Catholicity Statement With the understanding that our vocation is inherently value-laden, Diocesan English educators should maintain

a commitment to upholding the teachings of the Catholic Church. Each text, discussion, and assignment offers an opportunity to witness Christ in the classroom.

Anchor Standards

Standard

SubStandard

Standard code

ACT Standard Y Y Y Y Y Y Y Y Y Y Y Y Y Y

Standard/Substandard Locate basic facts and draw logical conclusions through a close reading of the text Locate simple details at the sentence and paragraph level Distinguish between paraphrase and summary as a way to draw logical conclusions from a passage Identify central ideas and themes in a variety of genres and religious texts Identify and infer central ideas in literary passages Recognize that there can be multiple themes in one piece of literature Identify complex characters and their development over the course of a text
Identifies and describes different types of characters (protagonist, antagonist).

9 9 9 9 9 9 9 9 9 9 9

RL RL RL RL RL RL RL RL RL RL RL

01 01 01 02 02 02 03 03 03 03 04

00 01 02 00 01 02 00 01 02 03 00

9-RL.01.00 9-RL.01.01 9-RL.01.02 9-RL.02.00 9-RL.02.01 9-RL.02.02 9-RL.03.00 9-RL.03.01 9-RL.03.02 9-RL.03.03 9-RL.04.00

RL

04

01

9-RL.04.01

9 9

RL RL

05 05

00 01

9-RL.05.00 9-RL.05.01

Recognize that a sequence of events may create conflict (a cause and effect relationship) between characters Identify the motivation behind a character's actions that could advance the plot and develop the theme Analyze how the choice of a specific word or phrase shapes meaning or tone Interpret the use of figurative language (similies, metaphors, analogies, hyperbole, onomatopoeia, personficiation, idioms, imagery, and symbolism) Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time, create an overall effect or mood Recognize flashback and foreshadowing to manipulate time

CCSS Standard RL.2 RL.3 RL.3 RL.3 RL.4 RL.4 RL.5

NCTE standard

Grade

9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10 10 10

RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL

05 06 06 06 07 07 07 07 01 01 01 02 02 02 03 03 03 03

02 00 01 02 00 01 02 03 00 01 02 00 01 02 00 01 02 03

9-RL.05.02 9-RL.06.00 9-RL.06.01 9-RL.06.02 9-RL.07.00 9-RL.07.01 9-RL.07.02 9-RL.07.03 10-RL.01.00 10-RL.01.01 10-RL.01.02 10-RL.02.00 10-RL.02.01

Construct a basic plot diagram (exposition, rising action, climax, falling action, resolution/denouement) Recognize point of view and purpose Identify a clear purpose and how that purpose shapes content and style Recognize the various points of view (first and third person) Generates and responds logically to inferential, literal, and critical thinking questions before, during, and after reading Recognizes that history, society, and culture influence characters and events in the literary work. Recognizes ways that literature from different cultures presents similar themes across genres. Identifies works of literature that deal with similar topics and problems as well as life experiences. Locate and interpret basic facts and draw logical conclusions through a close reading of the text Locate important details at the sentence and paragraph level Distinguish between paraphrase and summary as a way to draw logical conclusions from a passage Identify central ideas and themes in World Literature and religious texts Identify and infer central ideas in literary passages

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y RL.3 RL.3 RL.3 RL.2 RL.6

10-RL.02.02 Recognize that there can be multiple themes in one piece of literature Identify complex characters and their development over the course 10-RL.03.00 of a text 10-RL.03.01
Identifies and describes different types of characters (protagonist, antagonist, static, dynamic).

Recognize that a sequence of events may create conflict (a cause and 10-RL.03.02 effect relationship) between characters Identify the motivation behind a character's actions as it advances the 10-RL.03.03 plot and develops the theme

10

RL

04

00

10-RL.04.00

10

RL

04

01

10-RL.04.01

10 10

RL RL

05 05

00 01

10-RL.05.00 10-RL.05.01

10 10 10 10 10 10 10 10 11 11 11 11 11

RL RL RL RL RL RL RL RL RL RL RL RL RL

06 06 06 07 07 07 07 01 01 01 02 02

00 01 02 00 01 02 03 00 01 02 00 01

10-RL. . 10-RL.06.00 10-RL.06.01 10-RL.06.02 10-RL.07.00 10-RL.07.01 10-RL.07.02 10-RL.07.03 11-RL.01.00 11-RL.01.01 11-RL.01.02 11-RL.02.00 11-RL.02.01

Analyze how the choice of a specific word or phrase shapes meaning or tone Interpret the use of figurative language (similies, metaphors, analogies, hyperbole, onomatopoeia, personficiation, idioms, imagery, symbolism, satire, sarcasm, and irony) Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time, create an overall effect or mood Recognize flashback and foreshadowing to manipulate time Identify and recognize a basic plot diagram (exposition, rising action, climax, falling action, resolution/denouement) to advance the plot and make connections between events Recognize point of view and purpose Identify a clear purpose and how that purpose shapes content and style Recognize the various points of view (first person and third person limited and omniscient) Generates and responds logically to inferential, literal, and critical thinking questions before, during, and after reading Analyzes historical, societal, and cultural influences on characters and events in the literary work. Recognizes ways that literature from different cultures presents similar themes across genres. Compares and contrasts works of literature that deal with similar topics and problems as well as life experiences. Locate and interpret basic facts and draw subtle, logical conclusions in more challenging passages Locate subtle details in challenging passages Utilize paraphrase and summary as a way to draw logical conclusions from a passage Identify central ideas and themes in American Literature and religious texts Identify and infer central ideas in complete works

Y Y

RL.4 RL.4

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

RL.5

RL.6

RL.2

11 11 11 11 11 11

RL RL RL RL RL RL

02 03 03 03 03 04

02 00 01 02 03 00

Recognize how two or more texts from the same period treat similar 11-RL.02.02 themes or topics Identify complex characters and their development over the course 11-RL.03.00 of a text 11-RL.03.01
Identifies and describes different types of characters (protagonist, antagonist, static, dynamic, round, and flat).

Y Y Y Y Y Y

RL.9 RL.3

Identify and analyze the conflicts that advance character development 11-RL.03.02 and/or relationships among characters Analyze the motivation behind a character's actions as it advances the 11-RL.03.03 plot and develops the theme Analyze how the choice of a specific word or phrase shapes 11-RL.04.00 meaning or tone Interpret the use of literary and poetic elements (similies, metaphors, analogies, hyperbole, onomatopoeia, personficiation, idioms, imagery, symbolism, satire, sarcasm, irony, allusion, alliteration, and paradox)

RL.3 RL.3 RL.4

RL.4

11

RL

04

01

11-RL.04.01

11 11 11 11 11 11

RL RL RL RL RL RL

05 05 05 06 06 06

00 01 02 00 01 02

Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time, create an overall 11-RL.05.00 mood or aesthetic impact 11-RL.05.01 Analyze how flashback and foreshadowing can advance the plot 11-RL.05.02 Analyze how a frame story may parallel the primary plot 11-RL.06.00 Recognize point of view and purpose

Y Y Y Y Y Y Y Y

RL.5

RL.6

11 11

RL RL

07 07

00 01

Identify a clear purpose and how that purpose shapes content and 11-RL.06.01 style Recognize the various points of view (first person and third person 11-RL.06.02 limited and omniscient) Independently generates and responds logically to inferential, literal, and critical thinking questions before, during, and after 11-RL.07.00 reading Analyzes historical, societal, and cultural influences on characters and 11-RL.07.01 events in the literary work.

11 11

RL RL

07 07

02 03

Recognizes ways that literature from different cultures presents 11-RL.07.02 similar themes across genres. Compares and contrasts works of literature that deal with similar 11-RL.07.03 topics and problems as well as life experiences. Locate and interpret minor or subtly-stated details in more complex passages and draw logical conclusions by synthesizing information

Y Y Y Y Y Y Y Y Y Y Y Y Y Y RL.3 RL.3 RL.4 RL.9 RL.3 RL.2

12 12 12 12 12 12 12 12 12

RL RL RL RL RL RL RL RL RL

01 01 01 01 02 02 02 03 03

00 01 02 03 00 01 02 00 01

12-RL.01.00 12-RL.01.01 Assertain subtle details in complex passages 12-RL.01.02 Synthesize information from different portions of a passage 12-RL.01.03 Draw complex or subtle logical conclusions Identify central ideas and themes in British Literature and 12-RL.02.00 religious texts 12-RL.02.01 Identify and infer themes in complete works Recognize how two or more texts from the same period treat similar 12-RL.02.02 themes or topics Identify complex characters and their development over the course 12-RL.03.00 of a text 12-RL.03.01 static, dynamic, round, and flat).

Identifiy and describe different types of characters (protagonist, antagonist,

12 12 12

RL RL RL

03 03 04

02 03 00

12-RL.03.02

Identify and analyze the conflicts that advance character development and/or relationships among characters, specifically foils

Analyze the motivation behind a character's actions as it advances the 12-RL.03.03 plot and develops the theme Analyze how the choice of a specific word or phrase shapes 12-RL.04.00 meaning or tone Interpret the use of literary and poetic elements (similies, metaphors, analogies, hyperbole, onomatopoeia, personficiation, idioms, imagery, symbolism, satire, sarcasm, irony, allusion, alliteration, paradox, overstatement, understatement, doppleganger)

RL.4

12

RL

04

01

12-RL.04.01

12 12 12 12 12 12 12

RL RL RL RL RL RL RL

05 05 05 06 06 06 06

00 01 02 00 01 02 03

12-RL.05.00 12-RL.05.01 12-RL.05.02 12-RL.06.00 12-RL.06.01 12-RL.06.02 12-RL.06.03

12 12 12 12

RL RL RL RL

07 07 07 07

00 01 02 03

12-RL.07.00 12-RL.07.01 12-RL.07.02 12-RL.07.03 -. . -. . -. . -. . -. . -. .

Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time, create an overall mood or aesthetic impact Trace the development of the plot through flashback and foreshadowing Analyze how a frame story may parallel the primary plot Recognize point of view and purpose Identify a clear purpose and how that purpose shapes content and style Recognize the various points of view (first person and third person limited and omniscient) Analyze a passage in which grasping the point of view requires distinguishing what is directly stated or inferred Independently generates and responds logically to inferential, literal, and critical thinking questions before, during, and after reading Analyzes historical, societal, and cultural influences on characters and events in the literary work. Recognizes ways that literature from different cultures presents similar themes across genres. Compares and contrasts works of literature that deal with similar topics and problems as well as life experiences.

Y Y Y Y Y Y Y Y Y Y Y

RL.5

RL.6

RL.6

Curriculu m Map (Qutr)

Anchor Standards

Standard

SubStandard

Standard code

ACT Standard Y Y Y Y Y Y Y Y Y

Standard/Substandard Vocabulary Determines meaning of words or phrases using context clues. Determines meaning of complex words through structural analysis, using roots, prefixes, and suffixes. Discriminates between connotative and denotative meanings. Critical Reading Identifies and cites characteristics of informational text (narrative, expository, and persuasive) through a. Topic b. Main ideas c. Supporting details d. Theme Understands the purpose of typographic clues and uses such features to locate information in and to gain meaning from appropriate-level texts. Uses prior knowledge, content, and typographical clues A. to make, to revise, and to confirm predictions B. to make inferences C. to draw conclusions Generates and responds logically to inferential, literal, and critical thinking questions before, during, and after reading the text. Recognizes, explains, and analyzes how authors use text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect) to help achieve their purposes. Identifies how an authors style and literary devices (irony, symbolism, tone, mood, point of view, allusion, hyperbole) work together to achieve his or her purpose.

9 9 9 9 9

RI RI RI RI RI

01 01 01 01 02

00 01 02 03 00

9-RI.01.00 9-RI.01.01 9-RI.01.02 9-RI.01.03 9-RI.02.00

Y Y Y

RI.1,2,3

RI

02

01

9-RI.02.01

RI.4,7

RI

02

02

9-RI.02.02

9 9

RI RI

02 02

03 04

9-RI.02.03 9-RI.02.04

Y Y

RI.2,8 RI.3,5

RI

02

05

9-RI.02.05

RI

02

06

9-RI.02.06

CCSS Standard RI.4 RI.4 RI.4 RI.1 RI.6

NCTE standard

Grade

9 10 10 10 10 10

RI RI RI RI RI RI

02 01 01 01 01 02

07 00 01 02 03 00

9-RI.02.07 10-RI.01.00 10-RI.01.01 10-RI.01.02 10-RI.01.03 10-RI.02.00

10

RI

02

01

10-RI.02.01

10

RI

02

02

10-RI.02.02

10

RI

02

03

10-RI.02.03

Analyzes and interprets various accounts of the subject told in different mediums and evaluates how they address different themes and concepts. Vocabulary Determines meaning of words or phrases using context clues. Determines meaning of complex words through structural analysis, using roots, prefixes, and suffixes. Discriminates between connotative and denotative meanings. Critical Reading Identifies and cites characteristics of informational text (narrative, expository, and persuasive) through a. Topic b. Main ideas c. Supporting details d. Theme Understands the purpose of typographic clues and uses such features to locate information in and to gain meaning from appropriate-level texts. Uses prior knowledge, content, and typographical clues A. to make, to revise, and to confirm predictions B. to make inferences C. to draw conclusions Generates and responds logically to inferential, literal, evaluative, and critical thinking questions before, during, and after reading the text. Recognizes, explains, and analyzes how authors use text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect) to help achieve their purposes. Identifies how an authors style and literary devices (irony, symbolism, tone, mood, point of view, allusion, hyperbole) work together to achieve his or her purpose.

RI.7,9

Y Y Y

Y Y Y

RI.4 RI.4 RI.4

RI.1,2,3

RI.4,7

RI.1

RI.2,8

10

RI

02

04

10-RI.02.04

RI.3,5

10

RI

02

05

10-RI.02.05

RI.6

10

RI

02

06

10-RI.02.06

10 11

RI RI

02 01

07 00

10-RI.02.07 11-RI.01.00

11 11 11 11

RI RI RI RI

01 01 01 02

01 02 03 00

11-RI.01.01 11-RI.01.02 11-RI.01.03 11-RI.02.00

11 11

RI RI

02 02

01 02

11-RI.02.01 11-RI.02.02

11

RI

02

03

11-RI.02.03

11

RI

02

04

11-RI.02.04

11

RI

02

05

11-RI.02.05

Analyzes and interprets various accounts of the subject told in different mediums and evaluates how they address different themes and concepts. Vocabulary Determines meaning of words or phrases using context clues (definitions, restatements, examples, descriptions, comparisoncontrast, clue words, cause-effect) from sentences, paragraphs, and longer passages. Determines meaning of complex words through structural analysis, using roots, prefixes, and suffixes. Discriminates between connotative and denotative meanings to recognize the subtleties of an authors word choice. Critical Reading Independently identifies characteristics of informational text (expository, technical, and persuasive) through a. Supporting details b. Theme c. Voice d. Intertextual connections Understands the purpose of typographic clues and uses such features to analyze, synthesize, and evaluate their validity. Uses prior knowledge, content, and typographical clues a. to make, to revise, and to confirm predictions, b. To make inferences c. To draw conclusions d. to determine where the text leaves matters uncertain. Generates and responds logically to inferential, literal, evaluative, synthesizing and critical thinking questions before, during, and after reading the text. Analyzes and evaluates how authors use text structure (sequence, problem-solution, comparison-contrast, description, cause-effect) to help achieve their purposes.

RI.7,9

RI.4

Y Y

Y Y

RI.4 RI.4

RI.3, 5

RI.5

11

RI

02

06

11-RI.02.06

11

RI

02

07

11-RI.02.07

11

RI

02

08

11-RI.02.08

11 12

RI RI

02 01

09 00

11-RI.02.09 12-RI.01.00

12 12 12 12

RI RI RI RI

01 02 03 00

12-RI. .01 12-RI. .02 12-RI. .03 12-RI.02.00

02

12

RI

02

01

12-RI.02.01

Analyzes and identifies how an authors style (word choice, sentence structure), rhetoric, and literary devices (irony, symbolism, tone, mood, satire, point of view, allusion, hyperbole, paradox) work together to achieve his or her purpose. Identifies the authors position in a persuasive text, describes techniques the author uses to support that position (bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion), and evaluates the effectiveness of these techniques and the credibility of the information provided. Distinguishes between fact and opinion and recognizes propaganda (advertising, media, politics, warfare), bias, and stereotypes in a variety of mediums. Analyzes, interprets, and evaluates the elements of messages projected in various media (videos, pictures, web sites, artwork, plays and /or news programs. Vocabulary Determines meaning of words or phrases using context clues (definitions, restatements, examples, descriptions, comparisoncontrast, clue words, cause-effect) from sentences, paragraphs, and longer passages. Determines meaning of complex words through structural analysis, using roots, prefixes, and suffixes. Discriminates between connotative and denotative meanings to recognize the subtleties of an authors word choice. Critical Reading Independently identifies characteristics of informational text (expository, technical, and persuasive) through a. Supporting details b. Theme c. Voice d. Intertextual connections e. Authors purpose

RI.5,6

RI.5,6

RI.7

RI.7

RI.4

Y Y

Y Y

RI.4 RI.4

RI.3, 5

12

RI

02

02

12-RI.02.02

12

RI

02

03

12-RI.02.03

12

RI

02

04

12-RI.02.04

12

RI

02

05

12-RI.02.05

12

RI

02

06

12-RI.02.06

12

RI

02

07

12-RI.02.07

12

RI

02

08

12-RI.02.08

12

RI

02

09

12-RI.02.09

Understands the purpose of typographic clues and uses such features to analyze, synthesize, and evaluate their validity. Uses prior knowledge, content, and typographical clues a. to make, to revise, and to confirm predictions, b. To make inferences c. To draw conclusions d. to determine where the text leaves matters uncertain. Generates and responds logically to inferential, literal, evaluative, synthesizing and critical thinking questions before, during, and after reading the text. Analyzes and evaluates how authors use text structure (sequence, problem-solution, comparison-contrast, description, cause-effect) to help achieve their purposes. Analyzes and identifies how an authors style (word choice, sentence structure), rhetoric, and literary devices (irony, symbolism, tone, mood, satire, point of view, allusion, hyperbole, paradox) work together to achieve his or her purpose. Identifies the authors position in a persuasive text, describes techniques the author uses to support that position (bandwagon approach, glittering generalities, testimonials, citing authority, statistics, other techniques that appeal to reason or emotion), and evaluates the effectiveness of these techniques and the credibility of the information provided. Distinguishes between fact and opinion and recognizes propaganda (advertising, media, politics, warfare), bias, and stereotypes in a variety of mediums. Analyzes, interprets, and evaluates the elements of messages projected in various media (videos, pictures, web sites, artwork, plays and /or news programs.

RI.5

RI.5,6

RI.5,6

RI.7

RI.7

Curriculu m Map (Qutr)

Anchor Standards

Standard

SubStandard

Standard code

ACT Standard Y Y Y Y Y Y Y Y

Standard/Substandard Transition from a three paragraph to a five paragraph essay, based on but not limited to the literature read. Identify and use basic paragraph structures: controlling statement, topic sentences, support sentences, logical arrangement, and the hook Summarize, paraphrase, draw conclusions, and form opinions about information Brainstorm to generate ideas; use visual media, discussion, freewriting, and graphic organizing. Prewrite, draft, respond, and edit written work Use appropriate and varied transitions to link, the major sections of the text Re-write; employ clear, concise, and grade-appropriate language, limiting conversational language; prepare a final draft of written work Students will frequently use journal writing to explore and enhance creative and academic writing. Student will frequently use creative writing to understand and respond to literature Use technology to produce, publish, and update individual or shared writing. Write in a five paragraph essay in a variety of formats: comparison and contrast, creative, and research. Identify and use basic paragraph structures: controlling statement, topic sentences, support sentences, logical arrangement, and the hook Summarize, paraphrase, draw conclusions, and form opinions about information

01

00

9-W.01.00

Y Y Y Y Y Y Y Y Y Y Y Y Y

W.2a W.2b W.2a W.5 W.2c W.2d, W.5 W.10 W.10 W.6 W.2 W.2a W.2b

9 9 9 9 9

W W W W W

01 01 01 01 01

01 02 03 04 05

9-W.01.01 9-W.01.02 9-W.01.03 9-W.01.04 9-W.01.05

9 9 9 9 10

W W W W W

01 02 03 04 01

06 00 00 00 00

9-W.01.06 9-W.02.00 9-W.03.00 9-W.04.00 10-W.01.00

10 10

W W

01 01

01 02

10-W.01.01 10-W.01.02

CCSS Standard W.2

NCTE standard

Grade

10 10 10

W W W

01 01 01

03 04 05

10-W.01.03 10-W.01.04 10-W.01.05

10

01

06

10-W.01.06

Brainstorm to generate ideas by using visual media, discussion, freewriting, and graphic organizing. Prewrite, draft, respond, and edit written work Write an effective thesis statement with a knowledge of audience, purpose, and consistent point of view Use appropriate and varied transitions to link, the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts Re-write; employ clear, concise, and grade-appropriate language, limiting conversational language; prepare a final draft of written work Student will frequently use creative writing to understand and respond to literature Use technology to produce, publish, and update individual or shared writing. Write essays in the following forms: narrative, comparison/contrast, descriptive, expository, persuasive, evaluative, and research. Write unified paragraphs and include a sentence variety and complexity Analyze, synthesize, and respond critically to literature in order to support and develop a thesis Brainstorm to generate ideas by using visual media, discussion, freewriting, and graphic organizing. Prewrite, draft, respond, revise, and edit written work Write with a knowledge of audience, purpose, and tone with consistent voice Enhance writing of firgures of speech, analogies, and developed vocabulary Re-write; employ clear, concise, and grade-appropriate language, limiting conversational language; prepare a final draft of written work

Y Y Y Y

W.2a W.5

Y Y

W.2a,b W.2c

Y Y Y Y Y Y Y Y Y Y Y

W.5 W.10 W.6 W.2,3

10 10 10

W W W

01 02 03

07 00 00

10-W.01.07 10-W.02.00 10-W.03.00

11 11 11 11 11 11 11

W W W W W W W

01 01 01 01 01 01 01

00 01 02 03 04 05 06

11-W.01.00 11-W.01.01 11-W.01.02 11-W.01.03 11-W.01.04 11-W.01.05 11-W.01.06

Y Y

W.1c,2c W.1b,2b, 9 W.2a W.5 W.1d,2e, 4 W.1c,2d W.5

Y Y Y

11

01

07

11-W.01.07

11 11

W W

02 03

00 00

11-W.02.00 11-W.03.00

12 12 12 12 12 12 12

W W W W W W W

01 01 01 01 01 01 01

00 01 02 03 04 05 06

12-W.01.00 12-W.01.01 12-W.01.02 12-W.01.03 12-W.01.04 12-W.01.05 12-W.01.06

Student will frequently use creative writing to understand and respond to literature Use technology to produce, publish, and update individual or shared writing. Write effective essays dealing with various themes in literature and in the following styles: expository, descriptive, comparison/contrast, persuasive, argumentative, professional (resumes, cover letters, thank you notes), poetry of different styles, evaluative, and research. Write unified paragraphs and include a sentence variety and complexity Analyze, synthesize, and respond critically to literature in order to support and develop a thesis Brainstorm to generate ideas by using visual media, discussion, freewriting, and graphic organizing. Prewrite, draft, respond, revise, and edit written work Write with a knowledge of audience, purpose, and tone with consistent voice Enhance writing of firgures of speech, analogies, and developed vocabulary Re-write; employ clear, concise, and grade-appropriate language, limiting conversational language; prepare a final draft of written work Student will frequently use creative writing to understand and respond to literature Use technology to produce, publish, and update individual or shared writing.

Y Y

W.10 W.6

W.1,2,3

Y Y Y Y Y Y Y Y Y

Y Y Y

W.1c,2c, 3c W.1b,2b, 9 W.2a W.5 W.1d,2e, 4 W.1c,2d W.5 W.10 W.6

Y Y Y

12 12 12

W W W

01 02 03

07 00 00

12-W.01.07 12-W.02.00 12-W.03.00

Curriculu m Map (Qutr)

Anchor Standards

Standard

SubStandard

Standard code

ACT Standard Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

Standard/Substandard

9 9 9 9 9 9 9 9 9 9 9

R R R R R R R R R R R

01 02 03 04 05 06 07 08 09 10 11

00 00 00 00 00 00 00 00 00 00 00

9-R.01.00 9-R.02.00 9-R.03.00 9-R.04.00 9-R.05.00 9-R.06.00 9-R.07.00 9-R.08.00 9-R.09.00 9-R.10.00 9-R.11.00

Know the components to writing a research paper. (topic, preliminary thesis, bibliography cards, working works cited page, preliminary outline, notecards, final thesis/outline, paper). Generate a list of key words and sources for a research topic Narrow the list to a topic Write a thesis statement using the chosen topic to answer a question or to solve a problem Use an appropriate search engine limited to .edu, .org, and .gov or database journal articles Know the difference between primary/secondary sources Obtain muliple sources on the subject Integrate information into the text Use proper parenthetical citation to avoid ethical problems such as plagiarizing Complete a simple research project utilizing MLA format If available, use a plagiarism program to check for accuracy, etc. prior to handing in Recognize the components to writing an informative research paper (topic, preliminary thesis, bibliography cards, working works cited page, preliminary outline, notecards, final thesis/outline, paper). Generate a list of key words and sources for an informative research topic Narrow the list to a topic Write a thesis statement using the chosen topic

W.1, 2

Y Y Y Y Y Y Y Y Y

W.2b W.2a W.1a, 1c, 7 W.8 W.8, 9 W.2b, 8 W.8 W.2e, 8 W.2e, 8

10 10 10 10

R R R R

01 02 03 04

00 00 00 00

10-R.01.00 10-R.02.00 10-R.03.00 10-R.04.00

Y Y Y

W.2b W.2a W.1a, 1c, 7

CCSS Standard W.2

NCTE standard

Grade

10 10 10 10 10 10 10 10 10

R R R R R R R R R

05 06 07 08 09 10 11 12 13

00 00 00 00 00 00 00 00 00

10-R.05.00 10-R.06.00 10-R.07.00 10-R.08.00 10-R.09.00 10-R.10.00 10-R.11.00 10-R.12.00 10-R.13.00

Conduct searches using a variety of technologies and academic/community resources Create a working bibliography (cards or list) to develop works cited page Use skills such as note-taking, skimming, paraphrasing, and summarizing to create source notes (cards Create a preliminary and final thesis statement and outline Analyze sources for reliability Synthesize multiple sources on the subject Employ proper parenthetical citation to avoid ethical problems such as plagiarizing Write an informative research paper using MLA format If available, use a plagiarism program to check for accuracy, etc. prior to handing in Use the components to write a persuasive research paper. (topic, preliminary thesis, bibliography cards, working works cited page, preliminary outline, notecards, final thesis/outline, paper). Generate topic/thesis that answers a question or solves a problem Use MLA style when writing a research paper including the use of bibliography cards, notecards, outline, works cited, parenthetical citations, etc. Research materials from a variety of sources Evaluate applicable primary/secondary sources for propaganda, timeliness, reliability, etc. Synthesize multiple primary/secondary sources on the subject Employ proper parenthetical citation to avoid ethical problems such as plagiarizing If available, use a plagiarism program to check for accuracy, etc. prior to handing in

Y Y Y Y Y Y Y

Y Y Y Y Y Y Y Y Y

W.8 W.8 W.7, 8 W.8 W.7 W.8 W.2, 8

W.7

11 11

R R

01 02

00 00

11-R.01.00 11-R.02.00

Y Y

W.7

11 11 11 11 11 11

R R R R R R

03 04 05 06 07 08

00 00 00 00 00 00

11-R.03.00 11-R.04.00 11-R.05.00 11-R.06.00 11-R.07.00 11-R.08.00

Y Y Y Y Y

Y Y Y Y Y

W.8 W.8 W.7 W.8 W.6

12 12

R R

01 02

00 00

12-R.01.00 12-R.02.00

Use the components to write a analytical research paper. (topic, preliminary thesis, bibliography cards, working works cited page, preliminary outline, notecards, final thesis/outline, paper). Generate topic/thesis that answers a question or solves a problem Clearly narrow the focus of what the analysis will cover. Consider if the subject of the document is interesting and complex enough to warrant full analytical treatment Use MLA style when writing a research paper including the use of bibliography cards/lists, note-taking, possibly an annotated bibliogrpahy, outline, works cited, parenthetical citations, etc. Research materials from a variety of sources Evaluate applicable primary/secondary sources for propaganda, timeliness, reliability, etc. Synthesize multiple primary/secondary sources from print and nonprint materials on the subject Employ proper parenthetical citation to avoid ethical problems such as plagiarizing Demonstrate academic integrity in all work If available, use a plagiarism program to check for accuracy, etc. prior to handing in Y Y Y Y Y

Y Y

W.7

12

03

00

12-R.03.00

Y Y Y Y Y Y Y Y W.6 W.8 W.8 W.8 W.8

12 12 12 12 12 12 12

R R R R R R R

04 05 06 07 08 09 10

00 00 00 00 00 00 00

12-R.04.00 12-R.05.00 12-R.06.00 12-R.07.00 12-R.08.00 12-R.09.00 12-R.10.00

Curriculu m Map (Qutr)

Anchor Standards

Standard

SubStandard

Standard code

NCTE Standard

ACT Standard Y Y Y Y Y Y Y Y Y Y

Standard/Substandard Speaks with clarity, employs vocalization techniques, uses visual aids and technology that enhance presentation, and reads audience clues. Prepares, organizes, and delivers various types of oral presentations (e.g., impromptu, informative, dramatic, discursive); develops an awareness of personal speech behaviors in formal and informal use. Presents oral summaries with correct grammar, vocabulary and sentence structure. Actively engages in academic discussions. Listens for enjoyment, for information, for directions and critically to summarize and evaluate communications that inform, persuade and entertain. Listens to evaluate his/her own and others effectiveness in presentations and group discussions, using provided criteria. Listens to evaluate the validity and reliability of speakers message. Uses active-listening behavior (asks questions of speaker and uses body language and facial expressions to indicate agreement Speaks with clarity, employs vocalization techniques, uses visual aids and technology that enhance presentation, and reads audience clues. Prepares, organizes, and delivers various types of oral presentations (e.g., impromptu, informative, dramatic, discursive); develops an awareness of personal speech behaviors in formal and informal use. Presents oral summaries with correct grammar, vocabulary and sentence structure. Actively engages in academic discussions.

SL

01

00

9-SL.01.00

9 9 9

SL SL SL

02 03 04

00 00 00

9-SL.02.00 9-SL.03.00 9-SL.04.00

Y Y

SL.1c,1d, 3

SL

05

00

9-SL.05.00

SL.1c,1d

SL

06

00

9-SL.06.00

10

SL

01

00

10-SL.01.00

10 10 10

SL SL SL

02 03 04

00 00 00

10-SL.02.00 10-SL.03.00 10-SL.04.00

Y Y

CCSS Standard SL.4 SL.6 SL.6 SL.1 SL.4 SL.6 SL.6 SL.1

Grade

10

SL

05

00

10-SL.05.00

Listens for enjoyment, for information, for directions and critically to summarize and evaluate communications that inform, persuade and entertain. Listens to evaluate his/her own and others effectiveness in presentations and group discussions, using provided criteria. Listens to evaluate the validity and reliability of speakers message. Uses active-listening behavior (asks questions of speaker and uses body language and facial expressions to indicate agreement Speaks with clarity, employs vocalization techniques, uses visual aids and technology that enhance presentation, and reads audience clues. Prepares, organizes, and delivers various types of oral presentations (e.g., impromptu, informative, dramatic, discursive); develops an awareness of personal speech behaviors in formal and informal use. Presents oral summaries with correct grammar, vocabulary and sentence structure. Actively engages in academic discussions. Listens for enjoyment, for information, for directions and critically to summarize and evaluate communications that inform, persuade and entertain. Listens to evaluate his/her own and others effectiveness in presentations and group discussions, using provided criteria. Listens to evaluate the validity and reliability of speakers message. Uses active-listening behavior (asks questions of speaker and uses body language and facial expressions to indicate agreement Speaks with clarity, employs vocalization techniques, uses visual aids and technology that enhance presentation, and reads audience clues. Limits text on visual aids

SL.1c,1d, 3

SL.1c,1d

10

SL

06

00

10-SL.06.00

SL.5,6

11

SL

01

00

11-SL.01.00

SL.2,4

11 11 11

SL SL SL

02 03 04

00 00 00

11-SL.02.00 11-SL.03.00 11-SL.04.00

Y Y

Y Y

SL.6 SL.1a

SL.3

11

SL

05

00

11-SL.05.00

11

SL

06

00

11-SL.06.00

Y Y

Y Y

SL.5,6

12 12

SL SL

01 02

00 00

12-SL.01.00 12-SL.02.00

12 12 12

SL SL SL

03 04 05

00 00 00

12-SL.03.00 12-SL.04.00 12-SL.05.00

12

SL

06

00

12-SL.06.00

Prepares, organizes, and delivers various types of oral presentations (e.g., impromptu, informative, dramatic, discursive); develops an awareness of personal speech behaviors in formal and informal use. Presents oral summaries with correct grammar, vocabulary and sentence structure. Actively engages in academic discussions. Listens for enjoyment, for information, for directions and critically to summarize and evaluate communications that inform, persuade and entertain. Listens to evaluate his/her own and others effectiveness in presentations and group discussions, using provided criteria. Listens to evaluate the validity and reliability of speakers message. Uses active-listening behavior (asks questions of speaker and uses body language and facial expressions to indicate agreement

SL.2,4

Y Y

Y Y

SL.6 SL.1a

SL.3

12

SL

07

00

12-SL.07.00 -. . -. . -. . -. .

Curriculu m Map (Qutr)

Anchor Standards

Standard

SubStandard

Standard code

NCTE Standard

ACT Standard Y Y Y Y Y Y Y Y Y Y Y Y Y

Standard/Substandard Review/learn the parts of speech Review/identify part of a sentence (subject-verb-complement) Identify and use prepositional phrases and dependent and independent clauses Classify and write various tpyes of sentences (simple, compound, complex, compound-complex) Recognize proper subject-verb and pronoun-antecedent agreement in sentences Introduce concept of formal/informal language Recognize and use standard (formal) usage rules, including frequently confused word pairs Recognize and use standard (formal) capitalization and punctuation rules Practice using formal English with passages from standardized tests (ACT) Review parts of speech Review and identify parts of sentences Review frequently confused word pairs Introduce and identify verbal phrases and different types of clauses (noun, adjectivve, adverb, relative, etc) Introduce and recognize the elements of parallelism in context of sentence structure Apply various sentence types in context of their own writing Use correct grammar/usage in the context of their own writing Apply the rules of mechanics and spelling in their own writing

9 9 9 9 9 9 9 9 9 10 10 10 10 10 10 10 10

L L L L L L L L L L L L L L L L L

01 02 03 04 05 06 07 08 09 01 02 03 04 05 06 07 08

00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00

9-L.01.00 9-L.02.00 9-L.03.00 9-L.04.00 9-L.05.00 9-L.06.00 9-L.07.00 9-L.08.00 9-L.09.00 10-L.01.00 10-L.02.00 10-L.03.00 10-L.04.00 10-L.05.00 10-L.06.00 10-L.07.00 10-L.08.00

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y

L.3a, 4 L.2 L.6 L.1b L.1b L.4 L.1b L.1a L.3 L.1 L.2

CCSS Standard L.1b L.1b L.1b L.2 L.1 L.3

Grade

10 10 10 11

L L L L

09 10 11 01

00 00 00 00

10-L.09.00 10-L.10.00 10-L.11.00 11-L.01.00

Use subject-verb and pronoun-antecedent agreement in context of their own writing Practice proofreading for grammar, usage, mechanics, etc Complete timed ACT English practice passages/tests Recognize the elements of parallelism in context of their own writing Recognize/correct inconsistent shifts in verb tense and pronounantecedent agreement in sentence flow and structure Introduce/recognize nonrestrictive and parenthetical elements Consistently apply the rules of grammar, usage, mechanics, spelling, etc. in their own writing Continue practice with proofreading and revision exercises Continue practice with timed ACT English tests Consistently apply the elements of parallelism is context of their own writing Write with consistent verb tense and pronoun agreement Use nonrestrictive and parenthetical elements in their own writing Recognize variations from standard English in their own and others' writing and speaking Identify and use strategies to improve expression in conventional language Vary sentence patterns for meaning, reader/audience interest, and style Continue practice with proofreading and revision exercises Continue practice with timed ACT English tests

Y Y Y Y Y

L.1 L.2 L.6

Y Y Y

L.5 L.3

11 11 11 11 11 12 12 12 12 12 12 12 12

L L L L L L L L L L L L L

02 03 04 05 06 01 02 03 04 05 06 07 08

00 00 00 00 00 00 00 00 00 00 00 00 00

11-L.02.00 11-L.03.00 11-L.04.00 11-L.05.00 11-L.06.00 12-L.01.00 12-L.02.00 12-L.03.00 12-L.04.00 12-L.05.00 12-L.06.00 12-L.07.00 12-L.08.00 -. . -. .

L.2

Y Y

Y Y Y

L.2 L.3

Y Y Y

L.1 L.3 L.1

Curriculu m Map (Qutr)

Anchor Standards

Standard

SubStandard

Standard code

NCTE Standard

ACT Standard Y Y Y Y Y Y Y Y Y Y Y Y

Standard/Substandard

9 9 9 9

SS SS SS SS

01 02 03 04

00 00 00 00

9-SS.01.00 9-SS.02.00 9-SS.03.00 9-SS.04.00

Knows and uses skills that complement individual learning styles in areas such as listening, note taking, memorizing, discussing, learning from visuals, outlining, and preparing for exams. Increases test taking skills by practice with sentence completion and context clues. Stated and supported understanding of text ideas Increases familiarity with standardized tests such as ACT. Analyzes, describes and evaluates the elements of messages projected in various media (videos, pictures, web sites, artwork, plays and/or news programs. Knows and uses skills that complement individual learning styles in areas such as listening, note taking, memorizing, discussing, learning from visuals, outlining, and preparing for exams. Increases test taking skills by practice with sentence completion and context clues. Stated, supported, and implied understanding of text ideas Increases familiarity with standardized tests such as ACT. Analyzes, describes and evaluates the elements of messages projected in various media (videos, pictures, web sites, artwork, plays and/or news programs. Knows and uses skills that complement individual learning styles in areas such as listening, note taking, memorizing, discussing, learning from visuals, outlining, and preparing for exams. Increases test taking skills by practice with sentence completion and context clues.

SS

05

00

9-SS.05.00

10 10 10 10

SS SS SS SS

01 02 03 04

00 00 00 00

10-SS.01.00 10-SS.02.00 10-SS.03.00 10-SS.04.00

10

SS

05

00

10-SS.05.00

11 11

SS SS

01 02

00 00

11-SS.01.00 11-SS.02.00

CCSS Standard

Grade

11 11 11

SS SS SS

03 04 05

00 00 00

11-SS.03.00 11-SS.04.00 11-SS.05.00

11

SS

06

00

11-SS.06.00

Able to annotate/close read texts Stated, supported, and implied understanding of text ideas Increases familiarity with standardized tests such as ACT. Analyzes, describes and evaluates the elements of messages projected in various media (videos, pictures, web sites, artwork, plays and/or news programs. Knows and uses skills that complement individual learning styles in areas such as listening, note taking, memorizing, discussing, learning from visuals, outlining, and preparing for exams. Increases test taking skills by practice with sentence completion and context clues. Able to annotate/close read texts Stated, supported, and implied understanding of text ideas Increases familiarity with standardized tests such as ACT. Analyzes, describes and evaluates the elements of messages projected in various media (videos, pictures, web sites, artwork, plays and/or news programs.

Y Y Y Y

12 12 12 12 12

SS SS SS SS SS

01 02 03 04 05

00 00 00 00 00

12-SS.01.00 12-SS.02.00 12-SS.03.00 12-SS.04.00 12-SS.05.00

Y Y Y Y Y

12

SS

06

00

12-SS.06.00 -. . -. . -. . -. . -. . -. . -. .

Curriculu m Map (Qutr)

Grade 9 10 11 12

Anchor Standard s

Standard = reading Reading Standards for Literature Reading Standards for Informational Text Writing Standards Study Skills Speaking and Listening Standards Language Standards 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15

Substandard 00 01 02 03 04 05 06 07 08 09 10

R RL RI W SS SL L