EN 65 IB MYP Sophomore English - Mesa Public Schools · EN 65 IB MYP Sophomore English Course Curriculum Aligned to the Arizona English Language Arts Standards ... • Craft quality

EN 65

IB MYP Sophomore English

Course Curriculum

Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL APRIL 2019

Table of Contents

Document Introduction ................................................................................................................................................. Page 1

Standards Overview ..................................................................................................................................................... Page 3

Course Overview .......................................................................................................................................................... Page 4

Coding .......................................................................................................................................................................... Page 7

Reading Standards....................................................................................................................................................... Page 8

Reading for Literature .......................................................................................................................................... Page 10

Reading for Informational Text .............................................................................................................................. Page 18

Writing Standards ....................................................................................................................................................... Page 28

Speaking and Listening Standards ............................................................................................................................. Page 44

Language Standards .................................................................................................................................................. Page 52

Language Standards Progression Chart .................................................................................................................... Page 60

Arizona English Language Arts Standards Grades 9-10……………………………………………………………………Page 62

Introduction

1

Arizona English Language Arts Standards

The Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all

students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of

what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and

Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms.

These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the

Arizona State Board of Education.

Mesa Public Schools Curriculum Documents

In response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content

experts for each grade level. These groups included representation from each of the district’s high school campuses and teachers experienced in

each of the courses offered in the district. The 9th and 10th grade expert groups worked in conjunction to create an instructional progression for each

standard in each strand of the English Language Arts Standards that reflects an intentional scaffolding within the 9-10 grade band. The curriculum

documents that resulted provide the following:

• an overview of The Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading

(literature and informational text), Writing, Speaking and Listening, and Language

• course information including course number, level of difficulty, and course descriptions

• a key to the correct coding of standards

• a breakdown of suggested quarterly progression of instruction per standard by strand

• a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state. These documents provide a

suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for

instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources

adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each

standard.

While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time

frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student

achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.

Introduction

2

Design Features for MPS Curriculum Documents

Grade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts

Standards. Below each standard are two columns.

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Any

bolded portion of the text within this progression indicates a new focus for the quarter.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction

specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an

exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add

resources that will facilitate effective instruction for their students.

Standard Code Grade Band, Strand, Standard

Entire Arizona English Language Arts Standard

SUGGESTED ACTIVITIES FOR INSTRUCTION This column contains activities, structures, and strategies

that might aid in instruction specific to each standard. Note

that this list is in no way an exhaustive or prescriptive list

of required strategies.

Bolded text indicates a new

focus for scaffolding. STANDARD AND SUGGESTED PROGRESSION

This column contains a suggested progression for instruction.

Overview

3

Arizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks. Reading Standards for Literature:

• Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres

• Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose

• Use details to cite and analyze examples from the text

• Analyze how an author’s choices about structure, order of events, or manipulation of time create such effects as mystery, tension, or surprise

• Analyze author’s word choice and intent to examine impact on meaning and tone Reading Standards for Informational Text:

• Analyze supporting details to infer meaning and determine main ideas and author’s purpose

• Analyze and synthesize texts to determine how structure and organization impact the presentation of information and its effectiveness in conveying information and support claims

• Support their analysis with strong textual evidence Writing Standards:

• Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal

• Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format for citation appropriate for the task and audience

• Plan, draft, revise, and edit writing in an effective and strategic manner Speaking and Listening Standards:

• Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal

• Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources

• Present information using various forms of multimedia technology appropriate to the task, purpose, and audience Language Standards:

• Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling)

• Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences; Write and edit work so that it conforms to the guidelines in a style manual

• Use parallel structure and various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations

• Determine the meanings of unknown words and figurative language using a variety of strategies

Overview

4

IB/MYP Guiding Terms

Key Concepts (Bolding indicates Language and Literature contributions)

• Aesthetics • Change • Communication • Communities • Connections • Creativity • Culture • Development • Form • Global Interactions • Identity • Logic • Perspective • Relationships • Systems • Time, Place, and Space

Related Concepts • Audience Imperatives • Character • Context • Genre • Intertextuality • Point of View • Purpose • Self-Expression • Setting • Structure • Style • Theme

Global Contexts • Identities and Relationships • Orientation in Space and Time • Personal and Cultural Expression • Scientific and Technical Innovation • Globalization and Sustainability • Fairness and Development

Inquiry Questions Use statements of inquiry to produce inquiry questions. These give direction to teaching and learning and help to organize and sequence learning experiences. (Workbook 24). Factual (knowledge/fact based, content-driven, skills-related, supported by evidence, topical, recall and comprehension) Conceptual (big ideas exploration, compare and contrast, exploring contradictions, deeper disciplinary and interdisciplinary understanding, promotes transfer, analysis and application Debatable (use of facts and concepts to debate a position, promote discussion, explore ideas from multiple perspectives, can be contested, have tensions, deliberately provocative, encourage synthesis and evaluation).

Approaches to Learning

Communication Skills • Exchanging thoughts, messages, and

information effectively through interaction

• Reading, writing, and using language to gather and communicate information

Social Skills • Working effectively with others

Self-Management Skills • Managing time and tasks effectively • Managing state of mind • (Re)considering the process of

learning: choosing and using ATL skills

Research Skills • Finding, interpreting, judging, and

creating information • Interacting with media to use and

create ideas and information Thinking Skills

• Analyzing and evaluating issues and ideas

• Generating novel ideas and considering new perspectives.

• Utilizing skills and knowledge in multiple contexts.

Overview

5

Assessment Criteria (Language and Literature)

Criterion A: Analyzing Maximum: 8

At the end of year 5, students should be able to:

• analyze the content, context, language, structure, technique

and style of text(s) and the relationship among texts

• analyze the effects of the creator’s choices on an audience

• justify opinions and ideas using examples, explanations and

terminology

• evaluate similarities and differences by connecting features

across and within genres and texts

Criterion B: Organizing Maximum: 8


• employ organizational structures that serve the context and

intention

• organize opinions and ideas in a sustained, coherent and logical

manner

• use referencing and formatting tools to create a presentation

style suitable to the context and intention

Criterion C: Producing text Maximum: 8


• produce texts that demonstrate insight, imagination and

sensitivity while exploring and reflecting critically on new

perspectives and ideas arising from personal engagement with

the creative process.

• make stylistic choices in terms of linguistic, literary and visual

devices, demonstrating awareness of impact on an audience.

• select relevant details and examples to develop ideas.

Criterion D: Using Language Maximum: 8


• use appropriate and varied vocabulary, sentence structures and

forms of expression.

• write and speak in a register and style that serve the context

and intention.

• use correct grammar, syntax and punctuation

• spell (alphabetic languages), write (character languages) and

pronounce with accuracy.

• use appropriate non-verbal communication

Overview

6

Course #: EN65 Grade Level: 10th Grade

Course Names: IB MYP Sophomore English Level of Difficulty: High

Prerequisites: EN26 or EN27 # of Credits: 1 (2 Sem.)

Course Description: An accelerated language arts course with an emphasis on advanced work in literature, composition, grammar, and research. There are six skill areas: listening, speaking, reading, writing, viewing, and presenting, which are used to develop a student’s ability to think critically and develop intercultural understanding. This course takes the place of EN 47. Note: This is a weighted course.

ARIZONA ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

• Key Ideas and Details

• Craft and Structure

• Integration of Knowledge and Ideas

• Range of Reading and Level of Text Complexity

• Comprehension and Collaboration

• Presentation of Knowledge and Ideas

WRITING LANGUAGE

• Text Types and Purposes

• Production and Distribution of Writing

• Research to Build and Present Knowledge

• Range of Writing

• Conventions of Standard English

• Knowledge of Language

• Vocabulary Acquisition and Use

Teacher’s Note

The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for

Grade 10 are the same as those for Grade 9. As teachers begin their instruction for 10th Grade, they should keep in mind that students have

worked on these same skills in 9th Grade. Instruction for 10th Grade should include elevated rigor as students read increasingly complex texts.

Students will demonstrate, through writing, increasing sophistication in all aspects of language use, from vocabulary and syntax to the

development and organization of ideas, as they address increasingly demanding content and sources. By the end of the 10th Grade year,

students should show mastery of the skills indicated in each standard independently and proficiently.

Coding

7

Grades 9-10 Standard 1

9-10.RL.1

Strand:

Reading

Literature

8

READING

STANDARDS

9

IB MYP SOPHOMORE ENGLISH EN65

Bold text indicates focus for scaffolding 10

READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION MPS RESOURCES

9-10.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Cite textual evidence; make inferences from the text. Activities/Techniques: ● Apply AVID critical reading strategies ● Complete charts and diagrams that support a literary focus (e.g. theme,

characterization, symbolism, and motifs) with evidence from the text to support

● Review 3-part source integration for evidence with MLA formatting ● Review the C-SPECS formula (Claim, Supporting Point, Evidence,

Commentary, Summary) focusing especially on evidence and commentary ● Literary Lenses for analysis: literary eras, archetypes, and critical theory

IB Connections: ● Key Concept: Communication ● Related Concept: Point of view, Purpose, and Theme ● Inquiry: Factual and Conceptual ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information) ● MYP Assessment:

❖ Criterion A: Analyzing (justify opinions and ideas, using examples, explanation, and terminology)

Possible Resources: ● Things Fall Apart by Chinua Achebe ● Hamlet or Macbeth by William Shakespeare ● A Raisin in the Sun by Lorraine Hansberry ● Frankenstein by Mary Shelley ● Selected short stories ● Selected poetry

2nd Quarter Select and cite strong evidence from text to support explicit meaning and inferences.

3rd Quarter Select and cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

4th Quarter Mastery of the standard in its entirety, independently and proficiently.





9-10.RL.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.

1st Quarter Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Activities/Techniques: ● Practice with alternate representations of summaries (graphic/visual,

cartoon, comic strip, poster, digital story, storyboard, children’s book, skit) ● Participate in class discussions with theme-based inquiry ● Annotate with an emphasis on theme ● State the theme in a sentence ● Literary Lenses for analysis: critical theory

IB Connections: ● Key Concepts: Change, Communication, Identity ● Related Concepts: Purpose, Theme, Audience Imperatives ● Inquiry: Conceptual and Debatable ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information), Thinking (analyzing and evaluating issues and ideas)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language,

structure, technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources: ● Things Fall Apart by Chinua Achebe ● Hamlet or Macbeth by William Shakespeare ● A Raisin in the Sun by Lorraine Hansberry ● Frankenstein by Mary Shelley ● Selected short stories ● Selected poetry

2nd Quarter Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.

3rd Quarter 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.






9-10.RL.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.

1st Quarter Identify/analyze how complex characters (e.g. those with multiple or conflicting motivations) develop and interact with other characters.

Activities/Techniques: ● Assume the role of a character (e.g. Hot Seat discussion, journal entry,

letter, dialectic journal) ● Complete a character motivation chart, using textual evidence to pinpoint

character shifts ● Review characterization techniques (e.g. “STEAL”: Speech, Thoughts,

Effect on others, Actions, Looks) ● Literary Lenses for analysis: Archetypes

IB Connections: ● Key Concepts: Perspective, Development, Identity ● Related Concepts: Character, Point of View, Theme ● Inquiry: Conceptual and Debatable ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information), Thinking (analyzing and evaluating issues and ideas)


structure, technique, and style of texts and the relationship among texts; justify opinions and ideas, using examples, explanation, and terminology)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and logical manner)

Possible Resources: ● Things Fall Apart by Chinua Achebe ● Hamlet or Macbeth by William Shakespeare ● A Raisin in the Sun by Lorraine Hansberry ● Selected short stories ● Selected poetry

2nd Quarter Identify/analyze how complex characters (e.g. those with multiple or conflicting motivations) develop, interact with other characters, and advance the plot or develop the theme.

3rd Quarter Identify/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.






9-10.RL.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.

1st Quarter Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings and tone.

Activities/Techniques: ● Explore historical context, local color, dialect usage, archaic usages ● Apply diction analysis by analyzing patterns, author’s purpose, and the

effect on reader ● Annotating with emphasis on word choice and effect ● Determining meaning, tone, and mood as influenced by diction

IB Connections: ● Key Concepts: Aesthetics; Communication; Creativity; Time, Place, and

Space ● Related Concepts: Self-Expression, Style ● Global Contexts: Orientation in Space and Time, Personal and Cultural

Expression ● Inquiry: Conceptual ● Approaches to Learning: Communication (exchanging thoughts, messages,

and information effectively through interaction; reading, writing, and using language to gather and communicate information); Thinking (utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion C: Producing Text (make stylistic choices in terms of

linguistic, literary and visual devices, demonstrating awareness of impact on an audience)

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structure, and forms of expression; write and speak in a register and style that serve the context and intention)

Possible Resources: ● Things Fall Apart by Chinua Achebe ● Hamlet or Macbeth by William Shakespeare ● A Raisin in the Sun by Lorraine Hansberry ● Selected short stories ● Selected poetry

2nd Quarter 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.

3rd Quarter 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.






9-10.RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

1st Quarter Analyze how an author’s choices creates such effects as mystery, tension, or surprise.

Activities/Techniques: ● Create storyboards or comic strips that interpret text’s plot structure ● Use plot diagrams that focus on devices like parallel plot, flashback, and

pacing (start simple and move into more complex structures) ● Analyze the plot’s effect on tone or mood ● Analyze the influence of point of view and characterization on plot

structure

IB Connections: ● Key Concepts: Form, Perspective, and Systems ● Related Concepts: Structure and Style ● Inquiry: Debatable ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Research (interacting with media to use and create ideas and information)

● MYP Assessment: ❖ Criterion B: Organizing (organize opinions and ideas in a sustained,

coherent, and logical manner) ❖ Criterion C: Producing Text (select relevant details and examples to

develop ideas)

Possible Resources: ● Hamlet or Macbeth by William Shakespeare ● A Raisin in the Sun by Lorraine Hansberry ● Selected short stories ● Selected poetry

2nd Quarter Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

3rd Quarter Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.






9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

1st Quarter Analyze a particular point of view (cultural perspective/worldview) reflected in works of literature, drawing from a variety of literary texts.

Activities/Techniques: ● Compare/contrast a historical event presented in literature through two

different perspectives ● Interpret literature through “iceberg” model (moving from surface-level

understanding of a culture into the more complex) ● Literary Lens application: critical theory

IB Connections: ● Key Concepts: Communities, Culture, Global Interactions ● Related Concepts: Context, Intertextuality, Point of View ● Global Contexts: Personal and Cultural Expression, Identities and

Relationships, Orientation in Space and Time ● Inquiry: Debatable ● Approaches to Learning: Thinking (analyzing and evaluating issues and

ideas; generating novel ideas and considering new perspectives) ● MYP Assessment:

❖ Criterion A: Analyzing (analyze the content, context, language, structure, technique, and style of texts, and the relationship among texts; evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources: ● Things Fall Apart by Chinua Achebe ● A Raisin in the Sun by Lorraine Hansberry ● Selected short stories

2nd Quarter Analyze a particular cultural experience reflected in works of literature, drawing from a variety of literary texts.

3rd Quarter Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.






9-10.RL.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.

1st Quarter Analyze the representation of a subject in two different artistic mediums.

Activities/Techniques: ● Compare/contrast pieces (song to text, painting to sculpture, poem to

artwork, theater production to film, etc.) ● Create a dramatic interpretation (re-write, modernize, translate, etc.) ● Annotate/close read text to prepare for discussion of the text’s treatment

in both versions ● Compare filmed scenes in Shakespeare and analyze the director’s

choices ● Literary Lens for analysis: literary eras (artwork and literature)

IB Connections: ● Key Concepts: Connections, Perspective, Relationships ● Related Concepts: Context, Intertextuality, Point of View, Style ● Global Contexts: Personal and Cultural Expression, Identities and

Relationships, Globalization and Sustainability ● Inquiry: Debatable ● Approaches to Learning: Social (working effectively with others); Thinking

(analyzing and evaluating issues and ideas, generating novel ideas and considering new perspectives, utilizing skills and knowledge in multiple contexts)



Possible Resources: ● Hamlet by William Shakespeare (artwork like Millais’ “Ophelia”) ● A Raisin in the Sun by Lorraine Hansberry ● Selected poetry ● Selected short stories

2nd Quarter Analyze the representation of a key scene in two different artistic medium.

3rd Quarter Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.






9-10.RL.8 (Not applicable to literature)

9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.

1st Quarter Analyze how an author draws on source material in a specific work.

Activities/Techniques: ● Compare an original text to its translated version ● Study Shakespeare as a source of allusions ● Identify and interpret allusions found in literature

IB Connections: ● Key Concepts: Connections, Development, Systems ● Related Concepts: Context, Style, Point of View, Purpose, Intertextuality ● Global Contexts: Personal and Cultural Expression ● Inquiry: Debatable ● Approaches to Learning: Thinking (generating novel ideas and

considering new perspectives, utilizing skills and knowledge in multiple contexts)



Possible Resources: ● Macbeth or Hamlet by William Shakespeare

2nd Quarter Analyze how an author draws on and transforms source material in a specific work.

3rd Quarter Analyze how an author draws on and transforms source material in a specific work.


10.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.

Grades 9-10 text complexity band – 1050-1335 Lexile Addressed in all above standards.



READING STANDARDS FOR INFORMATIONAL TEXT STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1st Quarter Select and cite textual evidence; make inferences from the text.

Activities/Techniques: ● Use critical thinking and critical reading techniques to identify

strong/thorough arguments (AVID Weekly) ● Review three-part source integration ● Use graphic organizers (inferences about the text, pinpointing author’s claim,

evidence) ● Use annotation strategies ● Analyze scholarly texts to support literary topics ● Analyze informational texts to support research topics

IB Connections: ● Key Concepts: Communication ● Related Concepts: Context, Genre, Purpose, Point of View ● Inquiry: Factual and Debatable ● Approaches to Learning: Thinking (generating novel ideas and considering

new perspectives, utilizing skills and knowledge in multiple contexts) ● MYP Assessment:

❖ Criterion A: Analyzing (analyze the content, context, language, structure, technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources: ● Tragic hero texts (Aristotle) ● AVID Weekly selections ● Current event pieces related to literature themes

2nd Quarter Select and cite textual evidence to support explicit meaning and inferences.

3rd Quarter Select and cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.





MPS RESOURCES

9-10.RI.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.

1st Quarter Review and determine a central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Activities/Techniques: ● Use critical thinking and critical reading techniques, such as AVID one-

page report and Critical Notes ● Color-code the text according to components like: umbrella claim, body

paragraph claim, supporting points and counterclaims, evidence and commentary

● Review C-SPECS (Claim, Supporting Point, Evidence, Commentary, Summary) annotation to determine claims and evidence

● Apply C-SPECS to an objective summary of an informational text ● Examine scholarly texts to connect to literature themes ● Pose Socratic Seminar discussions with notes that articulate central ideas

and supporting evidence

IB Connections: ● Key Concepts: Communication, Perspective ● Related Concepts: Purpose, Point of View, Theme ● Inquiry: Factual, Debatable ● Approaches to Learning: Communication (exchanging thoughts,

messages, and information effectively through interaction), Research (finding, interpreting, judging, and creating information)



❖ Criterion B: Organizing (employ organizational structures that serve the context and intention; organize opinions and ideas in a sustained, coherent, and logical manner)

Possible Resources: ● Tragic hero (Aristotle) ● AVID Weekly selections ● Current event informational texts

2nd Quarter Determine a central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.

3rd Quarter Determine a 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.





MPS RESOURCES

9-10.RI.3: Analyze how the author constructs 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.

1st Quarter Analyze how the author organizes an analysis or series of ideas or events including the order in which the points are made.


page report and Critical Notes ● Color-code the text according to components like umbrella claim, body



● Reverse outline (take an existing text and create an outline showing the structure of the piece)

● Identify organizational patterns (e.g. chronological, compare-contrast, spatial, problem/solution, cause/effect, definition and interpret their effectiveness in supporting the main idea)

IB Connections: ● Key Concepts: Form ● Related Concepts: Structure, Purpose ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging thoughts, messages,

and information effectively through interaction), Research (finding, interpreting, judging, and creating information)



Possible Resources: ● AVID Weekly selections ● Current event informational texts

2nd Quarter Analyze how the author organizes an analysis or series of ideas or events including the order in which the points are made, how they are introduced and developed.

3rd Quarter Analyze how the author organizes 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.





MPS RESOURCES

9-10.RI.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.

1st Quarter Determine the meaning of words and phrases as they are used in the text, including figurative and connotative and technical meanings.

Activities/Techniques: ● Annotating the text with emphasis on unknown vocabulary, interesting

diction, usage patterns ● Studying etymology/root words/metaphorical usage (see

www.etymonline.com) ● Paraphrasing to understand meaning (esp. for figurative and connotative) ● Exploring shifts in diction according to genre by re-writing texts for a

different audience ● Integrate vocabulary from informational texts into writing

IB Connections: ● Key Concepts: Communication, Form ● Related Concepts: Purpose, Style ● Inquiry: Factual ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Research (finding, interpreting, judging, and creating information); Thinking (utilizing skills and knowledge in multiple contexts)


structure, technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience)

❖ Criterion D (use appropriate and varied vocabulary, sentence structures, and forms of expression; write and speak in a register and style that serve the context and intention)


2nd Quarter 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.

3rd Quarter 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.





MPS RESOURCES

9-10.RI.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).

1st Quarter Analyze how an author’s ideas or claims are developed and refined by particular sentences and paragraphs.

Activities/Techniques: ● Apply a syntax analysis to a text (phrases, clauses, and rhetorical devices) ● Use critical thinking and critical reading techniques, such as AVID one-

page report, Critical Notes, or “Say, Mean, Matter” chart ● Color-code the text according to components like umbrella claim, body



● Reverse outline (take an existing text and create an outline showing the structure of the piece)

● Identify organizational patterns e.g. chronological, compare-contrast, spatial, problem/solution, cause/effect, definition and interpret their effectiveness in supporting the main idea

IB Connections: ● Key Concepts: Form ● Related Concepts: Structure, Purpose ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information), Research (finding, interpreting, judging, and creating information)



❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures and forms of expression)


2nd Quarter Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences and paragraphs.

3rd Quarter 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).





MPS RESOURCES

9-10.RI.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.

1st Quarter Determine an author’s point of view in a text and analyze how an author uses rhetoric to advance that point of view.

Activities/Techniques: ● Apply AVID rhetorical precis template ● Apply SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject,

Tone) or TAP (Task, Audience, Purpose) to an informational text ● Locate rhetorical appeals (Logos, Pathos, Ethos) and discuss the

effectiveness ● Apply a syntax analysis to a text (phrases, clauses, and rhetorical devices) ● Continue to teach students annotation practices in regard to patterns,

syntax, and locating main ideas

IB Connections: ● Key Concepts: Perspective ● Related Concepts: Point of View, Purpose ● Inquiry: Conceptual, Debatable ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information), Thinking (analyzing and evaluating issues and ideas; generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)




2nd Quarter Determine an author’s purpose in a text and analyze how an author uses rhetoric to advance that purpose.

3rd Quarter 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.





MPS RESOURCES

9-10.RI.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.

1st Quarter Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia).

Activities/Techniques: ● Compare the author’s oral rendition of the work to its written version, a

political cartoon to an editorial with similar themes, themes in poetry and music, and themes across different writing genres

● Research a historical context using both primary and secondary sources, comparing what is emphasized

● Compare/contrast outlines or annotations of comparable texts ● Compose informal reflections to explore conclusions about texts ● Writing claim statements that explore multiple perspectives on the topic

IB Connections: ● Key Concepts: Connection, Perspective ● Related Concepts: Context, Style, Intertextuality ● Inquiry: Conceptual, Debatable ● Approaches to Learning: Research (finding, interpreting, judging, and

creating information); Thinking (generating novel ideas and considering new perspectives, utilizing skills and knowledge in multiple contexts)



Possible Resources: ● AVID Weekly selections ● Current event informational texts ● Refer to adopted resources for examples of artwork and nonfiction

selections for comparison

2nd Quarter 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.

3rd Quarter 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.





MPS RESOURCES

9-10.RI.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.

1st Quarter Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant.

Activities/Techniques: ● Apply a syntax analysis to a text (phrases, clauses, and rhetorical

devices) ● Use critical thinking and critical reading techniques, such as AVID one-

page report, Critical Note, or “Say, Mean, Matter” chart ● Color-code the text according to components like umbrella claim, body



● Explore logical fallacies and other rhetorical devices (rhetorical analysis essay)

IB Connections: ● Key Concepts: Communication, Logic ● Related Concepts: Point of View, Purpose ● Inquiry: Factual, Debatable ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Research (finding, interpreting, judging, and creating information); Thinking (analyzing and evaluating issues and ideas)


structure, technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology)

Possible Resources: ● Political speeches ● AVID Weekly selections ● Current event informational texts

2nd Quarter 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.

3rd Quarter 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.





MPS RESOURCES

9-10.RI.9: Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

1st Quarter Analyze seminal/primary documents of historical and literary significance.


page report, Critical Notes, or “Say, Mean, Matter” chart ● Annotate to determine main ideas and how they are developed throughout

the text ● Gather evidence and write theme statements that encompass main ideas,

arguments, etc. ● Use a Venn diagram or other graphic organizer to compare/contrast how

multiple texts address similar themes

IB Connections: ● Key Concepts: Communication; Culture; Perspective; Time, Place, and

Space ● Related Concepts: Intertextuality, Point of View, Purpose ● Inquiry: Conceptual, Debatable ● Approaches to Learning: Research (finding, interpreting, judging, and

creating information); Thinking (analyzing and evaluating issues and ideas; generating novel ideas and considering new perspectives)


structure, technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources: ● Refer to textbook resource adoption ● Selections related to cultural impact of Scramble for Africa (Things Fall

Apart) ● AVID Weekly selections ● Current event informational texts

2nd Quarter Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

3rd Quarter Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concept.


10.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.

Grades 9-10 text complexity band – 1050-1335 Lexile Addressed in all above standards.

27

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WRITING

STANDARDS

29



WRITING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.W.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 norms and conventions of the discipline

in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

1st Quarter Write arguments to support claim in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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

b. Develop claim(s) and counterclaims fairly. c. Use words, phrases, and clauses to link the major sections of the

text. d. Establish and maintain a formal style and objective tone. e. Provide a concluding statement or section that follows from and

supports the argument presented.

NOTE: These suggestions apply to all quarters.

Activities/Techniques: ● Dissect model texts for: claims/counterclaims, transitional

words, tonal words, bias, reasons/evidence, conclusions ● Dissect texts using C-SPECS formula (Claim, Supporting

Points, Evidence, Commentary, and Summary) for each segment of the argument

● Identify rhetorical appeals (Logos, Pathos, Ethos) and evaluate their effectiveness

● Evaluate tonal words and definitions list to identify author’s tone

● T-charts, AVID writing templates, Venn Diagram to explore different viewpoints and evidence

● Utilize argument outlines ● SOAPSTONE (Speaker, Occasion, Audience, Purpose,

Subject, and Tone) ● Compose an argument piece for a specific audience ● Socratic Seminars to dissect arguments



WRITING STANDARDS


2nd Quarter 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.

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.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

IB Connections: ● Key Concepts: Development; Form; Logic

● Related Concepts: Context, Point of View, Purpose,

Structure, Style

● Inquiry: Factual, Conceptual, Debatable

● Approaches to Learning: Communication (exchanging

thoughts, messages, and information effectively through

interaction; reading, writing, and using language to gather

and communicate information); Research (finding,

interpreting, judging, and creating information; interacting

with media to use and create ideas and information);

Thinking (analyzing and evaluating issues and ideas;

generating novel ideas and considering new perspectives;

utilizing skills and knowledge in multiple contexts)

● MYP Assessment:

❖ Criterion A: Analyzing (analyze the content, context,

language, structure, technique, and style of texts, and

the relationship among texts; analyze the effects of

the creator's choices on an audience; justify opinions

and ideas, using examples, explanations, and

terminology, evaluate similarities and differences by

connecting features across and within genres and

texts)

❖ Criterion B: Organizing (employ organizational

structures that serve the context and intention;

organize opinions and ideas in a sustained, coherent,

and logical manner)

❖ Criterion D: Using Language (use appropriate and

varied vocabulary, sentence structures and forms of

expression)

Possible Resources: ● Chinua Achebe’s “An Image of Africa” before Things Fall

Apart ● Selected nonfiction texts like editorials, research papers,

scholarly articles, current news stories, AVID Weekly ● Pre-writing charts for different modes of writing ● C-SPECS color-coding chart

3rd Quarter Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient 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 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.







MPS RESOURCES

9-10.W.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.

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, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s 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 an appropriate tone while attending to the norms and conventions of the

discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

1st Quarter 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.

a. Introduce a topic; organize ideas, concepts, and information.

b. Develop the topic with relevant facts, definitions, details, quotations, or

other information and examples to the audience’s knowledge of the

topic.

c. Use appropriate and varied transitions to link the major sections of the

text, and create cohesion.

d. Use precise language and domain-specific vocabulary.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement and supports the information or

explanation presented.


Activities/Techniques: ● Dissect model texts for: evidence and examples,

transitions, tonal language ● Dissect texts using C-SPECS formula (Claim/Main Idea,

Supporting Points, Evidence, Commentary, and Summary)

● Evaluate tonal words and definitions list to identify author’s tone

● Utilize explanatory/informative outlines, i.e. chronological, compare-contrast, problem-solution

● Practice elaboration and description techniques ● Summarizing complex concepts or systems ● Create multi-media presentations



WRITING STANDARDS


2nd Quarter 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.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations.


d. 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 statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

IB Connections: ● Key Concepts: Communities, Global Interactions,

Relationships, Systems ● Related Concepts: Context, Intertextuality, Purpose,

Structure, Style ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging

thoughts, messages, and information effectively through interaction; reading, writing, and using language to gather and communicate information); Research (finding, interpreting, judging, and creating information; interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas; utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content,

context, language, structure, technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (employ organizational structures that serve the context and intention; organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; select relevant details and examples to develop ideas)


3rd Quarter 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.




d. 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 statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).



WRITING STANDARDS


4th Quarter

Mastery of the standard in its entirety, independently and proficiently. Possible Resources: ● Pre-writing charts for different modes of writing ● C-SPECS color-coding chart ● Elaboration techniques ● Quotation integration

9-10.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. 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.

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

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, relevant descriptive 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. 1st Quarter Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences. a. Orient the reader by setting out a problem, situation, or observation,

establishing one point of view, and introducing a narrator and/or

characters; create a plot progression.

b. Use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines to develop experiences, events, and/or

characters.

c. Use a variety of techniques to sequence events.

d. Use words, phrases, details, and language to convey a 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.


Activities/Techniques: ● Read and study varied narrative style to inspire

independent writing ● Dissect model texts for: structural techniques,

descriptive language, literary devices, point of view, and tone/mood

● Pre-writing techniques: story starters, plot diagrams, Standard Analysis of a Short Story chart, webs, etc.

● Practice elaboration and description techniques ● Implement structural techniques such as pacing,

sequencing, and multiple plotlines ● Create nuanced and complex characters ● Create compelling, possibly ambiguous resolutions



WRITING STANDARDS


2nd Quarter Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details, and well-structured

event sequences.

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

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

c. Use a variety of techniques to sequence events so that they build on one another.

d. Use precise words and phrases, relevant descriptive 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.

IB Connections: ● Key Concepts: Communication, Connections, Creativity, Identity,

Perspectives, Relationships ● Related Concepts: Audience Imperatives, Character, Point of View,

Self-Expression ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging thoughts,

messages, and information effectively through interaction; reading, writing, and using language to gather and communicate information); Self-Management (managing time and tasks effectively); Thinking (generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion B: Organizing (employ organizational structures that

serve the context and intention; organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable to the context and intention)

❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; select relevant details and examples to develop ideas)

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures and forms of expression; write and speak in a register and style that serve the context and intention; use correct grammar, syntax, punctuation; spell alphabetic language write character languages and pronounce with accuracy; use appropriate non-verbal communication)

Possible Resources: ● Reader/Writer Autobiography (mentor texts: Stephen King’s On

Writing and Sherman Alexie’s “Superman and Me”)

● Craft Writing - story starters, stories from a picture, etc.

● Elaboration techniques (vivid verbs; show, don’t tell; sensory

imagery; “zooming in” to specific moments; connotation and

denotation)

● Fiction models that demonstrate various nuanced writing

techniques

3rd Quarter Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details, and well-structured

event sequences.



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

d. Use precise words and phrases, relevant descriptive 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.





MPS RESOURCES

9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

1st Quarter Standard in its entirety. Activities/Techniques: ● Develop texts using C-SPECS formula (Claim, Supporting Points,

Evidence, Commentary, and Summary) ● Use pre-writing techniques such as T-charts, AVID writing templates,

web, outline, Venn Diagram, etc. ● Write multiple drafts and employ revision strategies ● Establish revision communities within the classroom for writing

enhancement

IB Connections: ● Key Concepts: Communication; Development; Form ● Related Concepts: Purpose, Structure, Style ● Inquiry: Factual, Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts,

messages, and information effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Research (finding, interpreting, judging, and creating information); Thinking (analyzing and evaluating issues and ideas; generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion B: Organizing (employ organizational structures that

serve the context and intention; organize opinions and ideas in a sustained, coherent, and logical manner)


Possible Resources: ● Literary lenses (archetypes, eras, critical theory) that focus their writing

purposes and organization

● MYP rubrics (and other related rubrics and checklists) to aid in the

editing process

● Pre-writing charts and templates

● C-SPECS color-coding chart

● Fiction and nonfiction expert models

2nd Quarter Standard in its entirety.

3rd Quarter Standard in its entirety.





MPS RESOURCES

9-10.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

1st Quarter Standard in its entirety. Activities/Techniques: ● Develop texts using C-SPECS formula (Claim, Supporting Points, Evidence,

Commentary, and Summary) ● Use pre-writing techniques such as T-charts, AVID writing templates, web, outline,

Venn Diagram, etc. ● Write multiple drafts and employ revision strategies ● Establish revision communities within the classroom for writing enhancement

IB Connections: ● Key Concepts: Communication; Development; Form ● Related Concepts: Audience Imperatives, Purpose, Structure, Style ● Inquiry: Factual, Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Self-Management (managing time and tasks effectively; managing state of mind; considering the process of learning: choosing and using ATL skills); Thinking (analyzing and evaluating issues and ideas; generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion B: Organizing (employ organizational structures that serve the context

and intention; organize opinions and ideas in a sustained, coherent, and logical manner)

❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; make stylistic choices in terms of linguistics, literary and visual devices, demonstrating awareness of impact on an audience; select relevant details and examples to develop ideas);

❖ Criterion D: Using Language (use appropriate and varied vocabulary, sentence structures and forms of expression; use correct grammar, syntax, punctuation)

Possible Resources: ● MYP rubrics (and other related rubrics and checklists) to aid in the editing process ● Writing workshop activities/elaboration techniques (vivid verbs; show, don’t tell; sensory

imagery; “zooming in” for specific moments; connotation and denotation ● C-SPECS color-coding chart



4th Quarter Mastery of the standard in its entirety, independently and proficiently




MPS RESOURCES

9-10.W.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.

1st Quarter Standard in its entirety. Activities/Techniques: ● Engage in digital research projects ● Use visual media for presentations (infographics, blogs, slide presentations, websites,

social media, etc.) ● Incorporate research method instruction ● Introduce MLA citation resources and explain rationale ● Produce annotated bibliographies, such as OPCVL (Origin, Purpose, Content, Values,

Limitations) ● Complete digital citizenship module ● Establish online revision communities

IB Connections: ● Key Concepts: Communication; Connections; Development; Form; Global Interactions;

Time, Place, and Space ● Related Concepts: Audience Imperatives, Purpose, Structure ● Inquiry: Factual, Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Research (finding, interpreting, judging, and creating information; interacting with media to use and create ideas and information); Thinking (generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion B: Organizing (employ organizational structures that serve the context

and intention; organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable)

❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; make stylistic choices in terms of linguistics, literary and visual devices, demonstrating awareness of impact on an audience; select relevant details and examples to develop ideas)

Possible Resources: ● Online publishing through WattPad, online school newsletter, or Podcasting) ● Library research websites ● Collaborative technology like GoogleDocs, GoogleSlides, GoogleForms ● Graphics (Canva, Piktochart, Adobe suite) ● Animation sites (Storyboardthat) ● Filming (iMovie, Windows moviemaker, etc.) ● Canvas ● Turnitin.com







MPS RESOURCES

9-10.W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

1st Quarter Conduct short research project(s) to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; use source(s) on a subject, demonstrating understanding of the subject under investigation.

Activities/Techniques: ● Engage in digital research projects ● Incorporate research method instruction ● Incorporate paper-based and digital annotations ● Provide MLA citation resources and explain rationale ● Produce annotated bibliographies, such as OPCVL (Origin, Purpose, Content,

Values, Limitations) ● Teach skills for evaluating resources and rhetorical techniques ● Create purpose questions based on original writing prompt ● Organize and categorize annotated sources

IB Connections: ● Key Concepts: Communication; Connections; Development; Form; Global

Interactions; Time, Place, and Space ● Related Concepts: Intertextuality, Point of View, Purpose, Structure ● Inquiry: Factual, Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Research (finding, interpreting, judging, and creating information; interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas, generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language, structure,

technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (employ organizational structures that serve the context and intention; organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable)

Possible Resources: ● Critical Issues project (Raisin in the Sun unit) ● Critical Notes to compile research (from Jim Burke’s The English Teacher’s

Companion) ● Editorial mini-unit ● Personal Project (MYP Year 5) research

2nd Quarter Conduct short as well as more sustained research projects to answer a 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.

3rd Quarter Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.





MPS RESOURCES

9-10.W.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.

1st Quarter Gather relevant information from multiple authoritative print and digital sources, integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Activities/Techniques: ● Incorporate research method instruction ● Provide MLA citation resources and explain rationale ● Produce annotated bibliographies, such as OPCVL (Origin, Purpose, Content,

Values, Limitations) ● Teach skills for evaluating resources and rhetorical techniques ● Create purpose questions based on original writing prompt ● Organize and categorize annotated sources

IB Connections: ● Key Concepts: Communication; Connections; Development; Form; Global

Interactions; Time, Place, and Space ● Related Concepts: Intertextuality, Point of View, Purpose, Structure ● Inquiry: Factual, Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and



technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)


Possible Resources: ● Critical Issues project (Raisin in the Sun unit) ● Critical Notes to compile research (from Jim Burke’s The English Teacher’s

Companion) ● Editorial mini-unit ● Library databases ● Personal Project (MYP Year 5) research ● 3-part source integration

2nd Quarter Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

3rd Quarter 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.





MPS RESOURCES

9-10.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9-10 Reading standards to literature. b. Apply grades 9-10 Reading standards to informational text and nonfiction.

1st Quarter Standard in its entirety. Activities/Techniques: ● Engage in digital research projects ● Incorporate research method instruction ● Incorporate paper-based and digital annotations ● Provide MLA citation resources and explain rationale ● Support ideas in class discussions ● Organize and categorize annotated sources

IB Connections: ● Key Concepts: Communication; Connections; Development; Form; Global Interactions;

Time, Place, and Space ● Related Concepts: Intertextuality, Point of View, Purpose, Structure ● Inquiry: Factual, Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and


● MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language, structure, technique,

and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)


Possible Resources: ● Critical Issues project ● Critical Notes to compile research (from Jim Burke’s The English Teacher’s Companion) ● Editorial mini-unit ● Library databases ● Personal Project (MYP Year 5) research ● 3-part source integration ● Literary analysis essays ● Timed writing using literary lenses







MPS RESOURCES

9-10.W.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.

Addressed in all above standards.

43

44

SPEAKING AND

LISTENING

STANDARDS

45



SPEAKING AND LISTENING STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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 decision-making (e.g., informal consensus, taking votes on key issues, and 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 perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.

1st Quarter *The entire standard will be addressed each quarter with the following areas of emphasis.

a. Explicitly draw on preparation by referring to evidence from texts and other research on the topic or issue.

b. Work with peers to set rules for collegial discussions and decision-making; work with teacher-provided 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.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement.

Activities/Techniques: ● Engage in class discussions (Socratic, Pinwheel, Fish Bowl, Spectrum,

Literature Circles, Philosophical Chairs) ● Participate in revision committees with peers ● Work together in groups to answer questions ● Apply critical reading strategies to prepare texts for discussion ● Establish norms for class discussions and practice polite discourse ● Apply Costa’s levels of questioning to determine inquiry questions ● Practice agility in defending multiple perspectives

IB Connections: ● Key Concepts: Communication; Connections; Development; Global

Interactions; Perspective; Relationships ● Related Concepts: Context, Intertextuality, Point of View, Purpose ● Inquiry: Factual, Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages,

and information effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Self-Management (managing state of mind); Thinking (analyzing and evaluating issues and ideas; generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)

2nd Quarter *The entire standard will be addressed each quarter with the following areas of emphasis.

a. Begin to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making and individual roles as needed; meet teacher-provided goals and deadlines.

c. Clarify and verify ideas and conclusions. d. Make connections in light of the evidence and reasoning

presented.



SPEAKING AND LISTENING STANDARDS


3rd Quarter *The entire standard will be addressed each quarter with the following areas of emphasis.

a. Stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Challenge ideas and conclusions. d. When warranted, qualify or justify their own views

and understanding.

• MYP Assessment: ❖ Criterion A: Analyzing (analyze the content, context, language, structure,

technique, and style of texts, and the relationship among texts; justify opinions and ideas, using examples, explanations, and terminology, evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and logical manner)

❖ Criterion D: Using Language (write and speak in a register and style that serve the context and intention; use appropriate non-verbal communication)

Possible Resources: • Personal Project (Year 5) • Critical Issues project • Editorial mini-unit • Introductory discussions before novel units/Literature Circles during unit


9-10.SL.2: Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

1st Quarter Evaluate the credibility and accuracy of one source. Activities/Techniques: ● Incorporate research method instruction ● Provide MLA citation resources and explain rationale ● Produce annotated bibliographies, such as OPCVL (Origin, Purpose,

Content, Values, Limitations) ● Support verbal claims ● Teach skills for evaluating resources and rhetorical techniques ● Incorporate digital media opportunities (infographic, presentation tools, video) ● Organize and categorize annotated sources

IB Connections: ● Key Concepts: Communication; Creativity; ● Related Concepts: Context, Intertextuality, Point of View, Purpose, Structure ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging thoughts, messages,

and information effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Self-Management (managing time and tasks effectively); Research (finding, interpreting, judging, and creating information; interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas, generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)

2nd Quarter Integrate multiple sources of information evaluating the credibility and accuracy of each source.



SPEAKING AND LISTENING STANDARDS


3rd Quarter Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source.


structure, technique, and style of texts, and the relationship among texts; justify opinions and ideas, using examples, explanations, and terminology; evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable)

Possible Resources: ● Critical Issues project (Raisin in the Sun unit) ● OPCVL to analyze resources ● Critical Notes to compile research (from Jim Burke’s The English Teacher’s

Companion) ● Editorial mini-unit ● Library databases ● Personal Project (MYP Year 5) research ● 3-part source integration ● Infographic sites





MPS RESOURCES

9-10.SL.3: Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 1st Quarter Evaluate a speaker’s point of view, reasoning, and

use of evidence and rhetoric. Activities/Techniques:

● Use critical thinking/reading techniques to evaluate verbal arguments ● Use evaluation rubrics to assess peers during discussions ● Color-code the text according to components like umbrella claim, body paragraph

claim, supporting points and counterclaims, evidence and commentary ● Review C-SPECS (Claim, Supporting Point, Evidence, Commentary, Summary)

annotation to determine claims and evidence ● Explore logical fallacies and other rhetorical devices

IB Connections: ● Key Concepts: Communication, Logic ● Related Concepts: Point of View, Purpose ● Inquiry: Factual, Conceptual, Debatable ● Approaches to Learning: Communication (reading, writing, and using language to

gather and communicate information); Research (finding, interpreting, judging, and creating information); Thinking (analyzing and evaluating issues and ideas)


technique, and style of texts, and the relationship among texts; analyze the effects of the creator's choices on an audience; justify opinions and ideas, using examples, explanations, and terminology; evaluate similarities and differences by connecting features across and within genres and texts)

Possible Resources: ● Political speeches ● AVID weekly ● Current events in video form

2nd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning.

3rd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.





MPS RESOURCES

9-10.SL.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; use appropriate eye contact, adequate volume, and clear pronunciation. 1st Quarter Present information, findings, and supporting

evidence clearly, concisely, logically, and appropriately to purpose, audience, and task such that listeners can follow the line of reasoning.

Activities/Techniques: ● Prepare for presentations with pre-writing techniques ● Support presentation claims with cited, relevant evidence ● Incorporate digital media opportunities (infographic, presentation tools, video) ● Teacher modeling to show effective ways of organizing and presenting information ● Practice agility in presentation style based on diverse audiences

IB Connections: ● Key Concepts: Communication; Change; Form; Logic ● Related Concepts: Audience Imperatives, Context, Point of View, Purpose,

Structure, Style ● Inquiry: Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Social (working effectively with others); Self-Management (managing time and tasks effectively, reconsidering the process of learning: choosing and using ATL skills); Thinking (utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (justify opinions and ideas, using examples,

explanations, and terminology) ❖ Criterion B: Organizing (organize opinions and ideas in a sustained,

coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable)

❖ Criterion C: Producing Text (produce texts that demonstrate insight, imagination, and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; make stylistic choices in terms of linguistic, literary, and visual devices, demonstrating awareness of impact on an audience)

❖ Criterion D: Using Language (write and speak in a register and style that serve the context and intention; use appropriate non-verbal communication)

Possible Resources: ● Personal Project (MYP Year 5) Share and Exhibition ● Critical Issues project presentation ● Presentation software/sites

2nd Quarter Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, and substance are appropriate to purpose, audience, and task.

3rd Quarter 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.





MPS RESOURCES

9-10.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 1st Quarter Make strategic use of digital media in presentations. Activities/Techniques:

● Enhance claim presentation by incorporating digital media opportunities (infographic, presentation tools, video)

● Consider aesthetics and formatting for presentation materials

IB Connections: ● Key Concepts: Aesthetics; Communication; Creativity; ● Related Concepts: Structure, Style ● Inquiry: Conceptual, Debatable ● Approaches to Learning: Communication (exchanging thoughts, messages, and

information effectively through interaction; reading, writing, and using language to gather and communicate information); Self-Management (managing time and tasks effectively); Research (interacting with media to use and create ideas and information); Thinking (analyzing and evaluating issues and ideas; utilizing skills and knowledge in multiple contexts)


technique, and style of texts, and the relationship among texts; justify opinions and ideas, using examples, explanations, and terminology; evaluate similarities and differences by connecting features across and within genres and texts)

❖ Criterion B: Organizing (organize opinions and ideas in a sustained, coherent, and logical manner; use referencing and formatting tools to create a presentation style suitable)

Possible Resources: ● Presentation sites/software

2nd Quarter Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence.

3rd Quarter Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


9-10.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

1st Quarter Entire standard every quarter. Addressed in all above standards.

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.


52

LANGUAGE

STANDARDS

53



LANGUAGE STANDARDS STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.L.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, and absolute) and clauses

(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

1st Quarter 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.

Activities/Techniques: ● Identifying parallel structure, phrases, and clauses in model

texts ● Refine drafts to utilize parallel structure ● Refine drafts to include sentence variety ● Mini-lessons or warm-ups that focus on grammatical structures

IB Connections: ● Key Concepts: Communication; Form; Systems ● Related Concepts: Structure, Style ● Inquiry: Factual ● Approaches to Learning: Communication (reading, writing, and

using language to gather and communicate information); Thinking (utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion D: Using Language (use appropriate and varied

vocabulary, sentence structures and forms of expression; use correct grammar, syntax, and punctuation; spell, write, and pronounce with accuracy)

Possible Resources: ● Craft Writing (esp. Image Grammar and Voice Lessons books) ● Pass-on story writing with specific sentence types assigned ● Writing Gems for revision ● Schoolhouse Rock ● Online grammar practice

2nd Quarter Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.





meanings and add variety and interest to writing or

presentations.

3rd Quarter Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.





meanings and add variety and interest to writing or

presentations.





MPS RESOURCES

9-10.L.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. Use correct spelling.

1st Quarter Entire standard every quarter. Activities/Techniques: ● Identifying correct usage of colons and semicolons in model texts ● Refine drafts to utilize semicolon and colon and combine choppy

sentences ● Refine drafts to include sentence variety ● Practice using colons to introduce quotations with introductory

phrases ● Mini-lessons or warm-ups that focus on grammatical structures

IB Connections: ● Key Concepts: Communication; Form; Systems ● Related Concepts: Structure, Style ● Inquiry: Factual ● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Thinking (utilizing

skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion D: Using Language (use appropriate and varied

vocabulary, sentence structures and forms of expression; use correct grammar, syntax, and punctuation; spell, write, and pronounce with accuracy)

Possible Resources: ● Craft Writing (esp. Image Grammar and Voice Lessons books)

● SAT Vocabulary lists to practice spelling complex words

● Quotation integration practice

● Online grammar practice

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.





MPS RESOURCES

9-10.L.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.

1st Quarter Apply knowledge of language to understand how language functions in different contexts.

Activities/Techniques: ● Analyze sophisticated and unusual syntax structures and stylistic

choices used for effect in various model texts ● Refine drafts to include sentence variety ● Explore register and tone in diverse works ● Practice composing in a variety of different registers and tones ● Mini-lessons or warm-ups that focus on grammatical structures

IB Connections: ● Key Concepts: Communication; Creativity; Perspective; Systems ● Related Concepts: Context, Purpose, Self-Expression, Style ● Inquiry: Factual, Conceptual ● Approaches to Learning: Communication (exchanging thoughts,

messages, and information through interaction; reading, writing, and using language to gather and communicate information); Thinking (generating novel ideas and considering new perspectives; utilizing skills and knowledge in multiple contexts)

● MYP Assessment: ❖ Criterion A: Analyzing (analyze the effects of the creator’s

choices on an audience) ❖ Criterion C (produce texts that demonstrate insight, imagination,

and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process; make stylistic choices in terms of linguistic, literary, and visual devices, demonstrating awareness of impact on an audience)


Possible Resources: ● Style/usage guideline for revision ● MLA guidelines ● Craft Writing (esp. Image Grammar and Voice Lessons books) ● Explore different stylistic choices dependent upon literary movements

or lenses

2nd Quarter Apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning or style.

3rd Quarter 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.





MPS RESOURCES

9-10.L.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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

b. 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.

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. 1st Quarter Standard in its entirety. Activities/Techniques:

● Model reading strategies for using context clues for unknown words ● Encourage curiosity in etymology investigations ● Use resources to locate definitions and correct usage ● Model strategies for adding academic and domain-specific vocabulary to

repertoire

IB Connections: ● Key Concepts: Change; Communication; Time, Place, and Space

● Related Concepts: Context, Self-Expression, Style

● Inquiry: Factual, Conceptual

● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Self-Management

(reconsidering the process of learning: choosing and using ATL skills);

Thinking (utilizing skills and knowledge in multiple contexts)

● MYP Assessment:

❖ Criterion A: Analyzing (analyze the effects of the creator’s choices on an

audience)

❖ Criterion D: Using Language (use appropriate and varied vocabulary,

sentence structures and forms of expression; write and speak in a

register and style that serve the context and intention; spell, write, and

pronounce with accuracy)

Possible Resources: ● SAT Vocabulary lists

● Craft Writing (esp. Image Grammar and Voice Lessons books)

● Etymology maps

● Greek and Latin root lists







MPS RESOURCES

9-10.L.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.

1st Quarter Standard in its entirety. Activities/Techniques: ● Explore literal and figurative meanings in context ● Experiment with unusual forms of descriptive and figurative language ● Discuss connotation and denotation in context ● Analyze stylistic choices in model texts

IB Connections: ● Key Concepts: Communication; Perspective

● Related Concepts: Context, Self-Expression, Style

● Inquiry: Factual, Conceptual

● Approaches to Learning: Communication (reading, writing, and using

language to gather and communicate information); Thinking (analyzing and

evaluating issues and ideas; utilizing skills and knowledge in multiple

contexts)

● MYP Assessment:

❖ Criterion A: Analyzing (analyze the content, context, language,

structure, technique, and style of texts and the relationship among

texts; analyze the effects of the creator’s choices on an audience)

❖ Criterion D: Using Language (use appropriate and varied vocabulary,

sentence structures, and forms of expression; write and speak in a

register and style that serve the context and intention)

Possible Resources: ● Craft Writing (esp. Image Grammar and Voice Lessons books)

● Selected poetry (locate poetic devices)

● Vivid Verbs list







MPS RESOURCES

9-10.L.6: Acquire and use accurately general academic and domain-specific 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.

1st Quarter Standard in its entirety. Addressed in all above standards.




Language Strand – Standards 1 & 2 Progressive Skills by Grade

60

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Kindergarten Form regular plural nouns orally by adding /s/ or /es/ Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun I Recognize and name end punctuation

1st Grade Use common, proper, and possessive nouns Use singular and plural nouns with matching verbs Use personal, possessive, and indefinite pronouns Use verbs to convey a sense of past, present, and future

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

Capitalize dates and names of people Use end punctuation for sentences Use commas in dates and to separate single words in a series

2nd Grade Use collective nouns Form and use frequently occurring irregular plural nouns Use reflexive pronouns Form and use the past tense of frequently occurring irregular verbs

Use adjectives and adverbs, and choose between them depending on what is to be modified

Produce, expand, and rearrange complete simple and compound sentences

Capitalize holidays, product names, and geographic names Use commas in greetings and closings of letters Use an apostrophe to form contractions and possessives

3rd Grade Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Ensure subject-verb and pronoun-antecedent agreement Form and use comparative and superlative adjectives and adverbs,

and choose between them depending on what is to be modified Use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Capitalize appropriate words in titles Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Use conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th Grade Use relative pronouns and relative adverbs Form and use the progressive verb tenses Use modal auxiliaries to convey various conditions Order adjectives within sentences according to conventional

patterns Form and use prepositional phrases Correctly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a text Use a comma before a coordinating conjunction in a compound

sentence

61

5th Grade Explain the function of conjunctions, prepositions, and interjections

in general and their function in particular sentences Form and use the perfect verb tenses Use verb tense to convey various times, sequences, states, and

conditions Recognize and correct inappropriate shifts in verb tense Use correlative conjunctions Use punctuation to separate items in a series Use a comma to separate an introductory element from the rest of

the sentence Use a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th Grade Ensure that pronouns are in the proper case Use intensive pronouns Recognize and correct inappropriate shifts in pronoun number and

person Recognize and correct vague pronouns Recognize variations from standard English in their own and

others’ writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th Grade Explain the function of phrases and clauses in general and their

function in specific sentences Choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideas Place phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiers Use a comma to separate coordinate adjectives

8th Grade Explain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentences Form and use verbs in the active and passive voice Form and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive mood Recognize and correct inappropriate shifts in verb voice and mood Use punctuation (comma, ellipsis, dash) to indicate a pause or

break Use an ellipsis to indicate an omission

9th/10th Grade Use parallel structure Use a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clauses Use a colon to introduce a list or quotation

11th/12th Grade Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

62

ARIZONA ENGLISH

LANGUAGE ARTS

STANDARDS

63

64

Arizona English Language Arts Standards – 9-10th Grade

Reading Standards for Literature

Key Ideas and Details

9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RL.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.

9-10.RL.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.

Craft and Structure

9-10.RL.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.

9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

Integration of Knowledge and Ideas

9-10.RL.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.

9-10.RL.8 (Not applicable to literature)

9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.

Range of Reading and Level of Text Complexity

9-10.RL.10

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 9.

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 10.

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Reading Standards for Informational Text

Key Ideas and Details

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RI.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.

9-10.RI.3 Analyze how the author constructs 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.

Craft and Structure

9-10.RI.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.

9-10.RI.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).

9-10.RI.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.

Integration of Knowledge and Ideas

9-10.RI.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.

9-10.RI.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.

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

Range of Reading and Level of Text Complexity

9-10.RI.10

By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 9.

By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.

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Writing Standards

Text Types and Purposes

9-10.W.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

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.



9-10.W.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.




d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in

which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,

articulating implications or the significance of the topic).

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Writing Standards

Text Types and Purposes

9-10.W.3

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



c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, relevant descriptive 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. Production and Distribution of Writing

9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

9-10.W.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

9-10.W.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.

Research to Build and Present Knowledge

9-10.W.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-10.W.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.

9-10.W.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9-10 Reading standards to literature. b. Apply grades 9-10 Reading standards to informational text and nonfiction.

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Writing Standards

Range of Writing

9-10.W.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.

Speaking and Listening Standards

Comprehension and Collaboration

9-10.SL.1

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

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 decision-making (e.g., informal consensus, taking votes on key issues, and 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 perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.

9-10.SL.2 Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

9-10.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

9-10.SL.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; use appropriate eye contact, adequate volume, and clear pronunciation.

9-10.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

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Language Standards

Conventions of Standard English

9-10.L.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, and absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

9-10.L.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. Use correct spelling.

Knowledge of Language

9-10.L.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.

Vocabulary Acquisition and Use

9-10.L.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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

b. 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.

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.

9-10.L.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.

9-10.L.6

Acquire and use accurately general academic and domain-specific 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.