| MI: English Language Arts 6-12 Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.4. 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.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.9-10.5. 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. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.9-10.6. 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. Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.9-10.10. 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. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.1. 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. SL.9-10.1b. 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. Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.1b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.2c. Spell correctly. 5. Demonstrate understanding of word relationships and nuances in word meanings. L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.5a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. L.9-10.5b. Analyze nuances in the meaning of words with similar denotations. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
| Mid-Unit Assessment Task: What habits, strategies, and attitudes should one have in order to view oneself as a writer? After trying on the habits of poets, reread your writers’ notebooks and identify two habits, strategies, and/or attitudes that improved your living like a poet. Select a single entry that best demonstrates your choices. Explain how the use of these habits, strategies, and/or attitudes changed the way you think about writing or your identity as a writer. Post-Unit Assessment Task: How does a poet define a writing life? How does creating a writing life also create poems? After reading poems and experimenting with the habits, strategies, and attitudes of poets, write a series of poems that demonstrates the use of the universal and unique techniques used by poets who write for publication. Revise and edit early poems to meet a publishing standard. Write a reflection that examines the ways your writing has been impacted by experimenting and developing poems for publication. Submit poems for publication. | Developing a repertoire of cognitive and meta-cognitive skills and strategies for inquiry and decision-making. Engaging in collaborative partnerships to maximize individual and collective learning. Experiencing activities, in order to use thinking skills and strategies to increase self-initiation, decision-making, independence, and responsibility. Observing, experimenting, planning, and implementing a plan, in order to become aware of the nature of thinking, as well as attitudes that effect change and develop the voice of a writer. |
| | Print Resources Christensen, Linda. Reading, Writing and Rising Up: Teaching about Social Justice and the Power of the Written Word. Milwaukee: Rethinking Schools. 2000. Print. Friend, David and the Editors of LIFE [Edited by]. More Reflections on The Meaning of Life. Boston: Little Brown. 1992. Print. Poetry by the following: Billy Collins, Stephen Dunn, Rita Dove, Marie Howe, Philip Levine, Robert Frost, William Carlos Williams, Langston Hughes, William Stafford, Claudia Emerson, Mary Oliver, Louise Güluck, Billy Collins, Ted Kooser, Galway Kinell, Pablo Neruda. “Valentine for Ernst Mann” by Naomi Shihab Nye “Where I’m From” by George Ella Lyon “Theme for English B” by Langston Hughes “The Journey, “ “Wild Geese,” or “The Summer Day” by Mary Oliver “Love after Love” by Derek Walcott “Blackberry Eating” by Galway Kinnell “Black Snake” by Mary Oliver “Rain” by Naomi Shihab Nye “To a Poor Old Woman,” or “The Red Wheelbarrow” by William Carlos Williams “Laughing Boy” by Richard Wright “Shooting” by Raymond Carver “Rosa” by Rita Dove Web Resources http://www.poets.org Poem a day: http://www.poets.org/poetsorg/poem-day Teen Ink, a teen literary magazine: http://www.teenink.com Poetry 180 by Billy Collins: http://www.loc.gov/poetry/180/ |
