2012-2013 instructional guide map · * only quarters 1-3 have associated benchmark exams....

• Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective

strategies to teach California high priority standards throughout the year. Every standard will be assessed with 3-5 questions on the benchmark.

* Only Quarters 1-3 have associated benchmark exams. Instruction continues with addressed standards until the end of the year. Map rev. 7/2012

2012-2013 Instructional Guide Map English/Language Arts Grade 9

i

Quarter 1

Instructional Days August 6 – September 28 Benchmark Assessments October 1-5

Pupil Free / Teacher PD October 8 Re-teach Targeted Standards October 9-12

Standards Assessed on

Benchmark

Reading 1.2 Vocabulary and Concept Development: Distinguish between the denotative and connotative meanings of words and interpret the connotative power of words. Reading 3.3 Narrative Analysis of Grade-Level-Appropriate Text: Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. Reading 3.5 Narrative Analysis of Grade-Level-Appropriate Text: Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Reading 3.6 Narrative Analysis of Grade-Level-Appropriate Text: Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks). Reading 3.9 Narrative Analysis of Grade-Level-Appropriate Text: Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. Language Conventions 1.3 Grammar and Mechanics of Writing: Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. Language Conventions 1.4 Manuscript Form: Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Writing 1.2 Organization and Focus: Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice Writing 1.4 Research and Technology: Develop main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, and definitions). Writing 1.9 Evaluation and Revision: Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.





ii

Quarter 2

Instructional Days October 17 – December 9 Benchmark Assessments December 10-14

Pupil Free / Teacher PD January 7 Re-teach Targeted Standards January 8-11


Benchmark

Reading 1.1 Vocabulary and Concept Development: Identify and use the literal and figurative meanings of words and understand word derivations. Reading 2.1 Structural Features of Informational Materials: Analyze the structure and format of functional workplace documents including the graphics and headers and explain how authors use the features to achieve their purposes. Reading 2.2 Structural Features of Informational Materials: Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. Reading 2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: Generate relevant questions about readings on issues that can be researched. Reading 2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. Reading 2.7 Expository Critique: Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. Reading 2.8 Expository Critique: Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material). Language Conventions 1.2 Grammar and Mechanics of Writing: Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses). Writing 1.1 Organization and Focus: Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. Writing 1.3 Research and Technology: Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources Writing 1.5 Research and Technology: Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical





iii

Quarter Quarter 3

Instructional Days January 14 - March 15 Benchmark Assessments March 18 – 22

Pupil Free / Teacher PD April 1 Re-teach Targeted Standards April 2 - 5


Benchmark

Reading 1.3 Vocabulary and Concept Development: Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo). Reading 3.2 Structural Features of Literature: Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. Reading 3.4 Narrative Analysis of Grade-Level-Appropriate Text: Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. Reading 3.7 Narrative Analysis of Grade-Level-Appropriate Text: Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal. Reading 3.8 Narrative Analysis of Grade-Level-Appropriate Text: Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text. Reading 3.10 Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. Language Conventions 1.1 Grammar and Mechanics of Writing: Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens) Language Conventions 1.5 Manuscript Form: Reflect appropriate manuscript requirements, including: (a) title page presentation, (b) pagination, (c) spacing and margins, (d) and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations. Writing 1.7 Research and Technology: Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style). Writing 1.9 Evaluation and Revision: Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.





iv

Quarter Quarter 4*

Instructional Days April 6 – June 7 Benchmark Assessments CST Testing Window:

April 22 – May 20

Pupil Free / Teacher PD

Re-teach Targeted Standards

Standards Assessed on Benchmark

Reading 2.2 Structural Features of Informational Materials: Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. Reading 2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: Generate relevant questions about readings on issues that can be researched. Reading 2.8 Expository Critique: Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material). Language Conventions 1.1 Grammar and Mechanics of Writing: Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). Language Conventions 1.2 Grammar and Mechanics of Writing: Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses). Language Conventions 1.3 Grammar and Mechanics of Writing: Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. Language Conventions 1.4 Manuscript Form: Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Language Conventions 1.5 Manuscript Form: Reflect appropriate manuscript requirements, including: (a) title page presentation, (b) pagination, (c) spacing and margins, (d) and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations. Writing 1.1 Organization and Focus: Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. Writing 1.2 Organization and Focus: Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. Writing 1.3 Research and Technology: Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. Writing 1.4 Research and Technology: Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). Writing 1.5 Research and Technology: Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). Writing 1.9 Evaluation and Revision: Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

Topics'to'be'Addressed:''''''''''''''''''''''''

Common%Core%State%Standards(CCSS)

High%Priority%CA%State%StandardsBenchmark%Assessment

CST%Items 1ST%Qtr%Items

Medium%Priority%CA%StateSupporting%Standards

CST%Item Textbook%/%Resource

1."Cite"strong"and"thorough"textual"evidence"to"support"analysis"of"what"the"text"says"explicitly"as"well"as"inferences"drawn"from"the"text.3."Analyze"how"complex"characters"(e.g.,"those"with"multiple"or"conflicting"motivations)"develop"over"the"course"of"a"text,"interact"with"other"characters,"and"advance"the"plot"or"developthe"theme.

Reading

Literary%Response3.3%Narrative"Analysis"of"Grade@Level@Appropriate"Text:"Analyze"interactions"between"main"and"subordinate"characters"in"a"literary"text"(e.g.,"internal"and"external"conflicts,"motivations,"relationships,"influences)"and"explain"the"way"those"interactions"affect"the"plot.

2 3@5

Reading

Literary%Response3.7%Narrative%Analysis%of%GradeMLevelMAppropriate%Text:"Recognize"and"understand"the"significance"of"various"literary"devices,"including"figurative"language,"imagery,"allegory,"and"symbolism,"and"explain"their"appeal.

2

1."Cite"strong"and"thorough"textual"evidence"to"support"analysis"of"what"the"text"says"explicitly"as"well"as"inferences"drawn"from"the"text.3."Analyze"how"complex"characters"(e.g.,"those"with"multiple"or"conflicting"motivations)"develop"over"the"course"of"a"text,"interact"with"other"characters,"and"advance"the"plot"or"developthe"theme.

3.4%Narrative%Analysis%of%GradeMLevelMAppropriate%Text:%Determine"�� $�� characters"say"about"themselves"in"narration,"dialogue,"dramatic"monologue,"and"soliloquy.

1 0

Writing

Writing%Applications2.1%Write%biographical%or%autobiographical%narratives%or%short%stories:a."Relate"a"sequence"of"events"and"communicate"the"significance"of"the"events"to"the"audience."b."Locate"scenes"and"incidents"in"specific"places.c."Describe"with"concrete"sensory"details"the"sights,"sounds,"and"smells"of"a"scene"and"the"specific"actions,"movements,"gestures,"and"feelings"of"the"characters;"use"interior"�� $�feelings.d."Pace"the"presentation"of"actions"to"accommodate"changes"in"time"and"mood.e."Make"effective"use"of"descriptions"of"appearance,"images,"shifting"perspectives,"and"sensory"details."

0

��$��%Benchmark%Assessments%and%Instructional%Guide

2012M2013Instructional"Guides"are"provided"as"resource"for"Alliance"classroom"teachers."They"identify"high"priority"grade@level"standards"to"be"taught"during"each"quarter"of"instruction"in"the"context"of"proposed"units"with"a"suggested"amount"of"time.

Unit%1:%Reading,%Writing,%Presenting%Narratives:�� % �� %�� "�� !�� $�� "�� literary"devices,"voice,"tone,"and"description."Students"will"then"write"their"own"personal"narratives,"and"may"want"to"use"the"descriptions"from"the"previous"unit"and"expand"on"them."After"final"revisions,"students"will"prepare"their"narratives"for"presentation,"making"necessary"changes"and"practicing"best"

Prentice%Hall%Timeless%Voices,%Timeless%��$��

"�� #"pp."IN4@IN5"�� #�pp."140@144"��#"p."151"(Anecdote,"Purpose,"Narration)"�� #"p."161"�� !��#"p."163"(Tone,"Responding"to"Literature)






1."Cite"strong"and"thorough"textual"evidence"to"support"analysis"of"what"the"text"says"explicitly"as"well"as"inferences"drawn"from"the"text.5.�� ! ��$�� text,"order"events"within"it"(e.g.,"parallel"plots),"and"manipulate"time"(e.g.,"pacing,"flashbacks)"create"such"effects"as"mystery,"tension,"or"surprise.

3.6%Narrative%Analysis%of%GradeMLevelMAppropriate%Text:"Analyze"and"�� $�� time"and"sequence,"including"the"use"of"complex"literary"devices"(e.g.,"foreshadowing,"flashbacks).

1 3@5

2.2%Write%response%to%literature:a.%Demonstrate"a"comprehensive"grasp"of"the"significant"ideas"of"literary"works.b."Support"important"ideas"and"viewpoints"through"accurate"and"detailed"references"to"the"text"or"to"other"works.a."Demonstrate"awareness"of"the"��$�� an"appreciation"of"effects"created.b."Identify"and"assess"the"impact"of"perceived"ambiguities,"nuances,"and"complexities"within"a"text.

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

3.9%Narrative%Analysis%of%GradeMLevelMAppropriate%Text:"Explain"how"voice,"persona,"and"the"choice"of"a"narrator"affect"characterization"and"the"tone,"plot,"and"credibility"of"a"text.

1 3@5

Listening%and%Speaking

Listening%and%Speaking%Strategies1.7%Use"props,"visual"aids,"graphs,"and"electronic"media"to"enhance"the"appeal"and"accuracy"of"presentations.1.11"Assess"how"language"and"delivery"affect"the"mood"and"tone"of"the"oral"communication"and"make"an"impact"on"the"audience.

1."Demonstrate"command"of"the"conventions"of"standard"English"grammar"and"usage"when"writing"or"speaking.a."Use"parallel"structure.*b."Use"various"types"of"phrases"(noun,"verb,adjectival,"adverbial,"participial,"prepositional,"absolute)"and"clauses"(independent,"dependent;"noun,"relative,"adverbial)"to"convey"specificmeanings"and"add"variety"and"interest"to"writing"or"presentations.2."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.

Writing

Written%and%Oral%English%Language%Conventions1.1%Grammar%and%Mechanics%of%Writing:%Identify"and"correctly"use"clauses"(e.g.,"main"and"subordinate),"phrases"(e.g.,"gerund,"infinitive,"and"participial),"and"mechanics"of"punctuation"(e.g.,"semicolons,"colons,"ellipses,"hyphens).

Speaking%Applications2.3"Use"props,"visual"aids,"graphs,"and"electronic"media"to"enhance"the"appeal"and"accuracy"of"presentations.

1."Demonstrate"command"of"the"conventions"of"standard"English"grammar"and"usage"when"writing"or"speaking.a."Use"parallel"structure.*b."Use"various"types"of"phrases"(noun,"verb,adjectival,"adverbial,"participial,"prepositional,"absolute)"and"clauses"(independent,"dependent;"noun,"relative,"adverbial)"to"convey"specificmeanings"and"add"variety"and"interest"to"writing"or"presentations.

1.2%Grammar%and%Mechanics%of%Writing:%Understand"sentence"construction"(e.g.,"parallel"structure,"subordination,"proper"placement"of"modifiers)"and"proper"English"usage"(e.g.,"consistency"of"verb"tenses)

3 0

Prentice%Hall%Timeless%Voices,%Timeless%��$��

"�� #"pp."IN4@IN5"�� #�pp."140@144"��#"p."151"(Anecdote,"Purpose,"Narration)"�� #"p."161"�� !��#"p."163"(Tone,"Responding"to"Literature)






1."Demonstrate"command"of"the"conventions"of"standard"English"grammar"and"usage"when"writing"or"speaking.a."Use"parallel"structure.*b."Use"various"types"of"phrases"(noun,"verb,adjectival,"adverbial,"participial,"prepositional,"absolute)"and"clauses"(independent,"dependent;"noun,"relative,"adverbial)"to"convey"specificmeanings"and"add"variety"and"interest"to"writing"or"presentations.2."Demonstrate"command"of"the"conventions"of"standard"English"capitalization,"punctuation,"andspelling"when"writing.a."Use"a"semicolon"(and"perhaps"a"conjunctive"adverb)"to"link"two"or"more"closely"relatedindependent"clauses.b."Use"a"colon"to"introduce"a"list"or"quotation.c."Spell"correctly.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.a."Write"and"edit"work"so"that"it"conforms"to"the"guidelines"in"a"�� ' #�#"��"��$�� (appropriate"for"the"discipline"and"writing"type.

1.3%Grammar%and%Mechanics%of%Writing:%Demonstrate"an"understanding"of"proper"English"usage"and"control"of"grammar,"paragraph"and"sentence"structure,"diction,"and"syntax.

3 3@5

2."Demonstrate"command"of"the"conventions"ofstandard"English"capitalization,"punctuation,"andspelling"when"writing.a."Use"a"semicolon"(and"perhaps"a"conjunctiveadverb)"to"link"two"or"more"closely"relatedindependent"clauses.b."Use"a"colon"to"introduce"a"list"or"quotation.c."Spell"correctly.

1.4%Manuscript%Form:%Produce"legible"work"that"shows"accurate"spelling"and"correct"use"of"the"conventions"of"punctuation"and"capitalization.

3 3@5

3."Apply"knowledge"of"language"to"understand"howlanguage"functions"in"different"contexts,"to"makeeffective"choices"for"meaning"or"style,"and"tocomprehend"more"fully"when"reading"or"listening.a.%Write"and"edit"work"so"that"it"conforms"to"theguidelines"in"a"style"manual"(e.g.,"MLA��"��$�� (appropriate"for"the"discipline"and"writing"type.

1.5%Manuscript%Form:%Reflect"appropriate"manuscript"requirements,"including:&�� "&��"�&��"&�� support"material"(e.g.,"in@text"citation,"use"of"direct"quotations,"paraphrasing)"with"appropriate"citations.

1 0






2."Write"informative/explanatory"texts"to"examine"andconvey"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,"andsufficient"facts,"extended"definitions,"concrete"details,"quotations,"�� $��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"objectivetone"while"attending"to"the"norms"and"conventions"of"the"discipline"in"which"they"are"writing.f.%Provide"a"concluding"statement"or"section"thatfollows"from"and"supports"the"information"or"explanation"presented"(e.g.,"articulating"implications"or"the"significance"of"the"topic).

Writing%Strategies1.2%Organization%and%Focus:"Use"precise"language,"action"verbs,"sensory"details,"appropriate"modifiers,"and"the"active"rather"than"the"passive"voice

3 3@5

5."Develop"and"strengthen"writing"as"needed"byplanning,"revising,"editing,"rewriting,"or"trying"anew"approach,"focusing"on"addressing"what"is"mostsignificant"for"a"specific"purpose"and"audience.

1.9%Evaluation%and%Revision:%Revise"writing"to"improve"the"logic"and"coherence"of"the"organization"and"controlling"perspective,"the"precision"of"word"choice,"and"the"tone"by"taking"into"consideration"the"audience,"purpose,"and"formality"of"the"context.

6 3@5

Topics'to'be'Addressed:''''''''''''''''''''''''4��! #%�� &��,��#��#��punctuation)in)poetry4� ��%�#!#�%��! �%#*4��$�� #�&��%�5��%�#!#�%�%� �6.�literary)analysis)of)poetry4�� !�#��! �%��( #�$4�� !�#��# $$��#�$4��%#&�%&#��%�#�#*�#�$! �$�$��%��poetic)work)(MLA)style)4��#�%�"&��,�#�'��(��,��#�'�$��%�#�#*�responses)






4.)Determine)or)clarify)the)meaning)of)unknown)and)multiple<meaning)words)and)phrases)based)on)grades):387�#�� %��%,�� $��)��*��# ��#��of)strategies.a.)Use)context)(e.g.,)the)overall)meaning)of)a)sentence,)!�#��#�!�,� #�%�)%-��( #�0$�! $�%� �� #��&��%� ��sentence))as)a)clue)to)the)meaning)of)a)word)or)phrase.b.)Identify)and)correctly)use)patterns)of)word)changes)that)indicate)different)meanings)or)parts)of)speech)(e.g.,)analyze,)analysis,)analytical;)advocate,)advocacy).c.)Consult)general)and)specialized)referencematerials)(e.g.,)dictionaries,)glossaries,thesauruses),)both)print)and)digital,)to)find)thepronunciation)of)a)word)or)determine)or)clarify)itsprecise)meaning,)its)part)of)speech,)or)itsetymology.d.)Verify)the)preliminary)determination)of)the)meaning)of)a)word)or)phrase)(e.g.,)by)checking)theinferred)meaning)in)context)or)in)a)dictionary).5.)Demonstrate)understanding)of)figurative)language,)word)relationships,)and)nuances)in)word)meanings.a.)Interpret)figures)of)speech)(e.g.,)euphemism,oxymoron))in)context)and)analyze)their)role)in)thetext.b.)Analyze)nuances)in)the)meaning)of)words)withsimilar)denotations.

Reading

Word%Analysis,%Fluency,%and%Systematic%Vocabulary%Development1.1%Vocabulary%and%Concept%Development:%Identify)and)use)the)literal)and)figurative)meanings)of)words)and)understand)word)derivations.

5 0

Reading

Literary%Response3.7%Narrative%Analysis%of%GradeULevelUAppropriate%Text:)Recognize)and)understand)the)significance)of)various)literary)devices,)including)figurative)language,)imagery,)allegory,)and)symbolism,)and)explain)their)appeal.

2

��!��#�� "!�-�� 0Benchmark%Assessments%and%Instructional%Guide

2012U2013Instructional)Guides)are)provided)as)resource)for)Alliance)classroom)teachers.)They)identify)high)priority)grade<level)standards)to)be)taught)during)each)quarter)of)instruction)in)the)context)of)proposed)units)with)a)suggested)amount)of)time.

Unit%2:%Exploring%Poetry:Students)will)continue)to)analyze)language,)focusing)on)its)use,)literal)and)figurative)meanings,)and)placement)in)a)line)of)poetry)or)a)in)sentences)in)paragraphs.)Students)will)also)review)the)use)of)conventions)and)their)significance)in)a)poem)as)well)as)in)a)paragraph.)Students)will)use)their)understanding)of)the)language)and)its)usage)to)interpret)the)meaning)of)the)poems)they)read)during)this)unit,)and)then)write)literary)responses)that)explain)and)defend)their)interpretations.)Students)should)also)compare)different)poetic)works)and)explain)how)the)genre)of)poetry)compares)to)� ��%� �,�!�#$&�$�'�� &��%$�(�%��$��#�%��5$&��$��#/��#%��&%��#��#/0$�1��'��#��2�$!��$% ��&��0$�! ��1�#��##��26/��$��%��$�� !�#�$ ��$��$�% ��%�� &%�� (��#��$��!�$�$��#�%��$� #�% !��$/��%&��%$�(��#�$! �� #��*�% �! �%��works,)and)then)produce)written)responses)that)compare)one)poem)to)another)poem)or)previously)read)work,)and)include)in<text)references)to)the)works)using)MLA)or)CMS)style)guidelines.)

Prentice%Hall%Timeless%Voices,%Timeless%��!�-��*��" &'+)pp.)IN8<IN9*��%�"�� "� �"# �)��!��" �"��!�� " &'+)p.)893*�"� � &��&!�!)� �&��(��"��"� � &��"!'+))p.)895*�"� � &��&!�!)��# �"�$��#��'+�p.)903*�� "� � &�� !'+�.��"�"��/�p.)903*��&"��!!�&'+)p.)911*�"� � &��&!�!)�� &'+)p.)913*�"� � &��&!�!)�� "� � &�� !'+)p.)913*�"� � &��&!�!)�& ��" &��#��$��!'+)p.)925)*�� !��,��,��" �!"��!!�&'+)p.)R18* �!��!��"��"� �"# �'+�pp.)884<887*� �!��"�� !��!�!�"��"� �"# �'+�pp.)888<889

*�� " �!"��'+�p.)1051*�� !��,��,��" �!"��!!�&'+)p.)1063






5.)Demonstrate)understanding)of)figurative)language,)word)relationships,)and)nuances)in)word)meanings.a.)Interpret)figures)of)speech)(e.g.,)euphemism,oxymoron))in)context)and)analyze)their)role)in)the)text.b.)Analyze)nuances)in)the)meaning)of)words)withsimilar)denotations.4.)Determine)the)meaning)of)words)and)phrases)as)they)are)used)in)a)text,)including)figurative,)connotative,)andtechnical)meanings;)analyze)the)cumulative)impact)ofspecific)word)choices)on)meaning)and)tone)(e.g.,)how)the)language)of)a)court)opinion)differs)from)that)of)anewspaper).

1.2%Vocabulary%and%Concept%Development:%Distinguish%between%the%denotative%and%connotative%meanings%of%words%and%interpret%the%connotative%power%of%words.

2 3<5

3.8)Narrative)Analysis)of)Grade<Level<Appropriate)Text:)Interpret)and)evaluate)the)impact)of)ambiguities,)subtleties,)contradictions,)ironies,)and)incongruities)in)a)text.)

0

4.)Determine)or)clarify)the)meaning)of)unknown)andmultiple<meaning)words)and)phrases)based)on)grades):387�#�� %��%,�� $��)��*��# ��#��of)strategies.a.)Use)context)(e.g.,)the)overall)meaning)of)a)sentence,!�#��#�!�,� #�%�)%-��( #�0$�! $�%� �� #��&��%� ��sentence))as)a)clue)to)the)meaning)of)a)word)or)phrase.b.)Identify)and)correctly)use)patterns)of)word)changes)that)indicate)different)meanings)or)parts)of)speech)(e.g.,analyze,)analysis,)analytical;)advocate,)advocacy).c.)Consult)general)and)specialized)reference)materials(e.g.,)dictionaries,)glossaries,)thesauruses),)both)printand)digital,)to)find)the)pronunciation)of)a)word)ordetermine)or)clarify)its)precise)meaning,)its)part)ofspeech,)or)its)etymology.d.)Verify)the)preliminary)determination)of)the)meaningof)a)word)or)phrase)(e.g.,)by)checking)the)inferredmeaning)in)context)or)in)a)dictionary).6.)Acquire)and)use)accurately)general)academic)and)domainspecific)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)orphrase)important)to)comprehension)or)expression.

1.3%Vocabulary%and%Concept%Development:)Identify)Greek,)Roman,)and)Norse)mythology)and)use)the)knowledge)to)understand)the)meaning)of)new)words)(e.g.,)the)word)narcissistic)drawn)from)the)myth)of)Narcissus)and)Echo).

1 0

Writing

Writing%Strategies1.6)Research%and%Technology:%Integrate)quotations)and)citation)into)a)written)text)while)maintaining)the)flow)of)ideas.)

0

2.)Determine)a)theme)or)central)idea)of)a)text)andanalyze)in)detail)its)development)over)the)courseof)the)text,)including)how)it)emerges)and)isshaped)and)refined)by)specific)details;)providean)objective)summary)of)the)text.7.)Analyze)the)representation)of)a)subject)or)a)keyscene)in)two)different)artistic)mediums,including)what)is)emphasized)or)absent)in)each%#��%��%�5�/�/,��&��0$�1�&$��$��&)�#%$2��#�&��0$��$��!��(�%��%�� Icarus).

Literary%Response%and%Analysis3.2%Structural%Features%of%Literature:)Compare)and)contrast)the)presentation)of)a)similar)theme)across)genres)to)explain)how)the)selection)of)genre)helps)shape)theme)or)topic.

2 0

2.2%Write%response%to%literature:a.)Demonstrate)a)comprehensive)grasp)of)the)significant)ideas)of)literary)works.b.)Support)important)ideas)and)viewpoints)through)accurate)and)detailed)references)to)the)text)or)to)other)works.a.)Demonstrate)awareness)of)the)�&%� #0$�&$�� $%*��$%��'��$��an)appreciation)of)effects)created.b.)Identify)and)assess)the)impact)of)perceived)ambiguities,)nuances,)and)complexities)within)a)text.

0

Prentice%Hall%Timeless%Voices,%Timeless%��!�-��*��" &'+)pp.)IN8<IN9*��%�"�� "� �"# �)��!��" �"��!�� " &'+)p.)893*�"� � &��&!�!)� �&��(��"��"� � &��"!'+))p.)895*�"� � &��&!�!)��# �"�$��#��'+�p.)903*�� "� � &�� !'+�.��"�"��/�p.)903*��&"��!!�&'+)p.)911*�"� � &��&!�!)�� &'+)p.)913*�"� � &��&!�!)�� "� � &�� !'+)p.)913*�"� � &��&!�!)�& ��" &��#��$��!'+)p.)925)*�� !��,��,��" �!"��!!�&'+)p.)R18* �!��!��"��"� �"# �'+�pp.)884<887*� �!��"�� !��!�!�"��"� �"# �'+�pp.)888<889

*�� " �!"��'+�p.)1051*�� !��,��,��" �!"��!!�&'+)p.)1063






1.)Cite)strong)and)thorough)textual)evidence)tosupport)analysis)of)what)the)text)says)explicitlyas)well)as)inferences)drawn)from)the)text.2.)Determine)a)theme)or)central)idea)of)a)text)andanalyze)in)detail)its)development)over)the)courseof)the)text,)including)how)it)emerges)and)isshaped)and)refined)by)specific)details;)providean)objective)summary)of)the)text.7.)Analyze)the)representation)of)a)subject)or)a)keyscene)in)two)different)artistic)mediums,including)what)is)emphasized)or)absent)in)each%#��%��%�5�/�/,��&��0$�1�&$��$��&)�#%$2��#�&��0$��$��!��(�%��%�� Icarus).10.)By)the)end)of)grade)9,)read)and)comprehendliterature,)including)stories,)dramas,)and)poems,��%��#��$�:387�%�)%�� !��)�%*��proficiently,)with)scaffolding)as)needed)at)thehigh)end)of)the)range.

3.5%Narrative%Analysis%of%GradeULevelUAppropriate%Text:)Compare)works)that)express)a)universal)theme)and)provide)evidence)to)support)the)ideas)expressed)in)each)work.)

2 3<5

Listening%and%Speaking

Speaking%Applications2.4)Deliver%oral%responses%to%literature:%a.)Advance)a)judgment)demonstrating)a)comprehensive)grasp)of)the)significant)ideas)of)works)or)passages)(i.e.,)make)and)support)warranted)assertions)about)the)text).b.)Support)important)ideas)and)viewpoints)through)accurate)and)detailed)references)to)the)text)or)to)other)works.c.)Demonstrate)awareness)of)the)�&%� #0$�&$�� $%*��$%��'��$��an)appreciation)of)effects)created.d.)Identify)and)assess)the)impact)of)perceived)ambiguities,)nuances,)and)complexities)within)the)text.)

0

1.)Cite)strong)and)thorough)textual)evidence)tosupport)analysis)of)what)the)text)says)explicitlyas)well)as)inferences)drawn)from)the)text.4.)Determine)the)meaning)of)words)and)phrases)asthey)are)used)in)the)text,)including)figurativeand)connotative)meanings;)analyze)thecumulative)impact)of)specific)word)choices)onmeaning)and)tone)(e.g.,)how)the)languageevokes)a)sense)of)time)and)place;)how)it)sets)aformal)or)informal)tone).

3.11%Literary%Criticism:%Evaluate)the)aesthetic)qualities)of)style,)including)the)impact)of)diction)and)figurative)language)on)tone,)mood,)and)theme,)using)the)terminology)of)literary)criticism.)(Aesthetic)Approach).

1 0

1.)Cite)strong)and)thorough)textual)evidence)tosupport)analysis)of)what)the)text)says)explicitlyas)well)as)inferences)drawn)from)the)text.6.)Analyze)a)particular)point)of)view)or)culturalexperience)reflected)in)a)work)of)literature)fromoutside)the)United)States,)drawing)on)a)widereading)of)world)literature.

3.12%Literary%Criticism:%Analyze)the)way)in)which)a)work)of)literature)is)related)to)the)themes)and)issues)of)its)historical)period.)(Historical)approach).

1 0






1.)Demonstrate)command)of)the)conventions)ofstandard)English)grammar)and)usage)when)writing)orspeaking.a.)Use)parallel)structure.*b.)Use)various)types)of)phrases)(noun,)verb,adjectival,)adverbial,)participial,)prepositional,absolute))and)clauses)(independent,)dependent;noun,)relative,)adverbial))to)convey)specificmeanings)and)add)variety)and)interest)to)writingor)presentations.2.)Demonstrate)command)of)the)conventions)ofstandard)English)capitalization,)punctuation,)andspelling)when)writing.a.)Use)a)semicolon)(and)perhaps)a)conjunctiveadverb))to)link)two)or)more)closely)relatedindependent)clauses.b.)Use)a)colon)to)introduce)a)list)or)quotation.c.)Spell)correctly.

Writing

Written%and%Oral%English%Language%Conventions1.1%Grammar%and%Mechanics%of%Writing:)Identify)and)correctly)use)clauses)(e.g.,)main)and)subordinate),)phrases)(e.g.,)gerund,)infinitive,)and)participial),)and)mechanics)of)punctuation)(e.g.,)semicolons,)colons,)ellipses,)hyphens).

3 0

1.)Demonstrate)command)of)the)conventions)ofstandard)English)grammar)and)usage)when)writing)orspeaking.a.)Use)parallel)structure.*b.)Use)various)types)of)phrases)(noun,)verb,adjectival,)adverbial,)participial,)prepositional,absolute))and)clauses)(independent,)dependent;noun,)relative,)adverbial))to)convey)specificmeanings)and)add)variety)and)interest)to)writingor)presentations.2.)Demonstrate)command)of)the)conventions)ofstandard)English)capitalization,)punctuation,)andspelling)when)writing.a.)Use)a)semicolon)(and)perhaps)a)conjunctiveadverb))to)link)two)or)more)closely)relatedindependent)clauses.b.)Use)a)colon)to)introduce)a)list)or)quotation.c.)Spell)correctly.

1.2%Grammar%and%Mechanics%of%Writing:%Understand)sentence)construction)(e.g.,)parallel)structure,)subordination,)proper)placement)of)modifiers))proper)English)usage)(e.g.,)consistency)of)verb)tenses).

3 0






1.)Demonstrate)command)of)the)conventions)ofstandard)English)grammar)and)usage)when)writing)orspeaking.a.)Use)parallel)structure.*b.)Use)various)types)of)phrases)(noun,)verb,adjectival,)adverbial,)participial,)prepositional,absolute))and)clauses)(independent,)dependent;noun,)relative,)adverbial))to)convey)specificmeanings)and)add)variety)and)interest)to)writingor)presentations.2.)Demonstrate)command)of)the)conventions)ofstandard)English)capitalization,)punctuation,)andspelling)when)writing.a.)Use)a)semicolon)(and)perhaps)a)conjunctiveadverb))to)link)two)or)more)closely)relatedindependent)clauses.b.)Use)a)colon)to)introduce)a)list)or)quotation.c.)Spell)correctly.3.)Apply)knowledge)of)language)to)understand)howlanguage)functions)in)different)contexts,)to)makeeffective)choices)for)meaning)or)style,)and)tocomprehend)more)fully)when)reading)or)listening.a.)Write)and)edit)work)so)that)it)conforms)to)the)guidelines)in)a)style)manual)(e.g.,)MLA�� ,��&#��0$��&�� #��#�%�#$6appropriate)for)the)discipline)and)writing)type.

1.3%Grammar%and%Mechanics%of%Writing:)Demonstrate)an)understanding)of)proper)English)usage)and)control)of)grammar,)paragraph)and)sentence)structure,)diction,)and)syntax.

3 3<5

2.)Demonstrate)command)of)the)conventions)ofstandard)English)capitalization,)punctuation,)andspelling)when)writing.a.)Use)a)semicolon)(and)perhaps)a)conjunctiveadverb))to)link)two)or)more)closely)relatedindependent)clauses.b.)Use)a)colon)to)introduce)a)list)or)quotation.c.)Spell)correctly.

1.4%Manuscript%Form:%Produce)legible)work)that)shows)accurate)spelling)and)correct)use)of)the)conventions)of)punctuation)and)capitalization.)

3 3<5

3.)Apply)knowledge)of)language)to)understand)howlanguage)functions)in)different)contexts,)to)makeeffective)choices)for)meaning)or)style,)and)tocomprehend)more)fully)when)reading)or)listening.a.)Write)and)edit)work)so)that)it)conforms)to)theguidelines)in)a)style)manual)(e.g.,)MLA�� ,��&#��0$��&�� #��#�%�#$6appropriate)for)the)discipline)and)writing)type.

1.5%Manuscript%Form:)Reflect)appropriate)manuscript)requirements,)including:4�%�%��!��!#�$��%�%� �,4�!��%� �,4�$!��#��$,4��%��#�%� �� $ &#��support)material)(e.g.,)in<text)citation,)use)of)direct)quotations,)paraphrasing))with)appropriate)citations.)

1 0






4.)Produce)clear)and)coherent)writing)in)which)thedevelopment,)organization,)and)style)are)appropriate)totask,)purpose,)and)audience.)(Grade<specificexpectations)for)writing)types)are)defined)in)standards839�� '�/610.)Write)routinely)over)extended)time)frames)(time)forresearch,)reflection,)and)revision))and)shorter)timeframes)(a)single)sitting)or)a)day)or)two))for)a)range)oftasks,)purposes,)and)audiences.

Writing%Strategies1.1%Organization%and%Focus:%Establish)a)controlling)impression)or)coherent)thesis)that)conveys)a)clear)and)distinctive)perspective)on)the)subject)and)maintain)a)consistent)tone)and)focus)throughout)the)piece)of)writing.

3 0

2.)Write)informative/explanatory)texts)to)examine)andconvey)complex)ideas,)concepts,)and)informationclearly)and)accurately)through)the)effective)selection,organization,)and)analysis)of)content.a.)Introduce)a)topic;)organize)complex)ideas,concepts,)and)information)to)make)importantconnections)and)distinctions;)include)formatting(e.g.,)headings),)graphics)(e.g.,)figures,)tables),)andmultimedia)when)useful)to)aiding)comprehension.b.)Develop)the)topic)with)well<chosen,)relevant,)andsufficient)facts,)extended)definitions,)concretedetails,)quotations,)or)other)information)and�)��!��$��!!# !#��%��% �%��&��0$�� (��of)the)topic.c.)Use)appropriate)and)varied)transitions)to)link)themajor)sections)of)the)text,)create)cohesion,)andclarify)the)relationships)among)complex)ideas)andconcepts.d.)Use)precise)language)and)domain<specificvocabulary)to)manage)the)complexity)of)thetopic.

1.2%Organization%and%Focus:%Use)precise)language,)action)verbs,)sensory)details,)appropriate)modifiers,)and)the)active)rather)than)the)passive)voice.

3 3<5





CST%Item Textbook%/%Resource1.)Write)arguments)to)support)claims)in)an)analysis)ofsubstantive)topics)or)texts,)using)valid)reasoning)andrelevant)and)sufficient)evidence.a.)Introduce)precise)claim(s),)distinguish)the)claim(s)from)alternate)or)opposing)claims,)and)create)anorganization)that)establishes)clear)relationshipsamong)claim(s),)counterclaims,)reasons,)andevidence.b.)Develop)claim(s))and)counterclaims)fairly,supplying)evidence)for)each)while)pointing)outthe)strengths)and)limitations)of)both)in)a��#�%��%��%��!�%�$�%��&��0$knowledge)level)and)concerns.c.)Use)words,)phrases,)and)clauses)to)link)the)majorsections)of)the)text,)create)cohesion,)and)clarify)therelationships)between)claim(s))and)reasons,between)reasons)and)evidence,)and)betweenclaim(s))and)counterclaims.d.)Establish)and)maintain)a)formal)style)and)objectivetone)while)attending)to)the)norms)and)conventionsof)the)discipline)in)which)they)are)writing.)e.)Provide)a)concluding)statement)or)section)thatfollows)from)and)supports)the)argument)presented.2.)Write)informative/explanatory)texts)to)examine)andconvey)complex)ideas,)concepts,)and)informationclearly)and)accurately)through)the)effective)selection,organization,)and)analysis)of)content.

1.4%Research%and%Technology:%Develop)main)ideas)within)the)body)of)the)composition)through)supporting)evidence)(e.g.,)scenarios,)commonly)held)beliefs,)hypotheses,)and)definitions).)

2 3<5

8.)Gather)relevant)information)from)multipleauthoritative)print)and)digital)sources,)usingadvanced)searches)effectively;)assess)the)usefulnessof)each)source)in)answering)the)research)question;integrate)information)into)the)text)selectively)to)maintain)the)flow)of)ideas,)avoiding)plagiarism)andfollowing)a)standard)format)for)citation.#3a)in)Language)Standards3.)Apply)knowledge)of)language)to)understand)howlanguage)functions)in)different)contexts,)to)makeeffective)choices)for)meaning)or)style,)and)tocomprehend)more)fully)when)reading)or)listening.a.)Write)and)edit)work)so)that)it)conforms)to)theguidelines)in)a)style)manual)(e.g.,)MLA�� ,��&#��0$��&�� #��#�%�#$6appropriate)for)the)discipline)and)writing)type.

1.7%Research%and%Technology:)Use)appropriate)conventions)for)documentation)in)the)text,)notes,)and)bibliographies)by)adhering)to)those)in)style)manuals)(e.g.,)Modern)Language)Association)Handbook,)The)Chicago)Manual)of)Style).

2 0

5.)Develop)and)strengthen)writing)as)needed)byplanning,)revising,)editing,)rewriting,)or)trying)anew)approach,)focusing)on)addressing)what)is)mostsignificant)for)a)specific)purpose)and)audience.

1.9%Evaluation%and%Revision:%Revise)writing)to)improve)the)logic)and)coherence)of)the)organization)and)controlling)perspective,)the)precision)of)word)choice,)and)the)tone)by)taking)into)consideration)the)audience,)purpose,)and)formality)of)the)context.

6 3<5

Topics'to'be'Addressed:''''''''''''''''''''''''2��"!��!�� "�!"� '2�� "� �(�"��!�� "�!"� ��!2�� " �!"��%�"��across&genres2��'(��"��"��#!��"� � '�devices2�� "��&��!�"� '��!!�'2��#��"��"�"��!0quotations2��$�!��% �"��2�� !��"��&��!�"� '�!��






4.&Determine&or&clarify&the&meaning&of&unknown&and&multiple9meaning&words&and&phrases&based&on&grades&9165� ��"��"*��!��&��'�� of&strategies.a.&Use&context&(e.g.,&the&overall&meaning&of&a&sentence,&�� *�� "�&"+��%� �-!��!�"�� #��"��sentence)&as&a&clue&to&the&meaning&of&a&word&or&phrase.b.&Identify&and&correctly&use&patterns&of&word&changes&that&indicate&different&meanings&or&parts&of&speech(e.g.,&analyze,&analysis,&analytical;&advocate,advocacy).c.&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.d.&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).5.&Demonstrate&understanding&of&figurative&language,&word&relationships,&and&nuances&in&word&meanings.a.&Interpret&figures&of&speech&(e.g.,&euphemism,&oxymoron)&in&context&and&analyze&their&role&in&the&text.b.&Analyze&nuances&in&the&meaning&of&words&with&similar&denotations.

Reading

Word%Analysis,%Fluency,%and%Systematic%Vocabulary%Development1.1%Vocabulary%and%Concept%Development:&Identify&and&use&the&literal&and&figurative&meanings&of&words&and&understand&word&derivations.

2 395

Reading

Literary%Response%and%Analysis3.7%Narrative%Analysis%of%GradeULevelUAppropriate%Text:&Recognize&and&understand&the&significance&of&various&literary&devices,&including&figurative&language,&imagery,&allegory,&and&symbolism,&and&explain&their&appeal.

2

�� #�� $Benchmark%Assessments%and%Instructional%Guide

2012U2013Instructional&Guides&are&provided&as&resource&for&Alliance&classroom&teachers.&They&identify&high&priority&grade9level&standards&to&be&taught&during&each&quarter&of&instruction&in&the&context&of&proposed&units&with&a&suggested&amount&of&time.

Unit:%3%Short%Story

Unit&Summary��!�#��"�%��#!��#�� !"��"��"!��!�� "�!"� ',� "#��"!�%��&��%��#"�� -!�%� ��"!�"�� "� �(�"��plot&of&a&short&story.&Students&will&learn&to&analyze&theme&and&literary&devices.&Students&will&also&write&an&expository&essay&that&will&include&citations&and&quotations,&and&present&these&essays&as&speeches&to&their&peers.

&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

Prentice%Hall%Timeless%Voices,%Timeless%��#��!��"�pp.&IN29IN3!�� "&pp.&5219523!�� "*/��,�876!��"&p.&533&(Point&of&View)!�� "&p.&553&(Point&of&View,&Character)!�� "&p.&589&

2.&Determine&a&theme&or&central&idea&of&a&text&andanalyze&in&detail&its&development&over&the&courseof&the&text,&including&how&it&emerges&and&isshaped&and&refined&by&specific&details;&providean&objective&summary&of&the&text.7.&Analyze&the&representation&of&a&subject&or&a&keyscene&in&two&different&artistic&mediums,including&what&is&emphasized&or&absent&in&each" ��"��"�3�,�,*��#��-!�.#!��!��#&� "!/�� #��-!��!��%�"��"��Icarus).

Literary%Response%and%Analysis3.2%Structural%Features%of%Literature:%Compare&and&contrast&the&presentation&of&a&similar&theme&or&topic&across&genres&to&explain&how&the&selection&of&genre&shapes&the&theme&or&topic.

1 0

3.8%Narrative%Analysis%of%GradeULevelUAppropriate%Text:&Interpret&and&evaluate&the&impact&of&ambiguities,&subtleties,&contradictions,&ironies,&and&incongruities&in&a&text.

1

1.&Cite&strong&and&thorough&textual&evidence&tosupport&analysis&of&what&the&text&says&explicitlyas&well&as&inferences&drawn&from&the&text.3.&Analyze&how&complex&characters&(e.g.,&thosewith&multiple&or&conflicting&motivations)develop&over&the&course&of&a&text,&interact&with&other&characters,&and&advance&the&plot&or&develop&the&theme.

3.3%Narrative%Analysis%of%GradeULevelUAppropriate%Text:%Analyze&interactions&between&main&and&subordinate&characters&in&a&literary&text&(e.g.,&internal&and&external&conflicts,&motivations,&relationships,&influences)&and&explain&the&way&those&interactions&affect&the&plot.

2 395

Writing

Writing%Strategies1.6%Research%and%Technology:%Integrate&quotations&and&citations&into&written&text&while&maintaining&the&flow&of&ideas.

0

1.&Cite&strong&and&thorough&textual&evidence&tosupport&analysis&of&what&the&text&says&explicitlyas&well&as&inferences&drawn&from&the&text.3.&Analyze&how&complex&characters&(e.g.,&thosewith&multiple&or&conflicting&motivations)develop&over&the&course&of&a&text,&interact&withother&characters,&and&advance&the&plot&or&developthe&theme.

3.4%Narrative%Analysis%of%GradeULevelUAppropriate%Text:%Determine&�� "� !-�" ��"!��'�%��"�"��characters&say&about&themselves&in&narration,&dialogue,&dramatic&monologue,&and&soliloquy.&3.5&Narrative&Analysis&of&Grade9Level9Appropriate&Text:&Compare&works&that&express&a&universal&theme&and&provide&evidence&to&support&the&ideas&expressed&in&each&work.

1 0

Writing%Applications2.3%Write%expository%compositions,%including%analytical%essays%and%research%reports:a.&Marshal&evidence&in&support&of&a&thesis&and&related&claims,&including&information&on&all&relevant&perspectives.b.&Convey&information&and&ideas&from&primary&and&secondary&sources&accurately&and&coherently.c.&Make&distinctions&between&the&relative&value&and&significance&of&specific&data,&facts,&and&ideas.d.&Include&visual&aids&by&employing&appropriate&technology&to&organize&and&record&information&on&charts,&maps,&and&graphs.e.��"��"�� !!� �� !-�potential&misunderstandings,&biases,&and&expectations.f.&Use&technical&terms&and&notations&accurately.&

0

Prentice%Hall%Timeless%Voices,%Timeless%��#��!��"�pp.&IN29IN3!�� "&pp.&5219523!�� "*/��,�876!��"&p.&533&(Point&of&View)!�� "&p.&553&(Point&of&View,&Character)!�� "&p.&589&

1.&Cite&strong&and&thorough&textual&evidence&tosupport&analysis&of&what&the&text&says&explicitlyas&well&as&inferences&drawn&from&the&text.2.&Determine&a&theme&or&central&idea&of&a&text&andanalyze&in&detail&its&development&over&the&courseof&the&text,&including&how&it&emerges&and&isshaped&and&refined&by&specific&details;&providean&objective&summary&of&the&text.7.&Analyze&the&representation&of&a&subject&or&a&keyscene&in&two&different&artistic&mediums,including&what&is&emphasized&or&absent&in&each" ��"��"�3�,�,*��#��-!�.#!��!��#&� "!/�� #��-!��!��%�"��"��Icarus).10.&By&the&end&of&grade&9,&read&and&comprehendliterature,&including&stories,&dramas,&and&poems,��"�� !�9165�"�&"��&�"'��proficiently,&with&scaffolding&as&needed&at&thehigh&end&of&the&range.

3.5%Narrative%Analysis%of%GradeULevelUAppropriate%Text:&Compare&works&that&express&a&universal&theme&and&provide&evidence&to&support&the&ideas&expressed&in&each&work.

2 395

1.&Cite&strong&and&thorough&textual&evidence&tosupport&analysis&of&what&the&text&says&explicitlyas&well&as&inferences&drawn&from&the&text.5.��'(��%��#"�� -!��!�� how&to&structure&a&text,&order&events&within&it(e.g.,&parallel&plots),&and&manipulate&time&(e.g.,pacing,&flashbacks)&create&such&effects&asmystery,&tension,&or&surprise.

3.6%Narrative%Analysis%of%GradeULevelUAppropriate%Text:%Analyze&��" ��#"�� -!��$��"�of&time&and&sequence,&including&the&use&of&complex&literary&devices&(e.g.,&foreshadowing,&flashbacks).

1 395

1.&Cite&strong&and&thorough&textual&evidence&tosupport&analysis&of&what&the&text&says&explicitlyas&well&as&inferences&drawn&from&the&text.6.&Analyze&a&particular&point&of&view&or&culturalexperience&reflected&in&a&work&of&literature&fromoutside&the&United&States,&drawing&on&a&widereading&of&world&literature.

3.9%Narrative%Analysis%of%GradeULevelUAppropriate%Text:&Explain&how&voice,&persona,&and&the&choice&of&a&narrator&affect&characterization&and&the&tone,&plot,&and&credibility&of&a&text.

1 395

1.&Cite&strong&and&thorough&textual&evidence&tosupport&analysis&of&what&the&text&says&explicitlyas&well&as&inferences&drawn&from&the&text.6.&Analyze&a&particular&point&of&view&or&culturalexperience&reflected&in&a&work&of&literature&fromoutside&the&United&States,&drawing&on&a&widereading&of&world&literature.

3.12%Literary%Criticism:%Analyze&the&way&in&which&a&work&of&literature&is&related&to&the&themes&and&issues&of&its&historical&period.&(Historical&approach)

1 0

1.&Demonstrate&command&of&the&conventions&ofstandard&English&grammar&and&usage&when&writing&orspeaking.a.&Use&parallel&structure.*b.&Use&various&types&of&phrases&(noun,&verb,adjectival,&adverbial,&participial,&prepositional,absolute)&and&clauses&(independent,&dependent;noun,&relative,&adverbial)&to&convey&specificmeanings&and&add&variety&and&interest&to&writingor&presentations.2.&Demonstrate&command&of&the&conventions&ofstandard&English&capitalization,&punctuation,&andspelling&when&writing.a.&Use&a&semicolon&(and&perhaps&a&conjunctiveadverb)&to&link&two&or&more&closely&relatedindependent&clauses.b.&Use&a&colon&to&introduce&a&list&or&quotation.c.&Spell&correctly.

Writing

Written%and%Oral%English%Language%Conventions1.1%Grammar%and%Mechanics%of%Writing:%Identify&and&correctly&use&clauses&(e.g.,&main&and&subordinate),&phrases&(e.g.,&gerund,&infinitive,&and&participial),&and&mechanics&of&punctuation&(e.g.,&semicolons,&colons,&ellipses,&hyphens).

3 0

1.&Demonstrate&command&of&the&conventions&ofstandard&English&grammar&and&usage&when&writing&orspeaking.a.&Use&parallel&structure.*b.&Use&various&types&of&phrases&(noun,&verb,adjectival,&adverbial,&participial,&prepositional,absolute)&and&clauses&(independent,&dependent;noun,&relative,&adverbial)&to&convey&specificmeanings&and&add&variety&and&interest&to&writingor&presentations.

1.2%Grammar%and%Mechanics%of%Writing:%Understand&sentence&construction&(e.g.,&parallel&structure,&subordination,&proper&placement&of&modifiers)&and&proper&English&usage&(e.g.,&consistency&of&verb&tenses).

3 0

1.&Demonstrate&command&of&the&conventions&ofstandard&English&grammar&and&usage&when&writing&orspeaking.a.&Use&parallel&structure.*b.&Use&various&types&of&phrases&(noun,&verb,adjectival,&adverbial,&participial,&prepositional,absolute)&and&clauses&(independent,&dependent;noun,&relative,&adverbial)&to&convey&specificmeanings&and&add&variety&and&interest&to&writingor&presentations.2.&Demonstrate&command&of&the&conventions&ofstandard&English&capitalization,&punctuation,&andspelling&when&writing.a.&Use&a&semicolon&(and&perhaps&a&conjunctiveadverb)&to&link&two&or&more&closely&relatedindependent&clauses.b.&Use&a&colon&to&introduce&a&list&or&quotation.c.&Spell&correctly.3.&Apply&knowledge&of&language&to&understand&howlanguage&functions&in&different&contexts,&to&makeeffective&choices&for&meaning&or&style,&and&tocomprehend&more&fully&when&reading&or&listening.a.&Write&and&edit&work&so&that&it&conforms&to&theguidelines&in&a&style&manual&(e.g.,&MLA��*��# ��-!��#�� "� !4appropriate&for&the&discipline&and&writing&type.

1.3%Grammar%and%Mechanics%of%Writing:%Demonstrate&an&understanding&of&proper&English&usage&and&control&of&grammar,&paragraph&and&sentence&structure,&diction,&and&syntax.

3 395

2.&Demonstrate&command&of&the&conventions&ofstandard&English&capitalization,&punctuation,&andspelling&when&writing.a.&Use&a&semicolon&(and&perhaps&a&conjunctiveadverb)&to&link&two&or&more&closely&relatedindependent&clauses.b.&Use&a&colon&to&introduce&a&list&or&quotation.c.&Spell&correctly.

1.4%Manuscript%Form:%Produce&legible&work&that&shows&accurate&spelling&and&correct&use&of&the&conventions&of&punctuation&and&capitalization.

3 395

3.&Apply&knowledge&of&language&to&understand&howlanguage&functions&in&different&contexts,&to&makeeffective&choices&for&meaning&or&style,&and&tocomprehend&more&fully&when&reading&or&listening.a.&Write&and&edit&work&so&that&it&conforms&to&theguidelines&in&a&style&manual&(e.g.,&MLA��*��# ��-!��#�� "� !4appropriate&for&the&discipline&and&writing&type.

1.5%Manuscript%Form:%Reflect%appropriate%manuscript%requirements,%including:2�"�"�� !��"�"��*2��"��*�2�!�� !*2��"�� "��!�# ��support&materials&(e.g.,&in9text&citation,&use&of&direct&quotations,&paraphrasing)&with&appropriate&citations.

1 0

4.&Produce&clear&and&coherent&writing&in&which&thedevelopment,&organization,&and&style&are&appropriate&totask,&purpose,&and&audience.&(Grade9specificexpectations&for&writing&types&are&defined&in&standards617��$�,410.&Write&routinely&over&extended&time&frames&(time&forresearch,&reflection,&and&revision)&and&shorter&timeframes&(a&single&sitting&or&a&day&or&two)&for&a&range&oftasks,&purposes,&and&audiences

Writing%Strategies1.1%Organization%and%Focus:%Establish&a&controlling&impression&or&coherent&thesis&that&conveys&a&clear&and&distinctive&perspective&on&the&subject&and&maintain&a&consistent&tone&and&focus&throughout&the&piece&of&writing.

3 0

2.&Write&informative/explanatory&texts&to&examine&andconvey&complex&ideas,&concepts,&and&informationclearly&and&accurately&through&the&effective&selection,organization,&and&analysis&of&content.a.&Introduce&a&topic;&organize&complex&ideas,concepts,&and&information&to&make&importantconnections&and&distinctions;&include&formatting(e.g.,&headings),&graphics&(e.g.,&figures,&tables),&andmultimedia&when&useful&to&aiding&comprehension.b.&Develop&the&topic&with&well9chosen,&relevant,&andsufficient&facts,&extended&definitions,&concretedetails,&quotations,&or&other&information&and�&��!�� "��"��"��#��-!��%��of&the&topic.c.&Use&appropriate&and&varied&transitions&to&link&themajor&sections&of&the&text,&create&cohesion,&andclarify&the&relationships&among&complex&ideas&andconcepts.d.&Use&precise&language&and&domain9specificvocabulary&to&manage&the&complexity&of&thetopic.

1.2%Organization%and%Focus:%Use&precise&language,&action&verbs,&sensory&details,&appropriate&modifiers,&and&the&active&rather&than&the&passive&voice.

3 395

7.&Conduct&short&as&well&as&more&sustained&researchprojects&to&answer&a&question&(including&a&self9generatedquestion)&or&solve&a&problem;&narrow&or&broaden&theinquiry&when&appropriate;&synthesize&multiple&sourceson&the&subject,&demonstrating&understanding&of&thesubject&under&investigation.8.&Gather&relevant&information&from&multiple&authoritativeprint&and&digital&sources,&using&advanced&searcheseffectively;&assess&the&usefulness&of&each&source&inanswering&the&research&question;&integrate&informationinto&the&text&selectively&to&maintain&the&flow&of&ideas,avoiding&plagiarism&and&following&a&standard&format&forcitation.

1.3%Research%and%Technology:&Use&clear&research&questions&and&suitable&research&methods&(e.g.,&library,&electronic&media,&personal&interview)&to&elicit&and&present&evidence&from&primary&and&secondary&sources.

2 0

1.&Write&arguments&to&support&claims&in&an&analysis&ofsubstantive&topics&or&texts,&using&valid&reasoning&andrelevant&and&sufficient&evidence.a.&Introduce&precise&claim(s),&distinguish&the&claim(s)from&alternate&or&opposing&claims,&and&create&anorganization&that&establishes&clear&relationshipsamong&claim(s),&counterclaims,&reasons,&andevidence.b.&Develop&claim(s)&and&counterclaims&fairly,supplying&evidence&for&each&while&pointing&outthe&strengths&and&limitations&of&both&in&a�� "��"��"��"�!�"��#��-!knowledge&level&and&concerns.c.&Use&words,&phrases,&and&clauses&to&link&the&majorsections&of&the&text,&create&cohesion,&and&clarify&therelationships&between&claim(s)&and&reasons,between&reasons&and&evidence,&and&betweenclaim(s)&and&counterclaims.d.&Establish&and&maintain&a&formal&style&and&objectivetone&while&attending&to&the&norms&and&conventionsof&the&discipline&in&which&they&are&writing.

1.4%Research%and%Technology:%Develop&the&main&ideas&within&the&body&of&the&composition&through&supportive&evidence&(e.g.,&scenarios,&commonly&held&beliefs,&hypotheses,&definitions).

2 395

1.&Cite&specific&textual&evidence&to&support&analysis&ofprimary&and&secondary&sources,&attending&to&suchfeatures&as&the&date&and&origin&of&the&information.#1%S/T1.&Cite&specific&textual&evidence&to&support&analysis&ofscience&and&technical&texts,&attending&to&the&precisedetails&of&explanations&or&descriptions.7.&Conduct&short&as&well&as&more&sustained&researchprojects&to&answer&a&question&(including&a&selfgeneratedquestion)&or&solve&a&problem;&narrow&orbroaden&the&inquiry&when&appropriate;&synthesizemultiple&sources&on&the&subject,&demonstratingunderstanding&of&the&subject&under&investigation.8.&Gather&relevant&information&from&multipleauthoritative&print&and&digital&sources,&usingadvanced&searches&effectively;&assess&the&usefulnessof&each&source&in&answering&the&research&question;integrate&information&into&the&text&selectively&tomaintain&the&flow&of&ideas,&avoiding&plagiarism&andfollowing&a&standard&format&for&citation.

1.5%Research%and%Technology:%Synthesize&information&from&multiple&sources&and&identify&complexities&and&discrepancies&in&the&information&and&the&different&perspectives&found&in&each&medium&(e.g.,&almanacs,&microfiche,&news&sources,&in9depth&field&studies,&speeches,&journals,&technical&documents).

2 0

8.&Gather&relevant&information&from&multipleauthoritative&print&and&digital&sources,&usingadvanced&searches&effectively;&assess&the&usefulnessof&each&source&in&answering&the&research&question;&integrate&information&into&the&text&selectively&tomaintain&the&flow&of&ideas,&avoiding&plagiarism&andfollowing&a&standard&format&for&citation.#3a&in&Language&Standards3.&Apply&knowledge&of&language&to&understand&howlanguage&functions&in&different&contexts,&to&makeeffective&choices&for&meaning&or&style,&and&tocomprehend&more&fully&when&reading&or&listening.a.&Write&and&edit&work&so&that&it&conforms&to&theguidelines&in&a&style&manual&(e.g.,&MLA��*��# ��-!��#�� "� !4appropriate&for&the&discipline&and&writing&type.

1.7%Research%and%Technology:&Use&appropriate&conventions&for&documentation&in&the&text,&notes,&and&bibliographies&by&adhering&to&those&in&style&manuals&(e.g.,&Modern&Language&Association&Handbook,&The&Chicago&Manual&of&Style).

2 0

5.&Develop&and&strengthen&writing&as&needed&byplanning,&revising,&editing,&rewriting,&or&trying&anew&approach,&focusing&on&addressing&what&is&mostsignificant&for&a&specific&purpose&and&audience.

1.9%Evaluation%and%Revision:%Revise&writing&to&improve&the&logic&and&coherence&of&the&organization&and&controlling&perspective,&the&precision&of&word&choice,&and&the&tone&by&taking&into&consideration&the&audience,&purpose,&and&formality&of&the&context.

6 3U5

2012-2013 instructional guide map · * only quarters 1-3 have associated benchmark exams....

Documents