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Von Steuben Metropolitan Science CenterEnglish II Scholars – Syllabus for 2012-13

Teacher: Ms. Rachael Wenz [email protected] 773 255-3627Homework: http://www.vonsteuben.org/apps/classes

Welcome to English II for Scholars.

The Expected Result English II - Scholars is an honors course that prepares students for Advanced Placement English Language and Composition and admission to a competitive four-year university. The overarching goal is that students learn how to learn, to read analytically and express their learning in fluent speech and writing. The evidence of each student’s degree of preparation for upper-level courses will be his or her mastery of the Common Core Learning Standards1 at the sophomore and part of the junior level in reading, writing, speaking, and listening. This evidence can be shown through writing, speeches, participation in seminars, blog entries, research, and interdisciplinary projects, all leading to an end-of-the-year portfolio to defend to a group of teachers.

The Course Content Students will receive explicit instruction in critical thinking, close reading and annotation, the writing process, research methods, vocabulary acquisition, and the conventions of English grammar and syntax. In the course of learning to read and write arguments, students will write several multiple-draft papers, one of which will be a research paper. Using the tools of critical thinkers, students will learn to discuss independently in a seminar format the central ideas and rhetorical structures of written, oral and visual texts in many forms from advertisements, biographies, editorials, essays, films, memoirs, novels, paintings and photographs to plays, poems, satires, and short stories.

Habits of Learning Students who find the coursework demanding and time-consuming are encouraged to ask for help often. No question is too small after making a conscientious effort to answer it. I encourage parents to ask questions, and I will notify parents immediately when I observe a student seeming to lose control over the learning process. Developing the habits of getting enough rest, making healthy food choices, managing time, organizing materials, and finding a quiet place to do homework are the key to students learning to control their success as Scholars at Von Steuben.

Attendance Students must arrive inside each classroom on time with required materials, ready to learn. Being tardy means the student is not in his or her seat when the bell rings. Stops at the student’s locker or in restroom must be planned carefully to avoid being tardy to class. Tardies add up to cuts and will result in detentions or make up sessions before or after school. Excessive unexcused absences (cuts or absences without a parent’s notes) will result in a discipline referral. No make up work will be given for cuts or tardiness. For an absence to be excused, the student must deliver an explanatory note from the parent to the Attendance Office within 72 hours of returning to school. Otherwise, the absence becomes a cut.

1 Start here: http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards-6-12/college-and-career-readiness-anchor-standards-for-reading/. Look at Anchor Standards in reading, writing, listening/speaking, and language, and then move to the specific standards for 9 th-10th grades and for 11th-12th grades. “Language” in Common Core includes grammar, syntax and vocabulary.

mailto:[email protected]

http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards-6-12/college-and-career-readiness-anchor-standards-for-reading/

Homework Reading, writing, and research outside of class help students practice independent thought and research. Most assignments require 45-60 minutes per day; however, even when an assignment takes less time, the student should re-read materials, revise their writing, and read for leisure (magazines, newspapers, books). Students should expect to spend about 5 hours per week on English II homework.

Students and parents can find detailed assignments posted at www.vonsteuben.org/apps/classes. Then look for English, Wenz, English II Scholars. Assignment titles only, not the detail of the assignments, are also shown on the student and parent portal of Gradebook. Grades are posted weekly on Friday afternoons for most assignments received through Tuesdays; extensive assignments may take longer to read, evaluate, and grade. I will call the parents of students who are not performing adequately, so I recommend against checking the portal daily. My focus is on the student’s growth over time.

Late Assignments Students must turn in assignments at the beginning of the class period when due. To be accepted without penalty, late assignments must be turned in on the second day of the student’s return from an excused absence. If a student is absent for several days in a row, please email me to arrange for doing schoolwork at home. Except in the case of severe illness, waiting until returning to school to learn about missing assignments could lead to an overwhelming amount of make-up work. Some assignments are not easily transferred via telephone or email because they depend on activities during class time. Therefore, communication is critical to the student’s success during an illness of 2 days or more.

Students who participate in a Student-Related Activity (SRA) such as field trips, sports, academic competitions, and performances are responsible for arranging with the teacher before the absence begins. Teachers reserve the right to refuse to sign an SRA form if grades or behavior warrants it.

Student Conduct Teachers will make every effort to redirect behavior that detracts from teaching and learning or adversely affects the morale of the class. Appropriate penalties for instances of disruptive behavior may involve a warning, a call to a parent, a conference with an administrator, a conference among the parent, student and teacher, or other penalties that conform to the Student Code of Conduct.

Plagiarism Students must provide accurate and complete citation of their use of any works created, designed, filmed, recorded, or otherwise rendered by another person. Copying text from the Internet, providing photographs or other visual representations in anything handed in for a grade, or using the work of others in any manner while representing it as the student’s own work is a violation of ethical behavior, CPS policy, and the Von Steuben disciplinary policy. Plagiarism is treated as theft at Von Steuben.

Texts Kaufman, Moises. 33 Variations. TimeLine Theater will provide the scripts. Douglass, F. Narrative of the Life of Frederick Douglass. Gaines, E. J. A Lesson before Dying.Wright, R. Black Boy.Alvarez, J. In the Time of the Butterflies.Erdrich, L. Love Medicine. Lahiri, J. The Namesake.Miller, A. The Crucible. Photocopied poems, stories, essays and articles will also be handed out to students. These include excerpts of works dating from the American Revolution to newspaper articles written in 2012.

Eng II Sch Syllabus 2012-13

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http://www.vonsteuben.org/apps/classes

The following titles will be used in the classroom as reference books and for short readings. Applebee, A. et al. The Language of Literature – American Literature. Evanston, IL: McDougall-Littell, 1997. Lester, M. et al. Writer’s Choice Grammar and Composition. New York: Glencoe McGraw Hill, 2005. Grading Scale and Policy Grades will be based on the following assignments and weights:Assignment Categories WeightReading Comprehension (evidence of critical thinking about reading as shown in reading journals, annotations of texts, seminars, informal writing in response to reading, tests and quizzes on texts).

40%

Writing (argumentation, narration, exposition, persuasion, research) and conventions of English usage and mechanics.

40%

Word Knowledge 15%

Non-cognitive Skills (punctuality, preparedness, respect for others) 5%

Common Core State Standards The goal of this class is for students to learn how to learn, with particular focus on close reading and extensive writing as defined in the Common Core State Standards. Students in English II Scholars are expected to master the standard checked by the end of the unit that follows the last checkmark in the row. For example, in Unit 3 students should have mastered the standard “Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,” which is shown with checkmarks under Units 1 and 2 on page 9, below.


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Grading Scale90-100% A80-89% B70-79% C60-69% DBelow 60 F

Please review the chart of Common Core State Standards on pages 9-15 to see which skills we will study.

Schedule of Units and Assessments

Unit I: September 4 – October 3Why do humans tell stories?

Unit 1 Texts Short excerpts from memoirs, biographies, current news reports, and classical essays.Ernest J. Gaines’ A Lesson before Dying.

Unit 1 Major Summative Assessments (measurement method in parentheses)Annotation of texts. (Rubric that students have already applied to their own work)

Narrative paper (2-4 pages) that demonstrates mastery of using narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (Rubric normed by students evaluating drafts)

Written analysis of the argument in a reading passage that demonstrates developing control over analytical writing with mastery at end of semester. (AP-style scoring guide)

Seminar on A Lesson before Dying using student-generated questions on narrative structure. (Rubric)

Test on identifying and writing parallel structure.

Unit 2: October 4 - November 9Why do we tell our own stories? Why do we act them out for others?

Unit 2 Texts Frederick Douglass’ Narrative in the Life of a Slave.Kaufman, Moisés. 33 VariationsShort excerpts from memoirs, biographies, current news reports, and classical essays.

Unit 2 Major Summative AssessmentsPeer-reviewed personal essay (2-5 pp) about an event in the past and its influence on the present. (AP-style scoring guide)

Peer reviewed analysis (4-5 pp) of one or two works on the author’s argument, intended audience, and/or appeals to ethos, pathos and logos. (AP-style scoring guide.)


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Seminar on central arguments in Douglass based on student-developed questions before the seminar. (One substantive contribution in the seminar.)

Test on annotation based on instruction and practice with rubric. (Rubric)

AP-style reading comprehension test using texts that complement the unit readings, with focus on locating details, development of author’s ideas, determining word meanings and cumulative effects of word choices on meaning and tone.

ACT-style multiple choice English test on conventions of usage and mechanics, with emphasis on semicolons and colons.

Vocabulary test on stems and affixes of words in texts.

The remainder of the syllabus with all units and Common Core standards is at www.vonsteuben.org/apps/classes. Look under English for the name Ms. Wenz to find the syllabus and homework assignments.

Unit 3: November 13 – Dec. 21Why do we trust an author? Should we?

Unit 3 TextsRichard Wright’s Black Boy.PoetryEssays from various historical periods on American slavery and the two Great Migrations of African-Americans from the South to the North and West.

Unit 3 Major Summative AssessmentsPeer reviewed research analysis (4-10 pp) of one or two texts (including seminal works of American history from Wright’s lifetime) about the author’s argument, intended audience, and/or appeals to ethos, pathos and logos, with focus on student’s use of language. (AP-style scoring guide)

Synthesis paper on several sources of [non-fiction] information from Wright’s era, with focus on conclusion. (AP-style scoring guide for research skills)

Oral presentation of research results in visual or quantitative format without PowerPoint. (Rubric)

Seminar on Wright’s credibility as an author; as a narrator; on whether there is a conflict between the roles in autobiography. (Substantive contribution to discussion at least once in every seminar period based on student-developed questions before the seminar.)

ACT-style multiple choice English test on conventions of usage and mechanics, with focus on transitions.

AP-style multiple choice reading test using texts that complement the unit readings, with focus on author’s point of view and use of rhetoric to advance it.


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http://www.vonsteuben.org/apps/classes

Student-teacher conference on writing, using all exemplars since beginning of year.

Unit 4: January 7 - January 24, 2013Do we like to read and view dissimilar ideas or do we like predictability?

Unit 4 TextsThoreau, “Civil Disobedience”Emerson, “Self-Reliance”)Selected poetry by Walt Whitman and other mid-19th century American poets.Critiques of Transcendentalists’ beliefs and writings by their contemporaries

Unit 4 Major Summative AssessmentsThe culminating assessment is a pair of seminars, one on Thoreau and one on Emerson. Each depends on integrating all the standards shown above for Unit 4, with emphasis on comprehension of complex ideas couched in unfamiliar 19th cent. language. (Substantive contribution to discussion at least once in every seminar period based on student-developed questions before the seminar.)

Semester 2

Unit 5: January 28 – February 27 Are the stories of subjugated peoples about the storyteller or about the subjugator?

Unit 5 Texts Erdrich, Love Medicine

Excerpts from:Red Jacket’s Speech on Religion (1805)Chief Seattle’s Treaty Oration (1854)Zinn, A People’s History of the United StatesAudio excerpt from Alexie, The Absolutely True Diary of a Part-Time Indian

Unit 5 Summative Assessment: Research Paper, with the steps listed here:Read articles, book chapters, monographs, studies, and other sources of written information on a topic related to the role of American Indian history, art, myth, music, ritual, and story in contemporary society.


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Learn the rudiments of citation so that you can make reading notes in an organized system (such as research note cards to collect and organize the information). Control citations with each notecard. In the course of reading on a topic, develop research questions for possible exploration.

Using readings on a topic, write a proposal or hypothesis to investigate through additional research. Conduct that additional reading.

Summarize on notecards the information germane to the topic, reshaping the topic as additional information takes your thinking in a particular direction.

Write a research question that your research suggests, and seek to answer the question, coming to a statement of your thesis on the topic. This is a refinement of your earlier hypothesis/proposal.

Write a metacognitive paragraph (or more) in which you determine how you moved from topic to exploration to problem to hypothesis to additional research to thesis. What are you trying to learn? Explain this to the entire class in a seminar-like setting.

Present research question to class to have class ask questions about your topic, process, barriers, dead ends, and use of multiple sources and media. Comment on how you determined the credibility and bias of each source.

Define “exhaustive research.”

Draft a paper, starting with context and thesis and building support for the thesis based in research.

Produce the complete paper suitable for publishing, including Works Cited, in MLA format.

Unit 6: February 28 - March 28Is truth stranger than fiction? What makes a person, event, or phenomenon factual or fictional?

Unit 6 TextsAlvarez, In the Time of the Butterflies

Excerpts from:Articles and books on resistance to dictatorsArticles and books on the influence of women’s rhetoric on political and social change

Unit 6 Major Summative Assessments

Group project of a 5-minute to 7-minute Prezi, video, play, oration, musical performance with a focus on the sequence and structure of the production. (Single rubric designed by class for all presentations)

Prepare a RAFT paper in which you adopt a role, audience, format, and topic related to the central ideas in Butterflies. Revise after obtaining comments from two peers. Read aloud, and take questions prepared by certain audience members about the role/character you adopted. (Rubric for


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writing; rating scale for logic and relevance of your replies to the questioners. Questioners are rated by rest of audience on the depth and relevance of their questions.)

Vocabulary test on connotations.

AP-style multiple choice reading comprehension test.

ACT-style test on conventions, with emphasis on colons, semicolons, and commas.

Unit 7: April 8 – May 3 Are analogies, comparisons, symbols, allegories, and metaphors fair?

Unit 7 TextsMiller, The CrucibleVideo clips from The Front, Good Night and Good Luck, HUAC Hearings, The Crucible.Excerpts of work (written or visual) by blacklisted artists.

Unit 7 Major AssessmentsDebates on student-developed questions about privacy and the public’s right to know, such as on preventing danger to the country by people considered to be “terrorists” or on privacy tradeoffs in an electronic nation. (Student-developed rubric)

Final essay taking a position on the DBQ: “What caused the Salem Witch Trials of 1692?” (Student-developed rubric)

ACT-style multiple choice English test on phrases and clauses as absolutes, appositives, and transitions.

Unit 8 : May 28 – June 142

Can art have a nationality? Is there such a thing as American literature?

TextsLahiri, The NamesakeEssays and commentaries by writers who learned English in childhood or adulthood, such as Firouz Dumas, Anchee Min, Aleksandar Hemon, Ha Jin, Samina Ali, Edwidge Danticat, Bharati Mukherjee, Vladimir Nabokov, Ursula Hegi, Jamaica Kincaid, and many more.

Unit 8 Major AssessmentsClass newspaper of immigrant feature stories, news, opinion, fashion, arts reviews, sports, based on student research, direction of “editorial board,” and student-directed interviews, rewrites, and fact checking. (Student-developed rubric)

2 The exact dates of the last unit will be announced after CPS identifies make-up days for the CTU strike that took place in September 2012.Eng II Sch Syllabus 2012-13

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AP-style multiple choice reading comprehension test.

ACT-style test on appositives, sentence revision


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Unit Common Core State Standard

1 2 3 4 5 6 7 8 Reading for Information (RI) and Reading Literature (RL)

✔ ✔ 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.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

✔ ✔ 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.

✔ ✔ ✔ ✔ 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.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

✔ ✔ ✔ ✔ RI.11-12.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

✔ ✔ ✔ ✔ RI.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).

✔ ✔ ✔ 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).

✔ ✔ ✔ RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

✔ ✔ ✔ ✔ ✔ 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, tension, or surprise.

✔ ✔ ✔ ✔ ✔ ✔ 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.

✔6

✔8

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.


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1 2 3 4 5 7 Reading for Information (RI) and Reading Literature (RL)

✔ ✔ ✔ ✔ RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

✔ ✔ ✔ RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

✔ ✔ ✔ ✔ RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts.

✔ ✔ RI.9-10.10. By the end of grade 10, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

1 2 3 4 5 6 7 8 Writing

✔ ✔ ✔ ✔ ✔ ✔ W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

✔ ✔ ✔ ✔ ✔ Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence

✔ ✔ ✔ ✔ ✔ Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner hat 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) nnd 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.

✔ ✔ ✔ ✔ ✔ 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.

✔

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✔

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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.


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1 2 3 4 5 6✔ ✔ Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations,

or other information and examples appropriate to the audience’s knowledge of the topic.

✔ ✔ ✔ ✔ ✔ Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

✔ ✔ ✔ Use precise language and domain-specific vocabulary to manage the complexity of the topic

✔ ✔ ✔ Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline.

✔ ✔ ✔ 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).

✔ ✔ ✔ W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

✔ ✔ Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

✔ ✔ Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

✔ ✔ Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

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

✔ ✔ Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

✔ ✔ ✔ ✔ ✔ ✔ W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

✔ ✔ ✔ ✔ ✔ 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.

✔ ✔ ✔ ✔W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


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1 2 3 4 5 6 7 8✔ ✔ ✔ ✔ ✔ W.9-10.7. 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.

✔ ✔ ✔ ✔ W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

✔ ✔ ✔ W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

✔ ✔ 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”).

✔ ✔ ✔ W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

1 2 3 4 5 6 7 8 Speaking & Listening

✔ ✔ ✔ SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher -led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

✔ ✔ 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.

✔ ✔ 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.

✔ ✔ ✔ ✔ ✔ 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.


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1 2✔

3✔

4✔

5✔

6✔

7 8 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.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

✔ ✔ ✔ ✔ ✔ SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

✔ ✔ ✔ SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

✔ ✔ ✔ ✔ SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

✔ ✔ ✔ SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

1 2 3 4 5 6 7 8 Language

✔ ✔ ✔ ✔ L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

✔ ✔ ✔ ✔ 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.

✔ ✔ ✔ ✔ ✔ ✔ Use parallel structure.

✔ ✔ L.9-10.2. 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.

✔ ✔ ✔ ✔ L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


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1 2 3 4 5✔

6✔

7 8 Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

✔ ✔ ✔ L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

✔ ✔ ✔ Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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

✔ ✔ Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

✔ ✔ Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

✔ ✔ L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

✔ ✔ ✔ Interpret figures of speech in context and analyze their role in the text.

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


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The Common Core State Standards state: “To become college and career ready, students must grapple with worksof exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.

“Students in grades 6–12 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.”

Literature Informational Text

Stories Drama Poetry Literary nonfiction

Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels

Includes one-act and multi-act plays, both in written form and on film

Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics

Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience


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