Updated 08/04/08
English Vertical Plans
GRADE 9
Introduce the following big 10
reading strategies:
1. Activating prior knowledge
2. Making predictions
3. Previewing and navigating
a variety of texts
4. Making and answering
questions
5. Making mental images in
order to visualize
6. Making a variety of
connections
7. Determining importance
8. Summarizing the text in
their own words
9. Making inferences
10. Using a variety of strategies
to define unfamiliar words
Introduce the following reading
strategies:
• Differentiating between fact
and opinion
• Identifying main ideas and
details
• Making and answering
questions (literal, interpretive,
and applied)
• Monitoring reading and
using fix up strategies
• Annotating or “talking to”
the text
GRADE 10
READING SKILLS
Reinforce the following:
The Big 10 Reading Strategies
1. Activating prior knowledge
2. Making predictions
3. Previewing and navigating
a variety of texts
4. Making and answering
questions
5. Making mental images in
order to visualize
6. Making a variety of
connections
7. Determining importance
8. Summarizing the text in
their own words
9. Making inferences
10. Using a variety of
strategies to define unfamiliar
words
Reinforce the following reading
strategies:
• Differentiating between fact
and opinion
• Identifying main ideas and
details
• Making and answering
questions
• Monitoring reading and
using fix up strategies
• Annotating or “talking to”
the text
GRADE 11
Reinforce the following:
The Big 10 Reading Strategies
1. Activating prior knowledge
2. Making predictions
3. Previewing and navigating
a variety of texts
4. Making and answering
questions
5. Making mental images in
order to visualize
6. Making a variety of
connections
7. Determining importance
8. Summarizing the text in
their own words
9. Making inferences
10. Using a variety of strategies
to define unfamiliar words
Reinforce the following:
• Differentiating between fact Reinforce the following:
and opinion
• Identifying main ideas and
details
• Making and answering
questions
• Monitoring reading and
using fix up strategies
• Annotating or “talking to”
the text
• Comparing and contrasting
ideas, themes, and events
GRADE 12
Reinforce the following:
The Big 10 Reading Strategies
1. Activating prior knowledge
2. Making predictions
3. Previewing and navigating
a variety of texts
4. Making and answering
questions
5. Making mental images in
order to visualize
6. Making a variety of
connections
7. Determining importance
8. Summarizing the text in
their own words
9. Making inferences
10. Using a variety of
strategies to define unfamiliar
words
• Differentiating between fact
and opinion
• Identifying main ideas and
details
• Making and answering
questions (literal, interpretive,
and applied)
• Monitoring reading and
using fix up strategies
• Annotating or “talking to”
the text (including any of the
big 10 reading strategies)

GRADE 9 GRADE 10
Introduce the following reading
strategies:
• Comparing and
contrasting ideas, themes, and
events
• Differentiating
among summarizing,
paraphrasing, and quoting
• Understanding,
interpreting, and analyzing a
variety of functional texts,
including charts, maps, graphs,
and tables
• Using two or three-
column note taking systems to
record their use of reading
strategies
• Identifying cause
and effect relationships
• Recognizing and
identifying point of view
• Evaluating and
analyzing texts by forming
opinions
• Recognizing and
using evidence to support
inferential reading
GRADE 11
Reinforce the following:
• Differentiating among
summarizing, paraphrasing,
and quoting
• Understanding, interpreting,
and analyzing functional texts
• Using two or three-column
note taking systems to record
their use of reading strategies
• Identifying cause and effect
relationships
• Recognizing and
identifying point of view
• Evaluating and analyzing
texts by forming opinions
• Recognizing and using
evidence from text to support
inferential reading
Introduce the following reading
strategies:
• Anticipating, understanding
and applying multiple
perspectives in a variety of
genres
• Identifying and evaluating
writing styles, author’s purpose
and use of language
• Identifying and evaluating
bias and credibility of sources
• Synthesizing and drawing
conclusions from multiple
texts, using specific evidence
Updated 08/04/08
GRADE 12
Reinforce the following:
• Comparing and contrasting
ideas, themes, and events
• Differentiating among
summarizing, paraphrasing,
and quoting
• Understanding, interpreting,
and analyzing functional texts
• Using two or three-column
note taking systems to record
their use of reading strategies
• Identifying cause and effect
relationships
• Recognizing and
identifying point of view
• Evaluating and analyzing
texts by forming opinions
• Recognizing and using
evidence from text to support
inferential reading
• Anticipating, understanding
and applying multiple
perspectives in a variety of
genres
• Identifying and evaluating
writing styles, author’s
purpose and use of language
• Identifying and evaluating
bias and credibility of sources
• Synthesizing and drawing
conclusions from multiple
texts, using specific evidence
 Updated 08/04/08
GRADE 9 GRADE 10 GRADE 11 GRADE 12

READING CONTENT
• Students will read a variety • Students will read a variety • Students will read a variety • Students will read a variety
of texts independently. Students of texts independently. Students of texts independently. Students of texts independently. Students
will read a minimum of 8-10 will read a minimum of 8-10 will read a minimum of 8-10 will read a minimum of 4-6
books within the school year (on books within the school year (on books within the school year (on books within the school year (on
average two books per quarter). average two books per quarter). average two books per quarter). average one book per quarter).
• Students will read 5-7 • Students will read 5-7 • Students will begin to use a • Students will begin to use
literary works within a whole major literary works within the variety of literary, theoretical lens historical, political contexts.
class. Texts can include: whole class setting. Texts can (i.e. Marxism, feminism). • Students will read 4-5
include: • Students will read 4-5 literary works either as a whole
English literary works within the whole class. Texts may include:
Bodega Dreams English class. Texts may include:
The Outsiders Perks of Being a Wallflower English
Glass Castle Red Scarf Girl English Breath, Eyes, Memory
Of Mice and Men Othello To Kill a Mockingbird Women on the Edge of Time
Kindred Lord of the Flies One Flew Over the Cuckoo’s Nest No, No, Boy
Great Gatsby Animal Farm Laramie Project Handmaid’s Tale
Raisin in the Sun Bluest Eye In Cold Blood Song of Solomon
Romeo and Juliet Night Their Eyes were Watching God The Things They Carried
Persepolis Maus Fences
Things Fall Apart Latin American Literature
Genres American Born Chinese Like Water for Chocolate Genres
Fiction, novels, memoir, myths, Extremely Loud, Incredibly Close The Earth Did Not Devour Him Novels, Nonfiction articles, Essays,
poetry, nonfiction articles, short Drown Chronicle of a Death Foretold Poetry, Short stories
stories, drama Fires in the Mirror Down these Mean Streets

Latin American Literature Genres

Royal Hunt of the Sun Fiction, Novels, Poetry, Nonfiction
House on Mango Street articles, True crime novels, Drama
In the Time of Butterflies
When I was Puerto Rican
Running Wild

GRADE 9
Students will be able to write for a
variety of purposes and audiences.
Genres include:
• 3 interpretive essays about
one piece of literature (3
DYOs)
• Poetry
• Narrative or dramatic
account(s) (fictional and/or
autobiographical)
• Persuasive essay(s) not
necessarily related to literature
Interpretive Essay Requirements:
DYOs given beginning, middle and
end of the year.
Students will…develop a well-
written thesis, use organizational
methods including introduction,
body paragraphs, and conclusion,
begin to develop effective writing
techniques for an introduction and
conclusion, make and support
responsible assertions, and support
assertions with evidence that is
GRADE 10
The Devil’s Highway
Genres
Fiction, Novels, Poetry, Drama,
Short Stories
WRITING SKILLS/GENRES
Students will be able to write for a Students will be able to write for a
variety of purposes and audiences. variety of purposes and audiences.
Genres include:
• One interpretive essay
about one piece of literature
(DYO)
• One interpretive essay
about two pieces of literature
(DYO)
• One critical lens essay
(DYO)
• Poetry
• Narrative or dramatic
account(s) (fictional and/or
autobiographical)
• Persuasive essay(s) not
necessarily related to
literature
Interpretive Essay Requirements:
DYO given beginning and middle
of year.
Students will…develop a well-
written, analytical thesis, compare
and contrast ideas, themes, literary
elements, and/or characters
between 2 texts, understand and
use effective organizational
methods using transitions, develop
GRADE 11
Genres include:
• One interpretive essay
about one piece of literature
(DYO)
• One interpretive essay
about two pieces of literature
(DYO)
• One critical lens essay
(DYO)
• Personal statement
• Research paper
Interpretive Essay Requirements:
DYO given beginning and middle
of year.
Students will…develop a well-
written, analytical thesis, compare
and contrast effectively ideas,
themes, literary elements and/or
characters between 2 texts, analyze
techniques and discuss ways the
authors convey meaning through
these techniques, use complex
organizational methods, use
complex, engaging writing
techniques for effective
introductions and conclusions,
Updated 08/04/08
GRADE 12
Students will be able to write for a
variety of purposes and audiences.
Genres include:
• One interpretive essay
about one piece of literature
(DYO)
• One interpretive essay
about two pieces of literature
(DYO)
• Personal statement
• Narrative or dramatic
account(s) (fictional and/or
autobiographical)
Interpretive Essay Requirements:
DYO given middle and end of the
year
Students will…develop a well-
written, analytical thesis, compare
and contrast ideas, themes, literary
elements and/or characters between
2 texts effectively, analyze
techniques and discuss ways
authors convey meaning through
these techniques, use complex
organizational methods, use
complex, engaging writing
techniques for effective
introductions and conclusions,

GRADE 9
clearly explained.
Persuasive Requirements:
Students will…develop an
effective argument that is clear to
the reader, create an organizational
structure with an introduction,
body, and conclusion, and use
relevant details, reasons, examples,
and anecdotes to support their
judgments.
Narrative/Dramatic Requirements:
Students will…create a point of
view and establish voice, establish
setting, develop plot, conflict,
resolution, and characterization,
create an organizational structure,
and use sensory details, dialogue,
imagery, and description in their
writing.
GRADE 10
complex writing techniques for
effective introductions and
conclusions, make and support
warranted and responsible
assertions, and support assertions
with convincing evidence that is
clearly explained.
Persuasive Requirements:
Students will…develop an
effective argument that is clear to
the reader, create an organizational
structure with an effective
introduction, body and conclusion,
and use relevant, compelling
details, reasons, examples, and
anecdotes to support their
judgments.
Narrative/Dramatic Requirements:
Students will…create a point of
view and establish a strong voice,
establish descriptive setting,
develop plot, conflict, resolution,
and characterization, create an
organizational structure, use
dialogue and imagery, establish
mood and tone, and use
symbolism, literary elements, and
figurative language.
Critical Lens Essay Requirements:
Students will…use all techniques
described in the interpretive essay
requirements, explain a variety of
GRADE 11
make and support warranted and
responsible assertions, support
assertions with a variety of
evidence that is clearly explained,
use transitions, and integrate
quotations from a text smoothly
into the body paragraphs.
Narrative/Dramatic Requirements:
Students will…create a point of
view and establish a strong voice,
establish descriptive setting that
contributes to theme, develop plot,
conflict, resolution, and
characterization that is complex,
create a complex organizational
structure, use dialogue and
imagery, establish mood and tone
in complex ways, use symbolism,
literary elements, and figurative
language, and use tension and/or
suspense, including foreshadowing
and/or flashbacks.
Critical Lens Essay Requirements: literary elements, and figurative
Students will…use all techniques
described in the interpretive essay including foreshadowing and/or
requirements, explain and elaborate flashbacks.
upon a variety of critical lens
quotations, use the quotations in
Updated 08/04/08
GRADE 12
make and support warranted and
responsible assertions, support
assertions with a wide variety of
convincing evidence that is clearly
explained, use effective transitions,
and integrate quotations smoothly
into body paragraphs.
Persuasive Requirements:
Students will…develop a complex
argument that is clear, create an
organizational structure that is
appropriate to the audience and
purpose of their papers, use
relevant and compelling details,
reasons, examples, and anecdotes
to support their judgments, and
anticipate readers’ concerns and
counter arguments and address
them in their writing.
Narrative/Dramatic Requirements:
Students will…create a point of
view and establish a strong voice,
establish descriptive setting that
contributes to the theme, develop
plot, conflict, resolution, and
characterization that is complex,
create a complex organizational
structure, use dialogue and
imagery, establish mood and tone
in complex ways, use symbolism,
language, and use tension/suspense,

GRADE 9 GRADE 10
critical lens quotations, use the
quotations in order to create an
argument or controlling idea and
use details, examples, reasons, and
anecdotes from two texts in order
to support their interpretations.
Updated 08/04/08
GRADE 11 GRADE 12
order to create an effective
argument or controlling idea, use
relevant and compelling details,
examples, reasons, and anecdotes
from two texts in order to support
their interpretations, and analyze
evidence and provide context.
 Updated 08/04/08
GRADE 9 GRADE 10 GRADE 11 GRADE 12
WRITING PROCESS

GRADE 9
• Students will be able to
brainstorm.
• Students will use mapping
and webbing as pre-writing
strategies.
• Students will be able to
draft papers.
• Students will be able to
revise their writing by adding or
deleting details or explanations.
• Students will be able to edit
their writing.
GRADE 10
• Students will be able to
brainstorm.
• Students will be able to
draft papers.
• Students will be able to edit •
their writing.
• Students will use mapping
and webbing as pre-writing
strategies.
• Students will be able to
revise their writing by adding or
deleting details or explanations.
• Students will use outlining
as a pre-writing strategy.
• Students will be able to
revise their writing by adding or
deleting details and by
rearranging words, sentences, and
paragraphs to improve or clarify
meaning.
GRADE 11
• Students will be able to
independently brainstorm.
• Students will be able to
draft papers.
Students will be able to edit •
their writing.
• Students will use mapping
and webbing as pre-writing
strategies.
• Students will be able to
revise their writing by adding or
deleting details or explanations.
• Students will use outlining
as pre-writing strategies.
• Students will be able to
revise their writing by adding or
deleting details and by
rearranging words, sentences, and
paragraphs to improve or clarify
meaning.
• Students will independently •
develop their own pre-writing
strategies.
• Students will be able to
revise their writing by adding or
deleting details—strengthening
their analysis; by rearranging
words, sentences, and paragraphs
to improve or clarify meaning;
and by sharpening their focus.
Updated 08/04/08
GRADE 12
• Students will be able to
independently brainstorm.
• Students will be able to
draft papers.
Students will be able to edit
their writing.
• Students will use mapping
and webbing as pre-writing
strategies.
• Students will be able to
revise their writing by adding or
deleting details or explanations.
• Students will use outlining
as pre-writing strategies.
• Students will be able to
revise their writing by adding or
deleting details and by
rearranging words, sentences, and
paragraphs to improve or clarify
meaning.
Students will independently
develop their own pre-writing
strategies.
• Students will be able to
revise their writing by adding or
deleting details; by rearranging
words, sentences, and paragraphs
to improve or clarify meaning;
and by sharpening their focus.
 Updated 08/04/08
GRADE 9 GRADE 10 GRADE 11 GRADE 12
GRAMMAR, MECHANICS, AND CONVENTIONS

GRADE 9
Students will master the following
set of skills:
• Capitalization
• Quotations for dialogue
and citations of sources
• Elements of a sentence
(including subject, predicate,
noun and verb)
• Paragraphing and indenting
• End punctuation (including
run-on sentences)
• Subject-verb agreement
Additional skills vary based on
assessment of students
GRADE 10
Reinforce English Grade 9
Grammar, Mechanics and
Conventions including:
capitalization, subject-verb
agreement, quotations for dialogue
and citations of sources,
paragraphing, elements of a
sentence (including subject,
predicate, noun and verb), and end
punctuation (including run-on
sentences).
Students will master the following:
• Elements of a sentence
(including adjectives and
adverbs)
• End punctuation (including
fragments and incomplete
sentences)
• Combining of sentences
and conjunctions
• Commas in lists and
conjunctions
Additional skills vary based on
assessment of students
GRADE 11
Reinforce English Grade 9 and 10
Grammar, Mechanics and
Conventions including:
capitalization, subject-verb
agreement, quotations for dialogue
and citations of sources,
paragraphing, elements of a
sentence (including subject,
predicate, noun, verb, adjectives
and adverbs), end punctuation
(including run-on sentences,
fragments and incomplete
sentences), commas in lists and
conjunctions, and combining of
sentences using conjunctions.
Students will master the following
set of skills:
• Consistency in verb tenses
• Variety of sentence
structure
• Punctuation (including
apostrophes and colons)
• Subject/object and relevant
pronoun forms
• Prepositions and
prepositional phrases
• Additional skills vary based
on assessment of students
Additional skills vary based on
assessment of students
Updated 08/04/08
GRADE 12
Reinforce English Grade 9, 10, and
11 Grammar, Mechanics and
Conventions including:
capitalization, subject-verb
agreement, quotations for dialogue
and citations of sources,
paragraphing, elements of a
sentence (including subject,
predicate, noun, verb, adjectives
and adverbs), end punctuation
(including run-on sentences,
fragments, incomplete sentence),
punctuation (apostrophes and
colons) commas in lists and
conjunctions, and combining of
sentences using conjunctions.
Students will master the following
set of skills:
• Subject/object and relevant
pronoun forms
• Prepositions and
prepositional phrases
• Variety of sentence
structure
Consistency in verb tenses
• Punctuation (semi-colons)
Additional skills vary based on
assessment of students
 Updated 08/04/08
GRADE 9 GRADE 10 GRADE 11 GRADE 12
SPEAKING, LISTENING AND VIEWING

GRADE 9 GRADE 10
• Students will participate in • Students will participate in •
small and large group small and large group
discussions. discussions.
• Students will use the NDHS • Students will participate in •
norms for accountable talk. roundtable discussions for
• Students will participate in English.
roundtable discussions. • Students will be able to
• Students will start directing evaluate and analyze film.
discussion more independently. • Students will explore the
• Students will present their actor’s process of delivering
writing to peers. verse.
• Students will perform • Students will present their
dramatic scenes. own work in front of their peers.
• Students will use the NDHS •
• Skills to introduce are as norms for accountable talk.
follows: These norms include the
Students will… following: Students will…
1) Display turn-taking 1) display appropriate turn-
behaviors. taking behaviors.
2) Not interrupt or have side 2) actively solicit another
conversations. person’s comments and/or
3) Be respectful of other questions.
students’ ideas and opinions. 3) respond appropriately to
4) Give reasons in support of comments and questions.
opinions expressed. 4) give reasons in support of
5) Respond appropriately to opinions expressed.
comments and questions. 5) clarify, illustrate, and/or
6) Clarify, illustrate, and/or expand upon their responses.
expand upon their responses. 6) not interrupt or begin side
7) Students will actively conversations with other
solicit another person’s students.
comments and/or questions. 7) be respectful of other
students’ ideas and opinions.
GRADE 11
Students will participate in •
small and large group
discussions.
Students will use the NDHS •
norms for accountable talk.
• Students will view films
and analyze the representation of
characters, scenes, visual
metaphors, themes, and point of
view.
• Students explore the
choices that directors make in
creating film.
Students will present their
own work in front of their peers.
• Students will be able to
make informed judgments about
television, radio, internet
resources, and film, specifically
being able to do the following:
1) Demonstrate an awareness of
the presence of media in our
daily lives.
2) Evaluate the role of media in
shaping our perspectives and
opinions.
3) Judge the extent to which
media is a source of
entertainment and information.
4) Define the role of advertising
as part of media presentation.
5) Analyze critically various
aspects of media.
Updated 08/04/08
GRADE 12
Students will participate in
small and large group
discussions.
Students will use the NDHS
norms for accountable talk.
• Students will present their
own work in front of their peers.
• Students will prepare and
deliver an exhibition to a panel of
peers and adults. The following
skills will be demonstrated:
Shape information based upon
audience and purpose, develop
content and organization of
presentations, use notes/memory
aids to structure presentation,
develop points based upon single
idea, and engage audience with
verbal cues/eye contact.
Journalism
• Students will be able to
make informed judgments about
television, radio, internet
resources, and film, specifically
being able to do the following:
Demonstrate an awareness of the
presence of media in our daily
lives, evaluate the role of media
in shaping our perspectives and
opinions, judge the extent to
which media is a source of
entertainment and information,
define the role of advertising as
part of media presentation and
analyze critically various aspects
of media.
 Updated 08/04/08
GRADE 9 GRADE 10 GRADE 11 GRADE 12
STUDY SKILLS

GRADE 9
• Students will be able to
keep materials for all classes in
an organized fashion.
• Students will come to every
class prepared with appropriate
materials on a daily basis.
• Students will be able to
maintain a daily record keeping
system to track all assignments
for all classes.
• Students will begin to set
academic and personal goals.
• Students will be able to take
notes for listening and reading by
focusing on two methods: two-
column notes and
mapping/webbing.
• Students will begin to
reflect on their own academic
learning and progress.
GRADE 10
Students will…
• Keep materials for all
classes in an organized fashion.
• Come to every class
prepared with appropriate
materials on a daily basis.
• Maintain a daily record
keeping system to track all
assignments for all of their
classes.
• Set academic and personal
goals and begin to develop long-
term action plans.
• Begin to prepare long-term
action plans for longer projects
and assignments.
• Be able to take notes for
listening and reading by
mapping/webbing.
• Take notes for listening and
reading using two-column notes.
• Take notes for listening and
reading using outlining methods.
• Reflect on their own
academic learning and progress.
GRADE 11
Students will…
• Be able to keep materials
for all classes in an organized
fashion.
• Come to every class
prepared with appropriate
materials on a daily basis.
• Be able to maintain a daily •
record keeping system to track all
assignments for all of their
classes.
• Be able to take notes for
listening and reading by focusing
on many methods: two-column
notes, outlining, and
mapping/webbing.
• Begin to reflect on their
own academic learning and
progress.
• Be able to set academic and
personal goals and begin to
develop long-term action plans.
• Be able to set, assess,
monitor, and revise academic and •
personal goals and begin to
develop long-term action plans.
• Be able to prepare for long- •
term action plans for longer
projects and assignments.
• Independently develop their
own note-taking methods,
according to content and purpose.
• Be able to reflect on their
own academic learning and
progress and make changes in
order to improve their overall
success.
Updated 08/04/08
GRADE 12
Students will…
• Be able to keep materials
for all classes in an organized
fashion.
• Come to every class
prepared with appropriate
materials on a daily basis.
Be able to maintain a daily
record keeping system to track all
assignments.
• Be able to take notes for
listening and reading by focusing
on outlining, two-column notes
and mapping/webbing.
• Begin to reflect on their
own academic learning and
progress.
• Be able to set academic and
personal goals and begin to
develop long-term action plans.
• Begin to prepare long-term
action plans for longer projects
and assignments.
Be able to reflect on their
own academic learning and
progress.
Be able to set, assess,
monitor, and revise academic and
personal goals and begin to
develop long-term action plans.
• Independently develop their
own note-taking methods,
according to content and purpose.
• Be able to reflect on their
own academic learning and
progress and make changes in
order to improve their overall
Updated 08/04/08