English I Module Skills Breakdown (SY25-26)- website

Grade 9 Module 1

Reading

Writing

Speaking & Listening

Language

Extended Writing

Benchmark/

Benchmark Samples

Performance Task

Intervention Foci

Primary Focus Standards:

RL.CR.9-10.1

RI.CR.9-10.1

RL.CI.9-10.2

RL.IT.9-10.3

RI.IT.9-10.3

RL.TS.9-10.4

RI.TS.9-10.4

RL.PP.9-10.5

Primary Focus Standards:

W.AW.9-10.1

W.IW.9-10.2

W.NW.9-10.3

W.WP.9-10.4

W.WR.9-10.5

W.RW.9-10.7

Primary Focus Standards:

SL.PE.9–10.1

Primary Focus Standards:

L.SS.9-10.1

L.KL.9-10.2

L.VL.9-10.3

L.VI.9-10.4

Primary Focus Standards:

RL.CR.9-10.1

RL.CI.9-10.2

RL.IT.9-10.3

W.IW.9-10.2

W.RW.9-10.7

L.SS.9-10.1

L.VI.9-10.4

In this module, we have learned about understanding the author's purpose, such as word choice, sensory and figurative language, and specific details to shape meaning and impact the reader. Re-read and review your notes/annotations from one of the following texts, “The First Day” by Edward P. Jones or “The Leap” by Louise Erdrich and write a literary analysis essay analyzing how the author’s craft and use of compelling details, sensory language, and figurative language impacts the reader.

Honors:

RL.CR.9-10.1

RL.CI.9-10.2

RL.IT.9-10.3

W.IW.9-10.2

W.RW.9-10.7

L.SS.9-10.1

L.VI.9-10.4

In this module, we have learned about understanding the author's purpose, such as word choice, sensory and figurative language, and specific details to shape meaning and impact the reader. In “The Red Fox Fur Coat,” Teolinda Gersão uses vivid, specific details to draw the reader into the protagonist’s inner world and to explore larger questions about desire, identity, and transformation. Write a literary analysis essay in which you examine how Gersão’s use of precise and descriptive details contributes to the development of the central character and reveals deeper thematic meaning in the story to impact the reader.

Primary Focus Standards:

L.SS.9-10

L.KL.9-10.2

RL.CR.9-10.1

RL.CI.9-10.2

W.AW.9-10.1

Prompt: TBA

Scoring Guides

Primary Focus Standards:

L.SS.9-10.1

RL.IT.9-10.3

RL.TS.9-10.4

W.NW.9-10.3

Based on what we have learned about the power and impact of rich and specific detail in storytelling, and how stories illuminate our experiences, select one of the texts from module 1 and select an alternate perspective/character and rewrite the major conflict from that new perspective/character.

Use specific details and literary devices/elements to highlight character motivation.
Attend to craft, sequence of events, and tone.
Use dialogue to enhance the plot of your work.

Focus on a setting, characters, and real-life or imagined events or experiences that would extend from the core story.

Students working to interpret figurative language.
Students working to understand character development.
Students working to identify and support a central idea.
Students working to elaborate on their ideas
Students working to incorporate sentence variety their writing
Students working to write organized logical responses.
Students struggling to utilize standard conventions of English when writing.

Text Type:

Short Fiction:

“Bread” by Margaret Atwood“
The First Day” by Edward P. Jones
“What Happened During the Ice Storm?” by Jim Heynen
“The Red Fox Fur Coat” by Teolinda Gersao
“Lamb to the Slaughter” Parts 1 & 2 by Roald Dahl
“An Occurrence at Owl Creek Bridge” Parts 1, 2, & 3 by Ambrose Bierce
“The Gift of the Magi” by O. Henry
“Games at Twilight” by Anita Desai
“There Will Come Soft Rains” by Ray Bradbury
“The Leap” by Louise Erdrich

Writing Genre: fiction

Task Type: narrative, alternate perspective

Dive Concentrations:

text structure
literary devices
pacing (using punctuation/structure to slow down, pause, or speed up the text).

Grade 9 Module 1

Reading Standards

Reading Critical Knowledge and Skills

Suggested Protocols/Question Types

RL.CR.9–10.1. Cite a range of thorough textual evidence and make relevant connections to strongly support analysis of multiple aspects of what a literary text says explicitly and inferentially, as well as including determining where the text leaves matters uncertain.

Critical Knowledge

Understanding of Literary Text Structures
Awareness of how these elements function across various genres.
Difference Between Explicit and Inferential Meaning
Knowing that evidence supports interpretations, claims, or arguments.
Understanding how and why evidence is selected and cited.
Recognizing when an author intentionally leaves parts of a story unresolved, ambiguous, or open-ended.
Awareness of narrative gaps, unreliable narrators, or symbolic elements that resist simple interpretation.
Identifying layers of meaning and analyzing how word choice affects interpretation.

Skills

Selecting relevant quotes or details that directly support claims.
Integrating quotations smoothly into analysis with proper citation.
Paying attention to word choice, sentence structure, tone, and figurative language.
Re-reading passages to detect subtleties and patterns.
Drawing logical conclusions based on textual evidence and reasoning.
Recognizing implied meanings not directly stated.
Examining more than one literary element or theme in a text.
Synthesizing how character, setting, or plot contribute to the text's overall meaning.
Identifying moments where the author leaves meaning unclear or open to interpretation.
Discussing the significance of these uncertainties.
Explaining how selected evidence supports the overall argument or interpretation.
Making meaningful connections between details in the text and broader literary themes or contexts.
Organizing ideas logically.
Presenting clear claims and supporting them with layered analysis.

Protocol:

Text Annotations
Infer the Topic
Evidence Scavenger Hunt and Debate
Claim-Evidence-Reasoning Carousel
Poster Walk
Explicit vs. Inferential T-chart
Catch and Release
Uncertainty Mapping

Question Types:

● What does the text say explicitly about ___? Which exact words or phrases support this?

What can you infer about ___ based on the character’s actions, dialogue, or setting?
Which parts of the text are unclear or open to multiple interpretations? What evidence supports different possibilities?
How do multiple aspects of the text (e.g., theme, character, setting) work together to shape your understanding of ___?
What connections can you make between this text and other texts, ideas, or real-world issues? How does evidence from the text support this connection?
According to the information in paragraph x (lines x x), what happened to ______ ...?
What was special about ______, how do

you know? (choose textual evidence that

most strongly supports your answer)

Which of the following quotes best describes ______ ...?
Which detail from ___ helps the reader determine the meaning of ____?
Which two quotations from ___ best

support the correct answer to Part A?

RL.CI.9–10.2. Determine one or more themes of a literary text and analyze how it is developed and refined over the course of the text, including how it emerges and is shaped by specific details; provide an objective summary of the text.

Critical Knowledge

A theme is the central idea or underlying message of a literary work.
Themes are usually not stated directly and must be inferred.
Themes evolve through character actions, dialogue, conflicts, symbols, and plot events.
Key details across the text contribute to how a theme deepens or shifts.
Theme, the deeper message or meaning of a work, differs from summary, a brief, objective recount of what happens in the text.
Objective summaries avoid opinions or personal interpretation.
Theme analysis requires inference but should be evidence-based.

Skills

Recognizing recurring ideas, lessons, or messages.
Distinguishing between main themes and minor ideas.
Tracing how a theme appears, grows, and changes through specific events, dialogue, or character development.
Noticing turning points that refine or deepen the theme.
Quoting or paraphrasing key textual evidence.
Connecting those details to the theme’s emergence and evolution.
Summarizing the plot concisely without bias or interpretation.
Including essential events in the order they occur, focused on clarity and neutrality.

Suggested Protocols

Text Annotations
Think-Pair-Share
Rank-Talk-Write
Theme/Central Idea tracker
Summary
Socratic Seminar
Text-Dependent Questions
Gallery Walks

Question Types/Stems

What central idea or message is conveyed through the characters, conflicts, or outcomes?
How does this event or character decision contribute to the development of the theme?
According to the author, what two aspects define…
Which two details support the author’s idea that-- can be categorized by---?

Which details from the text best support the theme you’ve identified?
In what ways does the author refine or complicate the theme as the story progresses?
Write a 3–4 sentence objective summary of the text. What’s essential to include?

RL.IT.9–10.3. Analyze how an author unfolds and develops ideas throughout a text, including how complex characters (e.g., those with multiple or conflicting motivations) develop, interact with other characters, and advance the plot or develop the theme.

Key Understandings:

Understand that complex characters may have conflicting motivations, undergo internal conflict, and change over time.
Know how authors reveal character through dialogue, actions, relationships, and inner thoughts.
Recognize how characters influence each other and how relationships shape the narrative.
Understand elements of plot (exposition, rising action, climax, falling action, resolution) and how character choices drive these elements.
Know that character experiences and decisions often contribute to the development of a text’s central themes.
Be aware of how authors structure and sequence events to gradually develop ideas, tension, or meaning across a text.

Critical Skills:

Identify and interpret a character’s goals, fears, and internal conflicts, including when motivations contradict each other.
Track how characters grow, change, or remain static, and how this affects the story’s meaning or direction.
Analyze how characters’ relationships or conflicts influence the progression of the plot or reveal important traits or themes.
Determine how characters’ decisions move the story forward or help express a theme.
Examine how the author introduces, deepens, and connects key ideas, and how these ideas unfold across scenes or chapters.
Use direct quotes and well-selected details from the text to support claims about character, plot, or theme development.

Suggested Protocols:

Text Annotations
Character Motivation Matrix
Characterization Map Collaboration
Inside Out Character Poster (internal vs. external influences on character)
Back-To-Back and Face-to-Face
Final Word
Poster Walk
Dissecting Dialogue
Plot Push- choice, motivation, and consequence

Question Types:

How does the author reveal this character’s motivations, and how do those motivations evolve over the course of the text?
What conflicting motivations does this character show? How do these conflicts affect their choices or relationships?
How do this character’s interactions with others develop or reveal the theme of the text?
In what ways do the character’s actions help move the plot forward or create turning points in the story?
How does the author structure key events to gradually develop the character and main ideas? What choices did the author make to unfold this development over time?

RL.TS.9–10.4. Analyze how an author’s choices concerning the structure of a text, order of the events within it (e.g., parallel plots), and manipulation of time (e.g., pacing, flashbacks) create specific effects (e.g., mystery, tension, or surprise).

Critical Knowledge:

Types of Text Structures: Linear vs. nonlinear narratives
Types of Text Structures: Chronological, circular, episodic, frame stories, and parallel plots
Manipulation of Time: Flashback, flash-forward, foreshadowing, pacing, and slow motion
Manipulation of Time: Disruption of chronological order to enhance meaning or emotional impact
Author’s Purpose and Craft: Authors make structural and time-based choices to influence the reader’s experience
Author’s Purpose and Craft: Structure and timing shape tone, theme, and reader expectations
Literary Effects: Mystery: withholding information or creating suspense
Literary Effects: Tension: escalating stakes or emotional conflict
Literary Effects: Surprise: unexpected revelations, twists, or reversals
Relationship Between Structure and Meaning: Structural decisions impact how themes and character arcs are revealed and understood

Critical Skills:

Recognize how the author organizes the text and identify plot structures and time shifts
Explain how specific structural choices create desired effects (e.g., tension or surprise)
Map out the sequence of events and identify where time is manipulated (e.g., flashback)
Explain how the structure affects the reader’s emotions, understanding, or expectations
Support analysis of structure and effect using clear, relevant examples from the text

Suggested Protocols:

Text Annotations
Plot Deconstruction Timeline- actual vs. narrated event order
Structure Sorting Station- flashbacks, pacing shifts, or nonlinear structures
Effect Tracker- moments of mystery, tension, or surprise
“Why This Way?” Discussion Circles- structural choices shaping the reading experience
Rewrites (Rewrite from a different starting place, perspective, conflict)
Pacing Exercises (through punctuation, through flashbacks, etc.)

Question Types:

How does the author’s use of flashback (or another time manipulation) affect the pacing and development of the plot?
What effect does the structure of the text (e.g., alternating chapters, nonlinear timeline) have on the reader’s understanding or engagement?
How does the order in which events are revealed build mystery, tension, or surprise?
Why might the author have chosen to delay or reveal key information at a specific moment?
How do structural choices (e.g., pacing or parallel plots) influence how we interpret the theme or character motivations?

RL.PP. 9–10.5. Determine an author’s lens in a text (including cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature) and analyze how an author uses rhetorical devices to advance a point of view.

Critical Knowledge:

An author’s perspective is shaped by identity, background, values, culture, nationality, or historical context
In world literature, this often includes non-Western perspectives, traditional values, or postcolonial viewpoints
Point of view: the narrative stance (1st person, 3rd person limited/omniscient, etc.)
Author’s lens/perspective: the broader worldview that informs tone, themes, and character presentation
Includes diction, imagery, repetition, irony, allusion, tone, juxtaposition, symbolism, etc.
Used to convey or emphasize the author’s beliefs or cultural viewpoints
Understanding values, history, and social issues relevant to the author’s culture enhances interpretation of meaning and rhetorical strategy
To persuade, critique, celebrate, or question; rhetorical choices often align with the author’s cultural perspective or thematic goals

Critical Skills:

Infer worldview or cultural stance based on setting, characters, conflicts, and themes
Recognize how a non-U.S. cultural context shapes character behavior, plot events, or moral lessons
Spot rhetorical strategies and explain their effect on tone, meaning, and point of view
Connect the author’s rhetorical techniques to how a viewpoint or theme is emphasized
Use direct quotations or detailed references to support claims about cultural lens and rhetorical choices

Suggested Protocols:

Text Annotations
Cultural Impact Tracking
Language and Lens Pairing
Author Background Preview Protocol
Text and Context Gallery Walk

Question Types:

What elements of the text reflect the author’s background, perspective, or worldview? How do these shape the themes or character dynamics?
What rhetorical strategies does the author use to express or emphasize a particular point of view?
How does the author’s perspective influence their portrayal of events or characters?
How does the use of diction, imagery, or tone reflect the author’s values or stance on an issue?
What evidence in the text reveals the author’s purpose or intent? How do rhetorical strategies help achieve that purpose?

RI.IT.9–10.3. Analyze how an author unfolds ideas throughout the text, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Understand structures like cause/effect, problem/solution, compare/contrast, chronological order, and claim/evidence.
Authors decide how and when to introduce, emphasize, or connect ideas to guide understanding or persuasion.
Central ideas are built through examples, facts, reasoning, statistics, anecdotes, expert opinions, etc.
Recognizing how words and phrases (e.g., “however,” “as a result,” “in contrast”) indicate shifts in reasoning, sequence, or emphasis.
Understand how clear progression and connections between ideas strengthen a text’s purpose and impact.

Critical Skills

Determine what the author is trying to explain, argue, or inform.
Trace how points are introduced, sequenced, and expanded.
Examine how evidence, elaboration, and examples strengthen main points.
Understand how claims relate to each other and how they support the overall argument or explanation.
Analyze why the author chose a particular structure and how it influences the reader’s understanding.

Suggested Protocols

Text Annotations
Back-To-Back and Face-to-Face
Final Word
Poster Walk
Idea Flow Tracker
Jigsaw Analysis
Chunk & Connect
Text Structure Sort
Flow Map Protocol

Question Types:

What is the central idea of this text, and how does the author build it across the paragraphs or sections?
How does the order in which the author presents information affect your understanding or response?
How does the author connect different points or sections of the text? What transitions or rhetorical moves are used?
What evidence or strategies does the author use to develop the key idea in this section?
Why might the author have chosen this specific structure (e.g., compare/contrast, problem/solution)? How does it help convey the message?

RI.TS.9–10.4. Analyze in detail the author’s choices concerning the structure of ideas or claims of a text, and how they are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Critical Knowledge

Understand common structures (e.g., introduction, claim, support, counterclaim, conclusion).
Know that organization affects clarity and persuasiveness.
A claim is the main argument or idea. Subclaims support or explain the main claim.
Each part of the text contributes to building or refining these ideas.
Refinement includes clarification, narrowing, strengthening, or modifying a claim as the text progresses.
Each unit of text serves a purpose: to introduce, elaborate, contrast, emphasize, or transition ideas.
Use of definitions, examples, evidence, reasoning, comparisons, repetition, and rhetorical questions to build claims.

Critical Skills

Distinguish between the central claim and supporting ideas or counterclaims.
Follow how the claim evolves from one part of the text to another and how details add depth or complexity.
Examine why an idea was placed at a certain point and how its placement shapes understanding or impact.
Determine how a specific sentence, paragraph, or section contributes to the development or refinement of a claim.
Use exact phrases or passages to support analysis of structure and idea development

Protocols:

Text Annotations
Sentence-to-Claim Breakdown: examine how a single paragraph or section builds or refines a claim, sentence by sentence.
Claim Development Ladder
Paragraph Purpose Cards: cut, label, reorder
Section Function Mapping
Mini-Debate Prep Using Author Claims

Question Types:

What is the central claim in this section, and how does the author develop or refine it through specific examples or reasoning?
How do particular sentences or paragraphs build upon or clarify earlier points in the text?
What structural choices did the author make in presenting their claims? How do those choices impact clarity or persuasiveness?
How does the author shift or expand their argument in this section of the text? What signals that refinement is taking place?
What is the function of this paragraph (or sentence) in the development of the overall argument?

Writing Standards

Writing Critical Knowledge and Skills

Suggested Protocol/Question Types

W.AW.9–10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient textual and non-textual evidence.

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.
Develop claim(s) and counterclaims using sound reasoning, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate manner that anticipates the audience’s knowledge level and concerns.
Use transitions (e.g., words, phrases, 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.
Establish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding paragraph or section that supports the argument presented.

Critical Knowledge:

Writers must know how to construct an argument, including how to introduce precise claims, distinguish them from counterclaims, and organize reasons and evidence logically.
Writers need to understand the difference between textual and non-textual evidence, and how to select relevant, sufficient, and credible evidence to support both claims and counterclaims.
Writers should know the expectations for formal style, tone, and discipline-specific conventions, as well as how to use transitions to create cohesion and clarity.

Skills:

Ability to introduce clear, precise claims and differentiate them from alternate or opposing claims.
Skill in supporting claims and counterclaims with valid reasoning and appropriate evidence, while analyzing the strengths and limitations of each.
Ability to structure writing so that relationships among claims, counterclaims, reasons, and evidence are clear and logical.
Skill in employing transitions (words, phrases, clauses) to link sections, create cohesion, and clarify relationships between ideas.
Ability to write in a formal, objective style appropriate for the audience and discipline, and to craft a conclusion that reinforces and supports the argument.

Claim-Evidence-Reasoning (CER) Graphic Organizer
Peer Review Circles
Debate Carousel
Back-To-Back and Face-to-Face
Take A Stand
Chalk Talk
Fish Bowl
Socratic Seminar

Claim development
Conclusion paragraph development

Question Types:

What is the main claim or thesis of your argument? How is it clearly stated?
What evidence have you used to support your claim? Is it relevant, accurate, and from a credible source?
How have you acknowledged and addressed alternate or opposing claims in your writing?
What words, phrases, or transitions have you used to connect your claim, reasons, and evidence? How do they help your argument flow?
Does your conclusion logically follow from your argument? How does it reinforce your main claim without introducing new information?

W.IW.9–10.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid in comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Establish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding paragraph or section that supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Use relevant and sufficient facts, definitions, details, and quotes
Use sources that are appropriate to task, audience, and purpose
Select precise words and domain-specific vocabulary
Introduce a topic arranging ideas, concepts, and information to show interrelationships
Format effectively
Develop a topic
Organize graphics
Provide multimedia when useful
Use transitions to link together the major sections of the text
Write a concluding statement that supports the information presented
Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic writing)
Decide what organization is most effective for purpose, audience, and task
Determine how many facts, definitions, details, quotations and other information are needed

● Back-To-Back and Face-to-Face

● Take A Stand

● Chalk Talk

● Fish Bowl

● Socratic Seminar

W.NW.9–10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Knowledge:

Understanding the components of a narrative, including exposition, rising action, climax, falling action, and resolution.
Knowing how to use dialogue, pacing, description, reflection, and multiple plot lines to develop characters and events.
Recognizing the importance of vivid, sensory details and precise word choice to create an immersive experience for the reader.

Skills:

Ability to introduce a compelling problem, situation, or observation, establish point(s) of view, and create interesting characters or narrators.
Skill in organizing events logically and using transitions to ensure a smooth, coherent progression throughout the narrative.
Ability to effectively use dialogue, pacing, description, and reflection to develop the plot and deepen character development.

Protocols:

Story Mapping
Dialogue Workshop
Sensory Detail Swap
Peer Narrative Circles

Question Types:

How does your narrative introduce the problem, situation, or observation to hook the reader?
What point(s) of view are used, and how are the narrator and characters introduced and developed?
Where have you used dialogue, pacing, or description to develop experiences or characters? How do these techniques enhance your story?
How are events sequenced to build on one another and create a coherent whole?
Does your narrative provide a satisfying conclusion that reflects on what was experienced or resolved? How does it connect to the rest of the story?

W.WP.9–10.4. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach; sustaining effort to complete complex writing tasks; seeking out feedback and reflecting on personal writing progress; consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.

Write with clarity and coherence.
Develop, organize, and style writing to address a particular task, purpose, and audience.
Adhere to grade-specific expectations for writing types

Point outline
Sentence outline
MLA formatting

W.WR.9–10.5. 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.

Address the full writing process to develop and strengthen writing.
Brainstorm and generate ideas for thoughtful, well-planned writing responses.
Review, revise, and edit content while considering purpose and audience.
Rewrite, approaching the content in a new way.
Consult a style manual to revise content.

Peer Critique

● Praise, Question, Suggest

I like it. I love it. Let me suggest…

W.SE.9–10.6. 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 (MLA or APA Style Manuals)

W.RW.9–10.7. 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.

Knowledge:

Writers need to know the steps involved in the writing process, including planning, drafting, revising, editing, and publishing.
Writers should understand how to adjust their writing style, tone, and structure based on the specific task, intended purpose, and target audience.
Writers must know how to allocate time effectively for both extended writing projects (involving research and revision) and shorter, on-demand writing tasks.

Skills:

Ability to outline ideas, set goals, and structure writing projects for both long-term and short-term assignments.
Skill in reviewing and improving drafts by reflecting on feedback, making revisions, and editing for clarity, coherence, and correctness.
Ability to write appropriately for a variety of tasks (e.g., essays, reports, narratives), purposes (to inform, persuade, entertain), and audiences (peers, teachers, public).

Protocols:

Writing Workshop Rotations
Timed Quick Writes
Peer Feedback Sessions

Question Types:

Who is your intended audience for this piece, and what is your main purpose in writing it?
What steps did you take to plan, draft, and revise your writing? How did each step help improve your work?
How did you adjust your writing style or structure to fit the requirements of this specific task or prompt?

Speaking and Listening Standards

Speaking and Listening Critical Knowledge and Skills

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers 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.Collaborate with peers to set rules for discussions (e.g. informal consensus, taking votes on key issues, presentation of alternate views); develop clear goals and assessment criteria (e.g. student developed rubric) and assign 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 various perspectives, summarize points of agreement and disagreement, and justify own views. Make new connections in light of the evidence and reasoning presented.

Effectively participate in one-on-one, group, and teacher-led discussions
Articulate ideas clearly and persuasively in a discussion
Prepare for discussions
Read and research materials beforehand
Refer to evidence from texts and other research
Draw from and build on the ideas of others in a discussion
Collaborate with peers to set guidelines for class discussions
Clarify, verify, or challenge ideas and conclusions in a discussion or collaborative activity
Establish goals and roles for group members and adhere to assigned roles
Participate in friendly discussions and decision-making activities
Respect and promote diverse perspectives in a discussion or collaborative activity
Encourage others to participate in a discussion or collaborative activity
Summarize where others agree and disagree with ideas and perspectives
Continue to propel conversations by posing and responding to questions that connect to broader ideas
Reflect, evaluate and respond to comments made by peers during discussion

Back-To-Back and Face-to-Face

● Building Background Knowledge

● Collaborative Conversation

● Musical Circles

● Mystery Quotes

● Say Something

● Tea Party

● Think-Pair-Share

● World Cafe

That’s My Line!
Socratic Seminar rubrics
Annotations

Language Standards

Language Critical Knowledge and Skills

L.SS.9-10.1 Demonstrate command of the system and structure of the English language when writing or speaking.

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 meanings and add variety and interest to writing or presentations.
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.
Recognize spelling conventions.

Acknowledge and accurately employ the conventions of standard English grammar and usage when writing to convey meaning or add variety and interest.
Acknowledge and accurately employ the conventions of standard English grammar and usage when speaking to convey meaning or add variety and interest.
Ensure the implementation of parallel structure in the crafting of writing.
Use noun, verb, adjectival, adverbial, participial, prepositional, and absolute phrases to convey meaning, build complexity, and add interest and variety to writing or presentation.
Use independent, dependent, noun, relative, and adverbial clauses to convey meaning, add variety, and interest to writing or presentation.
Use colons appropriately
Exercise knowledge of spelling conventions

Suggested Protocols:

Language Dives
Sentence Level Writing practice

Question Types:

How can you revise this sentence to… (use parallel structure)?
Where in your writing could you add…( a noun phrase to provide more detail?)
Can you identify and label…(the different types of phrases (adjectival, adverbial, participial, prepositional, absolute) in this paragraph)?
How does the use of… (a dependent clause in this sentence affect its meaning)?
Where could you combine… (two independent clauses using a semicolon? Try adding a conjunctive adverb as well.)
How would you use… (a colon to introduce a list or quotation in your writing)?
Which sentence uses… (a relative clause to add information about a noun)?
Can you rewrite this sentence to include… (an adverbial clause for more detail)?
Where in your writing could you use… (a participial phrase to add variety)?
What (spelling conventions) should you check for in this passage?
How does the use of different types of clauses and phrases make your writing more interesting?
Can you find an example of… (parallel structure in your writing or a classmate’s writing?)
Where could you use… (a prepositional phrase to clarify meaning)?
How would you correct the spelling errors in this sentence?
Can you identify… (an absolute phrase) in this text and explain its effect?

L.KL.9–10.2. Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening.

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.
Vary word choice and sentence structure to demonstrate an understanding of the influence of language.
Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Accurately use general academic vocabulary (words commonly found in academic texts across subjects).
Accurately use domain-specific vocabulary (words specific to a particular field or subject).
Select words and phrases appropriate for the context, audience, and purpose.
Understand and apply new vocabulary in reading, writing, speaking, and listening tasks.
Use synonyms and precise language to avoid repetition and enhance clarity.
Adjust word choice to fit the tone, style, and formality of the task.
Experiment with different sentence structures (simple, compound, complex, compound-complex) to create variety and interest.
Recognize how language choices affect meaning, tone, and audience engagement.
Use context clues, word parts (prefixes, suffixes, roots), and reference materials (dictionaries, glossaries, thesauruses) to determine the meaning of unfamiliar words.
Monitor and assess understanding of new vocabulary during reading and listening.
Seek out and learn new words independently, especially those that are important for comprehension or effective expression.
Apply strategies for retaining and using new vocabulary in various contexts.

Protocols:

Language Dives
Word Attack Skills
Sentence Level Writing practice
Vocabulary Self-Collection Strategy
Sentence Variation Races
Academic Word Swap

Question Types:

What academic or domain-specific words did you encounter in this text, and how did you determine their meaning?
How can you revise this sentence to… (use more precise or varied vocabulary)?
In what ways does your word choice affect… (the tone or style of your writing)?
Can you identify a word or phrase in this passage that is important for… (understanding the author’s message)? How did you figure out its meaning?
How could you change the sentence structure to… (make your writing more engaging or clear)?
What strategies did you use to learn and remember new vocabulary from this lesson?
Where in your writing could you replace a… (general word with a more specific or academic term)?
How does varying your sentence structure help you communicate your ideas more effectively?
When you come across an unfamiliar word, what steps do you take to understand and use it?
How does your choice of words and phrases show your understanding of the topic or subject?

L.VI.9–10.4. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including connotative meanings.

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
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; how the language of a court opinion differs from that of a newspaper).

Recognize the many functions of language.
Consider style and meaning in writing, reading, speaking, and listening.
Use a style manual to write and edit work for a particular discipline and writing type.
Understand formal writing for academic purposes

Language Dives

MLA Formatting Rules

MLA Title Rules

Editing/Peer Editing/Revision

Grade 9 Module 2
Grade Level	Reading	Writing	Speaking & Listening	Language	Benchmark	Benchmark Samples	Performance Task	Intervention Foci
9	Primary Focus Standards: RL.CR.9-10.1 RL.CI.9-10.2 RL.IT.9-10.3 RL.TS.9-10.4 RL.PP.9-10.5	Primary Focus Standards: W.AW.9-10.1 W.IW..9-10.2 W.NW.9-10.3 W.WP.9-10.4 W.WR.9-10.5 W.SE.9-10.6 W.RW.9-10.7	Primary Focus Standards: SL.PE.9-10.1 SL.ES.9-10.3 SL.PI.9-10.4	Primary Focus Standards: L.SS.9-10.1 L.KL.9-10.2 L.VL.9-10.3 L.VI.9-10.4	Primary Focus Standards: L.VI.9-10.4 RL.CR.9-10.1 RI.CI.9-10.2 RL.IT.9-10.3 W.IW.9-10.2	TBA	Primary Focus Standards: W.9-10.2 W.9-10.5 W.9-10.6 Based on what we have learned about dramatic performance as a vehicle of expression and theme, revisit our study of Shakespeare’s Romeo and Juliet and write an essay in which you examine how Shakespeare uses language, punctuation, and stage direction to convey character emotion and its intended impact on the audience. Be sure to address how characters’ emotions and desires are revealed. Be sure to include relevant support for your claim.	Students working to interpret figurative language. Students working to understand character development. Students working to identify and support a central idea. Students working to elaborate on their ideas Students working to incorporate sentence variety their writing Students working to write organized logical responses Students struggling to utilize standard conventions of English when writing.
Text Type: Drama from Romeo and Juliet (Prologue, Act III, Scene I), (Act I, Scene I), (Act II, Scene VI), (Act IV, Scene I) by William Shakespeare Film from West Side Story (Act I, Scene V) by Arthur Laurents Poetry: “Lottery” by Rasma Haidri “The Fight” by John Montague “Tamara’s Opus” by Joshua Bennett “Some Like Poetry” by Wislawa Szyborska, translated by Regina Grol “An Irish Airman Foresees His Death” by W.B. Yeats “Prayer to the Pacific” by Leslie Marmon Silko “Sestina” by Elizabeth Bishop “Bilingual/Bilingue” by Rhina P. Espaillat “Abuelito Who” by Sandra Cisneros									Writing Genre: non-fiction essay Task Type: literary analysis Dive Concentrations: Structure (blank verse, transitions, punctuation, stage directions) literary devices (irony, puns, metaphor, simile) pacing (using punctuation/structure to slow down, pause, or speed up the text).

Grade 9 Module 2
Reading Standards		Reading Critical Knowledge and Skills
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.		Analyze the text for inferred and literal meanings Make personal connections, make connections to other texts, and/or make global connections when relevant Identify explicit and implicit textual evidence Determine the difference between strong and insufficient (unreliable) details Use direct quotes, paraphrase, summarize objectively Draw conclusions/make logical judgments about the information within the text on the basis of evidence and prior conclusions/prior experience Support inference using several examples from the text Analyze relationship between implicit and explicit text evidence and how it contributes to the meaning of the text
RL.9-10.2. 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, and provide an objective summary of the text.		Determine a theme and central idea Analyze how details develop the theme/central idea Make inferences using explicit and implicit text evidence Use the text to draw conclusions about the theme/central idea Formulate an objective (free of personal bias) summary of the text Determine how the theme/central idea emerges and is refined or strengthened by key details Provide an objective summary of the text
RL.9-10.3. 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.		Identify the details that develop characters as dynamic or complex versus static or flat Identify multiple/conflicting character motivations Analyze character interactions as they develop plot Evaluate simple and complex relationships and/or events on plot development
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).		Identify key words and determine figurative meaning Identify key words and determine connotative meaning Understand how word choice impacts meaning (For example, how language evokes a sense of time and place) Determine formal vs. informal tone Identify cumulative impact of word choice on meaning and tone
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 specific effects (e.g. as mystery, tension, or surprise.		Understand and describe how an author has chosen to structure a text and order events within it Analyze how the author’s choices to structure a text and manipulate time can create mystery, tension, or surprise for the reader
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each work (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).		Analyze the representation of a subject or a key scene in an artistic medium. Analyze the representation of the same subject or a key scene in a different artistic medium. Identify and interpret what is emphasized or absent in each work.
RL.9-10.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare).		Recognize an author’s incorporation of source material within their own work. Determine necessary practical knowledge related to source material. Determine necessary historical/cultural context related to source material. Determine necessary background knowledge of source material. Use these determinations in order to analyze how an author draws on and transforms source material in their own work.
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.		Read with understanding, grade-specific complex text, specifically stories, dramas and poems. Interpret complex text using critical knowledge and skills in order to build meaningful connections.
Writing Standards		Writing Critical Knowledge and Skills
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. A. 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. E. Provide a concluding statement or section that follows from and supports the argument presented.		Identify and support claims with evidence and explanations that are reasonable, valid, and attentively delineated. Evaluate logic and rhetoric to form a perspective Synthesize sources to develop a stance to support, refute, or qualify a considerable topic. Create a concluding statement or section that supports an argument.
W.9-10.2.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. 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. F. Provide a concluding paragraph or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).		Use relevant and sufficient facts, definitions, details, and quotes Use sources that are appropriate to task, audience, and purpose Select precise words and domain-specific vocabulary Introduce a topic arranging ideas, concepts, and information to show interrelationships Format effectively Develop a topic Organize graphics Provide multimedia when useful Use transitions to link together the major sections of the text Write a concluding statement that supports the information presented Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic writing) Decide what organization is most effective for purpose, audience, and task Determine how many facts, definitions, details, quotations and other information are needed
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.		Use narrative writing to express events, real or imagined. Incorporate effective and engaging details when crafting a narrative. Consider structural choices when sequencing events in a narrative. Address the audience, in this case, the reader, and create familiarity between the reader and the narrator by introducing an inciting moment, whether a problem, situation, or observation. Meaningfully establish a point of view, or several points of view and introduce narrator(s) and character(s). Develop the plot through a progression of events and experiences. Implement a variety of narrative techniques to control and develop characters, events, and experiences. These techniques may include the incorporation of dialogue, pacing of
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.)		Write with clarity and coherence. Develop, organize, and style writing to address a particular task, purpose, and audience. Adhere to grade-specific expectations for writing types
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.		Address the full writing process to develop and strengthen writing. Brainstorm and generate ideas for thoughtful, well-planned writing responses. Review, revise, and edit content while considering purpose and audience. Rewrite, approaching the content in a new way. Consult a style manual to revise content.
W.9-10.6 Use technology, including the Internet, to produce, share, 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.		Use technology proficiently for production, publication, and collaboration Choose and evaluate various platforms Link and cite multiple sources Use various technological platforms to create and evaluate shared writing products
W.9-10.7. 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.		Conduct short and more sustained research projects Conduct research drawing on multiple sources Understand steps of an investigation Develop an inquiry question Refocus inquiry/generate additional questions when appropriate Know how to broaden or narrow an inquiry Synthesize and summarize information
W.9-10.9. Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research. A.Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare]").		Assess soundness of reasoning and relevance of textual evidence to support analysis, reflection, and research. Utilize evidence to support analysis, reflection, and research Analyze vocabulary to evaluate subject matter
Speaking and Listening Standards		Speaking and Listening Critical Knowledge and Skills
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers 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.Collaborate with peers to set rules for discussions (e.g. informal consensus, taking votes on key issues, presentation of alternate views); develop clear goals and assessment criteria (e.g. student developed rubric) and assign 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 various perspectives, summarize points of agreement and disagreement, and justify own views. Make new connections in light of the evidence and reasoning presented.		Effectively participate in one-on-one, group, and teacher-led discussions Articulate ideas clearly and persuasively in a discussion Prepare for discussions Read and research materials beforehand Refer to evidence from texts and other research Draw from and build on the ideas of others in a discussion Collaborate with peers to set guidelines for class discussions Clarify, verify, or challenge ideas and conclusions in a discussion or collaborative activity Establish goals and roles for group members and adhere to assigned roles Participate in friendly discussions and decision-making activities Respect and promote diverse perspectives in a discussion or collaborative activity Encourage others to participate in a discussion or collaborative activity Summarize where others agree and disagree with ideas and perspectives Continue to propel conversations by posing and responding to questions that connect to broader ideas Reflect, evaluate and respond to comments made by peers during discussion
Language Standards		Language Critical Knowledge and Skills
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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 meanings and add variety and interest to writing or presentations.		Acknowledge and accurately employ the conventions of standard English grammar and usage when writing to convey meaning or add variety and interest. Acknowledge and accurately employ the conventions of standard English grammar and usage when speaking to convey meaning or add variety and interest. Ensure the implementation of parallel structure in the crafting of writing. Use noun, verb, adjectival, adverbial, participial, prepositional, and absolute phrases to convey meaning, build complexity, and add interest and variety to writing or presentation. Use independent, dependent, noun, relative, and adverbial clauses to convey meaning, add variety, and interest to writing or presentation.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. Spell correctly.		Employ knowledge of capitalization when writing. Employ knowledge of mastery of punctuation when writing. Link closely related independent clauses through the use of a semicolon. Employ knowledge of mastery of spelling when writing. Introduce a list or quotation with a colon. Work to spell with accuracy.
L.9-10.3 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. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.		Recognize the many functions of language. Consider style and meaning in writing, reading, speaking, and listening. Use a style manual to write and edit work for a particular discipline and writing type. Understand formal writing for academic purposes
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as clue to the meaning of a word or phrase. B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of Greek and Latin roots and affixes. C. Consult general and specialized reference materials (e.g., collegelevel dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).		Use knowledge of Greek and Latin affixes and roots to understand variations of word forms and patterns Consult reference materials to derive word meanings and correct pronunciation of words Trace the etymology of words Use context clues to derive word meaning (connotation, denotation, word function and position)
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.5.A. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. L.9-10.5.B. Analyze nuances in the meaning of words with similar denotations.		Interpret and analyze the use of figurative language within a text Analyze slight differences in the meanings of words with similar definitions (ex. saunter and walk)
L.9-10.6 . Acquire and use accurately grade-appropriate 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.		Acquire general academic words from content-specific written texts Independently integrate general academic words and domain-specific words into reading, writing, speaking, and listening at the college and career readiness level

Grade 9 Module 3
Grade Level	Reading	Writing	Speaking & Listening	Language	Benchmark	Benchmark Samples	Performance Task	Intervention Foci
9	Primary Focus Standards: RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.10 RI.9-10.1 RI.9-10.2 RI.9-10.6 RI.9-10.7 RI.9-10.8 RI.9-10.9	Primary Focus Standards: W.9-10.1 W.9-10.2 W.9-10.3 W.9-10.4 W.9-10.5 W.9-10.7 W.9-10.8 W.9-10.9 W.9-10.10	Primary Focus Standards: SL.9-10.1 SL.9-10.2 SL.9-10.3 SL.9-10.4 SL.9-10.5	Primary Focus Standards: L.9-10.1. L.9-10.3. L.9-10.4 L.9-10.5 L.9-10.6	Primary Focus Standards: TBA	TBA	Primary Focus Standards: RL.9-10.1 RI.9-10.1 W.9-10.1 W.9–10.4 W.9-10.7 W.9-10.8 W.9–10.9 Performance Task: Political issues are problems and opportunities in a society that bring attention to how power is distributed and how it operates within social organizations. Based on the module’s specific focus on political issues, we have learned the importance of examining historical and cultural aspects of such issues to inspire change. Write a research paper evaluating a political issue, examining the historical and cultural relevance of the issue and its impact on our society. Be sure to meet the following criteria: 6-8 full, MLA formatted pages Exploration of a controversial, provoking, or relevant issue extended from the Module 3 readings Complete an Evidence Collection Tool that reflects on a variety of primary and secondary sources (4-6) Include in-text citations and a corresponding Works Cited In-text parenthetical citation of source material (integrating evidence from sources).	Students working to interpret figurative language. Students working to understand character development. Students working to identify and support a central idea. Students working to elaborate on their ideas Students working to incorporate sentence variety their writing Students working to write organized logical responses Students struggling to utilize standard conventions of English when writing. Students working to identify and analyze rhetorical devices Students working to analyze the author's purpose and point of view. Students working to acquire an expanded vocabulary Students working to write organized logical responses Students working to elaborate on their ideas Students working to incorporate sentence variety Students working to identify how ideas develop and interact over the course of a text. Students working to analyze how authors develop and refine their ideas Students working to understand character development.
Text Type: Short Story: “The Pedestrian” by Ray Bradbury Novel: The Hate U Give by Angie Thomas Nonfiction/Epistolary Text/Memoir from Between the World and Me by Ta-Nehisi Coates Non-fiction/Letter: Excerpts from “Letter from Birmingham Jail” by Martin Luther King, Jr.									Writing Genre: non-fiction, fiction Task Type: literary analysis Dive Concentrations: Structure (blank verse, transitions, punctuation, stage directions) literary devices (irony, puns, metaphor, simile) pacing (using punctuation/structure to slow down, pause, or speed up the text).

Grade 9 Module 3
Reading Standards		Reading Critical Knowledge and Skills
RL.9-10.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.		Analyze the text for inferred and literal meanings Make personal connections, make connections to other texts, and/or make global connections when relevant Identify explicit and implicit textual evidence Determine the difference between strong and insufficient (unreliable) details Use direct quotes, paraphrase, summarize objectively Draw conclusions/make logical judgments about the information within the text on the basis of evidence and prior conclusions/prior experience Support inference using several examples from the text Analyze relationship between implicit and explicit text evidence and how it contributes to the meaning of the text
RL.9-10.2. 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, and provide an objective summary of the text.		Determine a theme and central idea Analyze how details develop the theme/central idea Make inferences using explicit and implicit text evidence Use the text to draw conclusions about the theme/central idea Formulate an objective (free of personal bias) summary of the text Determine how the theme/central idea emerges and is refined or strengthened by key details Provide an objective summary of the text
RL.9-10.3. 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.		Identify the details that develop characters as dynamic or complex versus static or flat Identify multiple/conflicting character motivations Analyze character interactions as they develop plot Evaluate simple and complex relationships and/or events on plot development
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).		Identify key words and determine figurative meaning Identify key words and determine connotative meaning Understand how word choice impacts meaning (For example, how language evokes a sense of time and place) Determine formal vs. informal tone Identify cumulative impact of word choice on meaning and tone
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 specific effects (e.g. as mystery, tension, or surprise.		Understand and describe how an author has chosen to structure a text and order events within it Analyze how the author’s choices to structure a text and manipulate time can create mystery, tension, or surprise for the reader
RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each work (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).		Analyze the representation of a subject or a key scene in an artistic medium. Analyze the representation of the same subject or a key scene in a different artistic medium. Identify and interpret what is emphasized or absent in each work.
RL.9-10.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare).		Recognize an author’s incorporation of primary source material. Determine necessary practical knowledge related to primary source material.
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.		Read with understanding, grade-specific complex text, specifically stories, dramas and poems. Interpret complex text using critical knowledge and skills in order to build meaningful connections.
RI.9-10.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.		Analyze the text for inferred and literal meanings Make personal connections, make connections to other texts, and/or make global connections when relevant Identify explicit and implicit textual evidence Determine the difference between strong and insufficient (unreliable) details Use direct quotes, paraphrase, summarize objectively Draw conclusions/make logical judgments about the information within the text on the basis of evidence and prior conclusions/prior experience Support inference using several examples from the text Analyze relationship between implicit and explicit text evidence and how it contributes to the meaning of the text
RI.9-10.2. 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.		Examine how a central idea presents and builds over the course of a text. Explore how a central idea is crafted, shaped, and refined through key details from the text. Summarize the text objectively.
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetorical devices to advance that point of view or purpose.		Identify an author’s point of view or purpose Identify rhetorical devices Analyze how an author uses rhetorical devices to further point of view or purpose
RI.9-10.7 Analyze various perspectives as presented in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.		Analyze multiple perspectives from different mediums Identify which details are highlighted in each source
RI.9-10.8 Describe 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 reasoning.		Describe and evaluate the argument and specific claims in a source Assess text for valid reasoning Evaluate relevant and sufficient evidence Identify false statements and reasoning
RI.9-10.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance, (e.g., Washington’s Farewell Address the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Declaration of the Rights of Man and Citizen, U.N. Universal Declaration of Human Rights, etc.), including how they relate in terms of themes and significant concepts.		Evaluate documents of historical and literary significance Identify common themes and significant concepts Make inferences based on figurative and literal connections to literature and history
Writing Standards		Writing Critical Knowledge and Skills
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. A. 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. E. Provide a concluding statement or section that follows from and supports the argument presented.		Identify and support claims with evidence and explanations that are reasonable, valid, and attentively delineated. Evaluate logic and rhetoric to form a perspective Synthesize sources to develop a stance to support, refute, or qualify a considerable topic. Create a concluding statement or section that supports an argument.
W.9-10.2.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. 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. F. Provide a concluding paragraph or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).		Use relevant and sufficient facts, definitions, details, and quotes Use sources that are appropriate to task, audience, and purpose Select precise words and domain-specific vocabulary Introduce a topic arranging ideas, concepts, and information to show interrelationships Format effectively Develop a topic Organize graphics Provide multimedia when useful Use transitions to link together the major sections of the text Write a concluding statement that supports the information presented Establish and maintain a style and tone appropriate to the audience and purpose (e.g. formal and objective for academic writing) Decide what organization is most effective for purpose, audience, and task Determine how many facts, definitions, details, quotations and other information are needed
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.		Use narrative writing to express events, real or imagined. Incorporate effective and engaging details when crafting a narrative. Consider structural choices when sequencing events in a narrative. Address the audience, in this case, the reader, and create familiarity between the reader and the narrator by introducing an inciting moment, whether a problem, situation, or observation. Meaningfully establish a point of view, or several points of view and introduce narrator(s) and character(s). Develop the plot through a progression of events and experiences. Implement a variety of narrative techniques to control and develop characters, events, and experiences. These techniques may include the incorporation of dialogue, pacing of
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.)		Write with clarity and coherence. Develop, organize, and style writing to address a particular task, purpose, and audience. Adhere to grade-specific expectations for writing types
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.		Address the full writing process to develop and strengthen writing. Brainstorm and generate ideas for thoughtful, well-planned writing responses. Review, revise, and edit content while considering purpose and audience. Rewrite, approaching the content in a new way. Consult a style manual to revise content.
W.9-10.7. 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.		Conduct short and more sustained research projects Conduct research drawing on multiple sources Understand steps of an investigation Develop an inquiry question Refocus inquiry/generate additional questions when appropriate Know how to broaden or narrow an inquiry Synthesize and summarize information
W.9-10.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.		Assess the credibility and accuracy of sources from various print and digital sources. Learn about plagiarism and how to avoid it. Integrate information from various print sources.
W.9-10.9. Draw evidence from literary or nonfiction informational texts to support analysis, reflection, and research. A.Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare]").		Assess soundness of reasoning and relevance of textual evidence to support analysis, reflection, and research. Utilize evidence to support analysis, reflection, and research Analyze vocabulary to evaluate subject matter
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.		Write frequently, in both short and extended time frames. Write for a variety of reasons and to a variety of audiences. Understand formal and informal writing for academic purposes
Speaking and Listening Standards		Speaking and Listening Critical Knowledge and Skills
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers 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.Collaborate with peers to set rules for discussions (e.g. informal consensus, taking votes on key issues, presentation of alternate views); develop clear goals and assessment criteria (e.g. student developed rubric) and assign 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 various perspectives, summarize points of agreement and disagreement, and justify own views. Make new connections in light of the evidence and reasoning presented.		Effectively participate in one-on-one, group, and teacher-led discussions Articulate ideas clearly and persuasively in a discussion Prepare for discussions Read and research materials beforehand Refer to evidence from texts and other research Draw from and build on the ideas of others in a discussion Collaborate with peers to set guidelines for class discussions Clarify, verify, or challenge ideas and conclusions in a discussion or collaborative activity Establish goals and roles for group members and adhere to assigned roles Participate in friendly discussions and decision-making activities Respect and promote diverse perspectives in a discussion or collaborative activity Encourage others to participate in a discussion or collaborative activity Summarize where others agree and disagree with ideas and perspectives Continue to propel conversations by posing and responding to questions that connect to broader ideas Reflect, evaluate and respond to comments made by peers during discussion
SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.		Identify and evaluate for accuracy, bias, and credibility. Synthesize sources from diverse formats.
SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence.		Identify and evaluate a speaker’s point of view, reasoning, and use. Recognize fallacious reasoning and/or distorted evidence.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.		Support writing with clear, concise, and logical information. Consider the rhetorical situation when developing content, organization, development, and style of writing.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest.		Implement digital media to support and enhance presentations. Use digital media to provide findings, reasoning, evidence, and add interest.
Language Standards		Language Critical Knowledge and Skills
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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 meanings and add variety and interest to writing or presentations.		Acknowledge and accurately employ the conventions of standard English grammar and usage when writing to convey meaning or add variety and interest. Acknowledge and accurately employ the conventions of standard English grammar and usage when speaking to convey meaning or add variety and interest. Ensure the implementation of parallel structure in the crafting of writing. Use noun, verb, adjectival, adverbial, participial, prepositional, and absolute phrases to convey meaning, build complexity, and add interest and variety to writing or presentation. Use independent, dependent, noun, relative, and adverbial clauses to convey meaning, add variety, and interest to writing or presentation.
L.9-10.3 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. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.		Recognize the many functions of language. Consider style and meaning in writing, reading, speaking, and listening. Use a style manual to write and edit work for a particular discipline and writing type. Understand formal writing for academic purposes
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as clue to the meaning of a word or phrase. B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of Greek and Latin roots and affixes. C. Consult general and specialized reference materials (e.g., college level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).		Use knowledge of Greek and Latin affixes and roots to understand variations of word forms and patterns Consult reference materials to derive word meanings and correct pronunciation of words Trace the etymology of words Use context clues to derive word meaning (connotation, denotation, word function and position)
L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.5.A. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. L.9-10.5.B. Analyze nuances in the meaning of words with similar denotations.		Interpret and analyze the use of figurative language within a text Analyze slight differences in the meanings of words with similar definitions (ex. saunter and walk)
L.9-10.6 . Acquire and use accurately grade-appropriate 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.		Acquire general academic words from content-specific written texts Independently integrate general academic words and domain-specific words into reading, writing, speaking, and listening at the college and career readiness level