Appendix on Implementing District Standards
In 2010, the Connecticut State Board of Education adopted the Common Core Standards in English Language Arts and literacy in history/social studies, science, and technical subjects as the Connecticut Core Standards (CCS). In 2017, a representative group of New Haven Public Schools teachers, working with the CCS as a starting point, developed a list of performance indicators and scoring criteria for high school English under four specific competencies: 1 - Reading, 2 - Writing, 3 - Speaking & Listening, and 4 - Inquiry. Following are the performance indicators directly addressed by the teaching and assessed through the student work of this unit. Each contains a reference to the College and Career Readiness Standard(s) in the CCS from which it was drawn.
1c. Analyze how two or more texts address similar themes or topics (CCR.R9)
1d. Analyze the text to determine how author’s choices relate to each other to shape the meaning of the work as a whole (CCR.R4-6)
The above reading indicators are addressed primarily through the reading, analysis (both formal and informal), and discussion of the two essays used as the core texts of the unit. For the purposes of this unit, analysis of writer’s craft will serve as a model for the students’ own essays.
2b. Develop informative or explanatory writing to examine and convey complex ideas and information (CCR.W2)
2c. Develop narrative writing to convey real or imagined experiences or events (CCR.W3)
2d. Organize writing in a way that is appropriate to task, purpose, and audience (CCR.W4)
2f. Use language appropriate for audience and purpose (CCR.L3)
2g. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (CCR.W5)
This unit is particularly focused on the writing process; indicator 2g will be assessed throughout the three weeks of the unit as students draft, revise, and redraft their essays. Students’ final essays will take into account indicators 2b-c as they blend narrative and expository writing modes. Finally, indicators 2d and 2f both focus on crafting writing intentionally for audience and purpose; one of the main areas of focus for this unit.
3a. Prepare for a range of conversations and collaborations with diverse partners (CCR.SL1)
3b. Participate in a range of conversations and collaborations with diverse partners (CCR.SL1)
Student discussion is a key component to students exploring the essays they will read and craft in this unit. Being prepared for these discussions is essential to their growth as writers.
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