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Englis h I 2014-2015 http://secondaryliteracy.dmschools.org Revised: 12/9/2014

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English I 2014-2015

http://secondaryliteracy.dmschools.org Revised: 12/9/2014

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English I 2014-2015

Unit Content Standards Reporting Cluster(s) Content Topics

Year-Long & Supporting Standards

Unit One: Narrative Elements9 Weeks

Reading Literature 2 Reading Literature 3

Analyzing Literary Devices

Themes Characters and

Conflicts

Mastering Vocabulary

Constructing Writing

Applying Grammar and Mechanics

Comprehending Text

Writing 3 Writing Narratives Narrative Writing

Unit Two:Complex Fiction9 Weeks

Reading Literature 1 Reading Informational Text

1 Reading Literature 6

Analyzing Character Point of View

Questioning, Inference, and Interpretation

Point of View

Mastering Vocabulary

Constructing Writing

Applying Grammar and Mechanics

Comprehending Text

Reading Literature 5 Reading Informational Text

5

Analyzing Text Structure

Text Structures and Features

Unit Three:Research and Argument9 Weeks

Reading Informational Text 8

Evaluating Arguments in Text

Argument and Reasoning

Writing 1 Mastering

Vocabulary Constructing

Writing Applying

Grammar and Mechanics

Comprehending Text

Writing 7 Writing 8

Synthesizing Information

Research Access and Organize

Information

Unit Four:Connections Across Texts9 Weeks

Reading Informational Text 3

Analyzing Text Connections

Connections Mastering Vocabulary

Constructing Writing

Applying Grammar and Mechanics

Comprehending Text

Reading Literature 9 Integrating Multiple Texts

Literary Comparisons and Source Material

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English I 2014-2015Grad

e Unit 1 Unit 2 Unit 3 Unit 4 Writing

9 3 TopicsDeadline

3 TopicsDeadline

3 TopicsDeadline

3 TopicsDeadline

Unit 1Deadline

Grade Fall SRI Winter SRI Spring SRI9 September 19 January 14 May 15

Year-Long Language Arts Reporting ClustersReporting Cluster: Mastering Vocabulary

Topic RL9.4, RI9.4

Knowledge: Assessments:

Voca

bula

ry

4 Students demonstrate they have the ability to: Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example,

how the language evokes a sense of time and place; how it sets a formal or informal tone)3Proficient

Students demonstrate they have the ability to: Analyze nuances in the meaning of words with similar denotations in a text Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings2 Students demonstrate they have developed the ability to:

Identify specific words that impact meaning and tone in a text Acquire and use accurately general academic and domain-specific words and phrases, sufficient for

reading, writing, speaking and listening.1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Reporting Cluster: Comprehending TextTopic RL9.10,

RI9.10Knowledge: Assessments

:

Text

Co

mpl

exit

y

4 Students demonstrate they have the ability to: Read text at the 1300+ Lexile Level (Advanced)

3.5 Students demonstrate they have the ability to: Read text at the 1225-1299 Lexile Level (Proficient)

3 Students demonstrate they have the ability to:

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English I 2014-2015Proficient

Read text at the 1150-1224 Lexile Level (Proficient)

2.5 Students demonstrate they have the ability to: Read text at the 1075-1149 Lexile Level (Basic)

2 Students demonstrate they have the ability to: Read text at the 1000-1074 Lexile Level (Basic)

1.5 Students demonstrate they have the ability to: Read text at the 500-999 Lexile Level (Below Basic)

1 Students demonstrate they have the ability to: Read text at the BR-499 Lexile Level (Below Basic)

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English I 2014-2015

Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Constructing Writing

Topic W9.4 Knowledge: Assessments:

Task

, Pur

pose

, and

Au

dien

ce

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Produce clear and coherent writing in which the development, organization, and style are

appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)

2 Students demonstrate they have developed the ability to: Describe the task, purpose, and audience for a given writing task Describe how to modify samples of writing for a specific task, purpose, and audience Produce writing appropriate to task, purpose, and audience using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.5 Knowledge: Assessments

:

Revi

se a

nd E

dit

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to strengthen writing by: Planning Revising Editing

2 Students demonstrate they have developed the ability to: Plan writing using a template or graphic organizer Revise and edit writing based on teacher and peer feedback

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.6 Knowledge: Assessments

:

Tech

nolo

gy U

se

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to use technology, including the internet, to: Produce, publish, and update individual or shared writing products Link to other information and display information flexibly and dynamically

2 Students demonstrate they have developed the ability to: Demonstrate the features of various technologies (for example, word processor, blog, presentation

software) Describe the ethical use of various technologies

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

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English I 2014-2015

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English I 2014-2015

Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Applying Grammar and Mechanics

Topic L9.1 Knowledge: Assessments:

Gra

mm

ar

4 Students demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:

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 as needed3Proficient

Students demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:

Use parallel structure Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)

and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings2 Students demonstrate they have developed the ability to:

Use grammar and usage in isolation1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Topic L9.2 Knowledge: Assessments:

Capi

taliz

atio

n an

d Pu

nctu

atio

n

4 Students demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:

Observe hyphenation conventions3Proficient

Students demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:

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 quotation2 Students demonstrate they have developed the ability to:

Use conventions in isolation1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Topic L9.3 Knowledge: Assessments:

Lang

uage

Co

nven

tion

s

4 Students apply knowledge of language to understand how language functions in different contexts, to make to make effective choices for meaning or style, and to comprehend more fully when reading or listening to:

Vary syntax for effect, consulting references for guidance as needed Apply an understanding of syntax to the study of complex texts when reading

3Proficient

Students apply knowledge of language to understand how language functions in different contexts, to make to make effective choices for meaning or style, and to comprehend more fully when reading or listening to:

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English I 2014-2015 Write and edit work so that it conforms to the guidelines in a style manual (for example, MLA

Handbook) appropriate for the discipline and writing type2 Students demonstrate they have developed the ability to:

Demonstrate the use of a style manual1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

UNIT ONE: Elements of Narrative 9 weeks

Organizing Principles: A unit focused on the narrative process. Students will read model narratives and construct their own narratives throughout this unit, giving teachers ample opportunity to engage with short stories or modest-duration novels.

Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length

TextsUncommonly Used Full-

Length TextsSupplemental Material

Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

Speak Freedom Writer’s Diary

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and

MechanicsComprehending Text

Story-specific vocabulary from short stories and full-length texts read throughout

Writing tasks that support Writing Narratives

Writing tasks that support

[PENDING] Fall SRI administered during this unit.

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English I 2014-2015the unit Analyzing Literary Devices

Revision of significant tasks

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English I 2014-2015

Topic Scales (2 clusters, 3 topics)Reporting Cluster: Writing Narratives

Topic W9.3 Knowledge: Notes:

Nar

rati

ve W

riti

ng

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences that:

Engage the reader by setting out a problem, situation, or observation Orient the reader by establishing one or multiple points of view and introducing a narrator and/or

characters Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to

develop experiences, events, and/or characters Use a variety of techniques to sequence events so they build on one another to create a coherent

whole Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the

experiences, events, setting, and/or characters Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved

over the course of the narrative2 Students will recognize or recall:

Specific vocabulary such as: Coherent, narrative, organize, reflection, sensory detail

Students will perform basic processes, such as: Planning and organizing a narrative Identify targeted characteristics in a sample narrative Write a brief, single-episode narrative

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

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English I 2014-2015Reporting Cluster: Analyzing Literary Devices

Topic RL9.2, RI9.2

Knowledge: Notes:

Them

es

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Analyze the development of a theme over the course of a text, including how it is shaped and

refined by specific details Provide an objective summary of a text

2 Students will recognize or recall:Specific vocabulary such as:

Analyze, objective, summarize, themeStudents demonstrate they have developed the ability to:

Determine theme of a text Summarize a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic RL9.3,

RI9.3Knowledge: Notes:

Char

acte

rs a

nd C

onfli

cts 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that

go beyond the target.3Proficient

Students demonstrate they have the ability to: Analyze how complex characters develop over the course of a text Analyze how complex characters interact with other characters in a text Analyze how complex characters advance the plot of a text

2 Students will recognize or recall:Specific vocabulary such as:

Complex character, conflict, interact, motivation, plotStudents demonstrate they have developed the ability to:

Describe the complex characters in a text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

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English I 2014-2015UNIT TWO: Complex Fiction 9 weeks

Organizing Principles: A unit focused on complex fictional texts and anchored on a study of Romeo & Juliet. There is ample room for poetry and supplemental texts throughout, but this is the place where students dig deep into analysis of a rich piece of literature.

Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length

TextsUncommonly Used Full-

Length TextsSupplemental Material

Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

Romeo & Juliet [REQUIRED]

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and

MechanicsComprehending Text

Story-specific vocabulary from short stories and full-length texts read throughout the unit

Strategies employed to support unfamiliar vocabulary in Romeo & Juliet

Writing tasks that support Analyzing Text Structure

Writing tasks that support Analyzing Character Point of View

Revision of significant tasks

[PENDING] Winter SRI administered by the end of this unit.

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English I 2014-2015

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English I 2014-2015

Topic Scales (2 clusters, 3 topics)Reporting Cluster: Analyzing Text Structure

Topic RL9.5, RI9.5

Knowledge: Notes:

Text

Str

uctu

res

and

Feat

ures

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Analyze how an author’s choices concerning how to structure a text, order events within it (for

example, parallel plots), and manipulate time (for example, pacing, flashbacks) create such effects as mystery, tension, or surprise

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (for example, a section or chapter)

2 Students will recognize or recall:Specific vocabulary such as:

Develop, pacing, parallel, plot, refine, structure, narrative tensionStudents demonstrate they have developed the ability to:

Describe how an author chooses to structure a text, order events, and manipulate time Describe how the author lays out an analysis or series of ideas in a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

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English I 2014-2015Reporting Cluster: Analyzing Character Point of View

Topic RL9.1, RI9.1

Knowledge: Notes:

Que

stio

ning

, Inf

eren

ce,

and

Inte

rpre

tati

on

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Cite textual evidence to support analysis of what a text says explicitly Cite textual evidence to support inferences drawn from the text

2 Students will recognize or recall:Specific vocabulary such as:

Cite, inference, textual evidenceStudents demonstrate they have developed the ability to:

Describe what a text says explicitly Draw logical inferences

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic RL9.6 Knowledge: Notes:

Poin

t of

Vie

w

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Analyze a particular point of view or cultural experience reflected in a work of literature from

outside the United States, drawing on a wide reading of world literature

2 Students will recognize or recall:Specific vocabulary such as:

Analyze, cultural experience, literature, point of viewStudents demonstrate they have developed the ability to:

Describe how a particular point of view or cultural experience is reflected in a work of literature1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

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English I 2014-2015UNIT THREE: Research and Argument 9 weeks

Organizing Principles: An exploration into non-fiction text, argumentative analysis, and shorter research writing.

Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length

TextsUncommonly Used Full-

Length TextsSupplemental Material

Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and

MechanicsComprehending Text

Article-specific vocabulary from short passages and full-length texts read throughout the unit

Writing tasks that support Evaluating Arguments in Text

Writing tasks that support Synthesizing Information

Revision of significant tasks

[PENDING] Any student without 2 SRI scores by this point should take the test between February 15th and March 15th

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English I 2014-2015

Topic Scales (2 clusters, 3 topics)Reporting Cluster: Evaluating Arguments in Text

Topic RI9.8 Knowledge: Notes:

Argu

men

t an

d Re

ason

ing 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that

go beyond the target.3Proficient

Students demonstrate they have the ability to: Evaluate the argument and specific claims in a text by assessing whether the reasoning is valid Evaluate the argument and specific claims in a text by assessing whether the evidence is relevant Evaluate the argument and specific claims in a text by assessing whether the evidence is sufficient

2 Students will recognize or recall:Specific vocabulary such as:

Argument, claim, reasoning, relevant, sufficientStudents demonstrate they have developed the ability to:

Delineate (identify all the parts of) the argument and specific claims in a text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

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English I 2014-2015Reporting Cluster: Synthesizing Information

Topic W9.8 Knowledge: Notes:

Acce

ss a

nd O

rgan

ize

Info

rmat

ion

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Gather relevant information from multiple credible print and digital sources, using advanced

searches effectively Evaluate the usefulness of each source in answering a research question

2 Students will recognize or recall:Specific vocabulary such as:

Annotate, credible, effective sourceStudents demonstrate they have developed the ability to:

Use a teacher-provided template or process to gather information (possibly including written notes, a graphic organizer, or outline)

Describe the characteristics of an effective source Strategically read and annotate resources

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W9.7 Knowledge: Notes:

Rese

arch

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Synthesize multiple sources on a subject in support of the creation of an original argument Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

following a standard format for citation2 Students will recognize or recall:

Specific vocabulary such as: Citation format, integrate, research question, synthesize

Students demonstrate they have developed the ability to: Write and revise a research question Organize information collected from multiple sources Write a research composition with appropriate citations utilizing a teacher-provided template

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

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English I 2014-2015UNIT FOUR: Connections Across Texts 9 weeks

Organizing Principles: A unit comparing several texts that have elements in common and the ways that authors transform and reveal ideas.

Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length

TextsUncommonly Used Full-

Length TextsSupplemental Material

Material is drawn from Holt McDougal Grade 9 Literature Book ©2010.

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and

MechanicsComprehending Text

Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

Writing tasks that support Analyzing Text Connections

Writing tasks that support Integrating Multiple Texts

Revision of significant tasks

[PENDING] Spring SRI administered during this unit.

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English I 2014-2015

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English I 2014-2015

Topic Scales (2 clusters, 3 topics)Reporting Cluster: Analyzing Text Connections

Topic RI9.3 Knowledge: Notes:

Conn

ecti

ons

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Analyze how the author unfolds an analysis or series of ideas or events in a text, including the order

in which the points are made Analyze how the author introduces and develops ideas or events in a text Analyze how the author draws connections between ideas or events in a text

2 Students will recognize or recall:Specific vocabulary such as:

Developing ideas, seriesStudents demonstrate they have developed the ability to:

Describe how the author unfolds the analysis or series of ideas or events in a text1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Reporting Cluster: Integrating Multiple TextsTopic RL9.9 Knowledge: Notes:

Lite

rary

Com

pari

sons

an

d So

urce

Mat

eria

ls

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Analyze how an author’s work interprets and transforms source material (for example, how a later

author draws on a play by Shakespeare)

2 Students will recognize or recall:Specific vocabulary such as:

Source, theme, topic, transformStudents demonstrate they have developed the ability to:

Identify examples of the use of source materials in a modern work1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

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English I 2014-2015