















































Analyze how the author unfolds an analysis or series of
ideas or events (plot), including the order in which the
points are made, how they are introduced and developed,
and the connections that are drawn between them. (RI.3)

Analyze in detail how the authors ideas or claims are
developed and refined by particular sentences or
paragraphs or larger portions of a text (e.g. a section or
chapter). (RI.5)

Determine an authors point of view or purpose in a text
and analyze how an author uses rhetoric to advance that
point of view or purpose. (RI.6)

Analyze various accounts of a subject told in different
mediums (e.g. a persons life story in both printed and
multi-media), determining which details are emphasized in
each account. (RI.7)

By the end of grade 9, read and comprehend literary
nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of
the grade. (RI.10)

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

Implement the reading strategies of inferring, questioning
and imaging to comprehend grade-level fiction and
nonfiction literature. (RL.10, RI.10)

Vocabulary (Academic): Determine or clarify the meaning
of unknown and multiple-meaning words and phrases
based on grades 9-10 content, choosing flexibly from a












Writing
Formal writing
Informal writing
Organization
Ideas
Conventions
Voice
Sentence Fluency
Word Choice
Purpose
Audience


Grammar
Run-Ons
Comma Splices
Fragments
Dependent Clauses
Independent Clauses
FANBOYS
Conjunctive Adverb
Commas
Semi-colons
Prepositional Phrases
range of strategies. (L.4)
Use context as a clue to the meaning of a word or
phrase. (L.4.a)
Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech.
(L.4.b)
Verify the preliminary determination of the meaning
of a word or phrase. (L.4.d)
Identify antonyms and synonyms for vocabulary
words. (MAP Goal Strand Word Analysis &
Vocabulary Skills Range 221-230)

WRITING
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization,
and analysis of content. (W.2)
Introduce a topic; organize complex ideas, concepts,
and information to make important connections
and distinctions; include formatting, graphics, and
multimedia when useful to aiding comprehension.
(W.2.a)
Establish and maintain a formal style and objective
voice/tone while attending to the norms and
conventions of the discipline in which they are
writing. (W.2.e.)

Produce clear and coherent writing in which the
development, organization, sentence fluency, word choice,
and style are appropriate to task, purpose, and audience.
(W.4)

Demonstrate command of conventions:
Use parallel structure. (L.1.a)
Use various types of clauses (independent,
dependent, noun, relative, adverbial) to convey
Infinitive Phrases
End Marks & Sentence
Types / Tone







Speaking
Refer to textual evidence
Analyze
Summarize
Compare
Contrast
Evaluate
Build on ideas
Persuade
Clarify
Challenge
Justify
Support
Respond
Pose

specific meaning and add variety and interest to
writing presentations. (L.1.b)
Use standard English capitalization, punctuation,
and spelling when writing (semicolon, colon,
comma). (L.2.a, b, c)

Write routinely over short time frames for reflection.
(W.10)


SPEAKING & LISTENING
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners, building on others ideas
and expressing their own clearly and persuasively. (SL.1)
Come to discussions prepared, having read and
researched material under study; explicitly draw on
that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of ideas.
(SL.1.a)
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. (SL.1.c)
Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and reasoning
presented. (SL.1.d)



Nine
Weeks
Content / Terms
Covered
Skills
(Common Core)
Assessments
(Des Cartes Strands)
Resources

2
nd
Nine
Weeks

Romeo
and Juliet
Unit

Literary
Terms
Unit

Genre
Realistic Fiction
Tragedy
Drama / Play

Literary Elements to
Master
Theme
Plot
Characterization
Tone
Mood
Metaphor
Simile
Personification
Imagery

Literary Elements to
Introduce
Allusion
Oxymoron
Pun
Tragic hero
Tragic flaw
Symbolism
Soliloquy
Monologue
Aside
Dramatic irony
Situational irony
Assonance
Alliteration
Dramatic foil

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

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.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.3)

Analyze a particular point of view or cultural experience
(The Plague, Elizabethan England, Catholicism, Monarchy,
Theatrical Conventions) reflected in a work of literature
from outside the United States. (RL.6)

Analyze the representation of Romeo and Juliet (or a key
scene of the play) in two different versions of the story,
including what is emphasized or absent in each version.
(RL.7)

Analyze how an author draws on and transforms source
material in a specific work (allusion). (RL.9)

By the end of grade 9, read and comprehend literature,
including drama, in the grades 9-10 complexity band
proficiently, with scaffolding as needed at the high end of
the range. (RL.10)


SUMMATIVE

Reading
Unit Pre-Test and Post-
Test

Act by Act Quizzes

Shakespeare/Elizabethan
England background test


Writing
Response to Literature


Speaking/Listening
Class, Group, and
Partner discussions
Fish Bowl
Socratic Seminar

RESOURCES
Romeo and Juliet
Plainspoken

1996 Luhrman R & J

1968 Zeferrelli R & J

Lion King

Cliff Notes R&J
(Video)

Reduced
Shakespeare: R & J

PowerPoint Notes


Motive
Hyperbole
Understatement
Comic Relief
Scene
Act
Playwright
Prose vs. Poetry
Stage Directions
Fate

Reading Strategies
Previewing &
Predicting
Refer to textual
evidence
Summarizing
Connecting
Inferring
Questioning
Imaging
Analyzing
Evaluating
Comparing &
Contrasting
Concluding main points
Identifying Purpose &
Audience
Sequencing events
Synthesize information






Vocabulary: 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. (RL.4)

Vocabulary (Academic): Determine or clarify the meaning
of unknown and multiple-meaning words and phrases
based on grades 9-10 content, choosing flexibly from a
range of strategies. (L.4)
Use context as a clue to the meaning of a word or
phrase. (L.4.a)
Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech.
(L.4.b)
Verify the preliminary determination of the
meaning of a word or phrase. (L.4.d)
Identify antonyms and synonyms for vocabulary
words. (MAP Goal Strand Word Analysis &
Vocabulary Skills Range 221-230)
New MAP Words: pathetic fallacy, paradox

Vocabulary (Content-Specific): Demonstrate
understanding of figurative language, word relationships,
and nuances in word meanings. (L.5)
Interpret figures of speech (oxymoron, pun,
metaphor, etc.) in context and analyze their role in
the text. (L.5.a)
Analyze nuances in the meaning of words with
similar denotations (example: conjure vs. invoke).
(L.5.b)
Acquire and use accurately general academic 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




Writing
Formal writing
Informal writing
Organization
Ideas
Conventions
Voice
Sentence Fluency
Word Choice
Purpose
Audience






Speaking
Refer to textual
evidence
Analyze
Summarize
Compare & Contrast
Evaluate
Build on ideas
Clarify
Challenge
Justify
Support
Respond
Pose questions

expression. (L.6)
MAP New Word: identify Prologue of R & J as a
sonnet

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

Conduct a short research project (informal response to
literature) to answer a question or solve a problem;
demonstrating understanding of the subject under
investigation. (W.7)

Draw evidence from literary or informational texts (R & J)
to support analysis, reflection, and research. (W.9)

Write routinely over shorter time frames for a range of
tasks, purposes, and audiences. (W.10)


SPEAKING & LISTENING
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners, building on others
ideas and expressing their own clearly and persuasively.
(SL.1)
Come to discussions prepared, having read and
researched material under study; explicitly draw on
that preparation by referring to evidence from
texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of
ideas. (SL.1.a)
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. (SL.1.c)
Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and reasoning
presented. (SL.1.d)

Integrate multiple sources of information presented in
diverse media or formats (e.g. visually, quantitatively,
orally) evaluating the credibility and accuracy of each
source. (SL.2)

Evaluate a speakers point of view, reasoning, and use of
evidence and rhetoric, identifying any fallacious reasoning
or exaggerated or distorted evidence. (SL.3)



Nine
Weeks
Content / Terms
Covered
Skills
(Common Core)
Assessments
(Des Cartes Strands)
Resources

3
rd
Nine
Weeks

Research
Unit

Genre
Nonfiction
Research Articles
Periodicals / Database


Reading Strategies
Textual evidence
Summarizing
Questioning
Analyzing
Evaluating
Comparing & Contrasting
Concluding main points
Identifying Purpose &
Audience
Paraphrasing text
Synthesize
















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

Analyze in detail how an authors ideas or claims are
developed and refined by particular sentences,
paragraphs, or larger portions of a text. (RI.4)

Analyze in detail how the authors ideas or claims are
developed and refined by particular sentences or
paragraphs or larger portions of a text (e.g. a section or
chapter). (RI.5)

Determine an authors point of view or purpose in a text
and analyze how an author uses rhetoric to advance that
point of view or purpose. (RI.6)

Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false
statements and fallacious reasoning. (RI.8)

Vocabulary: Acquire and use accurately domain-specific
words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career
readiness level. (L.6)

Des Cartes Reading Strategies and Comprehension Goal
Strands for RIT Score Range 221-230:
Evaluates passages to determine the bias found in
informational texts.
Classifies examples of propaganda to determine

SUMMATIVE

Writing
Research Paper

Research Unit Pre-Test
and Post-Test

Smaller Writing
Assignments that Cite
Research

Monday Fundays!


Speaking and Listening
Research Presentation



RESOURCES
Write Source

Primary and
Secondary
Database Sources

Library Databases

PowerPoint Notes

6 Traits Rubric

The Owl: MLA

PowerPoint Notes

Monday Funday
Mini-lesson and
activities












Writing
Persuasive writing
Formal writing
Informal writing
Organization
Ideas
Conventions
Voice
Sentence Fluency
Word Choice
Presentation
Purpose
Audience
MLA
Thesis
Hook
Preview
Topic Sentence
Main Point
Credible Source
Supporting Details
Textual Evidence
Closing Sentence
Clincher
the method of persuasion used in information
texts.
Evaluates specific examples of loaded words
propaganda in informational text (glittering
generalities, clich, flag-waving).
Describes characteristics to consider when
evaluating the validity of informational texts
Interprets assertion in informational texts.
Evaluates the authors specific purpose for a
persuasive informational passage.


WRITING
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. (W.1)
Introduce precise arguments, distinguish them
from counterarguments, and create an
organization that establishes clarity among claims,
counterarguments, rebuttals, reasons, and
evidence (ideas). (W.1.a)
Develop argument(s) and counterarguments
fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a
manner that anticipates the audiences
knowledge level and concerns (ideas). (W.1.b)
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 counterargument(s) (organization
and sentence fluency). (W.1.c)
Establish and maintain a formal style and
objective tone (voice) while attending to the
norms and conventions of a persuasive research
paper. (W.1.d)
Database
Domain
Works Cited
Internal Citation
In-text Citation
Parenthetical Citation
Signal Phrase
Direct Quote
Paraphrase
Transitions
Framing
Annotating
Notecards























Provide a concluding statement or section that
follows from and supports the argument
presented (ideas and organization). (W.1.e)


Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly
and accurately through the effective selection,
organization, and analysis of content (W.2).
Introduce a topic; organize complex ideas,
concepts, and information to make important
connections and distinctions; include formatting,
graphics, and multimedia when useful to aiding
comprehension (W.2.a).
Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audiences
knowledge of the topic (W.2.b).
Use appropriate and variety transitions to link the
major sections of the text, create cohesion, and
clarify the relationships among complex ideas and
concepts (W.2.c).
Use precise language and domain-specific
vocabulary to manage the complexity of the topic
(W.2.d).
Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of discipline in which they are writing
(W.2.e.).

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






































Develop and strengthen writing as needed by prewriting,
drafting, revising, editing, and publishing (The Writing
Process). (W.5)

Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products, taking advantage of technologys capacity to
link to other information and to display information
flexibly and dynamically. (W.6)

Conduct a sustained research project to answer a
question; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation. (W.7)

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness and credibility 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
MLA format for a citation; correctly utilize paraphrased
information and direct quotes. (W.8)

Write routinely over extended time frames for research,
reflection, and revision. (W.10)

Demonstrate command of conventions:
Use parallel structure. (L.1.a)
Use various types of clauses (independent,
dependent, noun, relative, adverbial) to convey
specific meaning and add variety and interest to
writing presentations. (L.1.b)
Use standard English capitalization, punctuation,
and spelling when writing (semicolon, colon,






Speaking
Refer to textual evidence
Analyze
Summarize
Compare
Contrast
Evaluate
Build on ideas
Persuade
Clarify
Challenge
Justify
Support
Respond
Pose


comma). (L.2.a, b, c)

Write and edit work so that it conforms to MLA style
guidelines. (L.3.a.)


SPEAKING & LISTENING
Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and
relevant and sufficient evidence (SL.1). Analyze the use of
rhetoric in digital media/commercials.
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. (SL.1.a)
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 evidence and
reasoning presented. (SL.1.d)

Integrate multiple sources of information presented in
diverse media or formats, evaluating the credibility and
accuracy of each source. (SL.2)

Evaluate a speakers point of view, reasoning, and use of
evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence. (SL.3)

Present information, findings, and supporting evidence
clearly, concisely, and logically, such that listeners can
follow the line of reasoning and the organization,
development, substance, and style are appropriate to
purpose, audience, and task. (SL.4)

Make strategic use of digital media in presentations to
enhance understanding of findings, reasoning, and
evidence to add interest. (SL.5)

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



Nine
Weeks
Content / Terms
Covered
Skills
(Common Core)
Assessments
(Des Cartes Strands)
Resources

4
th
Nine
Weeks

The
Odyssey

Genre
Unit

Fairy Tale
/ Public
Speaking
Unit

Odyssey terms to
Master
Symbol
Verbal Irony
Situational Irony

Odyssey terms to
Introduce
Myth
Folktale
Epic (poem)
Legend
Archetype
Epic Simile
Epithet
Euphemism
Connotation
Denotation
Epic hero
Parody

Genre Unit
Realistic Fiction
Fantasy
Historical Fiction
Science Fiction
Memoir
Autobiography
Biography
Coming-of-age
Theme
Diction
Colloquial language

READING
Determine a theme or central idea of a text and analyze
in detail its development over the course of the text
(plot), including how it emerges and is shaped and
refined by specific details; provide an objective summary
of the text. (RL.2)

Analyze how complex characters (characterization
round, flat, static, dynamic) develop over the course of a
text, interact with other characters, and advance the plot
or develop the theme. (RL.3)

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 (how the language evokes
a sense of time and place; how it sets a formal or
informal tone). (RL.4)

Analyze how an authors choices concerning how to
structure a text, order events within it (ex: parallel plots),
and manipulate time (pacing, flashbacks) create such
effects as mystery, tension, or surprise. (RL.5)

Analyze a particular point of view or cultural experience
reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
(RL.6)

Recognize various types of conflict (internal and
external) and evaluate their progression and
development throughout the text. (RL.3)


SUMMATIVE

Reading
The Odyssey Pre-Test
and Post-Test

Genre Unit Pre-Test &
Post-Test

Analytical discussions of
literature


Writing
Analytical journal
responses to memoirs
and The Odyssey

Monday Fundays!


Speaking & Listening
Research Presentation
Select a movie and
analyze how it is an epic
poem
compare/contrast with
The Odyssey

Peer feedback rubrics
students identify
fallacious reasoning in
presentations and

RESOURCES
A Long Way Gone
The Glass Castle
Bad Boy
Three Little Words
A Girls Life Online
Night
Sickened

Project Rubric

Role Sheets

Scope magazines

Monday Funday
Mini-lesson and
activities
Dialogue
Epiphany
Narrative
Reflection
Genre
Dystopian

Fairy Tale/Impromptu
Fables
Fairy Tales
Parables
Folktales
Grimm brothers
Genre
Motif
Theme
Contaminated
EPIC
Impromptu



Reading Strategies
Previewing & Predicting
Refer to textual evidence
Summarizing
Connecting
Inferring
Questioning
Imaging
Analyzing
Evaluating
Comparing & Contrasting
Concluding main points
Identifying Purpose &
Audience

Identify the protagonist and antagonist in various
stories, and justify the qualities that define them. (RL.3)

Determine a central idea of a text and analyze its
development over the course of the text (acceptance),
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the
text. (RI.2)

Analyze how the author unfolds an analysis or series of
ideas or events (plot), including the order in which the
points are made, how they are introduced and
developed, and the connections that are drawn between
them. (RI.3)

Determine an authors point of view or purpose in a text
and analyze how an author uses rhetoric to advance that
point of view or purpose. (RI.6)

By the end of grade 9, read and comprehend literary
nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of
the grade. (RI.10)

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

Implement the reading strategies of inferring,
summarizing, connecting, preview/predicting,
questioning and imaging to comprehend grade-level
fiction and nonfiction literature. (RL.10, RI.10)

Vocabulary (Academic): Determine or clarify the
meaning of unknown and multiple-meaning words and
identification of movies


Paraphrasing text
Sequencing events
Synthesize information
Interpret
Describe









Writing
Expository writing
Analytical writing
Formal writing
Informal writing
Organization
Ideas
Conventions
Voice
Sentence Fluency
Word Choice
Purpose
Audience









phrases based on grades 9-10 content, choosing flexibly
from a range of strategies. (L.4)
Use context as a clue to the meaning of a word or
phrase. (L.4.a)
Identify and correctly use patterns of word
changes that indicate different meanings or parts
of speech. (L.4.b)
Verify the preliminary determination of the
meaning of a word or phrase. (L.4.d)
Identify antonyms and synonyms for vocabulary
words. (MAP Goal Strand Word Analysis &
Vocabulary Skills Range 221-230)


WRITING
Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly
and accurately through the effective selection,
organization, and analysis of content (W.2).
Introduce a topic; organize complex ideas,
concepts, and information to make important
connections and distinctions; include formatting,
graphics, and multimedia when useful to aiding
comprehension (W.2.a).
Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audiences
knowledge of the topic (W.2.b).
Use appropriate and variety transitions to link the
major sections of the text, create cohesion, and
clarify the relationships among complex ideas and
concepts (W.2.c).
Use precise language and domain-specific
vocabulary to manage the complexity of the topic
(W.2.d).





































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

Develop and strengthen writing as needed by prewriting,
drafting, revising, editing, and publishing (The Writing
Process). (W.5)

Conduct a sustained research project to answer a
question; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation. (W.7)

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness and credibility 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
MLA format for a citation; correctly utilize paraphrased
information and direct quotes. (W.8)

Write routinely over extended time frames for research,
reflection, and revision. (W.10)

Demonstrate command of conventions:
Use parallel structure. (L.1.a)
Use various types of clauses (independent,
dependent, noun, relative, adverbial) to convey
specific meaning and add variety and interest to
writing presentations. (L.1.b)
Use standard English capitalization, punctuation,
and spelling when writing (semicolon, colon,
comma). (L.2.a, b, c)





Speaking
Refer to textual evidence
Analyze
Summarize
Compare
Contrast
Evaluate
Build on ideas
Persuade
Clarify
Challenge
Justify
Support
Respond
Pose



Write and edit work so that it conforms to MLA style
guidelines. (L.3.a.)


SPEAKING & LISTENING
Initiate and participate effectively in a range of
collaborative discussions. (SL.1)
Work with peers to set rules for collegial
discussions and decision making (e.g. informal
consensus, taking votes on key issues,
presentation of alternative views), clear goals and
deadlines, and individual roles as needed. (SL.1.b)

Integrate multiple sources of information presented in
diverse media or formats, evaluating the credibility and
accuracy of each source. (SL.2)

Evaluate a speakers point of view, reasoning, and use of
evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence. (SL.3)

Present information, findings, and supporting evidence
clearly, concisely, and logically, such that listeners can
follow the line of reasoning and the organization,
development, substance, and style are appropriate to
purpose, audience, and task. (SL.4)

Make strategic use of digital media in presentations to
enhance understanding of findings, reasoning, and
evidence to add interest. (SL.5)

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