College and Career Readiness Anchor Standards for · PDF fileCollege and Career Readiness Anchor Standards for Reading ... Romeo and Juliet. ... College and Career Readiness Anchor

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College and Career Readiness Anchor Standards for Reading

Key Ideas and Details (Literature)

English I - HONORS

Anchor

Standards

Specific Grade

Standard

Instructional Strategies/Activities

The Learner Will …

Bloom’s Level Resources

Suggested Lit:

Formative

Summative

Assessment 1. Read closely to

determine what the text

says explicitly and to

make logical inferences

from it: cite specific

textual evidence when

writing or speaking to

support conclusions

drawn from the text.

Essential Question

How do authors

communicate their

message and use style to

affect text and audience?

RL 1. Cite strong and

thorough textual evidence

to support analysis of

what the text says

explicitly as well as

inferences drawn from the

text.

W.4

S/L.2

Make connections

Use a reading process to identify purpose of

text

Identify main idea and supporting details

Draw conclusions about audience and

content

Make inferences on deeper meaning

Examine multiple text to determine

differences

Ask questions while you read

Analyze character development

Create cruise brochure based on

Odysseys’’ travels.

Maintain a Character Diary as you study

Romeo and Juliet.

Research the ritual of sacrificing animals

to Gods or the daily life of Ancient Greeks

Understanding

Evaluating

Creating

Vocabulary

Inferences,

connections

Diction

Tone

Rhetorical Devices

Figurative language

“Most Dangerous Game”

“Dog Star”

“Starlet”

“Fire and Ice”

“The Road Not Taken”

The Outsiders

from Jurassic Park

The Yearling

The Odyssey

Romeo and Juliet

Journaling

Teacher-Made Test

Reading Check Quizzes

How to Sell …. (Ideas)

Persuasive Essay

Portfolio (writing, art)

Oral Presentation

Student generated

projects

2. Determine central

ideas or themes of a

text and analyze their

development;

summarize the key

supporting details and

ideas.

Essential Question

How does audience and

purpose affect author’s

choice of text structure?

RL 2. Determine a theme

or central idea of a text

and analyze in detail its

development over the

course of the text,

including how it emerges

and is shaped and refined

by specific details;

provide an objective

summary of the text.

W. 4 , S/L.3

Make connections by identifying the subject

and key details

Use a reading process

Draw conclusions on text structure

Make inferences about deeper meanings

Analyze the author’s purpose

Examine multiple texts and make

comparisons


Use literary analysis

Understanding

Analyzing

Vocabulary

Emerge

Refine

Historical

Context key details

Central idea

subjective

“Cask of Amontillado”

“The Necklace”

“The Gift of the Magi”

Romeo and Juliet

The Odyssey

Text Structure http://www.litreacyleader.com/?g=t

extstructure

Journaling

Teacher-Made Test


Informational Essay

Portfolio (writing, art)

Oral Presentation

Student generated

projects

3. Analyze how and

why individuals, events,

and ideas develop and

interact over the course

of a text.

Essential Question

How do authors use

characters to develop a

central idea or theme?

RL 3. Analyze how

complex characters (e.g.,

those with multiple or

conflicting motivations)

develop over the course of

a text, interact with other

characters, and advance

the plot or develop the

theme.

W.5

Analyze character development in

relationship to plot and conflict

Draw conclusions about character

development

Make connections

Indirect and direction characterization

Character motivation

Read a piece of literature and analyze two

characters in the Novel through

comparing/contrasting them

Analyzing

Evaluating

Vocabulary

Complex characters

Author techniques

Characterization

Theme plot

“Secret Life of Walter

Mitty”

“Thank you Ma’m”

“Marigolds”

Romeo and Juliet

The Odyssey

Of Mice and Men

Character wheel

Venn Diagrams

Double Bubble Map

Body Biography

Character Diaries

Writing from prompts

write a response to

“How a character

Frees himself from the

power of others.”

Literature Text- Holt Rinehart

http://www.litreacyleader.com/?g=textstructure

http://www.litreacyleader.com/?g=textstructure

Page 2 of 21


Key Ideas and Details (Literature)

English I - HONORS

Anchor

Standards

Specific Grade

Standard

Instructional

Strategies/Activities


Bloom’s Level Resources Formative Summative

Assessment

4. Interpret words

and phrases as they

are used in a text,

including

determining

technical

connotative, and

figurative meanings,

and analyze how

specific word choices

shape meaning or

tone.

(Diction, Tone,

Mood)

Essential Question

How does word

choice impact

meaning?

RL 4. Determine the

meaning of words and

phrases as they are used

in a text, including

figurative and

connotative meanings;

analyze the 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).

L.3, 5

Examine the craft and structure of a text

Use context clues to identify the meaning

of unknown words

Provide a context for cultural terms

Examine connotation and denotation

Examine literal and figurative language

Classify formal and informal diction.

Determine positive and negative

connotations of key words.

Identify figurative language in text.

Write an explanatory essay after

reading “Great Expectations” and

analyze characters, themes or

cultural/societal values

Applying

Analyzing

Vocabulary

Craft/structure

Connotation

/denotation

Figurative language

Diction

Discern

Tone

Motif

Analogies

Allusions

hypebole

“A Christmas Memory”

“Thank You Ma’m”

“A Sound of Thunder”

“Sniper”

“Ithaca”

Animal Farm

Great Expectations

Figurative Language http://teachingtoday.glencoe.com/how

toarticles/understanding-figurative-

language

Student response

Close reading

Textual analysis

5. Analyze the

structure of texts,

including how

specific sentences,

paragraphs, and

larger portions of

the text (e.g., a

section, chapter,

scene, or stanza)

relate to each other

and the whole.

Essential Question

How does structure

enhance meaning?

RL 5. Analyze how an

author’s choice

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.

W.3

Analyze the plot structure

Examine the elements of a plot

Create a plot diagram for a familiar fairy

tale to teach elements of a plot

Identify author’s choices in text structure.

Examine the author’s strategy of

presentation of structure and time and its

effect.

Analyzing

Creating

Vocabulary

Parallel

Plots

Author’s craft

Flashbacks

Literary structures

style

“A Christmas Memory”

“Most Dangerous Game”

from

Romeo and Juliet

Walking Across Egypt

Create a plot diagram

Creative writing assignment

using elements of plot and

literary elements such as

foreshadowing and flashback

Page 3 of 21


Craft and Structure- Literature

English I - HONORS

Anchor

Standards

Specific Grade

Standard

Instructional



Bloom’s Level Resources Formative

Summative

Assessment 6. Assess how point of

view or purpose shapes

the content and style of

a text.

Essential Question

How does cultural

experiences affect point

of view?

RL6. Analyze a particular

point of view or cultural

experience reflected in a

work of literature from

outside the United States,

drawing on a wide

reading of world

literature.

W.2

S/L.4

Examine how culture affects student

response

Examine how to adapt to change that

happens in culture

Understand the societal conflict and

how it affects decision-making and

human life/dignity

Identify characters and their traits and

how they reflect a particular culture.

Compare/contrast characters from texts

from different cultures.

Understanding

Analyzing

Vocabulary

Point of view

Norm

Cultural impact

Taboo

Hierarchy

Dramatic irony

“The Necklace”

A Separate Peace

The Odyssey

Great Expectations

www.peacecorps.gov/wws/educators/lesson

plans/pdf/bridgesinterpreting.b.pdf

Greek masks

Body Biographies

Cultural research

project

Teacher-made tests

Cause/effect essay

Informational essay

Journaling

Debate cultural

differences

7. Integrate and

evaluate content

presented in diverse

media and formats,

including visually and

quantitatively, as well

as in words.

Essential Question

How does the method of

presentation affect the

understanding of

content?

RL7. Analyze the

representation of a subject

or a key science in two

different artistic mediums,

including what is

emphasized or absent in

each treatment (e.g.,

Auden’s “Museé des

Beaux Arts” and

Breughel’s Landscape

with the Fall of Icarus).

W.6

S/L.6

Sample relevant art work

Analysis of the historical period

List different artistic medium

(sculpture, painting, film, poetry, prose,

etc.) and recognize the similarities and

differences between each medium.

Examine examples of various medium

and compare/contrast the artistic

devices used in each.

Analyzing

Creating

Vocabulary

Sculpture

Artistic device

Medium

Painting

dance

Odyssey –

The Cyclops by Odilon Redon

The Sirens by Sir Edward Burne-

Jones

Russian Ballet by Auguest Macke

(751)

Student generated

art work

Create a front page

for a newspaper

Editorials

Create a Movie

trailer

Propaganda Poster

8. Delineate and

evaluate the argument

and specific claims in a

text, including the

validity of the

reasoning as well as the

relevance and

sufficiency of the

evidence.

RL8. (not applicable to

literature)

http://www.peacecorps.gov/wws/educators/lessonplans/pdf/bridgesinterpreting.b.pdf

http://www.peacecorps.gov/wws/educators/lessonplans/pdf/bridgesinterpreting.b.pdf

Page 4 of 21


Integration of knowledge and ideas- Literature

English I - HONORS

Anchor

Standards

Specific Grade

Standard



Bloom’s

Level

Resources Formative Summative

Assessment 9. Analyze how two or

more texts address

similar themes or

topics in order to

build knowledge or to

compare the

approaches the

authors take.

Essential Question

Is there such a thing as

an original thought?

Can you borrow from

others and still claim

credit?

RL9. 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).

W.2

Define and discuss the concepts of source

material and allusion.

Identify areas in popular culture where

allusion is commonly used.

Define and classify archetypal settings,

themes, characters, and plots and list

examples (hero, mother, mentor, rebel,

forbidden love, journey, damsel in distress,

etc.).

Read a text and identify the source

material(s) which influence(s) the narrative

elements.

Note how the source material is changed in

the specific work.

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).

Role Play- Divide students in four

groups and two scenarios will be given

each group. See lesson plans in Honors

book.

Applying

Analyzing

Vocabulary

Culture

Popular

Archetype

Narrative

Allusion

Mythological

Historical

Literary

“The Most Dangerous

Game” and “Can Animals

Think?”

“Thank You Ma’m” and

“Mother to Son”

“Dog Star” and

“Far –out Housekeeping

one the ISS”

To Kill A Mocking Bird

Double Bubble Map

Venn Diagrams

Teacher generated

assessments

Student essays

10. Read and

comprehend complex

literary and

informational texts

independently and

proficiently.

Essential Question

How do you know

when you comprehend

a text?

RL10. 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.

W.4

L.1

Analyze author’s argument

Examine multiple texts

Examine the structure of a text


Use literary analysis

Analyze character development

Read a variety of literary texts with increasing

complexities.

Understanding

Evaluating

Vocabulary

Scaffolding

Complex texts

Poe’s Final Days

Poe’s Death is rewritten

as a case of Rabies, not

TellTale Alcoholic

Rabies Death Theory

Visitor from Forest Hill

“The Seven Ages of Man”

Journaling

Teacher-Made Tests


Portfolio pieces (writing, art)

Oral Presentation

Page 5 of 21


Key Ideas and Details (Informational)

English I - HONORS

Anchor

Standards

Specific Grade

Standard



Bloom’s

Level

Resources Formative

Summative

Assessment

1. Read closely to

determine what the text

says explicitly and to make

logical inferences from it:

cite specific textual

evidence when writing or

speaking to support

conclusions drawn from

the text.

Essential Question

How do authors

communicate their message

and use style to affect the

text and audience?

RI 1. Cite strong and

thorough textual evidence

to support analysis of

what the text says

explicitly as well as

inferences drawn from

the text.

W.7

Read the text

Identify the type, content, audience, and

purpose of text

Discern the differences between explicit text

and implied information

Formulate a response based upon the text

Support response with relevant textual

evidence

Applying

Analyzing

Vocabulary

Diction

Rhetorical

devices

Figurative

language

Inference

Can Animals Think?

Far-out

Housekeeping on

the ISS

Teacher

generated

assessments

Close reading

products

Annotative

Biography

2. Determine central ideas

or themes or a text and

analyze their development;

summarize the key

supporting details and

ideas.

Essential Question

How does audience and

purpose affect author’s

choice of text structure?

RI 2. Determine a central

idea 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.

W.4

Read the text.

Identify the subject of the text.

Identify key details.

Distinguish between central idea and

supporting details.

Provide an objective summary of text.

Identify text structure (chronological, time

shifts, in medias res).

Research historical context.

Utilize online note taking tools to organize

information.

Analyze the author’s purpose in relation to

historical context using key details as

evidence.

Cite examples that support the central idea

throughout the text.

Applying

Understanding

Vocabulary

Emerge

Refine

Context

Key details

Central idea

Poe’s Final Days

Poe’s Death is

rewritten as a case

of Rabies, not

TellTale Alcoholic

Rabies Death

Theory

“Los Ancianos”

Teacher

generated

assessments

Journaling

Reading

Check

Quizzes

Summaries

Create an

outline

Page 6 of 21


Craft and Structure (Informational)

English I - HONORS

Anchor

Standards

Specific Grade

Standard

Instructional




Summative

Assessment

3. Analyze how and why

individuals, events, and

ideas develop and interact

over the course of a text.

Essential Question

How do authors use

characters to develop a

central idea or theme?

RI 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, and the

connections that are

drawn between them.

W.2, 7

Examine author’s purpose

Make predictions

Make conclusions

Make connections

Examine multiple text

Examine cultural influence

Analyzing

Creating

Vocabulary

Complex characters

Author technique

Theme

Conflict

Characterization

“Teaching Chess and

Life”

“Community Service and

You”

“Feeding Frenzy”

Archetypes and

symbols:

http://central.wmrhsd.org/

FACULTY_FILES/rkipp/

_LINK_DOCS_1015/Arc

hetypesandsymbols.pdf

Journaling

Cultural

research project

Informational

essay

Cause/effect

essay

4. Interpret words and

phrases as they are used in

a text, including

determining technical

connotative, and figurative

meanings, and analyze how

specific word choices shape

meaning or tone.

Essential Question

How does word choice

impact meaning?

RI 4. Determine the

meaning of words and

phrases as they are used

in a text, including

figurative, connotative,

and technical meanings;

analyze the impact of a

specific word choice on

meaning and tone, (e.g.,

how the language of a

court opinion differs from

that of a newspaper).

W.1,2

S/L. 1

L.4


Analyze author’s purpose

Making inference about deeper

meanings

Make connections and use reading

process

Examine the structure of a text

Apply vocabulary skills

Classify formal and informal diction.

Identify multiple example of

figurative language (simile, metaphor,

personification, allusion, hyperbole,

etc.)

Explain the symbolism in each

poem studied.

Compare one poem to another

Applying

Analyzing

Evaluating

Vocabulary

Connotation

Denotation

Analogies

Allusions

Diction

(formal/informal)

Motif

http://my.hrw.com

Poetry Books

Argumentative

Essay

Informational

Essay

Debate

Textual

analysis

Student

generated

writing

http://central.wmrhsd.org/FACULTY_FILES/rkipp/_LINK_DOCS_1015/Archetypesandsymbols.pdf




http://my.hrw.com/

Page 7 of 21


Craft and Structure (Informational)

English I - HONORS

Anchor

Standards

Specific Grade

Standard



Bloom’s

Level

Resources Formative

Summative

Assessment 5. Analyze the structure of texts,

including how specific

sentences, paragraphs, and

larger portions of the text (e.g.,

a section, chapter, scene, or

stanza) relate to each other and

the whole.

Essential Question

How does structure enhance

meaning?

RI 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).

W.1,4

L.4



Analyze author’s purpose

Read the text.

Review literary structure.

Track plot sequence using appropriate technology.

Identify author’s choices in text structure.

Examine the author’s strategy of presentation of

structure and time and its effect.

Analyze how an author’s choices concerning how

to structure a text, order events within it (e.g.,

parallel plots), and manipulate time (egg, pacing ,

flashbacks) create such effects as mystery, tension,

or surprise.

Applying

Analyzing

Evaluating

Vocabulary

Parallel plots

Authors craft

Mystery

Flashbacks

Literacy structure

http://my.hrw.com

Text Structures:

http://www.literacy

leader.com/?q=text

structure

Argumentative

Essay

Persuasive Essay

6. Assess how point of view or

purpose shapes the content and

style of a text.

Essential Question

How does an author use words to

express a specific purpose?

RI 6. Determine an author’s

point of view or purpose in

a text and analyze how the

author uses rhetoric to

advance that point of view

or purpose.

W.1, S/L.1, L.3

Read the text.

Identify author’s purpose/point of view and

any potential bias

Cite transitional words/ phrases and rhetorical

devices.

List examples of the author’s use of rhetorical

devices (allusion, metaphor, ethos/pathos/logos,

etc.) and explain how they advance author’s

purpose/point of view.

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.

Understanding

Analyzing

Vocabulary

Argument

point of view

author’s purpose

Transition words

Rhetoric Bias

Peace Isn’t

Impossible

Heroes with Solid

Feet

Argumentative

Essay

Persuasive Essay

Debate

Predicting the

outcome

7. Integrate and evaluate

content presented in diverse

media and formats, including

visually and quantitatively, as

well as in words.

Essential Question

How and why do different media

sources emphasize different

details and perspectives?

RI 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.

W.1, 2

S/L.1

Analyze the author’s argument

Analyze the author’s purpose


Write to inform or persuade using various

clarification techniques to support each writing type

(argument, informational/explanatory and narrative)

Analyzing

Creating

Vocabulary

Multimedia

Digital text

Analyze

medium

Use various

resources to

present different

perceptions about

the same topic

Student

generated essays

Debate

http://my.hrw.com/

http://www.literacyleader.com/?q=textstructure



Page 8 of 21


Range of Reading and Level of Text Complexity (Informational)

English I - HONORS

Anchor

Standards

Specific Grade

Standard



Bloom’s

Level

Resources Formative

Summative

Assessment 8. Delineate and evaluate

the argument and specific

claims in a text, including

the validity of the reasoning

as well as the relevance and

sufficiency of the evidence.

Essential Question

How does an audience

discern evidence/support as

being logical, valid,

sufficient, and /or fallacious?

RI 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; identify false

statements and fallacious

reasoning.

S/L. 1, 5

Identify and evaluate an argument in text.

Analyze author’s claim or opinion

Evaluate credibility of reasoning and classify evidence as

relevant/irrelevant.

Identify false statements and fallacious reasoning.

Analyzing

Evaluating

Vocabulary

Fallacious

Reasoning

Valid

Delineate

Irrelevant/rele

vant

A Defense of the

Jury System

Rising Tides

(Climate

Questions)

An Artic Floe of

Climate

Questions

Debate

Student

generated

advertisements

Editorials

Group

Presentations

with

audience

participation

and feedback

9. Analyze how two or more

texts address similar themes

or topics in order to build

knowledge or to compare

the approaches the authors

take.

Essential Question

What themes and concepts of

seminal US documents still

apply today.

RI 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.

W.2

Define seminal documents

List and summarize several texts of historical significance.

Determine themes in various historical documents.

Identify literary elements and rhetorical devices within historical

documents.

Explain how literary elements and rhetorical devices contribute

to theme or concept of works.

Compare and contrast U.S. documents to other documents with

similar concepts and themes.

Cite evidence where two or more texts provide conflicting

information on the same topic.

Understanding

Analyzing

Vocabulary

Seminal

Global

perspective

Theme

Context

Rhetorical

features

An America’s

Story

from Civil

Rights Act, 1964

from Diary of a

Confederate

Soldier

Informational

Essay

Journaling

Teacher-Made

Test

Reading

Check Quizzes

10. Read and comprehend

complex literary and

informational texts

independently and

proficiently.

Essential Questions

How does a reader use

strategies to read,

comprehend, and analyze

more complex nonfiction?

RI 10. By the end of

grade 9, read and

comprehend literature

nonfiction in the grades 9-

10 text complexity band

proficiently, with

scaffolding as needed at

the high end of the range.

W.10

L.3

Review subgenres of informational texts (memoir, biography,

autobiography, letters, essays, speeches, etc.)

Identify text structures and features within informational texts

(cause and effect, chronological, inductive/deductive reasoning,

flashback, graphs, charts, maps, and captions, etc.)

Apply reading strategies (eg., annotating, Cornell notes, graphic

organizers) for increasingly complex informational texts

Summarize content of multiple informational texts

Examine connections between and among informational texts

utilizing evidence

Recognize inconsistency, ambiguity, and poor reasoning.

Understanding

Evaluating

Vocabulary

Cornell notes

Inconsistency

Ambiguity

Nonfiction

Elliot Engel’s

documentary on

Poe and

Shakespeare

Terror of the

Soul (Poe) Video

Journaling

Teacher-Made

Test

Reading

Check Quizzes

Page 9 of 21

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes- Writing

English I - HONORS

Anchor

Standards

Specific Grade Standard Instructional



Bloom’s

Level

Resources Formative

Summative

Assessment

1. Write arguments to

support claims in an

analysis of substantive

topics or texts, using valid

reasoning and relevant

and sufficient evidence.

Essential Question

How does a writer produce

a strong argument?

W 1. Write arguments to support

claims with clear reasons and

relevant evidence.

1a Introduce precise claim(s),

distinguish the claim(s) from

alternate or opposing claims,

and create an organization that

establishes clear relationships

among claims(s),

counterclaims, reason, and

evidence.

1b 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.

1c Use words, phrase, 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.

1d Provide a concluding

statement or section that

follows from and supports the

argument presented.

L.1, 2

Write to describe, inform, entertain, or

persuade using various clarification

techniques to support each writing

type (argument,

informational/explanatory and

narrative)

Evaluate the credibility of an author’s

argument by examining the author’s

intent and tone

Analyze the author’s argument point

of view, perceptive

Identify personal bias

Explore and gather multimedia and

print sources that support the

argument.

Use concise language that supports

the organization.

Write arguments to support claims

using sufficient evidence.

Understanding

Applying

Vocabulary

Argumentative

Citation

Copyright

Plagiarism

Personal bias

Objective tone

Where I Find my

Heroes

Heroes with

Solid Feet

Student generated

essays

Teacher-Made Test

Reading Check

Quizzes

Page 10 of 21


Text Types and Purposes- Writing

English I - HONORS

Anchor

Standards




Bloom’s

Level

Resources Formative

Summative

Assessment

2. Write

informative/explanatory

text to examine a topic

and convey ideas,

concepts, and

information clearly and

accurately through the

effective selection,

organization, and

analysis of content.

Essential Question

How do writers

effectively explain

complex information?

W 2. Write informative/explanatory text to

examine a topic and convey ideas,

concepts, and information clearly and

accurately through the effective selection,

organization, and analysis of content.

2a 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.

2bDevelop to 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.

2c Use appropriate and varied transitions

to link the major sections of the text,

create cohesion, and concepts.

2d Use precise language and domain-

specific vocabulary to manage the

complexity of the topic.

2eEstablish and maintain a formal style

and objective tone while attending to

the norms and conventions of the

discipline in which they are writing.

2f Provide a concluding statement or

section that follows from and supports

implications or the significance of the

topic.

L. 1, 2, 3

Write to extend a definition, cause and

effect, problem solution using various

clarification techniques to support

each writing type

Follow guidelines from 2a – f for the

informative/explanatory essays

Write an explanatory essay to

analyze characters, theme or

cultural/societal values.

Understanding

Applying

Analyzing

Vocabulary

Convey

Metacognition

Deliberate

Cohesive

Transitions

Articulate

Implication

Evidence

Clarity

Peace isn’t

Impossible

Information

essay: Extend a

definition,

Cause and Effect,

Problem/Solution

Page 11 of 21


Text Type and Purpose -Writing

English I - HONORS

Anchor

Standards





Summative

Assessment 3. Write narratives to

develop real or

imagined experiences

or events using effective

technique, relevant

descriptive details, and

well-structured event

sequences.

Essential Question

How does a writer

convey a real or

imagined experience

effectively?

W 3. Write narratives to develop real or

imagined experiences or events using

effective technique, relevant descriptive

details, and well-structured event sequences.

3a 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.

3bUse narrative techniques, such as

dialogue, pacing, description, reflection,

and multiple plot lines, to develop

experiences, events, and/or characters.

3c Use a variety of techniques to sequence

events so that they build on one another

to create a coherent whole.

3d Use precise words and phrases, telling

details, and sensory language to convey a

vivid picture of the experiences, events,

setting, and/or characters.

3e Provide a conclusion that follows from

and reflects on what is experienced,

observed, or resolved over the course of

the narrative.

L.4, 5, 6

Narrative writing conveys experience,

either real or imaginary, and uses time

as it deep structure. It can be used for

many purposes, such as to inform,

instruct, persuade, or entertain.

Follow strategies for W3a – e to

develop an effective narrative

Using a diary format, write entries as

you read a Shakespearean selection,

etc.

Applying

Creating

Vocabulary

Narrative

Sensory language

Reflection

Flashback

Narrative

Techniques

Pacing

Imagery

Conflict

Plot

“141 Die in

Factory Fire”

Steel Mill

Workers

from the

Narrative of

the Life and

Adventure of

Charles Ball

Vocabulary

Narratives

(Weekly

Vocabulary)

Enrichment

Narrative

Writing

connected to

various literary

works

4. Produce clear and

coherent writing in

which the development,

organization, and style

are appropriate to task,

purpose, and audience.

Essential Question

How does a writer

produce clear and

effective pieces?

W 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).

L. 1, 2, 3

Write to describe, inform, entertain, or

persuade using various clarification

techniques to support each writing type

(argument, informational/explanatory

and narrative)

Steps to follow:

Identify audience

Discern purpose

Produce a clear coherent draft

Revise and edit

Applying

Creating

Vocabulary

Argument

Informational/explanatory

Devise

Content

Edit

Transitions

Audience

Purpose

from Romeo

and Juliet

Thank You

Ma’m

Character Diary

Friendly letter

Business letter

Page 12 of 21


Production and Distribution of Writing

English I - HONORS

Anchor

Standards

Specific Grade

Standard



Bloom’s

Level

Resources Formative Summative

Assessment

5. Develop and strengthen

writing as needed by

planning, rewriting, or

trying a new approach

Essential Question

How can the writing

process develop and

strengthen writing?

W 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.

L. 1, 2, 3

Prewriting using Graphic Organizers

Provide supporting evidence

Edit for grammatical errors

Identify areas where information writing

needs support

Rewrite/revise/reflect

Applying

Creating

Vocabulary

Audience

Reflection

Purpose

Context

Supporting

evidence

Annotate

Thinking Maps

Practice Prompts

NC Element of

Literature (Holt,

Rinehart & Winston)

my.hrw.com

Writing Practice

Student generated

samples produce (i.e.

outlines, revision,

editing, etc.)

6. Use technology,

including the internet, to

produce and publish

writing and to interact

and collaborate with others.

Essential Question How would you use

internet and technology

writing?

W 6. Use technology,

including the Internet, to

produce and publish and

update individual or shared

writing products, taking

advantage of technology’s

capacity to link of to other

information and to display

information flexibly and

dynamically.

S/L.1

L.3

Research topics using reliable internet sites Understanding

Creating

Vocabulary

Internet

Sources

Reliable

collaborate

Internet Cooperative Learning

Group Projects:

Power Points

Blogs

Wikispaces

7. Conduct short as well

as more sustained

research projects based

on focused questions,

demonstrating

understanding of the

subject under

investigation.

Essential Question

How do you use multiple

sources to acquire

knowledge?

W 7. Conduct short as well

as more sustained research

projects to answer a

question (including a self-

generated question) or

solve a problem; narrow or

broaden the inquiry when

appropriate; synthesize

multiple sources on the subject under investigation

S/L.1

L.1, 2,

Research Topics – define problem or

question

Make connections

Draw conclusions

Evaluate sources and their reliability

Create In text documentation

Create citations

Edit/rewrite

Applying

Creating

Vocabulary Pertinent

Extract

Synthesize

Validity

reliability

Print Sources

Web Sources

Research paper

Research project

Presentation Boards

Power Points

Blogs

Wikis

Journals

Page 13 of 21


Research to Build and Present Knowledge- Writing

English I - HONORS

Anchor

Standards

Specific Grade Standard Instructional Strategies/Activities


Bloom’s

Level

Resources Formative

Summative

Assessment

8. Gather relevant

information from

multiple print and

digital sources,

assesses the

credibility and

accuracy of each

source, and

integrates the

information while

avoiding

plagiarism.

Essential Question

What constitutes

plagiarism?

W 8. Gather relevant information from

multiple authoritative print and digital

sources, using advanced searches effectively;

assess the usefulness of each in answering the

research question; integrate information into

the text selectively to maintain the flow of

ideas, avoiding plagiarism and following a

standard format for citation.

S/L.1

L.1, 2, 3

Evaluate sources

Create in text documentation

Create citations

Research topics with reliable internet sources

Applying

Creating

Vocabulary

Digital

Plagiarism

Authoritative

Citation

Print

Sources

Web

Sources

Research

paper

Research

project

Presentation

Boards

Power Points

Blogs

Wikis

Journals

9. Draw evidence

from literacy or

informational texts

to support analysis,

reflection, and

research.

Essential Question

How do you

determine what is

relevant and not

relevant?

W 9. Draw evidence from literary or

informational texts to support analysis,

reflection and research.

9a Apply grade 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]”.

9bApply 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 reasoning”).

L. 1, 2, 3

Make connections

Draw conclusions

Make inference

Examine multiple text

State the purpose for the reading and

writing task.

Formulate a written response based upon

the text.

Return to the text to annotate and highlight

information to support response.

Understanding

Analyzing

Evaluating

Vocabulary

Fallacy

Delineate

Reflection

Analysis

Annotate

Highlight

Short

Stories

Novels

Poems

Journals

Student

generated

essays

Student

generated

projects

Page 14 of 21


Research to Build and Present Knowledge- Writing

English I - HONORS

Anchor

Standards



Bloom’s

Level

Resources Formative

Summative

Assessment

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.

Essential Question

Why write?

How do you respond

to a prompt?

How do task,

purpose, and

audience dictate the

writing approach?

W 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 discipline-specific tasks, purposes and

audiences.

L. 1, 2, 3

Write to describe, inform, entertain, or persuade

using various clarification techniques to support

each writing type (argument,

informational/explanatory and narrative)

Identify the writer’s purpose

Identify the audience

Structure organizational strategies

Use graphic organizers

Applying

Evaluating

Creating

Vocabulary

Critique

Blogs

Podcasts

Argumentative

Persuasive

Narrative

Informational

Expository

Thinking

maps

Writing

prompts

Journal

prompts

Journals

Timed

Writing

Prompts

Page 15 of 21

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration- Speaking and Listening

English I - HONORS

Anchor

Standards




Bloom’s

Level

Resources Formative

Summative

Assessment 1. Prepare for and

participate effectively

in a range of

conversations and

collaborations with

diverse partners,

building on others’

ideas and expressing

their own clearly and

persuasively.

Essential Question

What does it mean to

have an effective

collaborative discussion?

SL 1. Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and

teacher-let) with diverse partners on grades 9-10 topics,

texts, and issues, building on others’ ideas and expressing

their own clearly and persuasively.

1a Come to discussions prepared by having read and

researched material under study; explicitly draw on

that preparation by referring to evidence from texts

and other research on the topic or issue to stimulate a

thoughtful, well-reasoned exchange of ideas.

1b Work with peers to set rules for collegial discussions

and decision-making (e.g., informal consensus,

taking votes on key issues, and presentation of

alternate views), clear goals and deadlines, and

individual roles as needed.

1c 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.

1d Respond thoughtfully to diverse perspectives,

summarize points of agreement and disagreement,

and, when warranted, qualify or justify their own

views and understanding and make new connections

in light of the evidence and reasoning presented.

W.4

L.1

Contribute to class discussion

(initiate and participate effectively)

Effectively participate in small group

discussions

Listen, reflect, and respond to

speakers

Present ideas appropriately using

technology as needed

Work with peers to set rules for

collegial discussions

Summarize others’ viewpoints

Classify patterns in perspective

Re-evaluate original viewpoint

and connect to evidence.

Applying

Creating

Vocabulary

Devil’s advocate

Contradictory

Universality

Collaborative

Dramas

Novels

Research Topic

Teacher Facilitator

Act out a

scene for a

play

Oral book

report

Debate

2. Integrate and evaluate

information presented in

diverse media and

formats, including

visually, quantitatively,

and orally.

Essential Question

How does one integrate

reliable and creditable

sources of information?

SL 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.

W.4

L.1

Use newspapers, magazines, news

programs (Channel 1), guest

speakers, news clips, internet sources

Present ideas appropriately using

technology as needed

Classify credible/questionable

sources

Compare/contrast two sources of

information.

Evaluating

Creating

Vocabulary

Bias

Credible

Reliable

Citing

Quantitative

Qualitative

Newspapers

Magazines

News clips

Internet

http://my.hrw.com

Create Power

Point

presentations,

video clips,

editorials,

recite poetry,

present art

work and

songs

Page 16 of 21



English I - HONORS

Anchor

Standards

Specific Grade

Standard




Assessment

3. Evaluate a

speaker’s point of

view, reasoning,

and use of

evidence and

rhetoric.

Essential

Question

How does one

determine a


view, motivation,

bias?

SL 3. Evaluate a


view, reasoning, and

use of evidence and

rhetoric, identifying

any fallacious

reasoning or

exaggerated or

distorted evidence.

W.4

L.1

Use editorials, different news

channels, newspapers, magazine

articles, advertisements to evaluate a

speaker’s point of view, reasoning

and use of evidence.

Show examples of rhetorical

techniques in source.

Evaluating

Creating

Vocabulary

Rhetoric

Fallacious

Stance

Valid/reliable

Evaluate

multimedia formats

such as: editorials,

news channels,

newspapers,

magazine articles,

advertisements,

etc.

Student generated

advertisements

Editorials

Group Presentations

with

audience participation

and feedback

4. Present

Information,

findings, and

supporting

evidence such that

listeners can follow

the line of

reasoning and the

organization,

development, and

style are

appropriate to

task, purpose, and

audience.

Essential Question

How does delivery

impact a message?

SL 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.

W.4

L.1

Read, research, and draw evidence

from text on topics or issues

Group discussions on controversial

topics or themes

Summarize key points

Practice presentations and receive

constructive feedback from peers.

Understanding

Creating

Vocabulary

Constructive

Validity

Reliability

Concise

Counter argument

Alternate/opposing

Documentaries

Informational texts

Student generated

advertisement

Oral presentation

Debate

Page 17 of 21



English I - HONORS

Anchor

Standards

Specific Grade

Standard




Assessment

5. Make strategic

use of digital media

and visual displays

of data to express

information and

enhance

understanding of

presentations.

Essential Question

How can technology

be used to enhance

presentations?

SL 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.

W.4

L.1

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

Classify various types of digital media

and their purpose

Understanding

Creating

Vocabulary

Delineate

Interactive

Digital media

Power Points,

videos, and other

media formats

Presentations using Power

Points and other media

formats

Produce videos

Produce music cds

6. Adapt speech to a

variety of contexts

and communicative

tasks, demonstrating

command of formal

English when

indicated or

appropriate.

Essential Question

How does the way a

person speaks or

writes effect the way

an audience

perceives him/her?

SL 6. Adapt speech to a

variety of contexts, and

tasks, demonstrating

command of formal

English when indicated

or appropriate.

W.4

L.1

Adapt speech to a variety of contexts,

and tasks, demonstrating command of

formal English when indicated or

appropriate.

Express an idea verbally in a formal and

informal way for different audiences.

Applying

Creating

Vocabulary

Adapt

Relevance

Formal vs informal

Standard/non-standard

English

Sample speeches Mock speech (Graduation

Project)

Mock interview

Page 18 of 21

College and Career Readiness Anchor Standards for Language

Conventions of Standard English- Language

English I - HONORS

Anchor

Standards

Specific Grade

Standard




Summative

Assessment

1. Demonstrate

command of the

conventions of

standard English

grammar and

usage when

writing or

speaking.

Essential Question

How does

knowledge of

grammar enhance

writing and

speaking?

How does variety

enhance

communication?

L 1. Demonstrate

command of the

conventions of standard

English grammar and

usage when writing or

speaking

1a Use parallel

structure.*

1b Use various types

of phrases (noun,

verb, adjective,

adverbial,

participial,

prepositional,

absolute) and

clauses

(independent,

dependent; noun,

relative, adverbial)

to convey specific

meaning and add

variety and interest

to writing or

presentations.

W.4

S/L.1

Oral Daily Language (Bell work)

Use parallel structure

Use correct parts of speech

Define parallel structure

Demonstrate examples of parallel

and non-parallel structures

Analyze the function of parallel

structure and how it contributes to

meaning and structure

Revise examples of non-parallel

structure to parallel structure.

A. Use parallel structure.

Review phrases and clauses

Using a text, identify various

examples of phrases and clauses.

Revise a teacher-generated paragraph

of simple sentences into a text that

includes various phrases and clauses

to increase meaning.

Understanding

Applying

Vocabulary

Verb forms

Indicative

Imperative

Interrogative

Conditional

Subjunctive

Mood

Parallel Structure

Grammar text work

Editing

Grammar

transparencies

Grammar Power

Points

Student writing

Student presentations

Teacher generated

assessments

Student grammar

teaching project in

groups

Page 19 of 21


Conventions of Standard English

English I - HONORS

Anchor

Standards




Summative

Assessment

2. Demonstrate

command of the

conventions of

standard English

capitalization,

punctuation, and

spelling when

writing.

Essential Question

Why is it necessary

to use punctuation in

writing?

L 2. Demonstrate command

of the conventions of standard

English capitalization,

punctuation, and spelling

when writing.

2a Use semicolon (and

perhaps a conjunctive

adverb) to link two or

more closely related

independent clauses.

2b Use a colon to introduce

a list or quotation.

2c Spell correctly.

W.4

S/L.1

Oral Daily Language (Bell work)

Use correct conventions in all assigned

writing

Edit papers for spelling errors, as well

as, punctuation errors.

Understanding

Applying

Vocabulary

Conventions

Exclamations

Point

Quotation marks

Colon

Clauses

Semicolon

Grammar text work

Editing

Grammar transparencies

Grammar Power Points

Student writing

Student

presentations

Teacher

generated

assessment

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.

Essential Question

How are various

forms of

communication

different?

L 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.

3a 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.

W.5,7

Making appropriate language choices in

situations

Demonstrate knowledge of basic

grammar rules and syntax.

Show examples of writing which

follows multiple types of academic

style manuals.

Identify the elements that are

specific to a style manual (NP,

parenthetical citations, footnotes,

works cited, etc.)

Explain the purpose of the elements

and how they aid the reader in

accessing the text.

Review elements of research writing

including objective and subjective

point of view, formal and informal

language, and fact vs. opinion.

Applying

Creating

Vocabulary

MLA

APA

Syntax

Footnotes

Citations

Works cited

Grammar text work

Editing

Grammar transparencies

Grammar Power Points

Electronic Resources:

http://www.mla.org/

http://owl.english.purdue.edu/o

wl/resource/747/01/

www.easybib.com

http://www.chicagomanualofst

yle.org/home.html

http://www.apastyle.org/

Essays

Research

Papers

Editorials

Creative

writing

http://www.mla.org/

http://owl.english.purdue.edu/owl/resource/747/01/

http://owl.english.purdue.edu/owl/resource/747/01/

http://www.easybib.com/

http://www.chicagomanualofstyle.org/home.html

http://www.chicagomanualofstyle.org/home.html

http://www.apastyle.org/

Page 20 of 21


Conventions of Standard English

English I - HONORS

Anchor

Standards



Bloom’s

Level

Resources Formative

Summative

Assessment

4. Determine or

clarify the meaning

of unknown and

multiple-meaning

words and phrases

by using context

clues, analyzing

meaningful word

parts, and

consulting general

and specialized

reference materials,

as appropriate.

Essential Question

What do you do

when you come

across a word you do

not know?

How does the

context in which a

word is used

influence the

meaning?

L 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 an

array of strategies.

4a Use context (e.g., the overall

meaning of a sentence or

paragraph, or text; a word’s

position or function in a

sentence) as a clue to the

meaning of a word or phrase

4b Identify and correctly use

patterns of word changes that

indicate different meanings or

parts of speech (e.g., analyze,

analysis, analytics; advocate,

advocacy).

4c 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, of its

etymology.

4d Verify the preliminary

termination of the meaning of a

word or phrase (e.g., by

checking the inferred meaning

in context or in a dictionary).

W.6

S/L.2

Review: Words in context

Roots, prefixes and suffixes

Read the text.

Review the concept of context clues.

Cite evidence from the text which

provides clues to the meanings of

words or phrases.

Review the basics of prefixes and

suffixes.

Identify suffixes and their impact on

part of speech.

Change a series of words from one

part of speech to another using

suffixes.

List different vocabulary resources and

review the purposes of each.

Identify the specialized

language/symbols contained within

each reference source (tilde, schwa,

stressed and unstressed syllables, etc.)

Determine or clarify the meaning of

unknown and multiple-meaning words

and phrases.

Understanding

Applying

Vocabulary

Etymology

Phonetic and

pronunciation

marks

Reference tools

Context clues

Online

Dictionary

Visual Thesaurus

Teacher Assessment

Reading

Comprehension

Page 21 of 21


Vocabulary Acquisition and Use

English I - HONORS

Anchor

Standards





Summative

Assessment

5. Demonstrate

understanding of word

relationships and nuances in

word meanings.

Essential Question

What is connotative and

denotative language?

L 5. Demonstrate

understanding of figurative

language, word relationships,

and nuances in word meanings.

5a Interpret figures of speech

(e.g., euphemism,

oxymoron) in context and

analyze their role in the

text.

5b Analyze nuances in the

meaning of words with

similar denotations.

W.4

R/L.4

Interpret figure of speech (metaphor,

simile, cliché, oxymoron,

personification, etc.)

Analyze songs for figurative language

Identify figures of speech in a text

and determine purpose and effect.

Translate a text written in figurative

language into literal language.

Analyzing

Creating

Vocabulary

Figurative

language

Metaphor

Simile

Cliché

Oxymoron

Nuances

Idions

Connotation

Denotation

Euphemism

Figures of speech

from various

literary pieces

Sample songs

Create a song

using figurative

language

Poetry Project

6. Acquire and use accurately

a range of 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

encountering an unknown

term important to

comprehension or expression.

Essential Question

How does vocabulary use vary?

How do you learn new words?

L 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.

W.3

R/L.7

R/I.7

Weekly vocabulary units

Text based vocabulary

Grammar activities

Understanding

Applying

Vocabulary

Metacoprition

Domain specific

Vocabulary Unit

practice exercises

Words in context

Teacher generated

assessments

Student generated

writings

Vocabulary

narratives

Documents

College and Career Readiness Anchor Standards for · PDF fileCollege and Career Readiness Anchor Standards for Reading ... Romeo and Juliet. ... College and Career Readiness Anchor