danakollman.wikispaces.comdanakollman.wikispaces.com/file/view/2012-2013+GRAD… · Web view2012-2013 Instructional Focus Calendar. The Sarasota County Schools Instructional Focus

2012-2013 Instructional Focus Calendar

The Sarasota County Schools Instructional Focus Calendars (IFC) are designed to maximize and coordinate instruction throughout the district. The IFC gives the scope and sequence of the benchmarks that are to be covered in each course as laid out in the course description on the Florida Department of Education website, CPALMS (Curriculum Planning and Learning Management System):

http://www.floridastandards.org/homepage/index.aspx

The Instructional Focus Calendars feature content purpose statements and language purpose statements for each benchmark.

The content purpose statements help the teachers and students to stay focused on what the expected outcome is for each lesson based on the benchmarks. The content purpose is the “piece” of the state benchmark students should learn and understand when the day’s lesson has been completed. The content purpose should require students to use critical and creative thinking to acquire information, resolve a problem, apply a skill, or evaluate a process and should be relevant to the student beyond the classroom or for learning’s sake.

The language purpose statements allow the students to show their knowledge of the content by speaking or writing using the concepts and vocabulary acquired from the lesson. The language purpose identifies student oral and written language needs for the day’s lesson. The language purpose is focused on the specialized or technical vocabulary students need to learn, on the structure of the content language, such as grammar/syntax, signal words and sentence frames, or on function of the academic language.

The content and language purpose statements are the result of unpacking the benchmarks concentrating on what is essential to master each benchmark.

The Instructional Focus Calendars also include information from the FCAT/EOC Test Item Specifications document including specific page numbers in the document. The Test Item Specifications have in-depth descriptions of the benchmarks such as benchmark clarification, content limits, prior knowledge, and sample test items. To access the Test Item Specifications click the following link:

http://fcat.fldoe.org/fcat2/pdf/FL10SpISG910RWTr3gfinal.pdf


http://www.floridastandards.org/homepage/index.aspx

Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONThe Instructional Focus Calendar serves not only as a map of the curriculum but also as a resource for instructional support. Here are some of the district supported resources that are available to educators:

SAFARI Montage is a video library that is preloaded with educational video titles tied to the curriculum from the industry’s leading video publishers including Schlessinger Media, PBS, The History Channel, National Geographic, Scholastic, Disney Education, BBC, and more. It contains video clips in a variety of content areas that can be searched by topic or by benchmark.

http://safari.sarasota.k12.fl.us/SAFARI/montage/login/login.php?

EdExploreSRQ.com is a website designed to give teachers and principals access to “explorations” that connect classroom learning to community arts, science and history experiences. Use the search area to the left to investigate our available explorations by grade level, date, subject area or type of exploration. You can also enter a specific benchmark or keyword to further narrow your search. Current benchmarks and our district Instructional Focus Calendars are available under the Teacher Tab.

http://edexploresrq.com/

With electronic reference books from Gale and our publishing partners, researchers can instantly access thousands of eBooks on virtually any subject. These trusted, authoritative reference works are available 24/7 through our state-of-the-art Gale Virtual Reference Library platform, providing an unprecedented combination of functionality and features.

http://go.cengage.com/sarasota/high/

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONIn the 2012-2013 school year the Instructional Focus Calendars have be updated and have a new format. Below is a guide to describe the features of the Instructional Focus Calendar:

The Instructional Focus Calendars have a Quick Link table to help navigate through the IFC. Hover over the date, hold the Ctrl key and click to jump to a specific date during the year.

Quick Links to Specific Dates on the Instructional Focus CalendarQuarter 1 8/20-8/24 8/27-8/31 9/4-9/7 9/10-9/14 9/17-9/21 9/24-9/28 10/1-10/5 10/8-10/12 10/15-10/19

and 10/22Quarter 2 10/23-10/26 10/29-11/2 11/5-11/9 11/12-11/16 11/19-11/20

and 11/26-11/30

12/3-12/7 12/10-12/14 12/17-12/21Mid Term

Exams

1/7-1/11 and 1/14

Quarter 3 1/15-1/18 1/23-1/25 1/28-2/1 2/4-2/8 2/11-2/15 2/19-2/22 2/25-3/1 FCAT writing

3/4-3/8 3/18-3/22 and 3/25-

3/28Quarter 4 4/1-4/5 4/8-4/12 4/15-4/19

FCAT4/22-4/26

FCAT4/29-5/3 5/6-5/10 5/13-5/17 5/20-5/24 5/28-5/31

Final Exams

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSION

Embedded Language Arts StandardsThe following Language Arts benchmarks should be addressed throughout the year:

Reading ProcessStandard Code Benchmark

Fluency LA.910.1.5.1 The student will adjust reading rate based on purpose, text difficulty, form, and style.Vocabulary Development

LA.910.1.6.1 The student will use new vocabulary that is introduced and taught directly.

Vocabulary Development

LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text.

Vocabulary Development

LA.910.1.6.10 The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tool.

Reading Comprehension

LA.910.1.7.1 The student will use background knowledge of subject and related content areas, prereading strategies, (e.g., previewing, discussing, generating questions), text features, and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection.

Reading Comprehension

LA.910.1.7.8 The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.

Literary AnalysisStandard Code Benchmark

Fiction LA.910.2.1.10 The student will select a variety of age and ability appropriate fiction materials to read based on knowledge of authors styles, themes, and genres to expand the core foundation of knowledge necessary to connect topics and function as a fully literate member of a shared culture.

Non Fiction LA.910.2.2.5 The student will select a variety of age and ability appropriate nonfiction materials (e.g., biographies and topical areas, such as science, music, art, history, sports, current events) to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

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http://www.floridastandards.org/standards/PublicPreviewBenchmark1397.aspx


http://www.floridastandards.org/Standards/PublicPreviewBenchmark1382.aspx?kw=graphic



http://www.floridastandards.org/Standards/PublicPreviewBenchmark1364.aspx



WritingStandard Code Benchmark

Editing for Language Conventions

LA.910.3.4.1 The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, knowledge of Greek, Latin, and Anglo-Saxon root words, and knowledge of foreign words commonly used in English (laissez faire, croissant);


LA.910.3.4.2 The student will edit for correct use of capitalization, including names of academic courses and proper adjectives


LA.910.3.4.3 The student will edit for correct use of punctuation, including commas, colons, semicolons, apostrophes, dashes, quotation marks, and underlining or italics;


LA.910.3.4.4 The student will edit for correct use of possessives, subject/verb agreement, comparative and superlative adjectives and adverbs, and noun/pronoun agreement; and


LA.910.3.4.5 The student will edit for correct use of sentence formation, including absolutes and absolute phrases, infinitives and infinitive phrases, and use of fragments for effect.

CommunicationStandard Benchmark Benchmark

Penmanship LA.910.5.1.1 The student will use fluent and legible handwriting skills.

Information LiteracyStandard Benchmark Benchmark

Information and Media

Literacy

LA.910.6.2.4 The student will understand the importance of legal and ethical practices, including laws regarding libel, slander, copyright, and plagiarism in the use of mass media and digital sources, know the associated consequences, and comply with the law.

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http://www.floridastandards.org/Standards/PublicPreviewBenchmark1425.aspx?kw=LA.910.5.1.1







August 20 – September 14Standard: Fiction- The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

Tested Benchmark(s) FocusLA.910.2.1.5 - The student will analyze and develop an interpretation of a literary work by describing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery); Figurative language should not be assessed in this benchmark but should be assessed in Benchmark LA.910.2.1.7.

Plot Development (foreshadowing, flashback, theme, and setting)

Character Development (e.g. protagonist, antagonist)

Character Point of View Setting Theme Conflict (internal and external) Resolution

Benchmark Content Purpose Statements Language Purpose Statements

LA.910.2.1.5

Define the terms text, literary work, genre, excerpt, and literary element.

Explain the meaning of the terms text, literary work, genre, excerpt, and literary element in writing and conversation with a partner.

Define setting and identify the elements of setting and how they can function in a text.

Use the list of words below to guide your thinking and to explain setting. Definition: Time and place of the action in a story, play, or poem. Elements of Setting: Geographic location; historical period (past, present, or future); season of the year; time of day; beliefs, customs, and standards of a society. Function of Setting: Provide atmosphere, create conflict, or reveal

List and define the elements of plot. Use the terms setting, exposition, conflict, rising action, climax, falling action, denouement, and resolution in writing tasks.

Define protagonist/antagonist and their role in a literary work.

In a literary work, the protagonist is _____while the antagonist is ___.

List and explain the types of conflict. Use the terms internal conflict (man v. himself) and external conflict (man v. man, man v. nature, man v. society) to share your thinking with others.

Identify and list the elements of setting and the elements of plot in a literary work. (LA9103.1.1)

Use the terms setting, exposition, conflict, rising action, climax, falling action, denouement, and resolution to discuss a literary work.

Use the list of the elements of setting and plot to write a paragraph summary of the literary work. (LA.910.3.2.1)

In a paragraph, summarize the setting and plot of a chosen literary work.

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONDefine and explain point of view. Use the terms first-person point of view, third-person point of view

(limited), and third-person point of view (omniscient) to clarify the differences between types of points of view.

Define characterization/character development and review protagonist/antagonist.

Use the terms direct characterization (the narrator’s direct comments about a character) and indirect characterization (physical appearance, speech, thoughts, feelings, and/or actions OR the speech, thoughts, feelings, and/or actions of other characters used to develop a character) in discussion.

Define character point of view. Use the terms character point of view, viewpoint, and voice of a character to explain a character’s thoughts, feelings, beliefs, motives, and/or actions.

Apply point of view, characterization/character development, and character point of view to a literary work(s).

Use terms first-person point of view, third-person point of view (limited), and/or third-person point of view (omniscient); direct characterization (the narrator’s direct comments about a character) and indirect characterization (physical appearance, speech, thoughts, feelings, and/or actions OR the speech, thoughts, feelings, and/or actions of other characters in order to develop a character); and character point of view, viewpoint, and voice of a character to discuss a literary work.

Use an organizational strategy or tool to identify point of view, characterization/character development, and character point of view of a literary work. (LA.910.3.1.3)Define theme (both directly stated and implied). Use the phrases underlying message, author’s view of the world, and/or

original revelation about life to discuss the theme(s) of commonly known literary work(s).

Locate and list words, phrases, and/or sentences in a literary work that develop the author’s directly-stated theme(s). (LA.910.3.1.1)

Identify words, phrases, and/or sentences that develop the author’s directly-stated theme(s) in a literary work.

Locate and list words, phrases, sentences, and/or other evidence in a literary work that develops the author’s implied theme(s). (LA.910.3.1.1)

Identify words, phrases, sentences, and/or other evidence that develops the author’s implied theme(s) in a literary work.

Write a paragraph identifying the author’s theme in a chosen literary work. (LA.910.3.2.1)

Identify author’s theme in a written paragraph that includes suppor.

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LA.910.2.1.5

Understand how each literary element contributes to the overall meaning of a literary work.

Use applicable literary elements to discuss a literary work.

Apply literary elements to develop an individual interpretation of a literary work.

Use applicable literary elements to develop an individual interpretation of a literary work.

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONWriting Focus Embedded Benchmark(s) Vocabulary Focus

LA.910.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;

LA.910.1.6.3 *– The student will use context clues to determine meanings of unfamiliar wordsLA.910.1.6.7** – The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.LA.910.1.6.8*** – The student will identify advanced word/phrase relationships and their meaningsLA.910.3.1.3 - The student will prewrite by using organizational

strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.

Suggested Resources

LA.910.3.2.1 - The student will draft writing by developing ideas from the prewriting plan using primary and secondary sources appropriate to the purpose and audience;

Grade 9 - The Language of LiteratureThe Necklace (LA.910.1.6.3*), The Most Dangerous Game, The Sniper (LA.910.1.6.8***), Romeo and Juliet

Grade 10 - The Language of Literature Sweet Potato Pie (LA.910.1.6.3*), The Son from America (LA.910.1.6.3*and/or LA.910.1.6.7**), Love Without Love / The Taxi, The Prisoner Who Wore Glasses (LA.910.1.6.3*, LA.910.1.6.7**), The Californian’s Tale(LA.910.1.6.3*, LA.910.1.6.7**), A Sound of Thunder (LA.910.1.6.3*), There Will Come Soft Rains

Suggested Mastery WritingThe student will create a complex response to the reading of a literary work, describing and analyzing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot) (LA.910.2.1.6)

Related Benchmark(s)

Test Specifications Page(s) 48-51 (Lit. Analysis) Strand Literary Analysis

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September 17 – October 12 Standard 7: Reading Comprehension – The student uses a variety of strategies to comprehend grade level text.

Benchmark(s) FocusLA.910.1.7.3 – The student will determine the main idea or essential message in grade level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details.

Main Idea (stated or implied) Summary Statements

Conclusions/Inferences Relevant DetailsPredictions

Benchmark Content Purpose Statements Language Purpose StatementsLA.910.1.7.3

Recall the meaning of the terms stated and implied as they relate to main idea.

Use the correct definition of stated/implied to discuss main idea.A stated main idea is __________ while an implied main idea is ________.

Recall the meaning of main idea as the term applies to literary and informational text.

Clarify the meaning of the term main idea as related to literary and informational text.Use the terms stated/implied correctly when discussing main idea.

Understand inference and explain how it supports a given main idea of a literary text.

Use the term inference to describe the process of determining the given main idea of a literary text.

Understand relevant details and explain the importance of details to support a given main idea of a literary text.

I know _____________ is a relevant detail. It supports my understanding of the given main idea of a literary text because _________________.

List relevant details to explain their importance to the main idea in a chosen literary work. (LA.910.3.1.1)Understand how to summarize by selecting the main points or facts and eliminating unimportant details and information in a text.

Write a summary statement to present the main points in condensed form.

Use an organizational strategy or tool to sort relevant details from irrelevant details in a chosen literary text. (LA.910.3.1.3)Determine the main idea of a literary text. Develop a summary statement to express the main idea of a literary

passage.Understand the connection between inferring and gathering relevant details in order to make a prediction beyond the literary text.

I predict ______________will happen beyond the text because of the following details: ______________.I was able to infer that ________________________.10


Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONUnderstand relevant details and explain the importance of details in determining the main idea of an informational text.

Use the phrase relevant detail when describing the process of determining the main idea of an informational text.

Use an organizational strategy or tool to sort relevant details from irrelevant details in a chosen informational text and write a summary paragraph identifying the main idea. (LA.910.3.2.2)Understand inference and explain how it applies to determining the main idea of an informational text.

Use the phrase drawing logical conclusions when describing the process of determining the main idea of an informational text.

Understand the impact that illustrations with captions, graphics, and/or charts have on determining the main idea of an informational text.

Because of ________________________ (illustrations with captions, graphics, and/or charts), I was able to determine ________________________ (the impact) of the main idea of an informational text.

LA.910.1.7.3

Determine the main idea of an informational text. Locate a sentence in the text that best explains the main idea of the informational text.

Understand the connection between inferring and gathering relevant details in order to make a prediction beyond the informational text.

I predict _______________ will happen beyond the text because of the following details: ____________. From this I was able to draw the following logical conclusion: ____________.

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Writing Focus Embedded Benchmark(s) Vocabulary FocusLA.910.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;LA.910.3.2.1 - The student will draft writing by developing ideas from the prewriting plan using primary and secondary sources appropriate to the purpose and audience;LA.910.3.2.2 - The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant; andLA.910.3.3.1 - The student will revise by evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation;

LA.910.1.6.3* – The student will use context clues to determine meanings of unfamiliar wordsLA.910.1.6.7** – The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.LA.910.1.6.8*** – The student will identify advanced word/phrase relationships and their meanings

Suggested ResourcesGrade 9/10 Informational Text: Student Resources in Context Grade 9 The Language of LiteratureFICTION: Marigolds (LA.910.1.6.7**), Two Kinds (LA.910.1.6.3*), The Cask of Amontillado (LA.910.1.6.3* and/or LA.910.1.6.7**), Gift of the Magi.NONFICTION: Angela’s Ashes (LA.910.1.6.3*), Trifles (LA.910.1.6.3), I Have a Dream / Glory and Hope, I Know Why the Caged Bird Sings / Caged Bird (LA.910.1.6.8***)Grade 10 The Language of LiteratureFICTION: The Witness for the Prosecution (LA.910.1.6.8***), Harrison Bergeron (LA.910.1.6.3*).NONFICTION: The Man in the Water, The Once and Future MerlinFUSIONTake 10 Reading (grade 9/LO): pages 37 – 153Take 10 Reading (grade 10/HIGH): pages 39-158

Suggested Mastery WritingThe student will revise summary paragraph from a previous writing. LA.910.3.3.3 – The student will revise by creating precision and interest by elaborating ideas through supporting details (e.g., facts, statistics, expert opinions, anecdotes), a variety of sentence structures, creative language devices, and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus) to select more effective and precise language; and Related Benchmark(s)

LA.910.4.2.2 - The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information;LA.910.6.1.1 - The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader's understanding;

Test Specifications Page(s) 36-39 (Rdg. App.); Strand Reading Process

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October 15 – October 26 Standard 2: Nonfiction- The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

Benchmark(s) FocusLA.910.2.2.1 - The student will analyze and evaluate information from text features (e.g., transitional devices, table of contents, glossary, index, bold, or italicized text, headings, charts and graphs, illustrations, subheadings.

Text features (e.g., titles, subtitles, headings, subheadings, sections, charts, tables, graphs, illustrations, maps, diagrams, captions, italicized text, text boxes)

The student will identify, explain, analyze, and determine meaning from a variety of text features


Define the term text feature, and list and define major text features.

Use the terms titles, subtitles, headings, subheadings, sections, charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes; and bold and italicized text in discussion/written response.

Identify titles, subtitles, headings, subheadings, sections and bold and italicized text and explain their function in text.

Use the terms titles, subtitles, headings, subheadings, sections and bold and italicized text to identify them in a literary work (e.g., narratives, poetry, drama, biographies, autobiographies, diary entries, and memoirs) and explain their function.

List components and functions of text features from selected literature. (LA.910.3.1.1)Identify charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes and explain their function in text.

Use the terms charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes to identify them in a literary work (e.g., narratives, poetry, drama, biographies, autobiographies, diary entries, and memoirs), and explain their function.

Apply knowledge of the text features to determine meaning in a literary work (e.g., narratives, poetry, drama, biographies, autobiographies, diary entries, and memoirs) through student generated multi-paragraph drafts. (LA.910.3.2.3)

Use the terms titles, subtitles, headings, subheadings, sections, charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes; and bold and italicized text to determine meaning in a literary work (e.g., narratives, poetry, drama, biographies, autobiographies, diary entries, and memoirs) in the final draft of student generated writing.

Apply knowledge of the text features to explain their purpose in a literary work (e.g., narratives, poetry, drama, biographies, autobiographies, diary entries, and memoirs).

Use the terms titles, subtitles, headings, subheadings, sections, charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes; and bold and italicized text to explain their purpose in a literary work (e.g., narratives, poetry, drama, biographies, autobiographies, diary entries, and memoirs).

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONApply knowledge of the text features to analyze their effectiveness in a literary work (e.g., narratives, poetry, drama, biographies, autobiographies, diary entries, and memoirs).

Use the terms titles, subtitles, headings, subheadings, sections, charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes; and bold and italicized text to analyze their effectiveness in a literary work (e.g., narratives, poetry, drama, biographies, autobiographies, diary entries, and memoirs).

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Writing Focus Embedded Benchmark(s) Vocabulary FocusLA.910.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;LA.910.3.2.3 - The student will draft writing by analyzing language techniques of professional authors (e.g., figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with confidence of expression.LA.910.3.3.4 - The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, and rubrics).

LA.910.1.6.3* – The student will use context clues to determine meanings of unfamiliar wordsLA.910.1.6.8** – The student will identify advanced word/phrase relationships and their meanings

ResourcesGrade 9/10 Informational TextHuman rights policies of the United States and other countries (World History in Context )Upfront magazine, Current Events magazineGrade 9 The Language of LiteratureFICTION: Annabel Lee / The Bells, Glory and Hope/I Have a Dream, Sorry, Right Number (flashback & foreshadowing) (LA.910.1.6.8**)NONFICTION: A Life of Tragedy and Mystery (Author Study – Edgar Allen Poe), A Full and Varied Life (Author Study – Maya Angelou), The Voice of a Latina Writer (Author Study – Sandra Cisneros), Analyzing Text Characteristics (p. 843)The Language of Literature grade 10 –Photo EssayFICTION: The Grapes of Wrath, from Night (LA.910.1.6.3*,LA.910.1.6.8**)NONFICTION: from Love and Marriage, Reading for Information (p.1130-1133)FUSIONTake 10 Reading(grade 9/LO) : pages 191-223Take 10 Reading(grade 10/HIGH): pages 199-234

Suggested Mastery WritingIn response to a teacher directed prompt, student will prewrite, draft, and revise a multi-paragraph essay.

Related Benchmark(s)Note: When assessing a text feature in an informational/expository nonfiction article or in a functional selection (how-to documents, webpages, etc.), Benchmark LA.910.6.1.1 should be used. When assessing a text feature in a fiction or literary nonfiction passage, Benchmark LA.910.2.2.1 should be used.SS.912.C.4.3 - Assess human rights policies of the United States and other countries.LA910.2.2.3 - The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);Test Specifications Page(s) 54-56 (Lit. Analysis); Strand Literary Analysis and Vocabulary

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October 29 – November 9 Standard 1: Informational Text – The student comprehends the wide array of informational text that is part of our day to day experiences.

Benchmark(s) FocusLA.910.6.1.1 – The student will explain how text features (e.g., charts, maps, diagrams, subheadings, captions, illustrations, and graphs) aid the reader’s understanding.

Text features (e.g., titles, subtitles, headings, subheadings, sections, charts, tables, graphs, illustrations, maps, diagrams, captions, italicized text, text boxes)

The student will identify, explain, analyze, and determine meaning from a variety of text features


LA.910.6.1.1

Define the term text feature, and list and define major text features.

Use the terms titles, subtitles, headings, subheadings, sections, charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes; and bold and italicized text in discussion/written response.

Identify charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes and explain their function in text.

Use the terms charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes to identify them in an informational text, and explain their function.

Apply knowledge of the text features to determine meaning of informational and/or functional reading materials (e.g., websites, consumer documents, how-to articles, brochures, fliers, and other real-world documents).

Use the terms titles, subtitles, headings, subheadings, sections, charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes; and bold and italicized text to determine meaning of informational and/or functional reading materials (e.g., websites, consumer documents, how-to articles, brochures, fliers, and other real-world documents).

Apply knowledge of the text features to explain their purpose in informational and/or functional reading materials (e.g., websites, consumer documents, how-to articles, brochures, fliers, and other real-world documents). (LA.910.3.1.2)

Use the terms titles, subtitles, headings, subheadings, sections, charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes; and bold and italicized text to explain their purpose in informational and/or functional reading materials (e.g., websites, consumer documents, how-to articles, brochures, fliers, and other real-world documents).

Apply knowledge of the text features to analyze their effectiveness in informational and/or functional reading materials (e.g., websites, consumer documents, how-to articles, brochures, fliers, and other real-world documents). (LA.910.3.1.1)

Use the terms titles, subtitles, headings, subheadings, sections, charts, graphs, tables, illustrations, maps, diagrams, captions, and text boxes; and bold and italicized text to analyze their effectiveness in informational and/or functional reading materials (e.g., websites, consumer documents, how-to articles, brochures, fliers, and other real-world documents).

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONWriting Focus Embedded Benchmark(s) Vocabulary Focus

LA.910.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;LA.910.3.2.3 - The student will draft writing by analyzing language techniques of professional authors (e.g., figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with confidence of expression.LA.910.3.3.4 - The student will revise by applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, and rubrics).

LA.910.1.6.8* – The student will identify advanced word/phrase relationships and their meanings

ResourcesGrade 9/10 Informational TextUpfront magazine, Current Events magazine

Grade 9 The Language of LiteratureFICTION: Annabel Lee / The Bells, Glory and Hope/I Have a Dream, Sorry Right Number (LA.910.1.6.8*).

NONFICTION: A Life of Tragedy and Mystery (Author Study – Edgar Allen Poe), A Full and Varied Life (Author Study – Maya Angelou), The Voice of a Latina Writer (Author Study – Sandra Cisneros), Analyzing Text Characteristics (p. 843), Reading for Information (p. 1128 – 1131)

Grade 10 The Language of Literature grade 10 – Photo EssayFICTION: The Grapes of WrathNONFICTION: from Night, from Love and Marriage, Reading for Information (p. 1130 – 1133)

FUSIONTake 10 Reading (grade 9/LO): pages 191-223Take 10 Reading (grade 10/HIGH): pages 199-234

Suggested Mastery WritingLA.910.6.1.3 – The student will use knowledge to create a workplace, consumer, or technical document.Accomplished through:LA.910.3.1.1LA.910.3.2.3LA.910.3.3.4Possible Student Products:LA.910.4.2.1 – The student will write in a variety of informational/expository forms, including a variety of technical documents (e.g., how-to-manuals, procedures, assembly directions.LA.910.4.2.5 – The student will write detailed travel directions and design an accompanying graphics using the cardinal and ordinal directions, landmarks, streets and highways, and distances

Related Benchmark(s)Note: When assessing a text feature in an informational/expository nonfiction article or in a functional selection (how-to documents, webpages, etc.), Benchmark LA.910.6.1.1 should be used. When assessing a text feature in a fiction or literary nonfiction passage, Benchmark LA.910.2.2.1 should be used.

Test Specifications Page(s) 58-59 (Info. Text/Research Process) Reporting Category Information and Media Literacy

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November 12 – November 30 Standard 7: Reading Comprehension – The student uses a variety of strategies to comprehend grade level text.

Benchmark(s) FocusLA.910.1.7.5 – The student will analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

Text Structure/Organizational Patterns (e.g., comparison/contrast, cause/effect, chronological order, argument/support, definition/explanation, question/answer, listing/description)

Benchmark Content Purpose Statements Language Purpose StatementsLA.910.1.7.5 Define text structure as an organizational pattern. Use the term text structure to define the term organizational pattern and

express the idea that all text is organized in a structural pattern.Define comparison/contrast as a text structure and identify the pattern within a selected text (using signal words when applicable).

Some signal words that are in this compare/contrast passage are ______.I know this is a compare/contrast text because I found the following similarities and differences: __________.

Define cause/effect as a text structure and identify the pattern within a selected text (using signal words when applicable).

Some signal words that are in this cause/effect passage are ______.I know this is a cause/effect text because I found the following relationships between ideas: __________.

Define chronological order as a text structure and identify the pattern within a selected text (using signal words when applicable).

Some signal words that are in this chronological order passage are ______.I know this is a chronological order text because __________.

Define argument/support as a text structure and identify the pattern within a selected text using signal words (using signal words when applicable).

Some signal words that are in this argument/support passage are ______.The author tried to persuade the reader by presenting the following reason(s): ______________________. The author supports his/her argument(s) with the following idea(s): ______________________.

Define definition/explanation as a text structure and identify the pattern within a selected text using signal words (using signal words when applicable).

The reading selection defined the following term: ______________.The concept is expanded using the following examples, explanations, and/or restatements: _________________________.

Define question/answer as a text structure and identify the pattern within a selected text (using signal words when applicable).

The author poses the following question in the text: ___________.The information that answered the question is ____________________.

Define lists/descriptions as a text structure and identify the pattern within a selected text (using signal words when applicable).

I understand that this passage is an example of a text organized in a list/description structure because _________.

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONSynthesize prior learning to determine the text structure in a selected passage. (LA.910.3.1.1)

This passage uses a ________________________organizational pattern.

Explain why the author uses the structure. (LA.910.3.2.2)

Student should be responding in paragraph format. The author uses this structure because ___________________. The author did not select ___________structure because ____________.

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Writing Focus Embedded Benchmark(s) Vocabulary FocusLA.910.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;

LA.910.1.6.8* – The student will identify advanced word/phrase relationships and their meanings

LA.910.3.2.2 - The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant; and

Suggested Mastery WritingPossible Student Products:LA.910.3.5.1 - The student will prepare writing using technology in a format appropriate to the purpose (e.g., for display, multimedia);

LA.910.3.5.2 - The student will include such techniques as principle of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs); and

Accomplished through:LA.910.3.1.1LA.910.3.2.3LA.910.3.3.4

ResourcesGrade 9 The Language of Literature -FICTION: Annabel Lee / The Bells, Glory and Hope/I Have a Dream, Sorry Right Number (LA.910.1.6.8*),NONFICTION: A Life of Tragedy and Mystery (Author Study – Edgar Allen Poe), A Full and Varied Life (Author Study – Maya Angelou), The Voice of a Latina Writer (Author Study – Sandra Cisneros), Analyzing Text Characteristics (p. 843), Patterns of Organization (p. 1132 – 1137)Grade 10 The Language of Literature NONFICTION - Nelson Mandela, Dial Versus Digital, Patterns of Organization (p. 1134-1139)FUSIONTake 10 Reading (grade 9/LO): pages 191-223Take 10 Reading (grade 10/HIGH): pages 199-234


Test Specifications Page(s) 42-43 (Reading Application) Strand Reading Process

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http://www.floridastandards.org/Standards/PublicPreviewBenchmark1412.aspx?kw=technology




December 3- December 14 Standard 7: Reading Comprehension – The student uses a variety of strategies to comprehend grade level text.

Benchmark(s) FocusLA.910.1.7.4 - The student will identify cause-and-effect relationships in text;

Cause and effect


LA.910.1.7.4

Define cause-and-effect relationships and stated relationships.

I know __________ (this event) occurred because of ______________(this event). I recognize that this is an example of a stated cause-and-effect relationship because ____________.

Define cause-and-effect relationships and implied relationships.

I believe ________ (this event) occurred because of ________ (this event).I recognize that this is an example of an implied cause-and-effect relationship because ________________________.

List the cause and effect relationships and implied relationships using an organizational strategy or tool. (LA.910.3.1.3)Write a multi-paragraph summary identifying cause and effect relationships and implied relationships. (LA.910.3.2.2)

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Writing Focus Embedded Benchmark(s) Vocabulary FocusLA.910.3.1.3 - The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.LA.910.3.2.2 - The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant; and

LA.910.1.6.3* – The student will use context clues to determine meanings of unfamiliar words.LA.910.1.6.7 **– The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.LA.910.1.6.8*** – The student will identify advanced word/phrase relationships and their meanings.

Suggested ResourcesGrade 9/10 Informational Texts: Opposing Viewpoints Resource Center , Student Resources in Context home pageGrade 9 The Language of LiteratureFICTION: Marigolds (LA.910.1.6.7**), The Scarlet Ibis (LA.910.1.6.3*). NONFICTION: The Perfect Storm (LA.910.1.6.8***)

Grade 10 The Language of LiteratureFICTION: One Thousand Dollars (LA.910.1.6.3*)NONFICTION: Getting a Job, from I Know Why the Caged Bird Sings(LA.910.1.6.8***), Sit-Ins / Montgomery Boycott

FUSIONTake 10 Reading (grade 9/LO): pages 155-170Take 10 Reading (grade 10/HIGH) : pages 159-177

Suggested Mastery WritingThe student will revise multi-paragraph summary on cause and effect relationships and implied relationships.Accomplished through:LA.910.3.3.2 – The student will revise by creating clarity and logic by maintaining central theme, idea, or unifying point and developing meaningful relationships among ideas;LA.910.3.1.1LA.910.3.2.3LA.910.3.3.4

Related Benchmark(s)Note: When constructing cause-and-effect items using literary texts, it is preferred that situations between characters be attributed to Benchmark LA.910.2.1.5 and the content focus of character development and/or character point of view.LA.910.4.2.3

Test Specifications Page(s) 40-41 (Rdg. App.); Strand Reading Process

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http://www.sarasota.k12.fl.us/High/

http://find.galegroup.com/ovrc/start.do?prodId=OVRC&userGroupName=fl_sarhs







January 7 – January 25 Standard 7: Reading Comprehension – The student uses a variety of strategies to comprehend grade level text.

Benchmark(s) FocusLA.910.1.7.7 – The student will compare and contrast elements in multiple texts.

Compare (similarities within/across texts)

Contrast (differences within/across texts

Similarities and differences should not be assessed together.Benchmark Content Purpose Statements Language Purpose Statements

LA.910.1.7.7

Differentiate between the terms compare and contrast, and identify similarities and differences within texts.

Clarify the meaning of compare as it relates to similarities and differences of relevant details within a reading selection.

Differentiate between the terms compare and contrast, and identify similarities and differences across texts.

Clarify the meaning of compare as it relates to similarities and differences of relevant details across reading selections.

Identify similarities and differences of a text in order to draw conclusions.

The similarities/differences in the text are the following: _____________.These similarities/differences are important because ________________.

Identify similarities and differences across texts in order to draw conclusions.

The similarities/differences across the texts are the following: _________.These similarities/differences are important because ________________.

Complete an organizational chart to identify similarities and differences across chosen texts. (LA.910.3.1.3)Write a multi-paragraph draft explaining similarities and differences of chosen texts. (LA.910.3.2.2)

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Writing Focus Embedded Benchmark(s) Vocabulary FocusLA.910.3.1.3 - The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.LA.910.3.2.2 - The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant; and

LA.910.1.6.3* – The student will use context clues to determine meanings of unfamiliar words.LA.910.1.6.7** – The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

Suggested ResourcesGrade 9/10 Informational Text: Student Resources in Context , Opposing Viewpoints Resource Center, Student Resources in Context home pageGrade 9 The Language of LiteratureFICTION: Annabel Lee / The Bells, First Appendectomy / Surgeons Must Be Very Careful, Brothers are the Same / Through the Tunnel / Safe Driving (LA.910.1.6.7**)Grade 10 The Language of Literature grade 10 FICTION: Exile/ Lost Sister, Two Friends / The Pit and the Pendulum (LA.910.1.6.3*, LA.910.1.6.7**).NONFICTION: Girl Trapped in Water for 55 Hours Dies Despite Rescue AttemptsFUSIONTake 10 Reading (grade 9/LO): pages 171-190Take 10 Reading (Grade 10/HIGH): pages 179-198Grade-level appropriate texts should include elements that can be compared or contrasted and may include, but are not limited to, character, setting, descriptive language, subject, author’s purpose, author’s perspective, main idea, themes, and topics.

LA.910.1.7.6 – The student will analyze and evaluate similar themes or topics by different authors across a variety of fiction and nonfiction

Accomplished through:LA.910.3.1.1 (prewriting) - List the themes or topics as presented in a variety of fiction or nonfiction.LA.910.3.2.2 (draft) – Write a multi-paragraph summary identifying similarities or topics from assigned texts.LA.910.3.3.2 (revision) – Revise the summary.


SS. 912.C.2.2 - Evaluate the importance of political participation and civic participation

Test Specifications Page(s) 44-46 (Rdg. App.) Strand

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http://ic.galegroup.com/ic/suic/searchResults/actionWin?failOverType=&query=BS%20comparing%20and%20contrasting&prodId=SUIC&windowstate=normal&contentModules=&display-query=BS%20comparing%20%23%23and%23%23%20contrasting&mode=view&limiter=AC%20y&totalSearchR






January 28 – February 15 Standard 7: Reading Comprehension – The student uses a variety of strategies to comprehend grade level text.

Benchmark(s) FocusLA.910.1.7.2 – The student will analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning.

Author’s Purpose (within/across texts)

Author’s Perspective (within/across texts)

Author’s Bias (within and/or across texts)


Clarify the meaning of author’s purpose, author’s perspective, and author’s bias.

Some reasons an author might write are to ______________ (persuade, entertain, inform, convey a mood/tone, or express an idea).Author’s perspective means ________. Author’s bias means ___________.

Identify examples of author’s purpose, author’s perspective, and author’s bias in a reading selection(s).

I know this is an example of author’s purpose (reason[s] for creating a particular work) because ______________. (Responses should go beyond persuade, inform, and entertain).I know this is an example of author’s perspective (viewpoint that the author brings or the attitude the author has toward a subject) because ______________.I know this is an example of author’s bias (personal judgment used to sway an audience; can be favorable or unfavorable) because __________.

Create an organizational chart identifying author’s purpose, author’s perspective, and author’s bias in a reading selection(s). (LA.910.3.1.3)Use text and illustrations, graphics, and charts to develop a logical argument that demonstrates author’s purpose.

Use key vocabulary (e.g. persuade, entertain, inform, convey a mood/ tone, or express an idea) and relevant details to justify an argument.

Use text and illustrations, graphics, and charts to develop a logical argument that demonstrates author’s perspective.

Use key vocabulary (e.g. viewpoint, attitude, position, and standpoint) and relevant details to justify an argument.

Use text and illustrations, graphics, and charts to develop a logical argument that demonstrates author’s bias.

Use key vocabulary (e.g. personal judgment, sway an audience, favorable/ unfavorable, bias and prejudicial) and relevant details to justify an argument.

Synthesize relevant details to determine the main idea of a text and explain how purpose, perspective, or bias

Use key vocabulary (purpose, perspective, or bias) and relevant details to explain how they affect meaning.

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONaffects meaning and its impact on the reader.Create a multi-paragraph analysis of the persuasive techniques used by the author to create purpose, perspective, and/or bias.(LA910.3.2.3)Using previously developed multi-paragraph analysis, student revises first draft. (LA.910.3.3.3)

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Writing Focus Embedded Benchmark(s) Vocabulary FocusLA.910.3.1.3 - The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.LA.910.3.2.3 - The student will draft writing by analyzing language techniques of professional authors (e.g., figurative language, denotation, connotation) to establish a personal style, demonstrating a command of language with confidence of expression.LA.910.3.3.3 - The student will revise by creating precision and interest by elaborating ideas through supporting details (e.g., facts, statistics, expert opinions, anecdotes), a variety of sentence structures, creative language devices, and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus) to select more effective and precise language; and

LA.910.1.6.3*– The student will use context clues to determine meanings of unfamiliar wordsLA.910.1.6.7** – The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.LA.910.1.6.8*** – The student will identify advanced word/phrase relationships and their meanings

Suggested ResourcesGrade 9/10 Informational TextConstitution and Bill of Rights (World History in Context)Grade 9 The Language of LiteratureFICTION: The Open Window (LA.910.1.6.7**)NONFICTION: Black Boy (LA.910.1.6.3*), The House on Mango Street, Into Thin Air(LA.910.1.6.3*), Full Circle / Who Killed my Daughter? (LA.910.1.6.8***)

Grade 10 The Language of LiteratureFICTION: The Flood (LA.910.1.6.3*), Fifth Grade Autobiography, The Study of History (LA.910.1.6.3*, LA.910.1.6.7**), Remembered, On the Rainy River (LA.910.1.6.3*), Ghost of a Chance, The Artilleryman’s Vision, NONFICTION: A Celebration of Grandfathers (LA.910.1.6.7**), The Teacher Who Changed My Life (LA.910.1.6.3*, LA.910.1.6.7**)

FUSIONTake 10 Reading (Grade 9/LO): pages 5-36Take 10 Reading (Grade 10/HIGH): pages 5-37

Suggested Mastery WritingUsing previous student generated writing; students take an opposing view of the topic in a multi-paragraph essay.LA.910.4.3.1 – The student will write essays that state a position or claim, present detailed evidence, examples, and reasoning to support effective arguments and emotional appeals, and acknowledge and refute opposing arguments.LA.910.4.3.2 - The student will include persuasive techniques.Accomplished through:LA.910.3.1.1 (prewriting)LA.910.3.2.2 (draft)LA.910.3.3.2 (revision)

Related Benchmark(s)SS.912.C.2.6 Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights.

Test Specifications Page(s) 33-35 (Rdg. App.); Reporting Category Reading Process

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February 19 – March 8 Standard 2: Research Process – The student uses a systematic process for the collection, processing, and presentation of information.

Benchmark(s) FocusLA.910.6.2.2 – The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly using standardized citations.

Synthesize Information (within/across texts)

Analyze and Evaluate Information (within/across texts)

Determine the Validity and Reliability of Information (within/across texts)Benchmark Content Purpose Statements Language Purpose StatementsLA.910.6.2.2

Identify and define primary and secondary sources. (LA910.3.1.1)

Use the terms primary and secondary to describe sources.

Define and explain reliability (i.e. dependability) and validity (i.e. correctness or soundness). (LA910.3.1.1)

Use the terms reliability and validity to discuss informational sources.

Analyze information (examine parts to see how they work together) from a single source. (LA910.3.1.1)

The author uses a _______________organizational pattern and I can tell because _____________. The main idea is _________ and some supporting details are __________. Based on the sentence(s) _________, some inferences I can make are ____________.

Analyze and list information from multiple sources. (LA910.3.1.1)

Use terms including but not limited to subject, topic, main idea, argument, supporting facts, validity, reliability, and inference to analyze information from multiple sources.

Evaluate and take notes regarding the validity and reliability of information from a single source. (LA910.3.1.1)

The words/phrases/sentences of the text that best support the writer’s idea(s) are __________ because _______. The words/phrases/sentences of the text that are least effective are ________ because _________. The most persuasive argument in the whole text is _______ because ________. I can tell the author’s position is biased because ____.

Evaluate and discuss the validity and reliability of information from multiple sources. (LA910.3.1.1)

Use the terms reliability, validity, dependability, correctness, soundness, effectiveness and/or bias to evaluate information from multiple sources.

Organize information from multiple sources by topics or categories. (LA910.3.1.1)

Use terms including but not limited to subject, topic,, main idea, argument, supporting facts, similarities, differences, pro, con, relevancy, relate, and correspond to organize information from multiple sources.

Organize and compare information from multiple The information in this article is similar to/different from the information

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONsources. (LA910.3.1.1) in the other article because ________________________.

Overall, the articles are similar/different in the following ways: ________.Synthesize information (identify relationships among two or more ideas) from multiple sources in draft format. (LA910.3.2.1)

The information in this text/graphic supports/refutes the information in the other text/graphic by _______________________.The information in this text/graphic is presented differently from the information in the other text/graphic in the following ways: __________.

Synthesize and evaluate information from multiple sources in draft format.(LA910.3.2.1)

Use terms including but not limited to subject, topic, main idea, argument, supporting facts, similarities, differences, pro, con, relate, and correspond to synthesize information from multiple sources.

Draw conclusions from multiple sources in draft format. (LA.910.3.2.1)

A conclusion I can draw by combining information from both texts/graphics is the following: ________________________.

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Writing Focus Embedded Benchmark(s) Vocabulary FocusLA.910.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;LA910.3.2.1 - The student will draft writing by developing ideas from the prewriting plan using primary and secondary sources appropriate to the purpose and audience;

LA.910.1.6.3* - The student will use context clues to determine meanings of unfamiliar words;LA.910.1.6.7** – The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.LA.910.1.6.8*** – The student will identify advanced word/phrase relationships and their meaningsLA.910.1.6.9**** – The student will determine the correct meaning of words with multiple meanings in context.

Suggested Mastery Writing ResourcesLA.910.6.2.1 - The student will select a topic and develop a comprehensive flexible search plan, and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources.LA.910.6.2.3 – The student will write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideasAccomplished through:LA.910.3.1.1 (prewriting)LA.910.3.2.2 (draft)LA.910.3.3.2 (revision)Student Production should include:LA.910.3.5.1 - The student will prepare writing using technology in a format appropriate to the purpose (e.g., for display, multimedia); LA.910.3.5.2 - The student will include such techniques as principle of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs); and

Grade 9/10 Informational Text: Opposing Viewpoints Resource Center , Student Resources in Context home pageGrade 9 The Language of Literature –FICTION and NONFICTION: Marine Corps Issue / Vietnam Breeding Ground for Post-Traumatic Stress Disorder (LA.910.1.6.8***)Grade 10 The Language of Literature grade 10-FICTION: Everyday Use (LA.910.1.6.3*, LA.910.1.6.7**)NONFICTION: In Search of our Mother’s Garden (LA.910.1.6.3*)FUSIONTake 10 Reading (grade 9/LO): Pages 261 – 319Take 10 Reading (grade 10/HIGH): Pages 271-333

Related Benchmark(s)Note: For differentiating between Benchmark LA.910.1.7.7 and Benchmark LA.910.6.2.2, items that require students to compare or contrast specific details within the text should be aligned with Benchmark LA.910.1.7.7. Items that require students to synthesize similarities or differences and to draw conclusions from those similarities or differences within or across text(s) should be aligned with Benchmark LA.910.6.2.2.LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONSS.912.C.12 Explain the changing roles of television, radio, press, and Internet in political communication.SS.912.C.13 Analyze various forms of political communication and evaluate bias, factual accuracy, omission, and emotional appeal

Test Specifications Page(s) 60-63 ( Inf.Text/Research Process)

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March 18 – April 5Standard: Fiction- The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

Benchmark(s) Focus

LA.910.2.1.7 - The student will analyze, interpret, and evaluate an author's use of descriptive language (e.g., tone, irony, mood, imagery, pun, alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor, personification, hyperbole), common idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts; Common idioms should not be assessed.

Descriptive Language (e.g., tone, irony, mood, imagery, alliteration, onomatopoeia, allusion, satire)

Figurative Language (e.g., symbolism, simile, metaphor, personification, hyperbole, pun).


LA.910.2.1.7

Define the terms literary device, descriptive language, and figurative language.

Use the terms literary device, descriptive language, and figurative language in discussion/written response.

Define and identify examples of the terms simile, metaphor, personification, and hyperbole.

Use the terms simile, metaphor, personification, and hyperbole to identify examples in a literary text.

Define imagery, pun, and allusion. Use the terms imagery, pun, and allusion to identify examples in a literary text.

Apply knowledge of the literary terms (simile, metaphor, personification, symbolism and hyperbole; imagery, pun and allusion) to interpret a literary work. (LA.910.3.1.1)

Use the literary terms (simile, metaphor, personification, symbolism, and hyperbole; and imagery, pun, and allusion) to interpret a literary work.

Apply knowledge of the literary terms (simile, metaphor, personification, symbolism, and hyperbole; and imagery, pun, and allusion) to evaluate a literary work. (LA.910.3.1.1)

Evaluate the effectiveness of the literary devices the author uses (simile, metaphor, personification, symbolism, and hyperbole; and imagery, pun and allusion) to form opinion.

Define the terms satire and irony (verbal/dramatic/situational) including exaggeration, sarcasm, and understatement.

Use the terms satire and irony (verbal/dramatic/situational) including exaggeration, sarcasm, and understatement to identify examples in a literary text.

Define the terms tone and mood. Use the terms tone and mood to identify examples in a literary text.

Define onomatopoeia and alliteration. Use the terms onomatopoeia and alliteration to identify examples in a 32


Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONliterary text.

Apply knowledge of applicable literary terms (satire and irony [verbal/dramatic/situational] including exaggeration, sarcasm, and understatement; tone and mood; and onomatopoeia and alliteration) to interpret a literary work. (LA.910.3.1.1)

Use the literary terms (satire and irony [verbal/dramatic/situational] including exaggeration, sarcasm, and understatement; tone and mood; and onomatopoeia and alliteration) to interpret a literary work.

Apply knowledge of applicable literary terms (satire and irony [verbal/dramatic/situational] including exaggeration, sarcasm, and understatement; tone and mood; and onomatopoeia and alliteration) to evaluate a literary work. (LA.910.3.1.1)

Evaluate the effectiveness of the literary devices the author uses (satire and irony [verbal/dramatic/situational] including exaggeration, sarcasm, and understatement; tone and mood; and onomatopoeia and alliteration) to form opinions.

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LA.910.1.6.3* – The student will use context clues to determine meanings of unfamiliar wordsLA.910.1.6.7** – The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.LA.910.1.6.8*** – The student will identify advanced word/phrase relationships and their meaningsSuggested Mastery Writing

LA.910.4.1.2 - The student will incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot, and appropriate format.

Accomplished through:LA.910.3.1.1 (prewriting)LA.910.3.2.2 (draft)LA.910.3.3.2 (revision)

Student Production should include:LA.910.3.5.3 - The student will sharing with others, or submitting for publication.

ResourcesGrade 9 The Language of LiteratureFICTION: The Most Dangerous Game (LA.910.1.6.3*), The Road Not Taken, To Build a Fire (LA.910.1.6.7**), A Christmas Memory (LA.910.1.6.8***), The Odyssey (LA.910.1.6.8***)

Grade 10 The Language of LiteratureFICTION: A White Heron (LA.910.1.6.3*), Fifth Grade Autobiography.NONFICTION : The Mouse that Roared, from Travels with Charley


Test Specifications Page(s) 52-53 (Lit. Analysis); Strand Literary Analysis

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April 8 – April 26Post-FCAT focus on incorporating information into multi-paragraph responses.

Standard 2: Research Process – The student uses a systematic process for the collection, processing, and presentation of information.

Benchmark(s) FocusLA.910.6.2.2 – The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly using standardized citations.

Synthesize Information (within/across texts)

Analyze and Evaluate Information (within/across texts)

Determine the Validity and Reliability of Information (within/across texts)Benchmark Content Purpose Statements Language Purpose StatementsLA.910.6.2.2

Identify and define primary and secondary sources. (LA910.3.1.1)

Use the terms primary and secondary to describe sources.

Define and explain reliability (i.e. dependability) and validity (i.e. correctness or soundness). (LA910.3.1.1)

Use the terms reliability and validity to discuss informational sources.

Analyze information (examine parts to see how they work together) from a single source. (LA910.3.1.1)

The author uses a _______________organizational pattern and I can tell because _____________. The main idea is _________ and some supporting details are __________. Based on the sentence(s) _________, some inferences I can make are ____________.

Analyze and list information from multiple sources. (LA910.3.1.1)

Use terms including but not limited to subject, topic, main idea, argument, supporting facts, validity, reliability, and inference to analyze information from multiple sources.

Evaluate and take notes regarding the validity and reliability of information from a single source. (LA910.3.1.1)

The words/phrases/sentences of the text that best support the writer’s idea(s) are __________ because _______. The words/phrases/sentences of the text that are least effective are ________ because _________. The most persuasive argument in the whole text is _______ because ________. I can tell the author’s position is biased because ____.

Evaluate and discuss the validity and reliability of information from multiple sources. (LA910.3.1.1)

Use the terms reliability, validity, dependability, correctness, soundness, effectiveness and/or bias to evaluate information from multiple sources.

Organize information from multiple sources by topics or categories. (LA910.3.1.1)

Use terms including but not limited to subject, topic,, main idea, argument, supporting facts, similarities, differences, pro, con, relevancy,

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONrelate, and correspond to organize information from multiple sources.

Organize and compare information from multiple sources. (LA910.3.1.1)

The information in this article is similar to/different from the information in the other article because ________________________.Overall, the articles are similar/different in the following ways: ________.

Synthesize information (identify relationships among two or more ideas) from multiple sources in draft format. (LA910.3.2.1)

The information in this text/graphic supports/refutes the information in the other text/graphic by _______________________.The information in this text/graphic is presented differently from the information in the other text/graphic in the following ways: __________.

Synthesize and evaluate information from multiple sources in draft format.(LA910.3.2.1)

Use terms including but not limited to subject, topic, main idea, argument, supporting facts, similarities, differences, pro, con, relate, and correspond to synthesize information from multiple sources.

Draw conclusions from multiple sources in draft format. (LA.910.3.2.1)

A conclusion I can draw by combining information from both texts/graphics is the following: ________________________.

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Writing Focus Embedded Benchmark(s) Vocabulary FocusLA.910.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;LA910.3.2.1 - The student will draft writing by developing ideas from the prewriting plan using primary and secondary sources appropriate to the purpose and audience;

LA.910.1.6.3* - The student will use context clues to determine meanings of unfamiliar words;LA.910.1.6.7** – The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.LA.910.1.6.8*** – The student will identify advanced word/phrase relationships and their meaningsLA.910.1.6.9**** – The student will determine the correct meaning of words with multiple meanings in context.

Suggested Mastery WritingLA.910.6.2.1 - The student will select a topic and develop a comprehensive flexible search plan, and analyze and apply evaluative criteria (e.g., objectivity, freedom from bias, topic format) to assess appropriateness of resources.LA.910.6.2.3 – The student will write an informational report that integrates information and makes distinctions between the relative value and significance of specific data, facts, and ideasAccomplished through:LA.910.3.1.1 (prewriting)LA.910.3.2.2 (draft)LA.910.3.3.2 (revision)Student Production should include:LA.910.3.5.1 - The student will prepare writing using technology in a

ResourcesGrade 9/10 Informational Text: Opposing Viewpoints Resource Center Grade 9 The Language of Literature –FICTION and NONFICTION: Marine Corps Issue / Vietnam Breeding Ground for Post-Traumatic Stress Disorder (LA.910.1.6.8***)Grade 10 The Language of Literature grade 10-FICTION: Everyday Use (LA.910.1.6.3*, LA.910.1.6.7**)NONFICTION: In Search of our Mother’s Garden (LA.910.1.6.3*)FUSIONTake 10 Reading (grade 9/LO) - p. 261 - 319


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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSIONformat appropriate to the purpose (e.g., for display, multimedia); LA.910.3.5.2 - The student will include such techniques as principle of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs); and

Note: For differentiating between Benchmark LA.910.1.7.7 and Benchmark LA.910.6.2.2, items that require students to compare or contrast specific details within the text should be aligned with Benchmark LA.910.1.7.7. Items that require students to synthesize similarities or differences and to draw conclusions from those similarities or differences within or across text(s) should be aligned with Benchmark LA.910.6.2.2.LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.SS.912.C.12 Explain the changing roles of television, radio, press, and Internet in political communication.

Test Specifications Page(s) 60-63 ( Inf.Text/Research Process)

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April 29 - May 17Post FCAT –advanced grade-level text should be introduced

Standard: Fiction- The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

Tested Benchmark(s) FocusLA.910.2.1.5 - The student will analyze and develop an interpretation of a literary work by describing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot), and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery); Figurative language should not be assessed in this benchmark but should be assessed in Benchmark LA.910.2.1.7.

Plot Development (foreshadowing, flashback, theme, and setting)

Character Development (e.g. protagonist, antagonist)

Character Point of View Setting Theme Conflict (internal and external) Resolution


LA.910.2.1.5

Review the terms text, literary work, genre, excerpt, and literary element.

Explain and apply the meaning of the terms text, literary work, genre, excerpt, and literary element in writing and conversation with a partner.

Review the definition and explain setting and identify the elements of setting and how they can function in a text.

Use the list of words below to guide your thinking and to explain setting. Definition: Time and place of the action in a story, play, or poem. Elements of Setting: Geographic location; historical period (past, present, or future); season of the year; time of day; beliefs, customs, and standards of a society. Function of Setting: Provide atmosphere, create conflict, or reveal

List and define the elements of plot. Use the terms setting, exposition, conflict, rising action, climax, falling action, denouement, and resolution in writing tasks.

Define protagonist/antagonist and their role in a literary work.

In a literary work, the protagonist is _____while the antagonist is ___.

List and explain the types of conflict. Use the terms internal conflict (man v. himself) and external conflict (man v. man, man v. nature, man v. society) to share your thinking with others.

Identify and list the elements of setting and the elements of plot in a literary work. (LA9103.1.1)

Use the terms setting, exposition, conflict, rising action, climax, falling action, denouement, and resolution to discuss a literary work.

Use the list of the elements of setting and plot to write a paragraph summary of the literary work.

In a paragraph, summarize the setting and plot of a chosen literary work.

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Grade: 9 and 10 2012-2013 Instructional Focus CalendarSubjects: English I and 2 (Honors) and FUSION(LA.910.3.2.1)Define and explain point of view. Use the terms first-person point of view, third-person point of view

(limited), and third-person point of view (omniscient) to clarify the differences between types of points of view.

Define characterization/character development and review protagonist/antagonist.

Use the terms direct characterization (the narrator’s direct comments about a character) and indirect characterization (physical appearance, speech, thoughts, feelings, and/or actions OR the speech, thoughts, feelings, and/or actions of other characters used to develop a character) in discussion.

Define character point of view. Use the terms character point of view, viewpoint, and voice of a character to explain a character’s thoughts, feelings, beliefs, motives, and/or actions.

Apply point of view, characterization/character development, and character point of view to a literary work(s).

Use terms first-person point of view, third-person point of view (limited), and/or third-person point of view (omniscient); direct characterization (the narrator’s direct comments about a character) and indirect characterization (physical appearance, speech, thoughts, feelings, and/or actions OR the speech, thoughts, feelings, and/or actions of other characters in order to develop a character); and character point of view, viewpoint, and voice of a character to discuss a literary work.

Use an organizational strategy or tool to identify point of view, characterization/character development, and character point of view of a literary work. (LA.910.3.1.3)Define theme (both directly stated and implied). Use the phrases underlying message, author’s view of the world, and/or

original revelation about life to discuss the theme(s) of commonly known literary work(s).

Locate and list words, phrases, and/or sentences in a literary work that develop the author’s directly-stated theme(s). (LA.910.3.1.1)

Identify words, phrases, and/or sentences that develop the author’s directly-stated theme(s) in a literary work.

Locate and list words, phrases, sentences, and/or other evidence in a literary work that develops the author’s implied theme(s). (LA.910.3.1.1)

Identify words, phrases, sentences, and/or other evidence that develops the author’s implied theme(s) in a literary work.

Write a paragraph identifying the author’s theme in a chosen literary work. (LA.910.3.2.1)

Identify author’s theme in a written paragraph that includes support.

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LA.910.2.1.5

Understand how each literary element contributes to the overall meaning of a literary work.

Use applicable literary elements to discuss a literary work.

Apply literary elements to develop an individual interpretation of a literary work.

Use applicable literary elements to develop an individual interpretation of a literary work.

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LA.910.1.6.3 *– The student will use context clues to determine meanings of unfamiliar wordsLA.910.1.6.7** – The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.LA.910.1.6.8*** – The student will identify advanced word/phrase relationships and their meaningsLA.910.3.1.3 - The student will prewrite by using organizational

strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.

Suggested Resources

LA.910.3.2.1 - The student will draft writing by developing ideas from the prewriting plan using primary and secondary sources appropriate to the purpose and audience;

Grade 9 - The Language of LiteratureThe Necklace (LA.910.1.6.3*), The Most Dangerous Game, The Sniper (LA.910.1.6.8***), Romeo and Juliet

Grade 10 - The Language of Literature Sweet Potato Pie (LA.910.1.6.3*), The Son from America (LA.910.1.6.3*and/or LA.910.1.6.7**), Love Without Love / The Taxi, The Prisoner Who Wore Glasses (LA.910.1.6.3*, LA.910.1.6.7**), The Californian’s Tale(LA.910.1.6.3*, LA.910.1.6.7**), A Sound of Thunder (LA.910.1.6.3*), There Will Come Soft Rains

FUSION

Suggested Mastery WritingThe student will create a complex response to the reading of a literary work, describing and analyzing an authors use of literary elements (e.g., theme, point of view, characterization, setting, plot) (LA.910.2.1.6)


Test Specifications Page(s) 48-51 (Lit. Analysis) Strand Literary Analysis

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Documents

danakollman.wikispaces.comdanakollman.wikispaces.com/file/view/2012-2013+GRAD… · Web view2012-2013 Instructional Focus Calendar. The Sarasota County Schools Instructional Focus