Grades 9-10 Sample Activities Common Sample Activities-Grade 9 Sample Activities-Grade 10

Transcription

Grades 9-10 Sample Activities
Common
Core
Sample Activities-Grade 9
Notes
Reading
Literature –
Key Details
and Facts
EXAMPLES are suggestions and can be
applied/utilized with any work of literature.
EXAMPLES are suggestions and can be
applied/utilized with any work of literature.
Red text indicates
distinction from 8th
grade standard.
•
RL.9-10.1.
Cite strong
and thorough
textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from
the text.
Cite evidence supporting an inference made
about a character in a short story. (could be a
list, oral discussion, etc.)
Cite evidence to support Antony’s funeral
speech as persuasive in Julius Caesar.
•
RL.9-10.2.
Determine a
theme or
central idea of
a text and
analyze in
Analyze the development of the equality
theme in “Harrison Bergeron” using specific
support from reading.
Analyze the development of the maturation
theme in To Kill a Mockingbird.
Provide an objective summary of the text.
Draft - NDCT August 2011
Provide a summary of the theme of
“loneliness” as it applies to different characters
in the novel.
Discussions, lists,
debates, speeches,
writings , etc. are all
effective strategies
for formative and
summative
assessment of the
standard
Emphasis on textual
evidence that
supports inferences
Students should know
and understand what
objective summary
means.
1
Common
Core
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.
More examples in Appendix B page 121+
RL.9-10.3.
Analyze how
complex
characters
(e.g., those
with multiple
or conflicting
motivations)
develop over
the course of
a text, interact
with other
characters,
and advance
the plot or
develop the
Cite textual evidence to support how Tybalt in
Romeo and Juliet is ill-tempered and how this
contributes to his demise. Analyze how
Tybalt’s interaction with other characters
contributes to the furtherance of the action in
the plot in the drama.
Notes
Cite evidence to support Brutus is a tragic
hero in Julius Caesar. Analyze the
development of Antony’s character from silent
supporter at the beginning to strong and
confident leader at the end of the drama.
2
Common
Core
Evaluate the use of Depression Era language
and analyze its effect on the meaning and
tone of “Marigolds” by Eugenia Collier
Analyze the tone shown in To Kill a
Mockingbird through the characterization of
Miss Caroline on Scout’s first day of school.
Notes
theme
Reading
Literature –
Craft and
Structure
RL.9-10.4.
Determine the
meaning of
words and
phrases as
they are used
in the text,
including
figurative and
connotative
meanings;
analyze the
cumulative
impact of
specific word
choices on
meaning and
tone (e.g.,
how the
language
evokes a
sense of time
and place;
how it sets a
formal or
informal tone).
Determine the effect of word choice in the
short story “The Monkey’s Paw” by W.W.
Jacobs and how it builds tension and
atmosphere.
3
•
•
Common
Core
RL.9-10.5.
Analyze how
an author’s
choices
concerning
how to
structure a
text, order
events within
it (e.g.,
parallel plots),
and
manipulate
time (e.g.,
pacing,
flashbacks)
create such
effects as
mystery,
tension, or
surprise.
Analyze how the author used the structural
placement of the blind seer’s prophecy to add
to the tension in The Odyssey.
Find a story with a flashback and analyze how
it affects the events in the story and
contributes to suspense and mystery.
Analyze Dickens’ placement of the convict
throughout Great Expectations and how that
influences the mystery of the story.
Analyze how Antigone’s suffering parallels
Oedipus’s suffering and how this contributes
to the mystery and tension of Antigone’s
eventual fate.
RL.9-10.6.
Analyze a
particular
point of view
or cultural
experience
reflected in a
work of
literature from
In a literature selection analyze the main
character’s point of view in a historical time
period.
In a literature selection analyze the main
character’s point of view in a historical time
period.
Analyze Pip’s cultural experience growing up
in the Industrial Revolution.
Analyze Death’s point of view in Nazi
Germany in The Book Thief.
Notes
There is a strong
emphasis on
analysis, which might
include
compare/contrast,
evaluate,
generalize/summarize
in this standard
4
Common
Core
Notes
Example shown in standard.
New Standard
outside the
United States,
drawing on a
wide reading
of world
literature.
Reading
Literature –
Integration of
Knowledge
and Ideas
•
RL.9-10.7.
Analyze the
representation
of a subject or
a key scene in
two different
artistic
mediums,
including what
is emphasized
or absent in
each
treatment
(e.g., Auden’s
“Musée des
Beaux Arts”
and
Breughel’s
Landscape
with the Fall of
There is a strong
emphasis on
ANALYSIS in this
standard
5
Common
Core
Notes
Icarus).
RL.9-10.8.
(Not
applicable to
literature)
•
RL.9-10.9.
Analyze how
an author
draws on and
transforms
source
material in a
specific work
(e.g., how
Shakespeare
treats a theme
or topic from
Ovid or the
Bible or how a
later author
draws on a
play by
Shakespeare).
Parallel to RI 8
Appendix B page 121-122
New Standard
Students analyze how the Japenese filmmaker
Akira Kurosawa in his film Throne of Blood
draws on and transforms Shakespeare’s play
MacBeth in order to develop a similar plot set
in Feudal Japan. (Appendix B page 121-122)
There is a strong
emphasis on
ANALYSIS in this
standard
Reading
Literature –
Range of
Reading and
Level of Text
Complexity
6
Common
Core
•
RL.9-10.10.
By the end of
grade 9, read
and
comprehend
literature,
including
stories,
dramas, and
poems, in the
grades 9–10
text
complexity
band
proficiently,
with
scaffolding as
needed at the
high end of
the range.
Notes
Typical lexile
measure for grades
9-10 is 1080-1305
(see Appendix A,
page 8 for more
information).
By the end of
grade 10, read
and
comprehend
literature,
including
stories,
dramas, and
poems, at the
high end of
the grades 9–
7
Common
Core
Notes
Use evidence from a review (movie, book,
play) that demonstrates the reviewer’s
opinions.
Draw inferences from text on an editorial page
that demonstrates the writer’s opinions.
Emphasize numerous
examples of textual
evidence
10 text
complexity
band
independently
and
proficiently.
•
Reading
Standards for
Informational
Text
RI.9-10.1. Cite
strong and
thorough
textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from
the text.
In I Know Why the Caged Bird Sings infer
what Mrs. Flowers means when she tells
Marguerite that some people, though lacking
formal schooling are “more educated and even
more intelligent than college professors “.Cite
examples from this text and others where this
idea is demonstrated.
Using textual evidence support the character
inferences the reader makes based on
Tenzing Norgay and Sir Edmund Hillary’s
individual descriptions of their climb of Mt.
Everest.
8
Common
Core
RI.9-10.2.
Determine a
central idea of
a text and
analyze its
development
over the
course of the
text, including
how it
emerges and
is shaped and
refined by
specific
details;
provide an
objective
summary of
the text.
RI.9-10.3.
Analyze how
the author
unfolds an
analysis or
series of ideas
or events,
including the
order in which
the points are
made, how
they are
introduced
and
developed,
Determine the central idea of The Gettysburg
Address and analyze how it develops over the
course of the speech. How do the events of
the time shape the meaning and
understanding of this work?
Determine the central idea of Elie Wiesel’s
Hope Despair and Memory and analyze how it
develops over the course of the text. Provide
and objective summary citing specific details
from the text.
Appendix B page 123
Appendix B page 122-129
Students analyze how Abraham Lincoln in his
“Second Inaugural Address” unfolds his
examination of the ideas that led to the Civil
War, paying particular attention to the order in
which the points are made, how Lincoln
introduces and develops his points, and the
connections that are drawn between them.
Students analyze “Letter from the Birmingham
Jail” paying particular attention to the points
being made and developed and how
connections are drawn between them.
Notes
See Appendix B, page 127 (excerpt).
Appendix B page 124 (excerpt)
9
Common
Core
Notes
Define words and phrases including figurative
language given in the context of a sentence
and analyze how the meaning changes when
included as a part of a larger work.
Consider the perspectives of gender, racial,
political, regional influences when dealing with
word choice.
Consider the
perspectives of
gender, racial,
political, regional
influences when
dealing with word
choice
and the
connections
that are drawn
between
them.
RI.9-10.4.
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).
10
Common
Core
Notes
RI.9-10.5.
Analyze in
detail how an
author’s ideas
or claims are
developed
and refined by
particular
sentences,
paragraphs, or
larger portions
of a text (e.g.,
a section or
chapter).
Students read a variety of persuasive
selections and analyze how claims are
developed through construction of sentences,
paragraphs, and/or portions of text (ADE/ELA
Committee 2011).
Students read a variety of persuasive
selections and analyze how claims are
developed through construction of sentences,
paragraphs, and/or portions of text (ADE/ELA
Committee 2011).
New Standard
Examples of text: newspaper editorial,
magazines, essays, advertisements, legal
briefs
briefs
See Appendix B table of contents for
informational text titles
RI.9-10.6.
Determine an
author’s point
of view or
purpose in a
text and
analyze how
an author
uses rhetoric
to advance
that point of
view or
purpose.
Students will identify the author’s rhetorical
devices
(logos/ethos/pathos/speaker/subject/message)
used to advance point of view or purpose.
Students will identify the author’s rhetorical
devices
(logos/ethos/pathos/speaker/subject/message)
used to advance point of view or purpose.
briefs
briefs
Students determine the purpose and point of
view in Martin Luther King Jr.’s “I Have a
Dream” speech and analyze how King uses
rhetoric to advance his position (see Appendix
B, page 130 for the activity, page 127 for the
exerpt).
Students determine the purpose and point of
view in Ronald Reagan’s “Address to Students
at Moscow State University” and analyze how
he uses rhetoric to advance his position (see
Appendix B, page 128).
See Appendix B,
page 130.
11
Common
Core
Notes
•
RI.9-10.7.
Analyze
various
accounts of a
subject told in
different
mediums
(e.g., a
person’s life
story in both
print and
multimedia),
determining
which details
are
emphasized in
each account.
Students analyze the author’s oral rendition of
his work to its written version (ADE/ELA
Committee 2011).
(e.g. Martin Luther King Jr.’s “I Have a Dream”
speech).
Students analyze political cartoon to an
editorial with similar themes.
Emphasis needs to
be placed on
analyzing details from
multiple accounts of
the same subject
matter.
•
RI.9-10.8.
Delineate and
evaluate the
argument and
specific claims
in a text,
assessing
whether the
reasoning is
valid and the
evidence is
relevant and
sufficient;
Students evaluate and identify the bias
presented on websites and in other sources.
Students evaluate and identify false
statements and fallacious reasoning (e.g.
circular reasoning, faulty cause and effect
reasoning, overgeneralization,
oversimplification, internal contradiction,
understatement, overstatement, bandwagon
effect).
Students evaluate the argument and specific
claims about the “spirit of liberty” in Learned
Hands “I Am an American Day Address,”
assessing the relevance and sufficiency of the
evidence and the validity of his reasoning (See
Appendix B, page 130, for activity, page 125
for excerpt).
12
Common
Core
Students compare George Washington’s
Farewell Address to other foreign policy
statements, such as The Monroe Doctrine,
and analyze how both texts address similar
themes and concepts regarding “entangling
alliances.” (See Appendix B, page 123 for
excerpt, page 129 for activity).
Literary selections could include: “Eulogy of
Dr. Martin Luther King Junior” by Robert
Kennedy, “Burning of the Birmingham
Church,” Discovery Education video on Rosa
Parks (See Appendix B, pages 129-130 for
excerpts).
Notes
identify false
statements
and fallacious
reasoning.
•
RI.9-10.9.
Analyze
seminal U.S.
documents of
historical and
literary
significance
(e.g.,
Washington’s
Farewell
Address, the
Gettysburg
Address,
Roosevelt’s
Four
Freedoms
speech, King’s
“Letter from
Birmingham
Jail”),
including how
they address
related
themes and
concepts.
13
Common
Core
•
RI.9-10.10. By
the end of
grade 9, read
and
comprehend
literary
nonfiction in
the grades 9–
10 text
complexity
band
proficiently,
with
scaffolding as
needed at the
high end of
the range.
Notes
See page 60-61 in
ND Common Core
document for
clarification of literary
non-fiction.
By the end of
grade 10, read
and
comprehend
literary
nonfiction at
the high end
of the grades
9–10 text
complexity
band
independently
and
proficiently.
14
Common Core
Notes
Read an argument-based article on a
subject of choice, take a position on
it, and respond with support for your
opinion.
Read several articles related to the
segregated proms still taking place in the
South. After reading develop a claim for or
against a solution to this issue and support
it citing textual evidence from your
readings.
Appendix A
pages 23-25
defines the three
text types
including
argument.
Writing
•
W.9-10.1 Write arguments to
support claims in an analysis
of substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
•
•
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.
Develop claim(s) and
counterclaims fairly,
supplying evidence for
each while pointing
out the strengths and
limitations of both in a
manner that
anticipates the
audience’s knowledge
level and concerns.
Appendix C
contains
exemplars on
argument
beginning on
page 57.
Student should
follow the
bulleted writing
components
found in this
standard.
15
Common Core
•
•
o
Notes
Appendix A page 23
Appendix A Page 23
Appendix C page 60-63
Appendix C Page 60-63
Compare and contrast a literary
selection and a film on the same
subject matter.
How do the works you have read honor or
rebel against cultural tradition? Write an
essay that supports an original thesis using
at least three pieces of textual evidence to
Teachers and
students could
use bulleted
items as criteria
for a rubric.
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.
Establish and maintain
a formal style and
objective tone while
attending to the norms
and conventions of the
discipline in which
they are writing.
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,
16
Common Core
organization, and analysis of
content.
•
•
•
Notes
support the cultural tradition.
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.
Develop the topic with
well-chosen, relevant,
and sufficient facts,
extended definitions,
concrete details,
quotations, or other
information and
examples appropriate
to the audience’s
knowledge of the
topic.
Use appropriate and
varied transitions to
link the major sections
of the text, create
cohesion, and clarify
the relationships
17
Common Core
•
•
•
Notes
Write a memoir recounting a specific
person, place, experience, event,
day, moment, or work of art and
convey its significance to you
Write an autobiography recounting family
and life experiences that have shaped who
you are as a person.
Teachers and
students could
use bulleted
items as criteria
for a rubric.
among complex ideas
and concepts.
Use precise language
and domain-specific
vocabulary to manage
the complexity of the
topic.
Establish and maintain
a formal style and
objective tone while
attending to the norms
and conventions of the
discipline in which
they are writing.
Provide a concluding
statement or section
supports the
information or
explanation presented
(e.g., articulating
implications or the
significance of the
topic).
W.9-10.3. Write narratives to
develop real or imagined
experiences or events using
effective technique, wellchosen details, and wellstructured event sequences.
18
Common Core
•
•
•
•
Notes
Engage and orient the
reader by setting out a
problem, situation, or
observation,
establishing one or
multiple point(s) of
view, and introducing
a narrator and/or
characters; create a
smooth progression of
experiences or events.
Use narrative
techniques, such as
dialogue, pacing,
description, reflection,
and multiple plot lines,
to develop
experiences, events,
and/or characters.
Use a variety of
techniques to
sequence events so
that they build on one
another to create a
coherent whole.
Use precise words
and phrases, telling
details, and sensory
language to convey a
vivid picture of the
experiences, events,
setting, and/or
19
Common Core
•
Notes
characters.
Provide a conclusion
reflects on what is
experienced,
observed, or resolved
over the course of the
narrative.
Production and Distribution of
Writing
•
W.9-10.4. Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
(Grade-specific expectations
for writing types are defined in
standards 1–3 above.)
Write two advertisements for a
common product: one aimed for the
parent and one aimed for the child,
reflecting the differing audiences.
W.9-10.5. Develop and
strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
Incorporate a variety of approaches to
the writing process (e.g.
brainstorming, free writing, clustering,
peer editing, etc).
Incorporate a variety of approaches to the
writing process (e.g. brainstorming, free
writing, clustering, peer editing, etc).
20
•
Common Core
Notes
W.9-10.6. Use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products, taking advantage of
technology’s capacity to link
to other information and to
display information flexibly
and dynamically.
Create a webinar, wikipage, blog, or
powerpoint for a specific audience.
Create a webinar, wikipage, blog, Edmodo,
Prezi, or powerpoint for a specific audience.
W.9-10.7. Conduct short as
well as more sustained
research projects to answer a
question (including a selfgenerated question) or solve
a problem; narrow or broaden
the inquiry when appropriate;
synthesize multiple sources
on the subject, demonstrating
understanding of the subject
under investigation.
Research a focused question or solve
a problem using multiple sources on
the same subject; synthesize the
information from the sources and
demonstrate understanding of the
subject.
Research a focused question or solve a
problem using multiple sources on the
same subject; synthesize the information
from the sources and demonstrate
understanding of the subject.
Formulate and
support a thesis
statement.
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess
the usefulness of each source
in answering the research
See example in standard.
Review in-text
citations, direct
quotations, and
paraphrased
statements.
Research to Build and
Present Knowledge
•
•
The first example
could be crosscurricular.
21
Common Core
Notes
Daily journal or free-writing activities
in response to texts.
Daily journal or free-writing activities in
response to texts.
Special attention
needs to be paid
to the specific
skills being
addressed in the
standard:
analyze,
delineate, and
evaluate strong
support, etc.
question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation.
•
W.9-10.9. Draw evidence
from literary or informational
texts to support analysis,
reflection, and research.
o
Apply grades 9–10 Reading
standards to literature (e.g.,
“Analyze how an author
draws on and transforms
source material in a specific
work [e.g., how Shakespeare
treats a theme or topic from
Ovid or the Bible or how a
later author draws on a play
by Shakespeare]”).
o
Apply grades 9–10 Reading
standards to literary nonfiction
(e.g., “Delineate and evaluate
the argument and specific
claims in a text, assessing
whether the reasoning is valid
and the evidence is relevant
and sufficient; identify false
statements and fallacious
22
Common Core
Notes
After reading and taking notes (with
page numbers) on a story, compare
textual notes from reading and
discuss.
After reading and taking notes (with page
numbers) on a literary work, compare
textual notes from reading and discuss.
May use Socratic
Seminar, Scored
Discussions,
Final Word
Protocol, etc.
through teacher
modeling,
reasoning”).
W.9-10.10. Write routinely
over extended time frames
(time for research, reflection,
and revision) and shorter time
frames (a single sitting or a
day or two) for a range of
tasks, purposes, and
audiences.
Speaking and Listening
•
SL.9-10.1. Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grades 9–
10 topics, texts, and issues,
building on others’ ideas and
expressing their own clearly
and persuasively.
•
Come to discussions
prepared, having read
and researched
material under study;
explicitly draw on that
preparation by
referring to evidence
from texts and other
research on the topic
23
Common Core
•
•
•
Notes
or issue to stimulate a
thoughtful, wellreasoned exchange of
ideas.
Work with peers to set
rules for collegial
discussions and
decision-making (e.g.,
informal consensus,
taking votes on key
issues, presentation of
alternate views), clear
goals and deadlines,
and individual roles as
needed.
Propel conversations
by posing and
responding to
questions that relate
the current discussion
to broader themes or
larger ideas; actively
incorporate others into
the discussion; and
clarify, verify, or
challenge ideas and
conclusions.
Respond thoughtfully
to diverse
perspectives,
summarize points of
agreement and
24
Common Core
Notes
See example listed in standard.
See example listed in standard.
Emphasis on
integrate and
evaluate.
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.9-10.2. Integrate
multiple sources of
information presented
in diverse media or
formats (e.g., visually,
quantitatively, orally)
evaluating the
credibility and
accuracy of each
source.
SL.9-10.3. Evaluate a speaker’s
point of view, reasoning, and use
of evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated or
distorted evidence.
Quantitative
information
includes tables,
charts, and
graphs.
Listen to a news feed and evaluate
the participant’s points of view in
terms of logic, reasoning, and
support.
Listen to a political talk show, roundtable
discussion, or other political speech
(examples: Meet the Press, The Colbert
Report, The Daily Show, Anderson Cooper
360, Morning Joe, etc.) and evaluate the
participants’ points of view in terms of logic,
reasoning and support.
Presentation of Knowledge of
Ideas
25
Common Core
Notes
SL.9-10.4. Present
information, findings, and
supporting evidence clearly,
concisely, and logically such
that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
Formulate thesis
statement and
demonstrate
appropriate nonverbal
communication.
SL.9-10.5. Make strategic use
of digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and
to add interest.
Present several photographs of the
Industrial Revolution and compare
them with the description of London in
Great Expectations. Say which
rendering is more vivid and explain
why. State thesis (claim) clearly and
provide at least three pieces of
evidence of support.
Needs to be an
ORAL
presentation
Present several photographs of small
southern towns during the Depression from
Dorothea Lange’s or the Library of
Congress’ collection and compare them
with the description of Maycomb in To Kill a
Mockingbird. Say which rendering is more
vivid and explain why. State thesis (claim)
clearly and provide at least three pieces of
evidence of support (commoncore.org).
Standard
emphasizes
digital media.
This standard
could be
combined with SL
9-10.4.
26
SL.9-10.6. Adapt speech to a
variety of contexts and tasks,
demonstrating command of
formal English when indicated
or appropriate.
•
o
Use a variety of activities (e.g. formal
speeches, debates, mock interviews,
etc.)
Use a variety of activities (e.g. formal
speeches, debates, mock interviews, etc.)
Language: Conventions of
Standard English
L.9-10.1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
Use parallel structure.*
Use various types of phrases
(noun, verb, adjectival,
adverbial, participial,
prepositional, absolute) and
clauses (independent,
dependent; noun, relative,
adverbial) to convey specific
meanings and add variety and
interest to writing or
presentations.
•
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
o
Use a semicolon (and
perhaps a conjunctive adverb)
to link two or more closely
27
related independent clauses.
o
Use a colon to introduce a list
or quotation.
Spell correctly.
Language: Knowledge of
Language
•
L.9-10.3. 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.
•
Write and edit work so
that it conforms to the
guidelines in a style
manual (e.g., MLA
Handbook, Turabian’s
Manual for Writers)
appropriate for the
discipline and writing
type.
Language: Vocabulary of
Acquisition and Use
•
L.9-10.4. Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grades 9–10
reading and content, choosing
flexibly from a range of
strategies.
Students identify words with Greek
and Latin roots, prefixes and suffixes
and how they affect the meaning of a
word.
Students compare/contrast denotative
and connotative meanings of words.
Students identify words with Greek and
Latin roots, prefixes and suffixes and how
they affect the meaning of a word.
Students compare/contrast denotative and
connotative meanings of words.
Approach new words using graphic
28
•
•
•
•
Use context (e.g., the
overall meaning of a
sentence, paragraph, or
text; a word’s position or
function in a sentence)
as a clue to the meaning
of a word or phrase.
Identify and correctly use
patterns of word
changes that indicate
different meanings or
parts of speech (e.g.,
analyze, analysis,
analytical; advocate,
advocacy).
Consult general and
specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word
or determine or clarify its
precise meaning, its part
of speech, or its
etymology.
Verify the preliminary
determination of the
meaning of a word or
phrase (e.g., by
checking the inferred
meaning in context or in
a dictionary).
Approach new words using graphic
organizers (e.g. Venn diagrams,
Frayer, Semantic Feature, etc.).
organizers (e.g. Venn diagrams, Frayer,
Semantic Feature, etc.).
29
•
understanding of figurative
language, word relationships,
and nuances in word meanings.
•
•
•
Interpret figures of
speech (e.g.,
euphemism, oxymoron)
in context and analyze
their role in the text.
Analyze nuances in the
meaning of words with
similar denotations.
L.9-10.6. Acquire and use
accurately general academic and
domain-specific words and
phrases, sufficient for reading,
writing, speaking, and listening at
the college and career readiness
level; demonstrate independence
in gathering vocabulary
knowledge when considering a
word or phrase important to
comprehension or expression.
Find examples of figurative language
(e.g. oxymorons) in Shakespeare’s
Romeo and Juliet.
Why do they call them apartments
when they are stuck together?
Illustrate the literal meaning of a
common idiom (spill the beans).
Using ACT prep books, offer students
“word of the day” and discuss how the
word is used in common society.
Find examples of figurative language (e.g.
oxymorons) in Shakespeare’s Julius
Caesar.
Why are wise guy and wise man different
when fat chance and slim chance are the
same?
Students create “word walls” of key
vocabulary to identify cross-curricular
connections.
See Appendix A,
page 28 for
clarification on
general academic
vocabulary.
30
References
Arizona Department of Education. (2011). Arizona English language arts standards. Retrieved from
http://www.ade.az.gov/standards/contentstandards.asp
Common Core Curriculum Mapping Project. (2011). Common core curriculum maps: English language arts. Retrieved from
http://www.commoncore.org
31

Grades 9-10 Sample Activities Common Sample Activities-Grade 9 Sample Activities-Grade 10

Transcription

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