Cluster
Strand
English I
Common Core State
Standards (CCSS, 2010)
Standard
Key Ideas and Details
Reading Standards for 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.
Timeline/Pacing
Resources
EQ- Why should I
cite evidence to
support my claim?
LT-I can evaluate the
difference between
strong evidence and
insufficient details.
LT-I can locate
specific textual
evidence
Vocabulary- logical
inferences, cite and
citation, conclusions,
textual evidence,
analysis, inferred and
literal meanings,
insufficient and
unreliable details,
formal and informal,
distinguish, related,
uncertain, implied
Assessments
- List times when the narrator (Doodle’s older
brother) is cruel to Doodle.
Cluster
Strand
Common Core State
Standards (CCSS, 2010)
Standard
Timeline/Pacing
Resources
Assessments
2. Determine a theme
or central idea of a
text
and analyze in detail
its development over
the course of the text,
including how it
emerges and is
shaped and refined by
specific details;
provide an objective
summary of the text.
EQ-How does
- Using a flow map, identify how Langston
literature help us
Hughes’ poem “Mother to Son” develops the
understand the world theme handling adversity.
around us?
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.
EQ-How does a
character affect a
work and other
characters?
LT- I can summarize
the key supporting
details and ideas.
Vocabulary- theme,
summarize, objective
summary,analyze,
supporting details
LT- I can identify the
development of
complex characters
and explain their
interactions with
other characters.
LT-I can discuss how
these characters
contribute to plot or
theme development.
Vocabulary- complex
characters, flat and
static characters, plot,
characterization,
theme
- Using a multi-flow thinking map, show how
Rainsford develops empathy for animals because
of his interaction with General Zaroff.
Craft and Structure
Reading Standards for Literature
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).
EQ- How does word In the poem “Richard Cory” what does the poet
choice affect tone
imply by using the word “crown” instead of
and meaning?
“head” in line 3?
LT-I can analyze the a. It connotes royalty.
impact of specific
b. It creates internal rhyme.
word choices on
c. It indicates the top of the head.
meaning and tone.
d. It alludes to a famous nursery rhyme.
Vocabulary- Interpret,
Based on its use in the poem “Dreams
technical,
connotative,
Deferred”, what does the word “deferred”
figurative, tone
mean?
(formal and
a. postponed
informal),
b discovered
c. imagined
d. fulfilled
What effect does adding dialogue at the end of
the autobiographical narrative have for the
reader?
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.
EQ- Why are authors Gwendolyn Brooks uses only 8 short lines in
selective in their word her poem “We Real Cool.” What does the
choice and
poem’s structure enable Books to emphasize?
organization?
a. how foolish the gang was
b. how little the gang could remember
c. how quickly the gang lived and died
LT-I can analyze how
the author structures d. how fast the gang members
the text.
(i.e. use of flashback,
stanzas, etc.)
Vocabulary- Structure
of a text, mood, tone,
flashback,
foreshadowing, style
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.
EQ-How does
literature help us
understand the world
around us?
(Based on “Snow” by Julia Alvarez) Pretend
you are Yolanda, an immigrant to New York.
Write a letter home describing the first time you
ever saw snow.
LT- I can describe
how point of view,
cultural experience,
and purpose
determines the
content and style of
text (i.e. to persuade,
to inform, to
entertain, etc./
informal & formal).
(“Snow” pg. 202)
Integration of Knowledge & Ideas
Reading Standards for Literature
Vocabulary- Assess,
point of view, style,
cultural experience
7. Analyze the
representation of a
subject or a key scene
in two different artistic
mediums, including
what is emphasized or
absent in each
treatment
EQ- Can I compare
and contrast subject
matter in different
artistic forms?
LT- I can compare
and critique artistic
mediums with texts.
VocabularyIntegrate, evaluate,
diverse, media,
artistic mediums,
8. Not applicable to
literature
Using a Double-Bubble Map, compare and
contrast storytelling techniques (point of view,
flashback, foreshadowing), theme, setting, and
conflict in the short story “A Sound of Thunder”
and the movie Frequency.
9. Analyze how an
author draws on and
transforms source
material in a specific
work
EQ- How does an
author take material
from another source
and make it his own?
After reading Edwin Arlington Robinson’s
poem “Richard Cory,” listen to Simon &
Garfunkel’s song “Richard Cory.” Write a brief
paragraph explaining how Simon & Garfunkel
made the work their own through music.
LT- I can compare
and critique artistic
mediums with texts.
Vocabulary- analyze,
themes,allusion,
.
Range of Reading & Level of Text Complexity Cluster
Reading Standards for Literature
Strand
Common Core State
Standards (CCSS, 2010)
Standard
10. By the end of
grade 9, read and
comprehend literature,
including stories,
dramas, and poems, in
the grades 9–10 text
complexity band
proficiently, with
scaffolding as needed
at the high end of the
range.
Timeline/Pacing
Resources
EQ- What strategies
can I use to help me
understand what I
read on my own?
LT-I can learn and
use three
comprehension
strategies.
VocabularyComprehend,
informational texts,
scaffolding,
inconsistencies,
ambiguities,
reasoning
Assessments
As students read a selection, ask them to (1)
highlight key words or phrases, (2) reread, if
necessary for understanding, and
(3) as they read, stop to paraphrase or
summarize what they have read.
EQ- Why is it
important to cite
evidence?
LT- I can provide
textual evidence to
support ideas.
LT- I can use key
details of a text to
provide an objective
summary.
Key Ideas and Details
Reading Standards for Informational 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.
Vocabulary- Logical
inferences, textual
evidence, inferred and
literal meanings,
insufficient or
unreliable details
-What can you infer about the narrator’s attitude
toward challenges in life?
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.
EQ- How is theme
developed
throughout a text?
As you read, use a flow chart to organize
supporting details from the text. You will use
the details from your flow chart to help lead you
to the main idea.
LT- I can identify
and analyze the
What is the main idea of the paragraph that
theme or central idea begins “There is so much I haven’t yet touched
of the overall text. on”? What details support this idea?
LT- I can provide
textual evidence to
support ideas.
LT- I can use key
details of a text to
provide an objective
summary.
Vocabulary- Theme,
summarize,
supporting details
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.
EQ- How is the text
structured to make
connections?
LT- I can identify
how the author uses
textual evidence to
support ideas.
LT- I can identify
how the author uses
key details of a text to
provide an objective
summary.
VocabularyAnalysis, theme,
opinion
How well does Giblin show the effect of John’s
action on Edwin Booth?
Craft and Structure
Reading Standards for Informational Text
Why does the writer repeat the phrase “to be
perfect in every possible way” in the second
paragraph?
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).
EQ- How does an
author convey
meaning through
word choice?
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).
EQ- How does syntax With a classmate, discuss the structure of
reveal an author’s
Kennedy’s speech. Create a three-column chart
ideas?
with the following as headings to help organize
your thoughts: section, length, and main points.
LT- I can understand
author’s ideas and his
or her claims.
In the passage, intaglio is another name for
a. an agency of the U.S. Treasury Department
LT-I can identify
b. a printing technique
specific words that c. paper money
influence tone and the d. a method of counterfeiting
meaning of the text.
What suggestion does the author make to her
Vocabulary- Interpret, audience by using a backpack as a metaphor?
technical,
connotative,
figurative, tone
Vocabularystructure, scene
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
EQ-How does an
author convey his
view point or
purpose?
What can you infer about the author’s purpose
based on the text so far?
Why does the author tell the story about Mr.
Shimada and his sock bank?
What is the author’s attitude toward Edwin
LT-I can identify
Booth? Cite details from the selection that
persuasive techniques support your opinion.
that the author uses to
persuade the reader.
Reading Standards for
Informational Text
Integration of Knowledge and Ideas
Vocabulary- Point of
view, content,
author’s purpose
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.
EQ-What details are After reading “The Ballad of Birmingham” by
emphasized in
DuleyRandall, read the article entitled About the
different mediums? 1963 Birmingham Bombings
(http://www.english.illinois.edu/maps/poets/m_r/
LT- I can compare
randall/birmingham.htm) and listen to Tennessee
and critique artistic State Universitychorus sing “The Ballad of
mediums with texts. Birmingham.” Complete a triangular comparison
diagram
Vocabulary(https://surry.haikulearning.com/scottj/crisstempl
Integrate, evaluate, ates/cms_page/view).
diverse, media,
mediums
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.
EQ- How do I read
and evaluate
arguments?
9. Analyze seminal
U.S. documents of
historical and literary
significance (e.g.,
Washington’s Farewell
Address, the
Gettysburg Address,
Roosevelt’s Four
Freedoms speech,
King’s “Letter from
Birmingham Jail”),
including how they
address related themes
and concepts.
EQ- What is the
literary significance
of historical U.S.
documents?
How credible do you think Giblin is as a source
of information about the Booth brothers? Do
you think that he has any biases? Explain.
LT- I can assess
whether the reasoning
is valid and the
evidence is relevant.
Vocabulary- logical,
legitimate, argument,
validity, relevance,
sufficiency, assess,
fallacious reasoning,
credible
LT- I can evaluate
historical U.S.
documents and relate
those documents to
similar themes and
concepts found in
literature.
Vocabulary- themes,
significance, global
perspective
Read “Letter from Birmingham Jail.” In a brief
paragraph, support how the seminal U.S.
document addresses related themes found in
Dudley Randall’s poem “The Ballad of
Birmingham.”
Range of Reading & Level of Text Complexity
Reading Standards for Informational Text
10. By the end of
grade 9, read and
comprehend literary
nonfiction in the
grades
9–10 text complexity
band proficiently, with
scaffolding as needed
at the high end of the
range.
EQ- What strategies
can I use to help me
understand what I
read on my own?
LT-I can learn and
use three
comprehension
strategies to
understand
information text.
VocabularyComprehend,
complex literary and
informational texts,
nonfiction, personal
essays, speeches,
opinion pieces, essays
about art or literature,
journalism, historical,
scientific, technical,
economic accounts,
Text Types and Purposes
Writing
1. Write arguments to
support claims in an
analysis of substantive
topics or texts, using
valid reasoning and
relevant and sufficient
evidence.
a. 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.
b. Develop claim(s) and
counterclaims fairly,
supplying evidence for
each while pointing
out the strengths and
limitations of both in a
manner that anticipates
the audience’s
knowledge level and
concerns.
c. Use words, phrases,
and clauses to link the
major sections of the
text, create cohesion,
and clarify the
relationships between
claim(s) and reasons,
between reasons and
evidence, and between
claim(s) and
counterclaims.
d. Establish and
maintain a formal style
and objective tone
while attending to the
EQ- Why is it
-Use a Tree Map to differentiate the introductions
important to write a to Romeo and Juliet, Iron Man, and
cohesive argument
with clear reasons and Transformers. Explain the facets of a good
introduction scene. What parts are essential to
relevant evidence?
hook an audience?
LT- I can recognize
the components of an
argumentative paper.
LT- I can write an
argumentative
paragraph using an
introduction sentence,
transitions, supporting
details, etc.
LT- I can understand
how much evidence is
needed to support my
point.
LT-I can write
argumentative essays
using relevant
evidence to support
my claim.
VocabularyArgument, valid
reasoning, sufficient
evidence,
counterclaims,
claims, evidence,
argumentative,
objective tone
a.
b.
c.
d.
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.
Introduce a topic; organize
complex ideas, concepts,
and information to make
important connections and
distinctions; include
formatting (e.g., headings),
graphics (e.g., figures,
tables), and multimedia
when useful to aiding
comprehension.
Develop the topic with
well-chosen, relevant, and
sufficient facts, extended
definitions, concrete
details, quotations,
or other information and
examples appropriate to the
audience’s knowledge of
the topic.
Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among
complex ideas and
concepts.
Use precise language and
domain- specific
vocabulary to manage the
complexity of the topic.
e. Establish and maintain
a formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
f. Provide a concluding
EQ- Can I write
Read "Teen Drivers," and think about the ideas the
informatively to
author presents. Then, write to explain some ways
convey complex ideas
that are supported by that your views on teenage driving have been
confirmed or changed as a result of reading the
facts that matter?
article. Be sure to include specific information
LT- I can consider the from the article to support your
audience, task, and explanation.
purpose for writing.
Read "A Lady in a Machine-Shop." Then, write an
LT- I can write an
informative/explanato essay explaining what skills and qualities
ry paragraph using an Margaret Knight possessed that led to her success
introductory sentence, as an inventor. Be sure to include specific
supporting details,
information from the article to support your ideas.
transitions, etc.
LT- I can write
informative essays
that communicate
complex ideas.
VocabularyInformative and
explanatory texts,
complex ideas,
effective selection,
organization, analysis
of content, relevant
details, concrete,
author’s craft and
style, formal style,
objective tone
"The Story of an Hour" tells a story about a
woman who receives some shocking news. Read
the story. Then, write an essay discussing Mrs.
Mallard's conflict in the story and how she deals
with the conflict.
Common Core State
Standards (CCSS, 2010)
Strand
Cluster
Standard
a.
b.
c.
d.
3. Write narratives to
develop real or imagined
experiences or events using
effective technique, wellchosen details, and wellstructured 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.
e. Provide a conclusion
that follows from and
reflects on what is
experienced, observed, or
resolved over the course of
the narrative.
Timeline/Pacing
Resources
Assessments
EQ- How does
-Create a flow chart for an autobiographical
writing about my own narrative using chronological order.
experiences help me
relate to other cultures - In the form of a narrative, recall a time you overcame
and other people’s
an obstacle.
experiences?
- Reflect on one of your previous achievements.
Explain why the goal was significant and the steps that
you took to meet your goal.
LT- I can understand
the components of a -Nothing ever stays exactly the same. Think of a
narrative essay.
person, place, or thing that is an example of this idea.
Think about what someone, someplace or something
LT- I can write a
was like in the past and how differences now exist.
paragraph using an How has this change affected you?
introductory sentence,
Write an essay explaining how this person, place or
transitions, etc.
thing has changed.
LT- I can write a
narrative essay while
applying narrative
techniques such as
description, plot,
conflict, characters,
dialogue, etc.
VocabularyNarrative,
observation, dialogue,
pacing, description,
reflection, plot lines,
coherent, sensory
language, point of
view, conclusion,
resolution
Common Core State
Standards (CCSS, 2010)
Strand
Cluster
Standard
Writing
Production and Distribution of Writing
4. Produce clear and
coherent writing in which
the development,
organization, and
style are appropriate to
task, purpose, and
audience.
Timeline/Pacing
Resources
Assessments
EQ- Why should I be Use Writing Reviser to edit writing.
able to write so others
can understand?
LT- I can write clear
and coherent
sentences.
LT- I can write
cohesive paragraphs
to form narrative,
argumentative, and
informative essays.
Vocabulary- coherent
writing, development,
organization, style,
purpose, audience,
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.
EQ-Why is it
Use the Writer’s Journal folder to plan, draft,
important to use the revise, and rewrite.
writing process from
beginning to end to
develop and produce
a clear and coherent
piece of writing?
LT- I can use
prewriting strategies
(R.A.F.T., Define
purpose, audience,
context, etc.).
LT- I can use drafting
strategies (clear &
focused topic,
organized structure,
logical procession of
ideas, support and
elaboration, precise
and purposeful
vocabulary, sentence
fluency, etc.)
LT-I can use editing
and revising strategies
(use of grammatical
conventions, sentence
formation,
agreement,tense, case,
capitalization,
punctuation, and
spelling).
LT- I can
publish/share using
technology (Internet,
online contests,
Bookemon), print
(anthologies,
brochures, stories),
and performance
(plays, video).
Vocabulary- Develop,
prewriting, drafting,
editing, revising,
EQ- How can I use Use Bookemon, Glogster, Haiku discussion to
technology to
produce, publish, and publish / share writing.
share my writing?
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
LT- I can
publish/share using
technology (Internet,
online contests,
Bookemon), print
(anthologies,
brochures, stories),
and performance
(plays, video) to
collaborate writing
with others.
VocabularyCollaborate,
technology
Common Core State
Standards (CCSS, 2010)
Strand
Cluster
Standard
Timeline/Pacing
Resources
Assessments
Writing
Research to Build and Present Knowledge
7. Conduct short as well as
more sustained research
projects to answer a
question (including a selfgenerated 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.
EQ-How can I use
research to develop
my thinking and
problem solving
skills?
The life of Edgar Allan Poe, the author of "The
Cask of Amontillado" is shrouded in mystery. Most
scholars believe that Poe died as a result of drinking
too much alcohol. According to another theory,
Poe died of rabies, a disease people can get when
LT- I can develop a they are bitten or scratched by an animal infected
question to research. with the rabies virus. Read the following nonfiction
LT- I can solve the texts. Gather relevant information to support your
question by
argument for the true cause of Poe's death.
conducting research.
exerpt from a biography "Poe's Final Days" by
Vocabulary- Research Kenneth Silverman p.184
projects,
investigation, selfgenerated, inquiry, newspaper article "Poe's Death Is Rewritten as a
synthesize,
Case of Rabies, Not Telltale Alcohol" from The
New York Times, September 15, 1996 p.187
letter to the editor "If Only Poe Had Succeeded
When He Said Nevermore to Drink" from The New
York Times, September 23, 1996 p. 189
letter to the editor "Rabies Death Theory" from The
New York Times, September 30, 1996 p. 190
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.
EQ- How can I use a
variety of technology
to gather relevant
information for
research?
EQ- Do I understand
the difference
between plagiarism
and paraphrasing?
LT- I can locate
multiple sources of
information and
determine the
reliability.
LT- I can properly
cite my resources to
avoid plagiarizing.
.
VocabularyRelevant, multiple
print and digital
sources, assess,
plagiarism, citation
9. Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
a. Apply grades 9–10
Reading standards
to literature (e.g.,
“Analyze how an author
draws on and transforms
source material in a
specific work [e.g., how
EQ- Why is it
important to use
evidence from text to
support analysis,
reflection, and
research?
LT- I can draw
comparisons between
literary and
informational texts to
identify a common
theme. (“Richard
Cory” to Simon &
Garfunkel’s “Richard
Cory”, “A Sound of
Thunder” and the
movie Frequency)
LT-I can synthesize
information by
combining parts from
a variety of sources
into a unified
understanding.
VocabularyEvidence, analysis,
reflection, research,
textual evidence
Shakespeare treats a
theme or topic from
Ovid or the Bible or
how a later author
draws on a play by
Shakespeare]”).
b. Apply grades 9–10
Reading standards to
literary nonfiction
(e.g., “Delineate and
evaluate the argument
and specific
claims in a text,
assessing whether the
reasoning is valid and
the
evidence
is
relevant and sufficient;
identify
false
statements
and
fallacious reasoning”).
Cluster
Strand
Common Core State
Standards (CCSS, 2010)
Standard
Timeline/Pacing
Resources
Assessments
Range of Writing
Writing
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.
EQ- How does
writing routinely help
me to improve my
writing?
LT- I can routinely
produce a highquality text under a
deadline.
VocabularyResearch, reflection,
revision, purpose,
audience
Common Core State
Standards (CCSS, 2010)
Strand
Cluster
Standard
Timeline/Pacing
Resources
Assessments
Speaking and Listening
Comprehension and Collaboration
1. Initiate and participate
effectively in a range of
collaborative discussions
(one-onone, in groups, and
teacher-led) with diverse
partners on grades 9–10
topics, texts, and
issues, building on others’
ideas and
expressing their own
clearly and persuasively.
a. Come to discussions
prepared, having read and
researched material under
study; explicitly draw on
that
preparation by referring to
evidence from texts and
other research on the topic
or issue to stimulate a
thoughtful, well-reasoned
exchange of ideas.
b. Work with peers to set
rules for collegial
discussions and decisionmaking (e.g., informal
consensus, taking votes on
key issues, presentation of
alternate views), clear
goals and deadlines, and
individual roles as needed.
c. Propel conversations by
posing and responding to
questions that relate the
current discussion to
broader themes or larger
ideas; actively incorporate
others into the discussion;
and clarify, verify, or
challenge ideas and
conclusions.
d. Respond thoughtfully
to diverse
EQ- Why is it
important to
communicate
effectively while
collaborating with
partners about
different topics?
LT- I can be prepared
for class discussion.
LT- I can use
effective listening and
speaking skills when
interacting in a group
discussion. (i.e. being
an active participant
rather than a passive
listener)
LT- I can propel
conversations by
engaging classmates
in discussion.
VocabularyCollaborative,
pertinent, view point,
consensus, propel,
collegial discussions,
relevant evidence,
universal themes,
clarify, verify, justify
Who do you think presented the most persuasive
argument about Fenway Park? Explain.
Harrington argues that the Yawkey Trust is “not
a traditional profit-making enterprise”, but Straus
refers to the Yawkey Trust as “a private forprofit business enterprise.” Whom do you
believe, and why?
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
andIntegrate
reasoning
2.
multiple
sources
of information
presented.
presented in diverse
media or formats (e.g.,
visually,
quantitatively, orally)
evaluating the
credibility and
accuracy of each
source.
3. Evaluate a speaker’s
point of view,
reasoning, and use of
evidence and rhetoric,
identifying any
fallacious reasoning or
exaggerated or
distorted evidence
EQ- Why should I use
other resources?
LT- I can discuss and
evaluate differences
in various sources of
media.
VocabularyIntegrate, evaluate,
diverse media and
formats
EQ- Why is it
important to know
whether or not
evidence is biased?
-Use a chart to list each writer, his or her
credentials, and any bias the person may have.
-Is the writer’s argument based on fact or
opinion? How can you tell?
LT- I can evaluate
whether the reasoning -How does the writer attempt to manipulate the
is valuable or not.
reader?
Vocabulary- Point of
view, reasoning,
rhetoric, evidence,
fallacious,
logical/legitimate,
relevant
Presentation of Knowledge and Ideas
Speaking and Listening
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.
EQ- Why it is
important to
effectively present
claims and findings
in a focused,
coherent manner?
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.
EQ- Why is it
important to integrate
multimedia into a
presentation?
VocabularySupporting evidence,
organization,
development, style,
purpose, audience,
concise, task
LT- I can use media
to enhance evidence
and interest.
Vocabulary- Enhance,
reasoning, evidence,
visually appealing,
EQ-Can
I adapt my
digital media
speech when
appropriate?
(Do I know the
difference between
how I talk to my
principal and my
friends?)
6. Adapt speech to a
variety of contexts and
tasks, demonstrating
command of formal
English when
indicated or
appropriate.
Common Core State
Standards (CCSS, 2010)
Standard
Stran
dCluste
r
LT- I can clearly
support my claims.
Timeline/Pacing
LT- I can
use
Resources
standard English in
formal situations.
Vocabulary- Speech,
formal English, slang
Assessments
EQ- Why is it
important to
demonstrate correct
standard English
grammar and usage
when writing or
speaking?
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 specific
meanings 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.
LT- I can use
punctuation correctly.
LT- I can use
capitalization
correctly.
Language
LT- I can correctly
spell vocabulary.
Conventions of Standard English
LT- I can use correct
sentence structure
(parallel structure,
avoiding fragments
and run-ons, etc.)
Cluster
Strand
Common Core State
Standards (CCSS, 2010)
Standard
Timeline/Pacing
LTVocabularyParallel structure,
noun, verb, adjectival,
adverbial, participial,
prepositional, clauses
(independent,
dependent, noun,
relative, adverbial),
conjunctive adverb,
semicolon, colon,
capitalization, style,
comprehend, context
clues, syntax,
thesauruses, analyze,
Resources
analysis,
analytical,
advocate, nuances,
repertoire, figures of
speech, modes of
Assessments
Knowledge of Language
Language
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
style manual e.g., MLA
Handbook, Turabian’s
Manual for Writers)
appropriate for the
discipline and writing
type.
Common Core State
Standards (CCSS, 2010)
EQ- How do I
communicate
effectively?
LT- I can write and
edit work so that it
conforms to style
manuals.
Strand
Cluster
Standard
Vocabulary Acquisition and Use
Language
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.
a. 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.
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
Common
Core State
the inferred
meaning in
Standards
context(CCSS,
or in a 2010)
dictionary).
Timeline/Pacing
Resources
Assessments
EQ- Do I understand Context Clues
the meaning of a
Based on its use in the poem “Dreams Deferred,”
word based on how
what does the word “deferred” mean?
it’s used?
a. postponed
b discovered
LT- I can use context c. imagined
clues to find the
d. fulfilled
meanings of words
and phrases.
LT- I can use a
dictionary and
thesaurus to extend
my vocabulary.
Vocabulary- Context,
syntax
Timeline/Pacing
Resources
Assessments
Strand
Cluster
Standard
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.
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 or
phrase important to
comprehension or
expression.
EQ-Can I write and Find textual evidence to support how the author
speak using figurative uses imagery to emphasize racial tension in “The
language?
Ballad of Birmingham.”
EQ- Do I know the
difference between
figurative and literal
language?
LT-I can interpret
figures of speech in
contexts of speech
and analyze their role.
Vocabulary- Nuance,
euphemism,
oxymoron, context,
denotation
EQ- Can I use
language for its
intended purpose?
LT- I can acquire and
accurately use
vocabulary found in
academia.