Appendix
Academic standards
The District of Columbia Public Schools subscribes to the Common Core State Standards (CCSS) for delivery of its teaching and learning instructional framework. The standards are considered to be a clear set of collective goals and expectations representative of the knowledge and skill sets students will need in content area courses so that they will be prepared to succeed in college, career and life.
CCSS.ELA-LITERACY.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. This standard addresses students’ ability to support their responses to a variety of question types about the poems outlined in the unit as well as their ability to incorporate textual evidence in their critical analysis essay.
CCSS.ELA-LITERACY.RL.9-10.2-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. After close reading the poems, students will be required to write brief summaries of the texts and determine their themes as one of the literary tasks. Further this standard addresses the critical analysis essay students are required to complete as one of the unit’s final products.
CCSS.ELA-LITERACY.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). In this unit students learn about the power of figurative language as well as the connotative meanings of words and work to uncover the impact that these words have on the selected poems and the ways that poets masterfully use these words to create depth and dimension in their writing. Students will also incorporate a variety of figurative language terms into their own writing.
CCSS.ELA-LITERACY.L.9-10.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. As part of the writing and speaking and listening product, this standards leads students to produce writings and give oral presentations that are both grammatically and mechanically correct.
CCSS.ELA-LITERACY.L.9-10.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Students will use language conventions to ensure their written responses are accurate and correct. These writings include brief constructed responses, an original poetic composition and a literary analysis essay.
CCSS.ELA-LITERACY.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. In order to produce coherent and well- structured writing, this standard leads students into the writing process and requires them to strategize, retool and refocus at varying stages of their writing.
CCSS.ELA-LITERACY.W.9-10.9-Draw evidence from literary or informational texts to support analysis, reflection, and research. One of the final products that students complete as an assessment for this unit is a critical analysis essay on the development of theme in a poem. This standard supports the writing tasks by requiring students to familiarize themselves with various forms of information to compose an essay that reflects evidentiary learning.
CCSS.ELA-LITERACY.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. This standard is addressed during the Paideia Seminars, writer’s workshop (peer editing and revising) and student and teacher led conferences.
CCSS.ELA-LITERACY.SL.9-10.1.A- 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 or issue to stimulate a thoughtful, well-reasoned exchange of ideas. During the Paideia Seminars, peer review and editing and individual prep time, students will work toward mastery of this standard. In addition, the writer’s workshop provides students an opportunity to prepare, research and present their findings.
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