Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Reading Literature – Key Details and Facts EXAMPLES are suggestions and can be applied/utilized with any work of literature. EXAMPLES are suggestions and can be applied/utilized with any work of literature. Red text indicates distinction from 8th grade standard. • 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. Cite evidence supporting an inference made about a character in a short story. (could be a list, oral discussion, etc.) Cite evidence to support Antony’s funeral speech as persuasive in Julius Caesar. • RL.9-10.2. Determine a theme or central idea of a text and analyze in Analyze the development of the equality theme in “Harrison Bergeron” using specific support from reading. Analyze the development of the maturation theme in To Kill a Mockingbird. Provide an objective summary of the text. Draft - NDCT August 2011 Provide a summary of the theme of “loneliness” as it applies to different characters in the novel. Discussions, lists, debates, speeches, writings , etc. are all effective strategies for formative and summative assessment of the standard Emphasis on textual evidence that supports inferences Students should know and understand what objective summary means. 1 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. More examples in Appendix B page 121+ 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 Cite textual evidence to support how Tybalt in Romeo and Juliet is ill-tempered and how this contributes to his demise. Analyze how Tybalt’s interaction with other characters contributes to the furtherance of the action in the plot in the drama. Sample Activities-Grade 10 Notes More examples in Appendix B page 121+ Cite evidence to support Brutus is a tragic hero in Julius Caesar. Analyze the development of Antony’s character from silent supporter at the beginning to strong and confident leader at the end of the drama. More examples in Appendix B page 121+ More examples in Appendix B page 121+ Draft - NDCT August 2011 2 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Evaluate the use of Depression Era language and analyze its effect on the meaning and tone of “Marigolds” by Eugenia Collier Analyze the tone shown in To Kill a Mockingbird through the characterization of Miss Caroline on Scout’s first day of school. Notes theme Reading Literature – Craft and Structure 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). Draft - NDCT August 2011 Determine the effect of word choice in the short story “The Monkey’s Paw” by W.W. Jacobs and how it builds tension and atmosphere. 3 Grades 9-10 Sample Activities • • Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 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. Analyze how the author used the structural placement of the blind seer’s prophecy to add to the tension in The Odyssey. Find a story with a flashback and analyze how it affects the events in the story and contributes to suspense and mystery. Analyze Dickens’ placement of the convict throughout Great Expectations and how that influences the mystery of the story. Analyze how Antigone’s suffering parallels Oedipus’s suffering and how this contributes to the mystery and tension of Antigone’s eventual fate. RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from In a literature selection analyze the main character’s point of view in a historical time period. In a literature selection analyze the main character’s point of view in a historical time period. Analyze Pip’s cultural experience growing up in the Industrial Revolution. Analyze Death’s point of view in Nazi Germany in The Book Thief. Notes More examples in Appendix B page 121+ More examples in Appendix B page 121+ Draft - NDCT August 2011 There is a strong emphasis on analysis, which might include compare/contrast, evaluate, generalize/summarize in this standard 4 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Example shown in standard. More examples in Appendix B page 121+ Example shown in standard. More examples in Appendix B page 121+ New Standard outside the United States, drawing on a wide reading of world literature. Reading Literature – Integration of Knowledge and Ideas • 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 treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Draft - NDCT August 2011 There is a strong emphasis on ANALYSIS in this standard 5 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Icarus). RL.9-10.8. (Not applicable to literature) • RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Parallel to RI 8 Example shown in standard. Appendix B page 121-122 Example shown in standard. New Standard Students analyze how the Japenese filmmaker Akira Kurosawa in his film Throne of Blood draws on and transforms Shakespeare’s play MacBeth in order to develop a similar plot set in Feudal Japan. (Appendix B page 121-122) There is a strong emphasis on ANALYSIS in this standard Reading Literature – Range of Reading and Level of Text Complexity Draft - NDCT August 2011 6 Grades 9-10 Sample Activities Common Core • Sample Activities-Grade 9 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. Sample Activities-Grade 10 Notes Typical lexile measure for grades 9-10 is 1080-1305 (see Appendix A, page 8 for more information). By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9– Draft - NDCT August 2011 7 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Use evidence from a review (movie, book, play) that demonstrates the reviewer’s opinions. Draw inferences from text on an editorial page that demonstrates the writer’s opinions. Emphasize numerous examples of textual evidence 10 text complexity band independently and proficiently. • Reading Standards for Informational Text RI.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. In I Know Why the Caged Bird Sings infer what Mrs. Flowers means when she tells Marguerite that some people, though lacking formal schooling are “more educated and even more intelligent than college professors “.Cite examples from this text and others where this idea is demonstrated. Draft - NDCT August 2011 Using textual evidence support the character inferences the reader makes based on Tenzing Norgay and Sir Edmund Hillary’s individual descriptions of their climb of Mt. Everest. 8 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 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. RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, Determine the central idea of The Gettysburg Address and analyze how it develops over the course of the speech. How do the events of the time shape the meaning and understanding of this work? Determine the central idea of Elie Wiesel’s Hope Despair and Memory and analyze how it develops over the course of the text. Provide and objective summary citing specific details from the text. Appendix B page 123 Appendix B page 122-129 Students analyze how Abraham Lincoln in his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. Students analyze “Letter from the Birmingham Jail” paying particular attention to the points being made and developed and how connections are drawn between them. Notes See Appendix B, page 127 (excerpt). Appendix B page 124 (excerpt) Draft - NDCT August 2011 9 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Define words and phrases including figurative language given in the context of a sentence and analyze how the meaning changes when included as a part of a larger work. Consider the perspectives of gender, racial, political, regional influences when dealing with word choice. Consider the perspectives of gender, racial, political, regional influences when dealing with word choice and the connections that are drawn between them. RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Draft - NDCT August 2011 10 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Students read a variety of persuasive selections and analyze how claims are developed through construction of sentences, paragraphs, and/or portions of text (ADE/ELA Committee 2011). Students read a variety of persuasive selections and analyze how claims are developed through construction of sentences, paragraphs, and/or portions of text (ADE/ELA Committee 2011). New Standard Examples of text: newspaper editorial, magazines, essays, advertisements, legal briefs Examples of text: newspaper editorial, magazines, essays, advertisements, legal briefs See Appendix B table of contents for informational text titles See Appendix B table of contents for informational text titles RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Students will identify the author’s rhetorical devices (logos/ethos/pathos/speaker/subject/message) used to advance point of view or purpose. Students will identify the author’s rhetorical devices (logos/ethos/pathos/speaker/subject/message) used to advance point of view or purpose. Examples of text: newspaper editorial, magazines, essays, advertisements, legal briefs Examples of text: newspaper editorial, magazines, essays, advertisements, legal briefs See Appendix B table of contents for informational text titles See Appendix B table of contents for informational text titles Students determine the purpose and point of view in Martin Luther King Jr.’s “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (see Appendix B, page 130 for the activity, page 127 for the exerpt). Students determine the purpose and point of view in Ronald Reagan’s “Address to Students at Moscow State University” and analyze how he uses rhetoric to advance his position (see Appendix B, page 128). Draft - NDCT August 2011 See Appendix B, page 130. 11 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes • RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. Students analyze the author’s oral rendition of his work to its written version (ADE/ELA Committee 2011). (e.g. Martin Luther King Jr.’s “I Have a Dream” speech). Students analyze political cartoon to an editorial with similar themes. Emphasis needs to be placed on analyzing details from multiple accounts of the same subject matter. • RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; Students evaluate and identify the bias presented on websites and in other sources. Students evaluate and identify false statements and fallacious reasoning (e.g. circular reasoning, faulty cause and effect reasoning, overgeneralization, oversimplification, internal contradiction, understatement, overstatement, bandwagon effect). Students evaluate the argument and specific claims about the “spirit of liberty” in Learned Hands “I Am an American Day Address,” assessing the relevance and sufficiency of the evidence and the validity of his reasoning (See Appendix B, page 130, for activity, page 125 for excerpt). Draft - NDCT August 2011 12 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Students compare George Washington’s Farewell Address to other foreign policy statements, such as The Monroe Doctrine, and analyze how both texts address similar themes and concepts regarding “entangling alliances.” (See Appendix B, page 123 for excerpt, page 129 for activity). Literary selections could include: “Eulogy of Dr. Martin Luther King Junior” by Robert Kennedy, “Burning of the Birmingham Church,” Discovery Education video on Rosa Parks (See Appendix B, pages 129-130 for excerpts). Notes identify false statements and fallacious reasoning. • RI.9-10.9. Analyze seminal U.S. 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”), including how they address related themes and concepts. Draft - NDCT August 2011 13 Grades 9-10 Sample Activities Common Core • Sample Activities-Grade 9 RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9– 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Sample Activities-Grade 10 Notes See page 60-61 in ND Common Core document for clarification of literary non-fiction. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Draft - NDCT August 2011 14 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Read an argument-based article on a subject of choice, take a position on it, and respond with support for your opinion. Read several articles related to the segregated proms still taking place in the South. After reading develop a claim for or against a solution to this issue and support it citing textual evidence from your readings. Appendix A pages 23-25 defines the three text types including argument. Writing • 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. • • 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 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. Draft - NDCT August 2011 Appendix C contains exemplars on argument beginning on page 57. Student should follow the bulleted writing components found in this standard. 15 Grades 9-10 Sample Activities Common Core • • o Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Appendix A page 23 Appendix A Page 23 Appendix C page 60-63 Appendix C Page 60-63 Compare and contrast a literary selection and a film on the same subject matter. How do the works you have read honor or rebel against cultural tradition? Write an essay that supports an original thesis using at least three pieces of textual evidence to Teachers and students could use bulleted items as criteria for a rubric. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented. W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, Draft - NDCT August 2011 16 Grades 9-10 Sample Activities Common Core organization, and analysis of content. • • • Sample Activities-Grade 9 Sample Activities-Grade 10 Notes support the cultural tradition. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 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 Draft - NDCT August 2011 17 Grades 9-10 Sample Activities Common Core • • • Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Write a memoir recounting a specific person, place, experience, event, day, moment, or work of art and convey its significance to you Write an autobiography recounting family and life experiences that have shaped who you are as a person. Teachers and students could use bulleted items as criteria for a rubric. among complex ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and wellstructured event sequences. Draft - NDCT August 2011 18 Grades 9-10 Sample Activities Common Core • • • • Sample Activities-Grade 9 Sample Activities-Grade 10 Notes 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 Draft - NDCT August 2011 19 Grades 9-10 Sample Activities Common Core • Sample Activities-Grade 9 Sample Activities-Grade 10 Notes characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing • 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 two advertisements for a common product: one aimed for the parent and one aimed for the child, reflecting the differing audiences. 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. Incorporate a variety of approaches to the writing process (e.g. brainstorming, free writing, clustering, peer editing, etc). Draft - NDCT August 2011 Incorporate a variety of approaches to the writing process (e.g. brainstorming, free writing, clustering, peer editing, etc). 20 Grades 9-10 Sample Activities • Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes 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. Create a webinar, wikipage, blog, or powerpoint for a specific audience. Create a webinar, wikipage, blog, Edmodo, Prezi, or powerpoint for a specific audience. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. Research a focused question or solve a problem using multiple sources on the same subject; synthesize the information from the sources and demonstrate understanding of the subject. Research a focused question or solve a problem using multiple sources on the same subject; synthesize the information from the sources and demonstrate understanding of the subject. Formulate and support a thesis statement. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research See example in standard. See example in standard. Review in-text citations, direct quotations, and paraphrased statements. Research to Build and Present Knowledge • • Draft - NDCT August 2011 The first example could be crosscurricular. 21 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes Daily journal or free-writing activities in response to texts. Daily journal or free-writing activities in response to texts. Special attention needs to be paid to the specific skills being addressed in the standard: analyze, delineate, and evaluate strong support, etc. question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. • W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. o 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 Ovid or the Bible or how a later author draws on a play by Shakespeare]”). o Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious Draft - NDCT August 2011 22 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes After reading and taking notes (with page numbers) on a story, compare textual notes from reading and discuss. After reading and taking notes (with page numbers) on a literary work, compare textual notes from reading and discuss. May use Socratic Seminar, Scored Discussions, Final Word Protocol, etc. through teacher modeling, reasoning”). 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. Speaking and Listening • 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. • 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 Draft - NDCT August 2011 23 Grades 9-10 Sample Activities Common Core • • • Sample Activities-Grade 9 Sample Activities-Grade 10 Notes or issue to stimulate a thoughtful, wellreasoned exchange of ideas. 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. 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. Respond thoughtfully to diverse perspectives, summarize points of agreement and Draft - NDCT August 2011 24 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes See example listed in standard. See example listed in standard. Emphasis on integrate and evaluate. disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. • SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Quantitative information includes tables, charts, and graphs. Listen to a news feed and evaluate the participant’s points of view in terms of logic, reasoning, and support. Listen to a political talk show, roundtable discussion, or other political speech (examples: Meet the Press, The Colbert Report, The Daily Show, Anderson Cooper 360, Morning Joe, etc.) and evaluate the participants’ points of view in terms of logic, reasoning and support. Presentation of Knowledge of Ideas Draft - NDCT August 2011 25 Grades 9-10 Sample Activities Common Core Sample Activities-Grade 9 Sample Activities-Grade 10 Notes SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. See example in standard. See example in standard. Formulate thesis statement and demonstrate appropriate nonverbal communication. SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Present several photographs of the Industrial Revolution and compare them with the description of London in Great Expectations. Say which rendering is more vivid and explain why. State thesis (claim) clearly and provide at least three pieces of evidence of support. Draft - NDCT August 2011 Needs to be an ORAL presentation Present several photographs of small southern towns during the Depression from Dorothea Lange’s or the Library of Congress’ collection and compare them with the description of Maycomb in To Kill a Mockingbird. Say which rendering is more vivid and explain why. State thesis (claim) clearly and provide at least three pieces of evidence of support (commoncore.org). Standard emphasizes digital media. This standard could be combined with SL 9-10.4. 26 Grades 9-10 Sample Activities SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. • o Use a variety of activities (e.g. formal speeches, debates, mock interviews, etc.) Use a variety of activities (e.g. formal speeches, debates, mock interviews, etc.) Language: Conventions of Standard English 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. • L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely Draft - NDCT August 2011 27 Grades 9-10 Sample Activities related independent clauses. o Use a colon to introduce a list or quotation. Spell correctly. Language: Knowledge of Language • 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. Language: Vocabulary of Acquisition and Use • 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. Students identify words with Greek and Latin roots, prefixes and suffixes and how they affect the meaning of a word. Students compare/contrast denotative and connotative meanings of words. Students identify words with Greek and Latin roots, prefixes and suffixes and how they affect the meaning of a word. Students compare/contrast denotative and connotative meanings of words. Approach new words using graphic Draft - NDCT August 2011 28 Grades 9-10 Sample Activities • • • • Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. 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). Draft - NDCT August 2011 Approach new words using graphic organizers (e.g. Venn diagrams, Frayer, Semantic Feature, etc.). organizers (e.g. Venn diagrams, Frayer, Semantic Feature, etc.). 29 Grades 9-10 Sample Activities • L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word 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. L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Draft - NDCT August 2011 Find examples of figurative language (e.g. oxymorons) in Shakespeare’s Romeo and Juliet. Why do they call them apartments when they are stuck together? Illustrate the literal meaning of a common idiom (spill the beans). Using ACT prep books, offer students “word of the day” and discuss how the word is used in common society. Find examples of figurative language (e.g. oxymorons) in Shakespeare’s Julius Caesar. Why are wise guy and wise man different when fat chance and slim chance are the same? Students create “word walls” of key vocabulary to identify cross-curricular connections. See Appendix A, page 28 for clarification on general academic vocabulary. 30 Grades 9-10 Sample Activities References Arizona Department of Education. (2011). Arizona English language arts standards. Retrieved from http://www.ade.az.gov/standards/contentstandards.asp Common Core Curriculum Mapping Project. (2011). Common core curriculum maps: English language arts. Retrieved from http://www.commoncore.org Draft - NDCT August 2011 31
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