Page 1 of 15
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
INTERIM ASSESSMENT # 1 (CT and NY)
Standards
(Each standard should be broken down into an aims sequence.)
Goal for IA#1—Outlining Thesis and Argument from a Prompt (Essay structure).
Please note that for this IA cycle only, the teacher should provide for the students a
limited evidence bank of quotations/places in the text for paraphrasing. Student
may also choose their own evidence.
W.12.5 PLANNING
Plan what to write for an essay about one literary work using a teacher-generated
graphic organizer or outline
W.14.2 ORGANIZING
Organize information into a coherent analytical essay with teacher guidance of
structure that includes
o an original thesis statement in the introduction that is not too broad or
narrow and is arguable
o transition sentences to link paragraphs into a coherent whole
W.15.3 WRITING
Write well-organized essays of an analytical nature that have
o clear topic development (strongly worded thesis)
o logical organization of paragraphs with transitional sentences to link
paragraphs
W.16.2 REVISING
Revise writing to improve organization, level of detail/development of ideas, use of
evidence, sentence structure/variety after teacher-guided checking of
o the logic underlying the order of ideas
o coherence of organizational structure (paragraphs with topic sentences,
transitions, concluding sentences)
________________________________
W.15.7 WRITING
Write in-class essays “on-demand” in response to literary work that have
o clear topic development (strongly worded thesis)
o logical organization of paragraphs with transitional sentences to link
paragraphs
Page 2 of 15
Process-based Essay
Goals
Grammar Skills
Please refer to the 20112012 HS Writing Rubric for
goals.
W.17.6 PROPER CONTENT,
ORGANIZATION, AND TONE
Review proper content,
organization, and tone
PBA prompt will be
developed by Lit lead
planner with support from
Composition teachers.
W.18.6 PROPER CONTENT,
ORGANIZATION, AND TONE
Use knowledge of proper
content, organization, and
tone when writing and
editing.
Week One:
Topic sentences
Week Two:
Supporting details
Week Three:
Eliminating extraneous
material
Week Four:
Chronological/logical
order
Week Five:
Tone
Week Six:
Review and use in own
writing/editing
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
INTERIM ASSESSMENT # 2 (CT and NY)
Standards
(Each standard should be broken down into an aims sequence.)
Goal for IA#2—Choosing Evidence and Proper Syntax of Sentences (Paragraph and
sentence structure).
W.12.6 PLANNING
Select evidence that connects thematically from a literary work with teacher guidance
W.14.2 ORGANIZING
Organize information into a coherent analytical essay with teacher guidance of structure
that includes
o well-constructed paragraphs with topic sentences and concluding sentences
o appropriate use of evidence including direct quotations and paraphrases from
the text
Process-based
Essay Goals
Please refer to the
2011-2012 HS
Writing Rubric for
goals.
PBA prompt will be
developed by Lit
lead planner with
support from
Composition
teachers.
Grammar Skills
W.17.7 PROPER SYNTAX
Identify and revise faulty
or sloppy syntax
W.18.7 PROPER SYNTAX
Use knowledge of proper
syntax when writing and
editing
Week One:
Fragments
W.15.3 WRITING
Write well-organized essays of an analytical nature that have
o appropriate use of evidence including direct quotations and paraphrases from
the text
o variety of sentence structure (simple, compound, complex, compound-complex)
Week Two:
Run-ons
W.16.2 REVISING
Revise writing to improve organization, level of detail/development of ideas, use of
evidence, sentence structure/variety after teacher-guided checking of
o quality of the content and evidence overall
o types of sentences used and frequency
____________________________
W.15.4 WRITING
Write in-class essays “on-demand” in response to a literary work that have
o appropriate use of evidence including direct quotations and paraphrases from
the text
o variety of sentence structure (simple, compound, complex, compound-complex)
Week Four:
Maintaining parallel
structure
Page 3 of 15
Week Three:
Awkward constructions
Week Five:
Combining sentences
Week Six:
Subordination
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
INTERIM ASSESSMENT # 3 (CT ONLY)
Standards
(Each standard should be broken down into an aims sequence.)
Note: Scholars will have exposure to many of these standards, but they are the power
standards that will set students up for success on the CAPT.
W.12.5 Plan what to write for an essay about two or more works using a teachergenerated graphic organizer or outline.
L.8.4: Analyze an author’s main ideas, supporting ideas/details, and evidence used to
support an argument.
W.14.2: Organize information into a persuasive essay with teacher guidance of
structure that includes
o an original thesis statement in the introduction that is not too broad or
narrow and is arguable
o well constructed paragraphs with topic sentences and concluding
sentences
o transition sentences to link paragraphs into a coherent whole
o appropriate use of evidence including direct quotations and paraphrases
from the text
o developed ideas
o and a well developed conclusion.
W.15.3 Write well-organized essays of a persuasive nature, with some teacher guidance,
that have
o clear topic development (strongly worded thesis)
o logical organization of paragraphs with transitional sentences to link
paragraphs
o appropriate use of evidence including direct quotations and paraphrases
from the text
o developed ideas in body paragraphs
o variety of sentence structure (simple, compound, complex, compoundcomplex)
o well-chosen vocabulary
Page 4 of 15
CAPT Focus
Note: IA3 will be
spent preparing for
the CAPT.
Grammar Skills
W.17.8 PRECISE DICTION
Identify and revise
imprecise, unclear, or
vague word choices
The Writing teacher
will prepare the
students for the
following sections of
the CAPT:
W.18.8 PRECISE DICTION
Use knowledge of
precise diction when
writing and editing
-Interdisciplinary
Writing
-Editing and Revising
Week One:
Descriptive language
The teacher should
teach and re-teach
writing skills using
released CAPT exams
as preparation.
Week Two:
Transition words
Week Three:
Generality/ specificity
Week Four:
Misplaced modifiers
Week Five:
Faulty subordination/
coordination
Week Six:
Review of all diction
topics
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
INTERIM ASSESSMENT # 3 (NY ONLY)
Standards
(Each standard should be broken down into an aims sequence.)
Goal for IA#3—Choosing Precise Diction (Word structure)
W.13.2 CONSIDERING AUDIENCE AND PURPOSE
Select and use appropriate language and effective tone when
writing for different purposes and audiences
W.14.2 ORGANIZING
Organize information into a coherent analytical essay with teacher
guidance of structure that includes
o well-developed conclusion
W.15.3 WRITING
Write well-organized essays of an analytical nature that have
o well-chosen vocabulary
W.16.2 REVISING
Revise writing to improve organization, level of detail/development
of ideas, use of evidence, sentence structure/variety after teacherguided checking of
o the mechanics and usage of each sentence
W.20.3 EVALUATING
As a group of student learners, develop and use scoring guides or
rubrics to improve organization and presentation of written projects.
__________________________
W.15.4 WRITING
Write in-class essays “on-demand” in response to a literary work that
have
o well-chosen vocabulary
Page 5 of 15
Process-Based Essays
Grammar Skills
(Literary analysis of texts from
reading/literature class)
Please refer to the 2011-2012 HS
Writing Rubric for goals.
PBA prompt will be developed by Lit
lead planner with support from
Composition teachers.
W.17.8 PRECISE DICTION
Identify and revise
imprecise, unclear, or
vague word choices
W.18.8 PRECISE DICTION
Use knowledge of precise
diction when writing and
editing
Week One:
Descriptive language
Week Two:
Transition words
Week Three:
Generality/specificity
Week Four:
Misplaced modifiers
Week Five:
Faulty subordination/
coordination
Week Six:
Review of all diction topics
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
INTERIM ASSESSMENT # 4 (CT ONLY)
Standards
Process-Based Essays
(Each standard should be broken down into an aims sequence.)
(Literary analysis of texts from
reading/literature class)
Please refer to the 2011-2012
HS Writing Rubric for goals.
Goal for IA#4—Choosing Precise Diction (Word structure)
W.13.2 CONSIDERING AUDIENCE AND PURPOSE
Select and use appropriate language and effective tone when
writing for different purposes and audiences
W.14.2 ORGANIZING
Organize information into a coherent analytical essay with teacher
guidance of structure that includes
o well-developed conclusion
W.15.3 WRITING
Write well-organized essays of an analytical nature that have
o well-chosen vocabulary
PBA prompt will be
developed by Lit lead planner
with support from
Composition teachers.
Grammar Skills
W.17.9 SENTENCE VARIETY
Identify and define the different
structures of sentences.
W.18.9 SENTENCE VARIETY
Use knowledge of sentence structure
when writing and editing to achieve
a variety of sentence structure
Week One:
Simple sentences
Week Two:
Compound sentences
W.16.2 REVISING
Revise writing to improve organization, level of detail/development
of ideas, use of evidence, sentence structure/variety after teacherguided checking of
o the mechanics and usage of each sentence
Week Three:
Complex sentences
W.20.3 EVALUATING
As a group of student learners, develop and use scoring guides or
rubrics to improve organization and presentation of written
projects.
_________________________
W.15.4 WRITING
Write in-class essays “on-demand” in response to a literary work
that have
o well-chosen vocabulary
Week Five:
Adding variety to your writing with
sentence structure
Page 6 of 15
Week Four:
Compound-complex sentences
Week Six:
Review of sentence structures
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
INTERIM ASSESSMENT # 4 (NY ONLY)
Standards
(Each standard should be broken down into an aims sequence.)
Goal for IA#4—Choosing Precise Diction (Word structure)
W.13.2 CONSIDERING AUDIENCE AND PURPOSE
Select and use appropriate language and effective tone when
writing for different purposes and audiences
W.14.2 ORGANIZING
Organize information into a coherent analytical essay with teacher
guidance of structure that includes
o well-developed conclusion
W.15.3 WRITING
Write well-organized essays of an analytical nature that have
o well-chosen vocabulary
W.16.2 REVISING
Revise writing to improve organization, level of detail/development of
ideas, use of evidence, sentence structure/variety after teacherguided checking of
o the mechanics and usage of each sentence
W.20.3 EVALUATING
As a group of student learners, develop and use scoring guides or
rubrics to improve organization and presentation of written projects.
__________________________________
W.15.4 WRITING
Write in-class essays “on-demand” in response to a literary work that
have
o developed ideas in body paragraphs
o appropriate use of evidence including direct quotations and
paraphrases from the text
Page 7 of 15
Process-Based
Essays
Grammar Skills
Please refer to the
2011-2012 HS Writing
Rubric for goals.
W.17.9 SENTENCE VARIETY
Identify and define the different structures
of sentences.
PBA prompt will be
developed by Lit lead
planner with support
from Composition
teachers.
W.18.9 SENTENCE VARIETY
Use knowledge of sentence structure
when writing and editing to achieve a
variety of sentence structure
Week One:
Simple sentences
Week Two:
Compound sentences
Week Three:
Complex sentences
Week Four:
Compound-complex sentences
Week Five:
Adding variety to your writing with
sentence structure
Week Six:
Review of sentence structures
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
INTERIM ASSESSMENT # 5 (CT ONLY)
Standards
(Each standard should be broken down into an aims sequence.)
Goal for IA#5—Fully Developing Ideas to Construct an Effective Argument (Idea structure) and
Variety of Sentence Structure
W.12.6 PLANNING
Select evidence that connects thematically from a literary work with teacher guidance
W.14.2 ORGANIZING
Organize information into a coherent analytical essay with teacher guidance of structure that
includes
o developed ideas
o appropriate use of evidence including direct quotations and paraphrases from the text
W.15.3 WRITING
Write well-organized essays of an analytical nature that have
o developed ideas in body paragraphs
o appropriate use of evidence including direct quotations and paraphrases from the text
W.16.2 REVISING
Revise writing to improve organization, level of detail/development of ideas, use of evidence,
sentence structure/variety after teacher-guided checking of
o depth of explanation and detail
o quality of the content and evidence overall
W.20.3 EVALUATING
As a group of student learners, develop and use scoring guides or rubrics to improve organization
and presentation of written projects.
__________________________________
W.15.4 WRITING
Write in-class essays “on-demand” in response to a literary work that have
o Review of all previous topics
Page 8 of 15
ProcessBased Essays
Please refer
to the 20112012 HS
Writing
Rubric for
goals.
PBA prompt
will be
developed
by Lit lead
planner with
support from
Composition
teachers.
Grammar Skills
W.17.10 CONSISTENCY
Identify and revise
inconsistencies in writing
W.18.10 CONSISTENCY
Use knowledge of
consistency when writing
and editing
Week One:
Sequence of tenses
Week Two:
Parallelism
Week Three:
Noun agreement
Week Four:
Pronoun shift/pronoun
referents
Week Five:
Subject/verb agreement
Week Six:
Review of consistency
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
INTERIM ASSESSMENT # 5 (NY ONLY)
Standards
(Each standard should be broken down into an aims sequence.)
In this IA period, teachers should teach or re-teach all standards that are tested on
Tasks 1 and 2 of the Regents. There will be some distinct crossover with the Literature
S+S during this IA period, especially when teaching Task 2 of the new Regents, which
will contain a fiction passage. However, teachers should spend the bulk of their time
teaching previously unseen nonfiction standards—in particular, the listening and other
nonfiction standards below. To see a sample of the new 2010 exam, please see the
link in the righthand column.
Weeks 1-2:
ANALYZING NONFICTION
L.8.1: Recognize the defining features and structures of nonfiction works and consider
the author’s purpose in incorporating them in the nonfiction text (NY):
o Common textual features: paragraphs, topic sentences, concluding
sentences, introduction, conclusion, footnotes, index, bibliography
o Common graphic features: charts, maps, and diagrams
L.8.4 Analyze an author’s main ideas, supporting ideas/details, and evidence used to
support an argument.
Weeks 3-4:
L.8.7 Demonstrate an awareness of an author’s inclusion of values, customs, ethics,
and beliefs in a text.
L.8.8 Distinguish verifiable statement from hypothesis and a document’s bias
Weeks 5-6:
C.23.1a Take notes in an organized manner (graphic organizer, alphanumeric outline,
etc.) while listening orally to information provided and distinguish between main idea
and supporting details of the information shared. (NY version for Regents Task One)
Page 9 of 15
State Test Focus
Because sophomore
will take the actual
Regents exam in June,
there will be no IA this
period.
The Writing teacher is
responsible for Tasks 1
and 2 of the Regents:
-listening passage with
multiple-choice
questions
-fiction and non-fiction
passages with multiple
choice questions
New 2010 test sampler:
http://www.nysedrege
nts.org/Comprehensive
English/english-sampler2010.pdf
Grammar Skills
W.17.10 CONSISTENCY
Identify and revise
inconsistencies in writing
W.18.10 CONSISTENCY
Use knowledge of
consistency when
writing and editing
Week One:
Sequence of tenses
Week Two:
Parallelism
Week Three:
Noun agreement
Week Four:
Pronoun shift/pronoun
referents
Week Five:
Subject/verb
agreement
Week Six:
Review of consistency
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
Appendix A: Editing Checklist
Common Proofreading Symbols
Page 10 of 15
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
Common Proofreading Abbreviations
(The abbreviation would appear in the margin, probably with a line or arrow pointing to the offending element.)
Abbreviation
Meaning
Example
Ab
a faulty abbreviation
She had earned a Phd along with her M.D.
Awk
awkward expression
or construction
The storm had the effect of causing
millions of dollars in damage.
DICT
faulty diction
Due to the fact that we were wondering
as to whether it would rain, we stayed home.
Dgl
dangling construction
Working harder than ever, this job
proved to be too much for him to handle.
- ed
problem with
final -ed
Last summer he walk all the way to Birmingham.
||
problem in parallel
form
My income is bigger than my wife.
P/A
pronoun/antecedent
agreement
A student in accounting would be wise to see
their advisor this month.
Pron
problem with pronoun
My aunt and my mother have wrecked her car
The committee has lost their chance to change
things.
You'll have to do this on one's own time.
Rep
unnecessary repetition
The car was blue in color.
-s
problem with final -s
He wonder what these teacher think of him.
S/V
subject/verb agreement
The problem with these cities are leadership.
T
verb tense problem
He comes into the room, and he pulled his gun.
Wdy
wordy
Seldom have we perused a document so verbose,
so ostentatious in phrasing, so burdened with too
many words.
WW
wrong word
What affect did the movie have on Sheila?
She tried to hard to analyze its conclusion.
Page 11 of 15
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
Appendix B: Scaffold of CAPT Interdisciplinary Writing
CAPT Interdisciplinary Writing
The CAPT IW curriculum for 9th grade is structured to scaffold both skills necessary to answer a CAPT prompt and also difficulty of
prompts. While the initial prompts are relatively simple, the later prompts become increasingly more complex. The purpose of this scope
and sequence is to provide students with the writing skills necessary to be tackling full prompts by 10th grade.
IA
1
Skills


IA
2
Skills
Skills
SWBAT identify the issue, audience, and two sides of a CAPT prompt.
SWBAT close-read two article from a non-fiction CAPT prompt.
SWBAT identify and categorize evidence in a CAPT prompt.
SWBAT “name” arguments in a CAPT prompt.
Should students be required to complete community service for graduation?




IA
4
SWBAT identify the issue, audience, and two sides of a CAPT prompt.
SWBAT close-read one article from a non-fiction CAPT prompt.
Should athletes who commit a crime be allowed to participate on a sports team?




IA
3
Skills
Should children be given cell phones?
SWBAT identify the issue, audience, and two sides of a CAPT prompt.
SWBAT close-read two article from a non-fiction CAPT prompt.
SWBAT “name” arguments in a CAPT prompt.
SWBAT craft a strong introductory paragraph.
Should your community adopt a youth curfew?





SWBAT identify the issue, audience, and two sides of a CAPT prompt.
SWBAT close-read two article from a non-fiction CAPT prompt.
SWBAT “name” arguments in a CAPT prompt.
SWBAT craft a strong introductory paragraph.
SWBAT craft two strong body paragraphs and a conclusion.
Page 12 of 15
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
IA
5
Should we pay organ donors?
Skills





SWBAT identify the issue, audience, and two sides of a CAPT prompt.
SWBAT close-read two article from a non-fiction CAPT prompt.
SWBAT “name” arguments in a CAPT prompt.
SWBAT craft a strong introductory paragraph.
SWBAT craft two strong body paragraphs and a conclusion.
In 10th Grade, students take the following three prompts writing complete, scored essays.



Should teenagers be educated about the dangers of gambling? (2008)
Should automobile monitoring devices be placed in teenage drivers’ cars? (2008)
Should we allow naturalized citizens to become president? (2007)
Page 13 of 15
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
Appendix C : Sample Weekly Structure
Assume scholars have finished one draft of a process-based essay and are working on revising that draft.
Monday: Writing Focus (Process-based essay)
Do Now: Journal
Mini-lesson Aim: SWBAT identify the qualities of effective transitions between body paragraphs
Writing Workshop Focus: Scholars will examine each of their own topic sentences to examine the transition words that currently
exist. During the mini-lesson, the teacher will use examples from sample essays to guide students in identifying structures that
effectively transition between main ideas, focusing on natural, complex phrases embedded in topic sentences. Teacher will
circulate to check in with students about their topic sentences, pointing out areas to improve.
Tuesday: Revising and Editing Focus
Do Now: Daily oral language practice
Mini-lesson Aim: SWBAT explain what “extraneous material” is and identify common filler words/phrases (such as “Due to the
fact that,” “As you can see,” and “Of course.”) SWBAT revise sentences to eliminate filler.
Writing Workshop Focus: Scholars will identify the extraneous phrases in a series of sample sentences. Scholars will then rewrite
the sentences to eliminate the phrases. Teacher will circulate to check progress on essay revision from yesterday, in addition to
checking in with students about the sentences that they are revising.
Wednesday: Writing Focus (Process-based essay)
Do Now: Sample topic sentences with transitional phrases to check against criteria developed on Monday
Mini-lesson Aim: SWBAT revise their own transitions to meet criteria of effective transitions established on Monday
Writing Workshop Focus: Scholars will revise their own topic sentences. In doing so, scholars may find that they need to revise
the order of the ideas in their paragraphs or elaborate upon those ideas; teacher has provided brief review of last week’s
lessons on elaboration methods. Teacher pulls small group of students who are struggling with topic sentences (according to
Monday’s exit slip) to review. Afterwards, teacher pulls small group of students who mastered topic to work on incorporating
transition words between ideas within their body paragraphs for enrichment.
Thursday: Revising and Editing Focus
Do Now: Daily oral language
Mini-lesson Aim: SWBAT revise sentences with extraneous material.
Page 14 of 15
Writing Scope and Sequence:
Grade 10: Universal Themes in Literature
Writing Workshop Focus: After examining sample sentences to identify more extraneous phrases and filler words, scholars will
revise the draft of their essay to eliminate any extraneous material in their sentences. Scholars will defend their corrections to
the teacher as he/she circulates. Scholars will begin rewriting their drafts when they finish.
Friday; Writing Focus (On-demand essay)
Do Now: Reflection in journal
Mini-Lesson Aim: Teachers may have aims related to their respective state tests, but the underlying idea may be: SWBAT
develop the ideas in an essay.
Writing Workshop Focus: Teacher will review last week’s on-demand essay focus—turning the essay prompt into a thesis
statement—using student examples. Using outlining and elaboration techniques developed over the past two weeks during
process-based writing lessons, the class will work through outlining a sample essay. Scholars will then plan an essay on their own,
using the thesis from last week’s lesson. Teacher will circulate to assist after pulling a small group of struggling students to review
the objective from last week before they move forward with their outlines.
Page 15 of 15