Documente Academic
Documente Profesional
Documente Cultură
20162017
20162017
meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.
20162017
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the
demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should
consistently access:
20162017
Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent
college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures)
using the resources in this collection.
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary
contained within the text.
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their
qualitative and reader/task measures text complexity analysis.
Teachers can use this resource to learn about how to sequence texts into expert packs to build student knowledge of
the world.
20162017
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
Consult your Pearson Literature Teachers Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over
time.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall
meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
Examine the other standards and skills you will need to addresswriting, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated
activities for teacher-led small group instruction and literacy stations.
Quarter 1 At-a-Glance
20162017
Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 1, students will learn from three modules and a culminating miniresearch project. Week 2 through Week 8 comprises two units and two writing workshops on the topic of environmental issues. Please review the following At-a-Glance table to become more
familiar with the instructional plan for Quarter 1.
English I, Quarter 1
Week 1
Texts
Recommendations
Instruction will routinely focus on close reading, annotation, modes of writing, critical thinking, Accountable Talk, and
POW+TIDE. Use the starter texts on the left to model your expectations for students.
Literature
New Directions by Maya Angelou
My English by Julia Alvarez pg. 114
Sojourner Truth, Aint I a Woman
Homework Outside reading complete questions, vocabulary and talk about narrative writing
(Grammar Lessons) Nouns, pronouns,
Pg.122 Literature Book practice A and Practice B (Pronouns)
Pg. 150 Literature Book practice A and Practice B (Relative Pronouns)
(Students will write a narrative essay about an experience they have had in their lives and how it has affected them)
Honors I Know Why the Caged Bird Sings Literary Response----One Week to read book
Standard The Autobiography of Miss Jane Pittman
Week 2
And
Ian Sample, Amazons Doomed Species Set to Pay
Deforestations Extinction Price
At the beginning of week 2, distribute The Sumatran Rainforest.... text, with prompt (these texts have been provided to your
school). Ask each class to read the text and respond to the prompt. This is your first data point to score what your students
know and are able to do. This will be helpful as you plan for the Instructional Design (GRRM).
For the remainder of week two and three, plan for students to read both texts. Follow the recommendations in the
Curriculum Map. The topic is environmental issues, and the central idea is the negative consequences resulting from the
loss of forests.
Sentence Structure, Fragments, run-ons,
Week 3
Week 4
Writing Workshop
Task: After reading the two texts about deforestation, students will write an essay that argues which of these two texts more
effectively describes the consequences of deforestation, based on the reasoning and evidence in the texts, including an
explanation of the specific claims of both texts and citing strong and thorough evidence from both texts to support their
argument. Follow the conventions of standard written English. [RI.2] [R.I.6]
Week 5
Reading Literature
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The Interlopers
Week 6
The Necklace
Week 7
Week 8
Writing Workshop
Task: After reading the texts for this unit, write an essay in which you analyze the development of the theme/central ideas
from literary fiction and nonfiction selections. Analyze the authors perspective on the topic and discuss specific details that
contribute to the development of theme/central idea. Cite evidence from the texts used to support your argument. Follow
the conventions of standard written English. [RL.9.2; RI 9.2]
Week 9
Mini-Research Project
Environmental Issues
In the second module, weeks 2-3, students will be introduced to the concept of environmental issues. To build their background knowledge, they will read tow informational texts: The Sumatran
Rainforest Will Mostly Disappear Within 20 Years by John Vidal and Amazons Doomed Species Set to Pay Deforestations Extinction Debt by Ian Sample. Alongside a close reading of passages
from these texts, students will also practice their ability to pinpoint the central ideas and analyze in detail its development over the course of the text. It is recommended students provide an objective
summary of the text. Students will also determine an authors point of view or purpose in a text and will analyze how rhetoric is used to advance the authors purpose. Examples of text dependent
questions are also provided. Additional resources are listed to further support students with critical thinking and the mode of argument writing.
For module three, weeks 5-7, students will look at literary and informational texts while still exploring the topic of environmental issues. Students will be able to continue to reinforce their mastery
levels in identifying themes, central ideas, how conflict is established, and the comparing of points-of-view. Examples of text dependent questions are also provided. It is recommended teachers
model a think aloud for one of the news articles for week 7. The teacher picks out passages that lead to the readers understanding of central idea. The teacher models how details are developed
over the course of the text and segues into summary strategies for the Newsela article. After the teacher models the first text, students are asked to select from the list of news articles listed. In this
way, students could be grouped by text interest instead of ability or mastery levels. The Literature Circle reading strategy (Daniels) could be helpful for students working in peer groups.
To further embrace the focus topic of environmental issues, students will engage in a mini research report on global changes of the climate and/or environment. Time is built in for students to
prepare for Accountable Talk before they begin their discussion. The purpose of that is to make sure every student is ready to contribute to the conversation. After the Accountable Talk experience
on the topic of environmental issues, students will write their finding using a suitable research format.
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Evidence Statements
Content
WEEK 1
Module 1 Getting Started
Text: Aint I a Woman? by Sojourner Truth (960L)
Text: Still I Rise by Maya Angelou (NP)
Performance Task: Read, Aint I a Woman? by Sojourner Truth and Still I Rise, by Maya Angelou. Both of these texts use rhetoric to advance point of view or purpose. Write an
essay that compares and contrasts the authors purposes and how their purposes are conveyed in the two texts. Be sure to cite evidence from both texts to support your analysis.
Follow the conventions of standard written English. (RI 9. 6, 9.1,9.10; W 9.2)
Building
Knowledge
through Contentrich Nonfiction
Standards
RI 9.1. Cite strong and thorough textual
Evidence Statements
Provides strong and thorough textual evidence
Selections
Text: Aint I a Woman?, by Sojourner Truth
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And
Reading Complex
Texts
Evidence Statements
to support analysis of what the text says
explicitly RI.1
Provides strong and thorough textual evidence
to support analysis of what the text says
explicitly and/or inferences drawn from the
text. RI.1
Provides a central idea of a text. RI.2
Provides an analysis of how a central idea is
developed over the course of a text. RI.2
Provides an objective summary of a text. RI.2
Provides an analysis of how an authors
choices are developed and refined RI.5
Provides an analysis of a particular point of
view showing how the author uses rhetoric
RI.6
Demonstrates grade 9 comprehension of
literary and informational texts. RI.9.10
Content
Text: Still I Rise, by Maya Angelou
Angelou Text:
Still I Rise
https://www.poets.org/poetsorg/poem/still-i-rise
Anticipation:
Ask students to share their own reading experiences. Guide
students to examine the ways in which reading has
influenced or changed their outlook on various life situations.
Read:
Read the poem by Maya Angelou. As you read ask students
to note the main idea and supporting details. Ask students to
write a response to the question:
1. Is this poem Maya Angelous way of telling her own story
in the form of a poem?
Or,
2. Did Maya Angelou create a voice for all people with this
poem?
Close Read:
Aint I a Woman?, by Sojourner Truth
Introduce, Aint I a Woman, by Sojourner Truth
Sojourner Truth Text : Aint I a Woman
http://schools.nyc.gov/NR/rdonlyres/E151FA9D-6017-4556981FShelby County Schools
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Evidence Statements
Content
CD076D731A72/0/SecondaryTextGuideAnswerKeyAintWom
an.pdf
Hearing a complex text read slowly, fluently, and without
interruption or explanation promotes fluency for students:
They are hearing a strong reader read the text aloud with
accuracy and expression and are simultaneously looking at
and thinking about the words on the printed page. Be sure to
set clear expectations that students read along silently in
their heads as you read the text aloud.
1. The first time the student reads along, the student is
reading for comprehension.
What is the speech about?
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Evidence Statements
Content
For additional Resources:
Elements of Fiction and Nonfiction (pg. 4)
www.pearson.com
Literary Analysis (pg. 84)
www.pearson.com
Theme or Central Idea
www.pearson.com
Accountable Talk
http://ifl.pitt.edu/index.php/educator_resources/accounta
ble_talk
Regular Practice
with Complex Text
and Its Academic
Language
Language Vocabulary
Evidence Statements
Tier 2 Vocabulary
Racket
Fix
Ditch
Provides a statement demonstrating general
and domain-specific words and phrases L.6
Puddle
Gather
Demonstrates gathering vocabulary knowledge Lash
of important words and phrases independently Grief
L6
Intellect
Measure
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Writing to Texts
Evidence Statements
Content
Tier 3 Vocabulary
Review the word list below. Some students
may need to additional work with foundational
skills and understanding of:
Evidence
Cite
Analysis
Inference
Central Idea
Summary
Objective Summary
Claims
Point of View
Authors Purpose
Rhetoric
Essay
Compare
Contrast
Organization
Close Read
Annotate
Oblige
Bear
Grief
Kilter
Sojourner
Writing
Writing
Writing Fundamentals
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TN DOE Standards
Evidence Statements
Content
-
Routine Writing:
Write a summary of Aint I a woman
Routine Writing:
What parts of the speech seem designed to motivate or
excite the crowd? How do you know?
Analysis Writing:
When Truth uses language like, racket, out of kilter, and
in a fix, what impression do we get of her personality?
Character?
Analysis Writing:
What is the effect of repeated lines?
Other resources to consider for 9th grade writers:
POW / POW-TIDE
P- Pull apart the prompt
O- Organize notes
W-Write
+
T-Topic
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Evidence Statements
Content
I- Ideas
D- Details
E- End
http://kc.vanderbilt.edu/projectwrite/resources-srsd.html
Reading, Writing
and Speaking
Grounded in
Evidence from
Text, Both Literary
and Informational
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d. 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.
SL.9-10.3. Evaluate a speakers point of view,
reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or
exaggerated or distorted evidence.
Evidence Statements
Content
Resources for Annotation
http://www.teachingthecore.com/purposeful-annotationclose-reading/
http://www.elacommoncorelessonplans.com/literaturereading-standards/teaching-literary-annotations.html
Speaking and Listening
Oral presentations
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TN DOE Standards
Evidence Statements
Content
alk
WEEKS 2-3
Topic: Environmental Issues
Module 2 Deforestation
Text 1: The Sumatran Rainforest Will Mostly Disappear Within 20 Years by John Vidal (1440L)
Text 2: Amazons Doomed Species Set to Pay Deforestations Extinction Price by Ian Sample (1590L)
Performance Task: Read The Sumatran Rainforest Will Mostly Disappear Within 20 Years by John Vidal and Amazons Doomed Species Set to Pay Deforestations Extinction
Debt by Ian Sample, two articles about deforestation, then write an essay that argues which of these two texts more effectively describes the consequences of deforestation, based on
the reasoning and evidence in the texts. Include an explanation of the specific claims of both texts and cite strong and thorough evidence from both texts to support your argument.
Follow the conventions of standard written English. [R.I.2] [R.I.6]
Building
Knowledge
through Contentrich Nonfiction
and
Reading Complex
Texts
Tennessee Standards
Evidence Statements
RI.9.1 Cite strong and thorough textual Provides strong and thorough textual evidence to
evidence to support analysis of what the text support analysis of what the text says explicitly
says explicitly as well as inferences drawn and/or inferences drawn from the text. 9.1
from the text, including determining where the
text leaves matters uncertain.
Provides a statement of central idea(s) of a text. 9.2
RI.9.2 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
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TN DOE Standards
RI.9 5: Analyze in detail how an authors ideas
or claims are developed and refined by
particular sentences, paragraphs, or larger
portions of a text (e.g., a section or chapter).
RI .9 6: Determine an authors point of view or
purpose in a text and analyze how an author
uses rhetoric to advance that point of view or
purpose.
RI 7: Analyze various accounts of a subject
told in different mediums (e.g., a persons life
story in both print and multimedia),
determining which details are emphasized in
each account.
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.
Evidence Statements
Provides an analysis of how the author unfolds an
analysis or series of ideas or events, including how
they are introduced and developed. 9.3
Content
After students have completed the cold read and write,
introduce the unit by showing a video or pictures to
build student knowledge and interest in the topic.
Teacher Actions (I do)
1. Connect to Prior Knowledge: Explore what
students already know about the topic.
2. Model Annotation strategies
3. Model how to complete SOAPSTone and POW+
TIDE analyses
4. Model the how to of an Analytic Summary
Note that the analytic summary is intended to give the
student the opportunity to identify the speakers
purpose for the given speech and how that purpose is
conveyed through the use of rhetoric.
Student Actions (we do, they do)
Overview:
Students answer text dependent questions. Encourage
students to answer the following questions for each
practice text.
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Quarter 1
TN DOE Standards
Evidence Statements
Provides an assessment of whether the evidence is
relevant and sufficient to support the claims. 9.8
Provides identification of false statements and
fallacious reasoning. 9.8
Content
meaning (in relationship to the claim)? (Vocabulary
and Text Structure)
3. What is the authors purpose? What evidence do
you have of this? (Authors Purpose)
4. How does the authors tone help communicate the
authors purpose? (Authors Purpose)
5. How are rhetorical devices (ethos, pathos, logos,
repetition, irony, etc.) used to present and support
the claim? (Vocabulary and text structure)
Pre-writing/Charts
Students prepare to write by completing a what, how,
and why analysis. What is the claim? How does the
author develop the claim (using rhetoric)? Why does the
author choose to communicate the claim in this way?
Week 3
Text: Amazons Doomed Species Set to Pay
Deforestations Extinction Price by Ian Sample
Teacher Actions
1. Bridge: Make connections between text
selections
2. Model Annotation strategies
3. Model how to complete SOAPSTone and
POW TIDE analyses
4. Model the how to of an Analytic Summary
Note that the analytic summary is intended to give the
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Evidence Statements
Content
student the opportunity to identify the speakers
purpose for the given speech and how that purpose is
conveyed through the use of rhetoric.
Student Actions (we do, they do)
Overview: Students answer generic text dependent
questions. Encourage students to answer these
questions for each practice text.
Examples of Text Dependent Questions:
1. What is the claim and what textual evidence is
cited about the claim? (Key Details/Authors
Purpose)
2. How is the text structured to show explicit
meaning (in relationship to the claim)? (Vocabulary
and Text Structure)
3. What is the authors purpose? What evidence do
you have of this? (Authors Purpose)
4. How does the authors tone help communicate the
authors purpose? (Authors Purpose)
5. How are rhetorical devices (ethos, pathos, logos,
repetition, irony, etc.) used to present and support
the claim? (Vocabulary and text structure)
Pre-writing/Charts
Students prepare to write by completing a what, how,
and why analysis. What is the claim? How does the
author develop the claim (using rhetoric)? Why does the
author choose to communicate the claim in this way?
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Evidence Statements
Content
Synthesizing Information
Once students have analyzed each text, encourage
students to discuss and consider which one is more
effective at describing the effects of deforestation.
Begin by exploring what makes a good argument.
For additional support with argument, go to Purdue Owl,
modes of discourse.
https://owl.english.purdue.edu/owl/resource/685/05/
The University of North Carolina Chapel Hill, know that
teachers are looking for two things: Proof that students
understand the material, AND a demonstration of their
ability to use or apply the material in ways that go
beyond what they have read. See the argument
handout at http://writingcenter.unc.edu/handouts/argument/
For Argument Talk Protocol, see
http://readingandwritingproject.com/public/themes/rwpro
ject/resources/Content
%20Support/writing/Arugment_Talk_Protocol.pdf
George Hillocks Jr., along with Heinemann, has several
books in print about his research in teaching argument
for critical thinking and writing. For a free pdf. file on
the basics of argument, go to https://www.heinemann.com/shared/onlineresources/E0
1396/introAndChapter1.pdf
For students who already know the difference between
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Evidence Statements
Content
the act of reading to extract information and the act of
reading critically, Critical Reading of an Essays
Argument can be found
https://web.cn.edu/kwheeler/reading_basic.html
Regular Practice
with Complex Text
and Its Academic
Language
Tier 3 Vocabulary
Review the word list below. Some students may
need to additional work with foundational skills and
understanding of:
Summary
Anticipate
Background
Bias
Distortion
Individual
Insight
Interpretation
Manipulate
Perspective
Thesis
Expository
Narrative
Argument
Persuasive
Ethos
Review of:
Writing skills
Vocabulary
Quote incorporation
Organization
Tier 2 Vocabulary
Text 1:
Vast
Dissected
Distraught
Fragmented
Corruption
Legacy
Text 2:
Casualty
Habitat
Halted
Optimistic
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understand how language functions in different
contexts, to make effective choices for
meaning or style, and to comprehend more
fully when reading or listening.
Evidence Statements
Pathos
Logos
Claim
Counterclaim
Content
Extinction
Vital
Writing to Texts
CCR Writing
CCR Writing
Writing Fundamentals
Cite strong and thorough textual evidence
Development of Ideas:
The student response addresses the prompt and
provides effective and comprehensive development
of the claim, topic and/or narrative elements4 by
using clear and convincing reasoning, details, textbased evidence, and/or description; the
development is consistently appropriate to the task,
purpose, and audience.
Argumentative Rubric
Narrative Rubric
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Reading, Writing
and Speaking
Grounded in
Evidence from
Text, Both Literary
Evidence Statements
Content
Organization:
The student response demonstrates purposeful
coherence, clarity, and cohesion5 and includes a
strong introduction, conclusion, and a logical, wellexecuted progression of ideas, making it easy to
follow the writers progression of ideas.
Informational Rubric
(Find all writing rubrics on the TN DOE website see
below)
Analysis Writing:
In The Sumatran Rainforest the writer develops
several central ideas. Determine one central idea from
the text and write an essay that summarizes and
analyzes how that central idea is developed over the
course of the text, including how it emerges and is
shaped and refined by particular details. Cite strong and
thorough evidence from the text to support your
analysis. Follow the conventions of standard written
English. [R.I.2.]
Analysis Writing:
In Amazons Doomed Species, the writer develops
several central ideas. Determine one central idea from
the text and write an essay that summarizes and
analyzes how that central idea is developed over the
course of the text, including how it emerges and is
shaped and refined by particular details. Cite strong and
thorough evidence from the text to support your
analysis. Follow the conventions of standard written
English. [R.I.2]
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TN DOE Standards
and Informational
Evidence Statements
Content
20162017
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TN DOE Standards
Evidence Statements
Content
W
I
D
A
Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across
instructional settings.
Standard 2 addresses the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific
way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).
WEEK 4
Writing Workshop
Overview:
The writing workshop is designed to give students
adequate practice with the writing process. Students
should collect their writings from weeks two and three in
preparation for responding to the performance task.
Task:
Read The Sumatran Rainforest Will Mostly Disappear
Within 20 Years by John Vidal and Amazons Doomed
Species Set to Pay Deforestations Extinction Debt by
Ian Sample, two articles about deforestation, then write
an essay that argues which of these two texts more
effectively describes the consequences of
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out the strengths and limitations of both in
a manner that anticipates the audiences
knowledge level and concerns.
c. Use words, phrases 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.
d. Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section
that follows from and supports the
argument presented.
W.9-10. 2 Write informative/explanatory texts
to examine and convey complex ideas,
concepts and information clearly and
accurately through the effective selection,
organization and analysis of content.
a. 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.
b. Develop the topic with well-chosen,
relevant and sufficient facts, extended
definitions, concrete details, quotations, or
Evidence Statements
Organization:
The student response demonstrates purposeful
coherence, clarity, and cohesion5 and includes a
strong introduction, conclusion, and a logical, wellexecuted progression of ideas, making it easy to
follow the writers progression of ideas.
The student response establishes and maintains an
effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, words to indicate tone6, and/or
domain-specific vocabulary.
Knowledge of Language and Conventions:
The student response demonstrates command of
the conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage
Content
deforestation, based on the reasoning and evidence in
the texts. Include an explanation of the specific claims
of both texts and cite strong and thorough evidence
from both texts to support your argument. Follow the
conventions of standard written English. [R.I.2] [R.I.6]
Day 1: Preparing to write: spend time annotating the
prompt and rubric. Have student create a checklist for
what should be included in their essays. Review each
piece and engage students with the what, how, and why
questions.
Day 2: Thesis Workshop: The teacher should provide
some sample introductory paragraphs to correspond to
rubric scores of 2, 3, and 4 and discuss with students
the strengths and challenges of each one. Then, using
their notes from the Accountable Talk discussion in
week 2, students formulate their argument and craft an
introductory paragraph. Engage students (and ask
students to provide feedback to one another) to ensure
that students are able to support their claims (verbally
and in writing) with evidence from both texts.
Whole group review of student writing might also be
included to allow for student modeling.
Day 3: Outlining and Synthesizing: students pull their
work together so that they can extract and analyze
appropriate evidence in support of their claims. The
teacher should model the thought process involved in
this action (using think aloud) so that students are able
to distinguish between relevant and irrelevant
information. It is also necessary to model (and teach)
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other information and examples
appropriate to the audiences knowledge
of the topic.
c. Use appropriate and varied transitions to
link the major sections of the text, create
cohesion and clarify the relationships
among complex ideas and concepts.
d. Use precise language and domainspecific vocabulary to manage the
complexity of the topic.
e. Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline in
which they are writing.
f. Provide a concluding statement or section
that follows from and supports the
information or explanation presented
(e.g., articulating implications or the
significance of the topic.
Evidence Statements
Content
paraphrasing, quoting and citing, how to integrate
quotes effectively, and how to analyze quotes in a way
that supports a thesis. Following this, students should
begin to organize their thoughts into a cohesive outline.
*Note: it is important to communicate to students that
there is no set required number of paragraphs for this
type of essay. Teachers may wish to offer students an
essay structure formula that they can recreate in testing
situations. For example: introductory paragraph and
thesis, summary of claim in Text 1 (what, how, and why
-abbreviated analytic summary), summary of claim in
Text 2 (what, how, and why-abbreviated analytic
summary), discussion of why Text 1 or Text 2 is more
effective at describing the consequences (with
reference to both texts), conclusion.
Day 4 and Day 5: Writing the essay. Allow students
adequate time to write the full essay. If time permits,
engage students in peer review and discussion.
Writing Organizer
SRSD along with POW+TIDE
http://kc.vanderbilt.edu/projectwrite/resourcessrsd.html
WEEKS 5-7
Topic: Environmental Issues
Module 3: Human Impact on the Environment
Texts:
1. If I forget Thee, Oh Earth... pg. 162- Lexile Level: 1220
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Evidence Statements
Content
and
Reading Complex
Texts
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Quarter 1
TN DOE Standards
RI.10.1 Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text, including determining where the
text leaves matters uncertain.
RI.10.2 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
RI.910.4. Determine the meaning of words
and phrases as they are used in a text,
including figurative, connotative, and technical
meanings; analyze the cumulative impact of
specific word choices on meaning and tone
(e.g., how the language of a court opinion
differs from that of a newspaper).
RI.910.6. Determine an authors point of view
or purpose in a text and analyze how an
author uses rhetoric to advance that point of
view or purpose.
Evidence Statements
Content
Setting
What details describe the physical setting?
20162017
Quarter 1
TN DOE Standards
Evidence Statements
Content
Consider the following text dependent questions:
1. In the first paragraph of the story, what information
about Marvins environment appears in this
description of the Farmlands? (Key Ideas and
Details)
2. What do the words burning beneath the fierce
sun suggest about what Marvin is observing?
(Key ideas and Details)
3. On page 165, what does Marvin notice in a portion
of the disk? (Key ideas and Details)
4. What evidence from the text indicates that the story
is set on the moon? (Craft and Structure)
5. What do the words, burning beneath the fierce
sun?, suggest about what Marvin is observing?
(Theme)
6. Which details in the story provide an insight into
what Marvin and others in his colony have lost?
(Theme)
Week 6
...from Silent Spring, pg 167
(descriptive non-fiction)
Comparing Themes and Central Ideas
The selections for this module share a similar basic
topic: the effects of human behavior on the
environment; however, If I Forget Thee, Oh Earth... is
a short story, and Silent Spring is nonfiction. Because
they represent two different genres, the two works
develop meaning in different ways. As you read,
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Evidence Statements
Content
complete a Venn diagram like the one shown to analyze
how theme and central ideas develop.
Comparing Literary Works, pg 160
Introduction:
Prepare students for reading by modeling the skill with
a Think aloud. You will model a way of understanding
theme. See pg 160, TE.
Teacher Actions: (I do, we do)
Engage students in a discussion about the central
idea
Using the background notes on pesticides on page
167, discuss the dangers that pesticides have on
the environment. Explain this is nonfiction, but told
as a fable.
Have students list the changes in the environment
described in the fable.
Central Idea What is the lesson Rachel Carson is
trying to teach the readers of Silent Spring?
Student Actions (they do, you do)
Students will engage in multi-draft readings
identifying key ideas and details and answering any
20162017
Quarter 1
TN DOE Standards
Evidence Statements
Content
Week 7
During week 7, students will read articles from
Newsela.com for deeper understanding of the theme
and central idea from texts If I forget Thee, Oh Earth
and Silent Spring.
The text from week 5 helps us to understand, If the
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Evidence Statements
Content
Earth is destroyed by radiation, it will be uninhabitable.
This is the authors perspective on theme, from the text
- If I forget Thee, Oh Earth
The text from week 6 helps the reader understand how
the actions of humans impact the environment. This is
the central idea from the text Silent Spring.
Teacher Actions (I do, We do)
Teacher models a think aloud for one of the news
articles for week 7. The teacher picks out passages
that lead to the readers understanding of central idea.
Teacher modes how details are developed over the
course of the text. Teacher models summary strategies
and activities for the Newsela article.
After the teacher models the first example of text
summarization the teacher moves to the We do step
and works with the students as they begin writing
objective summaries of the text.
Suggestion:
Teacher could let students select a text of choice, then
group students by their text selection, similar to how
Literature Circles are set-up in the classroom. Students
are grouped by text interest instead of ability or mastery
grouping.
Newsela.com provides a variety of tools for teacher
use. When using the study on bees, consider a quick
assessment using evidence and inferencing:
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Evidence Statements
Content
There is strong evidence that neonicotinoids harm
individual bees but little evidence so far that colonies
suffer as a result. The European Union banned the use
neonicotinoids on flowering crops in 2013.
Which inference can BEST be drawn from this excerpt?
A. Neonicotinoids have little effect on individual bees.
B. Neonicotinoids are harmful to flowering crops.
C. Harm to individual bees does not necessarily mean
harm to bee colonies.
D. Harm to individual bees has no effect on the
productivity of crops.
In addition, the teacher can use the Write feature that
allows students to answer open-ended questions. For
example:
Write a short paragraph that explains the central idea of
the article. Use at least two details from the article to
support your response.
Regular Practice
with Complex Text
and Its Academic
Language
Tier 3 Vocabulary
Review the word list below. Some students may
need to additional work with foundational skills and
understanding of:
Plot
Symbol
Characterization
Protagonist
Antagonist
Summary
Tier 2 Vocabulary
Week 5
Purged
Ozone
Cairn
Precipitous Headland
Phosphorescence
Armageddon
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CCR Language
L.10.1.A: Apply the understanding that usage
is a matter of convention, can change over
time, and is sometimes contested.
L.10.2: Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
L.10.3: 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.
Writing to Texts
Evidence Statements
Perspective
Theme
Central Idea
Authors Purpose
Point of View
Rhetoric
Inference
Summary
Content
Perennial
Week 6
Pesticides
Blight
Maladies
Moribund
Anglers
Writing
Writing
Writing Fundamentals
Cite strong and thorough textual evidence
Development of Ideas:
The student response addresses the prompt and
provides effective and comprehensive development
of the claim, topic and/or narrative elements by
using clear and convincing reasoning, details, textbased evidence, and/or description; the
development is consistently appropriate to the task,
20162017
Quarter 1
TN DOE Standards
b.
c.
d.
e.
f.
Evidence Statements
purpose, and audience.
Organization:
The student response demonstrates purposeful
coherence, clarity, and cohesion5 and includes a
strong introduction, conclusion, and a logical, wellexecuted progression of ideas, making it easy to
follow the writers progression of ideas.
The student response establishes and maintains an
effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, words to indicate tone6, and/or
domain-specific vocabulary.
Knowledge of Language and Conventions:
The student response demonstrates command of
the conventions of standard English consistent with
effectively edited writing. Though there may be a
few minor errors in grammar and usage.
Content
Week 5
Routine Writing: write an objective summary [R.L.2;]
Week 6
Routine Writing: write an objective summary.
[R.I.2]
Routine Writing: write a response that outlines the
ways a person can help a loved one make an
important change in their lives. [W.10]
Argument writing: select one of the statements
from the anticipation guide. Then write an essay in
which you argue for or against the claim, citing
evidence from the text to support your argument.
[W.1.]
Narrative Writing: choose two characters, then
retell the story from each persons perspective. Be
sure to include specific details to help distinguish
one perspective from another. [W.3.b] [R.L.6]
Week 7
Routine Writing: Write an objective summary.
[R.L.2; RI. 2]
Analysis Writing: Select two texts and compare
how each authors choices concerning how to
structure the text supports the development of
character. Cite evidence to support your claim.
[R.L.1; RI.1][R.L.5 ; RI.5]
Argument writing: select one of the statements
from the anticipation guide. Then write an essay in
which you argue for or against the claim, citing
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TN DOE Standards
Evidence Statements
Content
Reading, Writing
and Speaking
Grounded in
Evidence from
Text, Both Literary
and Informational
For example:
Discuss why people have difficulty changing old
habits.
Discuss new habits of mind classroom
expectations for the GRRM Instructional Design
Discussion of Anticipation Guide Statements
20162017
Quarter 1
TN DOE Standards
Evidence Statements
Content
Discussions Questions
1. What are some of the most serious environmental
problems we face today?
2. Where will we get our energy when we run out of
oil?
3. What will happen if we keep polluting the
environment?
4. Nuclear energy is relatively new. Do the positive
outcomes of nuclear energy outweigh the negative
effects including the nuclear fallout, nuclear
meltdown, radioactive waste, and the population's
reliance on nuclear power?
5. While there are many threats to the environment
that have a significant impact, what is the major
environmental threat facing the world today? Cite
evidence from text readings during this module.
WEEK 8
Writing Workshop
CCR Writing
W.9-10.1 Write arguments to support claims in
CCR Writing
Written Expression Evidence Statements
Writing Fundamentals
Cite strong and thorough textual evidence
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TN DOE Standards
an analysis of substantive topics or texts,
using valid reasoning and relevant and
sufficient evidence.
a. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims
and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons and
evidence.
b. Develop claim(s) and counter claims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both in
a manner that anticipates the audiences
knowledge level and concerns.
c. Use words, phrases 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.
d. Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section
that follows from and supports the
argument presented.
W.9-10. 4 Write informative/explanatory texts
to examine and convey complex ideas,
concepts and information clearly and
accurately through the effective selection,
Evidence Statements
Content
Development of Ideas:
The student response addresses the prompt and
provides effective and comprehensive development
of the claim, topic and/or narrative elements4 by
using clear and convincing reasoning, details, textbased evidence, and/or description; the
development is consistently appropriate to the task,
purpose, and audience.
Organization:
The student response demonstrates purposeful
coherence, clarity, and cohesion5 and includes a
strong introduction, conclusion, and a logical, wellexecuted progression of ideas, making it easy to
follow the writers progression of ideas.
The student response establishes and maintains an
effective style, while attending to the norms and
conventions of the discipline. The response uses
precise language consistently, including descriptive
words and phrases, sensory details, linking and
transitional words, and/or domain-specific
vocabulary.
Skills Focus:
Metacognition (thinking about how you think), peer
review, teacher/student conferences, and revising
content and structure of essay.
Responding to the Performance Task:
After reading the texts for this unit, write an essay in
which you analyze the development of the
theme/central ideas from literary fiction and nonfiction
selections. Analyze the authors perspective on the
topic and discuss specific details that contribute to the
development of the theme/central idea. Be sure to cite
evidence from the texts used to support your argument.
Follow the conventions of standard written English.
(RL.9.2; RI 9.2)
20162017
Quarter 1
TN DOE Standards
Evidence Statements
Content
20162017
Quarter 1
TN DOE Standards
Comprehensive
Assessment
Evidence Statements
Content