Week of: ___________________________ Lesson

Teacher___________________ Class ____________________ Standards

Reading Literary Writing Types and Purposes RL 1 W 1- Arguments W 2 - Informative/Expository RL 2 RL.9-10.1 Cite strong and W 3 - Narrative RL 3 thorough textual evidence to RL 4 support analysis of what the text W.9-10.1. Write arguments to RL 5 says as well as inferences drawn support claims in an analysis of RL 6 from the text. RL 7 substantive topics or texts, using RL 8 valid reasoning and relevant and RL 9 RL.9-10.2. Determine a theme or sufficient evidence. Production and Distribution of Writing central idea of a text and analyze Reading Informational Texts W 4 *Introduce precise claim(s), in detail its development over the W.9-10.4. Produce clear and RI 1 W 5 distinguish the claim(s) from course of the text, including how coherent writing in which the RI.9-10.1. Cite strong and RI 2 W 6 alternate or opposing claims, and it emerges and is shaped and development, organization, and RI 3 thorough textual evidence to create an organization Research to build & present that knowledge refined by specific details; provide RI 4 style are appropriate to task, support analysis of what the text W 7 establishes clear relationships RI 5 an objective summary of the text. purpose, and audience. W.9-10.7. Conduct short as well as says explicitly and inferred. W 8 among claim(s), counterclaims, RI 6 (Grade-specific for to more sustained expectations research projects W 9 reasons, and evidence. RI 7 RL.9-10.3.Determine Analyze how complex writing types are defined in a answer a question (including RI.9-10.2. a central * Develop claim(s) and RI 8 Language characters develop over the standards 13 above.) self-generated question) or solve a idea of a text and analyze its RI 9 L 1 counterclaims fairly, supplying course of a text, interact with of problem; narrow or broaden the of L.9-10.1. Demonstrate command development over the course L 2 evidence for each while pointing Speaking/Listening other characters, W.9-10.5. Develop and strengthen inquiry when appropriate; synthesize the conventions of standard English the text, including and howadvance it emerges L 3 out the strengths and limitations of SL 1 the plot or develop the theme. L 4 writing as needed by planning, multiple sources on the subject, grammar and usage when writing or and is shaped and refined by both in a manner that anticipates SL 2 SL.9-10.1. Initiate and participate L 5 revising, editing, rewriting, or trying demonstrating understanding of the speaking. details; provide an SL 3 specific audiences knowledge level effectively in a range of L 6 the RL.9-10.4. Determine the text. a focusing on subject under investigation. * new Use approach, parallel structure. summary of the SL 4 objective and concerns. collaborative discussions meaning of words and phrases as addressing what is most significant * Use various types of phrases SL 5 * Use words, phrases, and clauses (one-on-one, groups, teacher-led) they are used in the text, SL 6 RI.9-10.3. for a specific purpose and audience. W.9-10.8. Gather relevant (noun, verb, adjectival, adverbial, Analyze how the author to link the major sections of the with diverse partners on grades 9 including figurative information from multiple absolute) participial, prepositional, unfolds an analysis and or series of text, create cohesion, and clarify 10 topics, texts, and issues, connotative meanings; analyze W.9-10.6. Use technology, including authoritative print and digital and ideas or events, including the Notes/ Reflection the relationships between claim(s) building on others ideas & the cumulative impact of specific the Internet, to produce, publish, sources, using advanced searches * clauses (independent, dependent; order in which the points are and reasons, between reasons and expressing their own clearly & word choices onare meaning and and update individual shared effectively; assess theor usefulness of noun, relative, adverbial) to convey made, how they introduced evidence, and between claim(s) persuasively. tone (e.g., how the language writing products, taking advantage each source in answering the specific meanings and add variety and developed, and the and counterclaims. Come to discussions prepared, evokes a sense of time and them. of technologys capacity research question; integrate and interest to writing or to link to connections drawn between * Establish and maintain a formal having read and researched place; how it sets a formal tone). other information and to selectively display information into the text presentations. style and objective tone while material under study; explicitly Gardner Bloom Other information flexibly dynamically. to maintain the flowand of ideas, RI.9-10.4. Determine the meaning attending to the norms of the draw on that preparation by Creating Verbal linguistic RL.9-10.5. Analyze how avoiding andcommand following a L.9-10.2.plagiarism Demonstrate of of words and phrases as author they are discipline in which they are writing. referring to evidence from texts and Visual spatial Evaluating choices on how to structure a standard format for citation. the conventions of standard English used in a text, including figurative, Musicalother research on the topic or Analyzing * Provide a concluding statement issue text, order events, and capitalization, punctuation, and connotative, and technical Mathematical/logical or section that follows from and to stimulate a thoughtful, Applying manipulate time create such W.9-10.9. Draw evidence from spelling when writing. meanings; analyze the cumulative Interpersonal Understanding supports the argument presented. well-reasoned exchange of ideas. effects of asspecific mystery, tension, or Intrapersonal Remembering literary orsemicolon informational texts toor * Use a to link two impact word choices on Work with peers to set rules for Bodily-Kinesthetic surprise. and tone (e.g., how the support analysis, reflection, and more closely related independent meaning W.9-10.2. Write informative / collegial discussions and Naturalist research. clauses. language of a court opinion differs explanatory texts to examine and decision-making, clear goals and RL.9-10.6. a point of * Use a colon to introduce a list or from that ofAnalyze a newspaper). convey complex ideas, concepts, deadlines, and individual roles as view or cultural experience quotation. and information accurately through needed. reflected in a work of literature * Spell correctly. RI.9-10.5. Analyze in detail how the effective selection, Propel conversations by posing from outside the US--draw on a an authors ideas or claims are organization, and analysis of and responding to questions that

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Modifications Extended Time Priority seating Oral Instructions Written Instructions Shortened/adapted assignments Test Accommodations Other:

Data /Assessments Test/Quiz Notebook/Journal Homework Rubric Participation Classwork Teacher Observation Test Item Analysis Oral Response Other:

Marzano Summarizing and Notetaking Homework and practice Cooperative Learning Set Objectives /Providing Feedback Reinforce Efforts/Provide Recognition Nonlinguistic Representations Generate and test hypotheses Questions, cues, advanced organizers Identify similarities and differences