This is my 2012-2013 English 9 Curriculum Map. I'm still working on it.

1. English 09
Semester 1
Student Data Analysis- Understanding the learner
Review Descarte information for:
o Individual student readiness
o Overview of class readiness
Pre-Assessment
o What does your student know?
o Which Common Core Standards are they expected to learn?
CABs
o Pre-CAB
 Review and plan lessons based upon student readiness
 Compile data for class(s) and share with department
o Post-CAB
 Review data (item analysis)
Which Common Core standards need to be reviewed?
Reflect upon high failure rates and teaching of standard(s)
Identify students’ rate of processing of Common Core Standards being assessed (RTI)
Final Exam for Semester 1
o What are the students expected to know at the end of English 10?
o What did the teacher cover?
o What did the students learn?
Preparing for the WKCE
Review and practice-
test taking strategies
academic language
paragraph and essay structure
answering a writing prompt
Students will read material written within the Lexile range 1050L to 1260L
Regina Navejar-Hamilton High School (2012-2013)

2. English 09
Semester 1
Short Stories – Theme: Choices we make in life—the good and the bad.
Common Core Title of Page Literary Focus Reading Language Writing Speaking and Listening Academic Graphic
Standards Reading Strategy (rubric) (rubric) Vocabulary Organizer
(possible
homework)
Reading 344 Point of view Read ahead Complete Literary analysis- focus on character Initiate and participate Understanding Plot chart
Standards for The Secret Round character Read back subject -paragraph and essay structure directions using
Life of Flat character Complete -basic punctuation and sentence effectively in a range of academic
Literature
Walter Mitty predicate structure collaborative discussions vocabulary-
Key Ideas and Lexile level Synonyms (one-on-one, in groups, discuss
Details 700
1, 2, 3,
and teacher-led) with Abbreviate
Abstract
diverse partners on grades Acronym
Craft and Structure
9–10 topics, texts, and Affect
4, 5
issues, building on others’ Alter
ideas and expressing their Analogy
Writing Analysis
own clearly and
persuasively.
16 Suspense Using Pronouns Work on writing standards 1 and 2 Evaluate a speaker’s Analyze Venn Diagram
Text types and The Most Conflict context Antecedents point of view, Annotate
purposes Dangerous clues Anticipate
1, 2, and 3 Game reasoning, and use of Application
Lexile level evidence and rhetoric, Apply
Production and 740 identifying any fallacious Argue
distribution of reasoning or exaggerated Argument
writing Articulate
4, 5 and 6
or distorted evidence.
Speaking and
Listening The Cask of 6 Mood Break Common Narrative (real or imagined) Assemble
Amontillado Description down nouns and Writing Standard #3 Assert
Comprehension and Lexile level confusing proper nouns Assess
Collaboration 790 sentences Associate
1, and 3 Assume
Presentation of Assumption
knowledge and Audience
ideas Authentic
5 and 6 Background
The 303 Internal Conflict Identifying Subordinating Narrative (real or imagined) Body Brainstorm
Language Interlopers External conflict causes and conjunction Writing Standard #3 Brainstorm Chart
Lexile level Indirect effects Coordinating Brief -organizing
Conventions of 1230 characterization conjunction Calculate details and
Standard English Caption ideas
1, 2 Cause
Character
Vocabulary Characterize
acquisition and use Characteristic
4, 5 and 6
Regina Navejar-Hamilton High School (2012-2013)

3. English 09
Semester 1
CAB Blueprint for Short Story Unit
Common Core Standards Students will be assessed on the following Pretest Post test What items need to be
Covered Results Results re-taught?
Reading
Writing
Speaking and Listening
Language
Assessments/Evidence (Placement and Frequency)
•Closed-ended selected response (e.g., multiple choice, matching, true/false)
•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,
graphic)
•Products (e.g., essay, model, project)
•Performances (e.g., speech, recital, demonstration)
•Process-focused (e.g., conferences, observations, logs)
•Student Self-Assessment (e.g., journal reflection, portfolio)
•Portfolio (e.g., collections of products, performances, artifacts, tests
Learner/Performance Objectives
Students will:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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; provide an objective summary of the text.
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.
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).
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.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
Regina Navejar-Hamilton High School (2012-2013)

4. English 09
Semester 1
expectations for writing types are defined in standards 1-3 above).
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. (Editing for conventions should demonstrate command of Language standards 1-3 to and including grades 9-10).
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.
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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
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.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards
1 and 3 for specific expectations.)
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form a
range of strategies.
Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.
Regina Navejar-Hamilton High School (2012-2013)

5. 5
Teacher Reflection
Content Correctives Enrichments
How will you vary what students will learn and the materials that represent the •re-teaching •tutoring peers
content? •alternative textbooks •developing practice exercises
•alternative materials •developing related media materials
•workbooks •completing special projects, experiments
•study guides •developing games, problems, and contests
•academic games (crossword puzzles, •using advanced computer-assisted lessons
simulations) •locating background materials for future or current topics
Process •small group study sessions •developing additional formative assessments
How will you vary activities through which students make sense of key ideas using •individual tutoring •planning to teach a mini-unit
essential skills? •learning centers and laboratories •creating bulletin boards and displays
•technology-assisted instruction (e.g., •applying knowledge to a new situation
Podcasts, computers, video)
Product
How will you vary the way students demonstrate and extend what they understand
and can do as a result of a span of learning?
Learning Environment
How will you vary the classroom conditions that set the climate, expectations for
learning, and physical conditions?
ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?
Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials are
you using?
RTI: Which students are you monitoring? What are your observations? Interventions?
Regina Navejar-Hamilton High School (2012-2013)

6. English 10
Semester 1
Poetry—Theme: Seasons change…people change- How have you changed over time?
Common Core Title of Page Literary Focus Reading Language Writing Speaking and Academic Graphic
Standards Reading Strategy Listening Vocabulary Organizer
Reading Standards Macavity- 398/402 Humorous Diction Contrasting the Portmanteau Poetry analysis News Article- Deduce Flow chart
for Literature T.S. Elliot Repetition Serious and the Words-408 reporting the facts Defend
Key Ideas and Figurative language Ridiculous Predicate Define
Details Demand
Adjectives
1 and 2 Demonstrate
Depict
Craft and Structure Describe
4 and 5 Detail
Integration of Detect
Knowledge and Ideas Determine
7 I Hear 162/ Author’s purpose Responding Latin root-cred Radio news report Chronology Essay outline
America 172 Tone Action and Citation
Writing Cite
Singing linking verbs
Text and Types of Claim
Purpose Pg 174
Clarify
1 and 3 Class
Production and Clue
Distribution of Code
Writing Siren Song 1050/ Contemporary Compare and French suffix- Movie Review Coherent Compare and
4, 5, and 6 Common
1054 Interpretations Contrasting esque contrast
Speaking and Compare
Listening Epic poetry Varying
Compile
sentence length
Complement
Comprehension and Analogies Compose
Collaboration Page 1062 composition
1, 2 and 3
Presentation of
Knowledge and Ideas
5 and 6
Language Tonight I Review terms Draw Spanish Develop Compare/contrast
Conventions of can Write Tone inferences cognates Devise chart
Standard English the Saddest Imagery about the Diction -compare two
1 and 2 Differentiate
Lines- Figurative language Speaker poems and
Vocabulary Dimension
Neruda Speaker Diminish determine the
acquisition and use
4, 5, and 6
Lines Direct similarities and
Stanza Discipline differences
Voice Discover -tone
-use of imagery
-themes
Regina Navejar-Hamilton High School (2012-2013)

7. English 10
Semester 1
CAB Blueprint for Poetry Unit
Common Core Standards Students will be assessed on the following Pretest Post test What items need to be
Covered Results Results re-taught?
Reading
Writing
Speaking and Listening
Language
Regina Navejar-Hamilton High School (2012-2013)

8. English 10
Semester 1
Assessments/Evidence (Placement and Frequency)
•Closed-ended selected response (e.g., multiple choice, matching, true/false)
•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,
graphic)
•Products (e.g., essay, model, project)
•Performances (e.g., speech, recital, demonstration)
•Process-focused (e.g., conferences, observations, logs)
•Student Self-Assessment (e.g., journal reflection, portfolio)
•Portfolio (e.g., collections of products, performances, artifacts, tests
Learner/Performance Objectives
Students will:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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; provide an objective summary of the text.
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).
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 the representation of a subject or key scene in two different artistic mediums, including what is emphasized or absent in each treatment (The Weary
Blues and a Blues song)
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences.
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).
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. (Editing for conventions should demonstrate command of Language standards 1-3 to and including grades 9-10).
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.
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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,
Regina Navejar-Hamilton High School (2012-2013)

9. English 10
Semester 1
reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards
1 and 3 for specific expectations.)
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form a
range of strategies.
Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.
Regina Navejar-Hamilton High School (2012-2013)

10. English 10
Semester 1
Teacher Reflection
Content Correctives Enrichments
How will you vary what students will learn and the materials that represent the •re-teaching •tutoring peers
content? •alternative textbooks •developing practice exercises
•alternative materials •developing related media materials
•workbooks •completing special projects, experiments
•study guides •developing games, problems, and contests
•academic games (crossword puzzles, •using advanced computer-assisted lessons
simulations) •locating background materials for future or current topics
Process •small group study sessions •developing additional formative assessments
How will you vary activities through which students make sense of key ideas using •individual tutoring •planning to teach a mini-unit
essential skills? •learning centers and laboratories •creating bulletin boards and displays
•technology-assisted instruction (e.g., •applying knowledge to a new situation
Podcasts, computers, video)
Product
How will you vary the way students demonstrate and extend what they understand
and can do as a result of a span of learning?
Learning Environment
How will you vary the classroom conditions that set the climate, expectations for
learning, and physical conditions?
ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?
Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials are
you using?
RTI: Which students are you monitoring? What are your observations? Interventions?
Regina Navejar-Hamilton High School (2012-2013)

11. English 10
Semester 1
Informational Text—
Common Core Title of Reading PG Literary Reading Strategy Language Writing Speaking and Academic Graphic Organizer
Standards Focus Listening Vocabulary
Reading Standards The New York Conceive -Introduce Cornell
For Info text Times, Upfront Concise Notes
magazine Conclude -Pro-Con Chart
Key Ideas and Details Conclusion As you go through this
1, 2 Concrete unit, have students
http://learning. Conditions keep track of the need
Craft and Structure blogs.nytimes.co conduct for America to feel safe
4, 5, 6 m/ during the war, and the
unfair treatment of
Integration of Japanese-Americans
Knowledge and ideas
7, 8, 9
Writing Confirm Compare/Contrast
Consequence -compare/contrast with
Text types and
Consider 9/11 and the treatment
purposes
Consist of people of Middle
1, 2, 3
Constant Eastern descent.
Production and
Constitutes
distribution
consult
4, 5, 6, 7, 8 and 9
Speaking and Discriminate Continue with Cornell
Listening Discuss notes
Comprehension and Distinguish Pro/Con chart
Collaboration Draft Compare/Contrast
1, 2, 3 Draw
Presentation of
knowledge and ideas
5 and 6
Language Edit Continue with Cornell
Effect notes
Conventions of Elements Pro/Con chart
Standard English Emphasize Compare/Contrast
1 and 2 Employ
Vocabulary Equal
acquisition and use Equivalent
4, 5 and 6 Essay
Essential
Establish
Regina Navejar-Hamilton High School (2012-2013)

12. English 10
Semester 1
CAB Blueprint for Informational Text
Common Core Standards Students will be assessed on the following Pretest Post test What items need to be
Covered Results Results re-taught?
Reading
Writing
Speaking and Listening
Language
Assessments/Evidence (Placement and Frequency)
•Closed-ended selected response (e.g., multiple choice, matching, true/false)
•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,
graphic)
•Products (e.g., essay, model, project)
•Performances (e.g., speech, recital, demonstration)
•Process-focused (e.g., conferences, observations, logs)
•Student Self-Assessment (e.g., journal reflection, portfolio)
•Portfolio (e.g., collections of products, performances, artifacts, tests
Learner/Performance Objectives
Students will:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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; provide an objective summary of the text.
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.
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).
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.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
Regina Navejar-Hamilton High School (2012-2013)

13. English 10
Semester 1
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).
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. (Editing for conventions should demonstrate command of Language standards 1-3 to and including grades 9-10).
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.
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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
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.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards
1 and 3 for specific expectations.)
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form a
range of strategies.
Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.
The New York Times, Upfront magazine brings important national and world news to teens. Captivating photography, hard-
hitting current events, thought-provoking debates, and more make Upfront the premier news magazine for high school
students. This year, we're providing you and your students with in-depth coverage of the Election with thought-provoking
articles on the campaigns, the candidates, the polls, and more. Subscriptions (10 or more copies) include Teacher's Editions
and access to comprehensive digital resources. Grades 9 - 12, Biweekly.
http://www.scholastic.com/teachers/post/what-common-core-canon
http://www.readabilityformulas.com/
Regina Navejar-Hamilton High School (2012-2013)

14. English 09
Semester 1
Regina Navejar-Hamilton High School (2012-2013)

15. English 09
Semester 1
Teacher Reflection
Content Correctives Enrichments
How will you vary what students will learn and the materials that represent the •re-teaching •tutoring peers
content? •alternative textbooks •developing practice exercises
•alternative materials •developing related media materials
•workbooks •completing special projects, experiments
•study guides •developing games, problems, and contests
•academic games (crossword puzzles, •using advanced computer-assisted lessons
simulations) •locating background materials for future or current topics
Process •small group study sessions •developing additional formative assessments
How will you vary activities through which students make sense of key ideas using •individual tutoring •planning to teach a mini-unit
essential skills? •learning centers and laboratories •creating bulletin boards and displays
•technology-assisted instruction (e.g., •applying knowledge to a new situation
Podcasts, computers, video)
Product
How will you vary the way students demonstrate and extend what they understand
and can do as a result of a span of learning?
Learning Environment
How will you vary the classroom conditions that set the climate, expectations for
learning, and physical conditions?
ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?
Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials are
you using?
RTI: Which students are you monitoring? What are your observations? Interventions?
Regina Navejar-Hamilton High School (2012-2013)

16. English 09
Semester 1
Novel
Common Core Title of Page Literary Focus Reading Language Writing Speaking Academic Graphic Organizer
Standards Reading Strategy and Vocabulary
Listening
Reading Standards Characterization Make predictions Identify Create a Contend Plot chart
For Lit Point of view Visualize unfamiliar multimedia Context Summary of events list
Novel Retell and words and use presentation Contradict Internal/external conflict
Character summarize a dictionary on Convert list
Key Ideas and Details
The Kite Plot (online Convey Pick a character and
1, 2 and 3
Runner Narrator dictionary, Copy follow development,
Lexile parts of a word Correlate conflict and action
Craft and Structure level entry) Correspond
4, 5, 6 840 Review/discuss
thesaurus
Integration of Knowledge
and ideas
7, 8, 9
Writing
Text types and purposes
2 and 3
Production and
distribution of writing
4, 5 and 6
Speaking and Listening
Comprehension and Style Connect to Identify Present Credible Plot chart
collaboration Imagery life unfamiliar multimedia Credit Summary of events list
1, 2 and 3 Conflict experiences words and use presentation Criteria Internal/external conflict
Presentation of Animal Dialogue Other texts, a dictionary -use MPS Critique list
knowledge and ideas Farm Mood or prior (online presentation Crucial Pick a character and
5 and 6 Lexile Theme knowledge dictionary, rubric for Cumulative follow development,
Language level Moral Word attack parts of a word formative debate conflict and action
Conventions of standard 1170 Symbol strategies- entry) assessment
English Style -reread Review/discuss
1 and 2 Flashback sentence thesaurus
Foreshadowing -connect to a
Vocabulary acquisition word you
and use know
4, 5, 6
Regina Navejar-Hamilton High School (2012-2013)

17. English 09
Semester 1
CAB Blueprint for Novel Unit
Common Core Standards Students will be assessed on the following Pretest Post test What items need to be
Covered Results Results re-taught?
Reading
Writing
Speaking and Listening
Language
Assessments/Evidence (Placement and Frequency)
•Closed-ended selected response (e.g., multiple choice, matching, true/false)
•Open-ended constructed response (e.g., fill-in-the-blank, short answer, label,
graphic)
•Products (e.g., essay, model, project)
•Performances (e.g., speech, recital, demonstration)
•Process-focused (e.g., conferences, observations, logs)
•Student Self-Assessment (e.g., journal reflection, portfolio)
•Portfolio (e.g., collections of products, performances, artifacts, tests
Learner/Performance Objectives
Students will:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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; provide an objective summary of the text.
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.
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).
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.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
Regina Navejar-Hamilton High School (2012-2013)

18. English 09
Semester 1
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).
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. (Editing for conventions should demonstrate command of Language standards 1-3 to and including grades 9-10).
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.
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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
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.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards
1 and 3 for specific expectations.)
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly form a
range of strategies.
Demonstrate understandings of figurative language, word relationships, and nuances in word meanings.
Regina Navejar-Hamilton High School (2012-2013)

19. English 09
Semester 1
Teacher Reflection
Content Correctives Enrichments
How will you vary what students will learn and the materials that represent the •re-teaching •tutoring peers
content? •alternative textbooks •developing practice exercises
•alternative materials •developing related media materials
•workbooks •completing special projects, experiments
•study guides •developing games, problems, and contests
•academic games (crossword puzzles, •using advanced computer-assisted lessons
simulations) •locating background materials for future or current topics
Process •small group study sessions •developing additional formative assessments
How will you vary activities through which students make sense of key ideas using •individual tutoring •planning to teach a mini-unit
essential skills? •learning centers and laboratories •creating bulletin boards and displays
•technology-assisted instruction (e.g., •applying knowledge to a new situation
Podcasts, computers, video)
Product
How will you vary the way students demonstrate and extend what they understand
and can do as a result of a span of learning?
Learning Environment
How will you vary the classroom conditions that set the climate, expectations for
learning, and physical conditions?
ESL: Identify your students in the ESL program. Do you have the materials needed to support these students? What materials are you using?
Students in the Special Education Program: Identify your students in the Special Education program. Do you have the materials needed to support these students? What materials are
you using?
RTI: Which students are you monitoring? What are your observations? Interventions?
Regina Navejar-Hamilton High School (2012-2013)

20. English 09
Semester 1
Quarter 1 Quarter 2
Reading for Literature: Reading for Literature:
{1} I can identify a theme and explain how it develops using specific details throughout the text in a literary text. {14} I can use direct quotes and specific examples to support textual understanding and inferences in a literary
(RL.9.2) text. (RL.9.1)
{2} I can provide a factual and objective summary of a literary text. (RL.9.2) {15} I can analyze the subject or key scene in two different art forms, including what is emphasized or absent.
{3} I can analyze how complex characters develop over the course of a text, interact with other characters, and (RL.9.7)
advance the plot or the theme. (RL.9.3) {16} I can explain the significance of referencing another text within a text (literary allusion) and how it influences
{4} I can describe how an author’s use of words create meaning and tone in a literary text. (RL.9.4) the work. (RL.9.9)
{5} I can analyze how an author uses plot structure, sequence of events, time, or pacing to create mood (e.g., Reading Informational Text:
mystery, tension, suspense etc.). (RL.9.5) {17} I can analyze different versions of a single subject depicted in various media and determine which details are
{6} I can analyze how a point of view or cultural experience is reflected in a work from outside the United States. emphasized in each medium. (RI.9.7)
(RL.9.6) {18} I can describe how significant historical and literary US documents reflect related themes and concepts.
Writing: (RI.9.9)
{7} I can write a narrative that provides an effective story exposition, creating a smooth development of events. Writing:
(W.9.3a) {19} I can write effective an informative and explanatory text that introduces a topic and organizes and connects
{8} I can write a narrative that develops characters and events using techniques such as dialogue, description, complex ideas effectively. (W.9.2a)
multiple plot lines, and pacing. (W.9.3b) {20} I can write an effective informative and explanatory text that uses relevant and appropriate evidence to
{9} I can write a narrative that uses various transitions to sequence events and create a logical whole. (W.9.3c) support and develop the topic. (W.9.2b)
{10} I can write a narrative that uses precise words and phrases, details, and sensory language to convey a vivid {21} I can write effective an informative and explanatory text that uses appropriate transitions. (W.9.2c)
picture. (W.9.3d) {22} I can write effective an informative and explanatory text that uses precise words to maintain a formal style
{11} I can write a narrative that provides a conclusion that is consistent with the course of the narrative. (W.9.3e) and objective tone. (W.9.2d,e)
Language: {23} I can write effective informative and explanatory text that contains a concluding statement that supports the
{12} I can use various types of phrases and clauses in writing or speaking to convey meaning and add variety. information or explanation presented. (W.9.2f)
(L.9.1a) Speaking and Listening:
{13} I can use context to analyze figurative language, figures of speech, word relationship and nuances (slight {24} I can respond to others, discuss, clarify, and verify issues, themes, and larger ideas to propel effective class
differences,) and determine their impact on the text. (L.9.5a-b) discussions. (SL.9.1c)
Language:
{25} I can use context clues to determine the meaning of unknown words and phrases that have multiple
meanings. (L.9.4a)
{26} I can use context to analyze figurative language, figures of speech, word relationship and nuances (slight
differences) and determine their impact on the text. (L.9.5a-b)
Quarter 3 Quarter 4
Reading Informational Text: Reading Informational Text:
{27} I can identify a central idea and explain how it develops using specific details throughout the text in an 44} I can use direct quotes and specific examples to support textual understanding and inferences in an
informational text. (RI.9.2) informational text. (RI.9.1)
{28} I can describe how an author constructs an analysis by looking at the order of points made, how they are {45} I can provide a factual and objective summary of an informational text. (RI.9.2)
introduced and developed, and the connection of ideas. (RI.9.3) Writing:
{29} I can describe how an author’s use of words creates meaning and tone in an informational text. (RI.9.4) {46} I can strengthen my writing by making appropriate choices during the writing process to best address my
{30} I can locate specific passages from the text to analyze how the author develops his/her own ideas or claims. purpose and audience. (W.9.5)
(RI.9.5) {47} I can use technology, including the internet, to produce, publish, edit, and revise a piece of writing, taking
{31} I can explain how an author uses rhetoric to develop purpose and point of view. (RI.9.6) advantage of technology’s ability to link to other information. (W.9.6)
{32} I can outline and evaluate an argument and claims by assessing what is valid, relevant, or false. (RI.9.8) {48} I can create a brief and focused research project that combines multiple sources to answer an assigned or
Writing: self-generated question or problem. (W.9.7)
{33} I can write an argument that introduces a claim, acknowledges counter- claims and clearly organizes the {49} I can gather and assess relevant information from multiple sources (print and digital) to answer a research
reasons and evidence for both. (W.9.1a) question. (W.9.8)
{34} I can write an argument that develops claims and counter claims, supplies evidence for each, and discusses {50} I can integrate relevant research information into the text using a clear, standard format with proper citation,
the strengths /weaknesses of both, based on what might be important to the audience. (W.9.1b) avoiding plagiarism. (W.9.8)
{35} I can write an argument that uses transitions to link the major sections of a text, creates unity, and clarifies {51} I can draw evidence from literature and nonfiction to support my analysis, personal reflection, and research in
the relationships, claims, reasons, and evidence. (W.9.1c) a grade 9/10 setting. (W.9.9a-b)
{36} I can write an argument that contains a concluding statement that supports the claim presented. (W.9.1e) Speaking and Listening:
{37} I can write an argument that maintains a formal style and objective tone, while considering the rules of the {52} I can express my ideas clearly, build on the ideas of others and refer to evidence from outside sources to
content area. (W.9.1d) contribute to a productive class discussion. (SL.9.1a)
Regina Navejar-Hamilton High School (2012-2013)

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{38} I can write a clear and logical piece of writing that shows an understanding of the task, purpose, and {53} I can evaluate the credibility and accuracy of multiple media formats. (SL.9.2)
audience. (W.9.4) {54} I can deliver a presentation that demonstrates organization development, substance and style appropriate to
Speaking and Listening: the task, purpose, and audience. (SL.9.4)
{39} I can respond thoughtfully and appropriately to other’s comments and perspectives by summarizing, {55} I can use digital media in presentations to support and enhance evidence and ideas. (SL.9.5)
justifying, and connecting ideas during class discussions. (SL.9.1d) {56} I can vary speech and usage to the appropriate audience and task. (SL.9.6)
{40} I can evaluate a speaker’s point of view, reasoning, evidence and rhetoric to identify any flawed material. Language:
(SL.9.3) {57} I can use a colon to introduce a list or quotation. (L.9.2b)
Language: {58} I can spell correctly with appropriate capitalization. (L.9.2c)
{41} I can use parallel structure in speaking or writing. (L.9.1a) {59} I can write and edit work that follows specific guidelines, referencing a style manual. (L9.3)
{42} I can use a semi-colon and possibly a conjunctive adverb to link two or more related independent clauses. (L {60} I can determine patterns of words and use parts of speech to determine the meaning of unknown words and
9.2a) phrases that have multiple meanings. (L.9.4b)
{43} I can write and edit work that follows specific guidelines, referencing a style manual. (L.9.3) {61} I can independently acquire and use general and subject specific words and phrases sufficient for
communicating at the college or career level. (L.9.6)
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22. 22
ACT College Readiness Standards: Writing
Curriculum Checklist (score range: 9-10)
Freshman Honors, Sophomore Average, Junior Prep
ACT Skill College Readiness Standards: Chapters/Units:
Category (skills to be mastered)
Expressing 1. Show clear understanding of the persuasive purpose of the task by taking a
Judgments position on the specific issue in the prompt and offering a broad context for
discussion (W9.a.1)
2. Show recognition of the complexity of the issue in the prompt by
A. partially evaluating implications and/or complications of the issue,
and/or (W9.e.2a)
B. posing and partially responding to counter-arguments to the writer's
position (W9.e.2b)
Focusing 1. Maintain a focus on discussion of the specific topic and issue in
on the Topic the prompt throughout the essay (W9.b.1)
2. Present a thesis that establishes a focus on the writer's position on the issue
(W9.b.2)
Developing 1. Develop most ideas fully, using some specific and relevant reasons, details, and
a Position examples (W9.c.1)
2. Show clear movement between general and specific ideas and examples
(W9.c.2)
Organizing 1. Provide unity and coherence throughout the essay, sometimes with a logical
Ideas progression of ideas (W9.d.1)
2. Use relevant, though at times simple and obvious, transitional words and
phrases to convey logical relationships between ideas (W9.d.2)
3. Present a somewhat developed introduction and conclusion (W9.d.3)
Regina Navejar-Hamilton High School (2012-2013)

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Writing Assessment Rubric
Content Rubric
Points Description
· Topic/subject is clear, though it may or may not be explicitly stated
· Maintains focus on topic/subject throughout the response
· Organizational structure establishes relationships between and among ideas and/or events
· Consists of a logical progression of ideas and/or events and is unified and complete
4
· Support and elaboration are related to and supportive of the topic/subject
· Consists of specific, developed details
· Exhibits skillful use of vocabulary that is precise and purposeful
· Demonstrates skillful use of sentence fluency
· Topic/subject is generally clear, though it may or may not be explicitly stated
· May exhibit minor lapses in focus on topic/subject
· Organizational structure establishes relationships between and among ideas and/or events, although minor lapses may be present
· Consists of a logical progression of ideas and/or events and is reasonably complete, although minor lapses may be present
3
· Support and elaboration may have minor weaknesses in relatedness to and support of the topic/subject
· Consists of some specific details
· Exhibits reasonable use of vocabulary that is precise and purposeful
· Demonstrates reasonable use of sentence fluency
· Topic/subject may be vague
· May lose or may exhibit major lapses in focus on topic/subject
· Organizational structure may establish little relationship between and among ideas and/or events
· May have major lapses in the logical progression of ideas and/or events and is minimally complete
2
· Support and elaboration may have major weaknesses in relatedness to and support of the topic/subject
· Consists of general and/or undeveloped details, which may be presented in a list-like fashion
· Exhibits minimal use of vocabulary that is precise and purposeful
· Demonstrates minimal use of sentence fluency
· Topic/subject is unclear or confusing
· May fail to establish focus on topic/subject
· Organizational structure may not establish connection between and among ideas and/or events
· May consist of ideas and/or events that are presented in a random fashion and is incomplete or confusing
1
· Support and elaboration attempts to support the topic/subject but may be unrelated or confusing
· Consists of sparse details
· Lacks use of vocabulary that is precise and purposeful
· May not demonstrate sentence fluency
NS · This code may be used for compositions that are entirely illegible or otherwise unscorable: blank responses, responses written in a foreign language,
Regina Navejar-Hamilton High School (2012-2013)

24. 24
restatements of the prompt, and responses that are off-topic or incoherent.
Conventions Rubric
Points Description
Exhibits reasonable control of grammatical conventions appropriate to the writing task
· Exhibits reasonable control of sentence formation
2
· Exhibits reasonable control of standard usage including agreement, tense, and case
· Exhibits reasonable control of mechanics including use of capitalization, punctuation, and spelling
Exhibits minimal control of grammatical conventions appropriate to the writing task
· Exhibits minimal control of sentence formation
1
· Exhibits minimal control of standard usage including agreement, tense, and case
· Exhibits minimal control of mechanics including use of capitalization, punctuation, and spelling
Lacks control of grammatical conventions appropriate to the writing task
· Lacks control of sentence formation
0
· Lacks control of standard usage including agreement, tense, and case
· Lacks control of mechanics including use of capitalization, punctuation, and spelling
Example of Scoring Method and Formula
Example 1
Reader 1 Content 2 Reader 2 Content 3 Total Content Score 5
Conventions 1 Conventions 2 Total Conventions Score 3
(Total Content Score x 2) + Total Conventions Score = Total Writing Score
(5 x 2) + 3 = 13 Proficient
Achievement Level Total Writing Score
Advanced 17-20
Proficient 12-16
Basic 8-11
Minimal 4-7
Regina Navejar-Hamilton High School (2012-2013)

25. 25
Regina Navejar-Hamilton High School (2012-2013)

26. English 09
Semester 1
Writing Inquiry Collaboration Organize Reading
Applications
1. Explanatory/Informative 1. investigating 1. paraphrase and listen 1. Self-assessment Reading Skills Sample Strategies
2. Persuasive/Argumentative relevant attentively to one another 2. Planning/time 1. Main Idea 1. Activating and building
3. Research issues 2. clarify or expand a management 2. Significant Details background information
4. Functional (e.g., letters, 2. exploring proposition 3. Goal setting 3. Sequential/Order 2. Explicitly teaching
directions, technical content- intriguing 3. create/invent something 4. Decision Relationships vocabulary
related pieces) situations together making 4. Comparison Relationships 3. Monitoring
5. Summary (Use summary 3. problem 4. teach each other (Reciprocal comprehension and
5. Problem 5. Cause and Effect
frames) solving teaching) metacognition
solving Relationships
6. Additional Summary 4. creating 5. Think—Pair—Share 4. Graphic and semantic
Prompts 5. skilled 6. go-arounds
6. Homework 6. Understanding and Using
7. Storage and Words organizers
questioning 7. group projects
retrieval skills 7. Generalizations and 5. Generating questions and
Describe it Relate it 6. Socratic 8. student groups Jigsaw
8. Keeping track Drawing Conclusions answering questions
Compare it Trace/ seminars activities
7. quick writes 9. cooperative learning of progress 8. Problem-Solution 6. Recognizing text/story
Associate it sequence it structure
8. discussion strategies 9. Has needed Relationships
Analyze it Predict it 7. Summarizing and
Create/ 9. critical 10. read-arounds materials in 9. Interpreting Instructions
Apply it extended written
invent it thinking 11. response/edit/revision groups class 10. Author’s Purpose and
Argue for/ responses to reading
activities 12. peer editing Techniques, and Devices
against it Define it 8. Reciprocal teaching
Solve it 10. open-minded 13. group assessments- with both 11. Understanding and using
activities individual/group grades maps, charts, and graphs 9. Cooperative learning
11. Web-Quests games 12. Literary Analysis (i.e., 10. Mental Imagery
12. Virtual Field 14. group presentations plot, characterization,
Trips conflict, setting, theme)
Select/Create Adaptations/Accommodations/Differentiation Select/Create Corrective and Enrichment Activities/Practices/Strategies
Content Correctives Enrichments
How will you vary what students will learn and the materials that represent the •re-teaching •tutoring peers
content? •alternative textbooks •developing practice exercises
Process •alternative materials •developing related media materials
How will you vary activities through which students make sense of key ideas •workbooks •completing special projects, experiments
using essential skills? •study guides •developing games, problems, and contests
Product •academic games (crossword puzzles, •using advanced computer-assisted lessons
How will you vary the way students demonstrate and extend what they simulations) •locating background materials for future or current topics
understand and can do as a result of a span of learning? •small group study sessions •developing additional formative assessments
•individual tutoring •planning to teach a mini-unit
Learning Environment •learning centers and laboratories •creating bulletin boards and displays
How will you vary the classroom conditions that set the climate, expectations •technology-assisted instruction (e.g., •applying knowledge to a new situation
for learning, and physical conditions? Podcasts, computers, video)
Regina Navejar-Hamilton High School (2012-2013)

27. English 09
Semester 1
Debate Terms
Affirmative side- Pro-resolution, Anti-status quo; A team that attempts to secure the acceptance of a proposition.
Analogy- An inferred relationship between evidence and assertions.
Argument- Oral disagreement.
Assertion- A statement of opinion based on evidence.
Bibliography- A compilation or list of sources.
Brief- An outline of your case (affirmative), or an outline of your position (negative).
Burden of proof- They have to prove that there is a need for change on the affirmative.
Burden of rebuttal- Is on the negative; has to prove that there is no need and the plan won't work.
Case- The process that you use to prove your point.
Clash- Conflicting evidence.
Constructive speech- The speech in which the main body of evidence is brought out; a statement of position.
Counter plan- The negative proposes a plan which they say is better than the affirmative plan.
Debate- A formal oral controversy.
Delivery- One of the points on which a debator is judged.
Evidence- All the proof you have for your position.
Example- A supportive statement.
Fallacy- Fault, wrong; A defect in reasoning.
Issue- A matter of fact or opinion.
Needs Issue- The issue in the first affirmative speech that says there is a defect in the <i>status quo</i> .
Negative side- A team that attempts to secure the rejection of a proposition; want to retain <i>status quo</i> .
Prima Facie Case- An open and shut case; A case which has such a high degree of probability that the proposition must be accepted unless the case is
refuted.
Proof- A documented fact or opinion.
Proposition- A plan.
Reasoning- Your argument should be reasonable and logical.
Rebuttal speech- Purpose is refutation.
Refutation- disagrees with what someone says and backs up the statements with facts.
Status quo- Present situation.
Stock issues- The standard issues that occur in most every debate.
Regina Navejar-Hamilton High School (2012-2013)