Appendix on Implementing District Standards
Here are Virginia’s Standards of Learning for English Language Arts, specifically grade 9.
9.DSR The student will build knowledge and comprehension skills from reading a range of challenging, content-rich texts. This includes fluently reading and gathering evidence from grade-level complex texts, reading widely on topics to gain purposeful knowledge and vocabulary, and using reading strategies when comprehension breaks down.
A. When responding to text through discussions and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, K-12)
D. Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.). Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12).
E. Use reading strategies as needed to aid and monitor comprehension when encountering challenging sections of text. These sense-making strategies attend to text structure, common organizational structures, summarizing, asking questions of the text, and others (Reading Strategies, 3-12).
We will be reading culturally relevant texts to develop and master these standards.
9.RV The student will systematically build vocabulary and word knowledge based on grade nine content and texts.
9.RV.1 Vocabulary Development and Word Analysis
A. Develop and accurately use general academic and content-specific vocabulary through reading, discussing, and writing about grade-level texts and topics.
G. Use newly learned words and phrases in multiple contexts, including students’ discussions and speaking and writing activities.
Students will have a variety of opportunities to develop general academic and content-specific vocabulary when we discuss linguistic racism and Anti-Racist Black Language as well as when we discuss the culturally relevant texts. These discussions, readings, and writing activities will work to create a bridge between their lived experiences and the vocabulary that they will learn.
9.RL The student will use textual evidence to demonstrate comprehension and build knowledge from a variety of grade-level complex literary texts read to include narratives, literary nonfiction, poetry, and drama.
9.RL.1 Key Ideas and Plot Details
A. Explain stated or implied themes, analyzing their development over the course of texts, and the relationship of characters, setting, and plot to those themes.
B. Examine and analyze the characteristics that distinguish literary forms (e.g., fiction, nonfiction, poetry, prose, novel, drama, essay, speech) and analyze how the differing structure of each literary form contributes to its meaning and style.
9.RL.2 Craft and Style
A. Analyze the use of rhyme, rhythm, sound, imagery, and other literary devices in poetry to convey a message and elicit a reader’s emotions.
B. Explain how an author’s specific word choices, syntax, tone, and voice shape the meaning of the text.
We will focus our attention on literary nonfiction as mentioned in the standard, but students will also have opportunities to analyze how each of these key ideas and craft elements are developed in music with Tupac’s “Dear Mama” and oral storytelling with StoryCorps and Rigoberta Menchú’s transcribed autobiography.
9.RL.3 Integration of Concepts
Describe how the historical or social function of a text depends on its context (e.g., cultural, situational, historical, geographical).
We will research and discuss the history and social function of the English language as well as oral tradition.
9.W The student will write in various forms for diverse audiences and purposes linked to grade nine content and texts with an emphasis on expository and persuasive writing.
9.W.1 Modes and Purposes for Writing
A. Write extended pieces that:
1. Introduce a topic clearly by providing context, presenting well-defined theses, and previewing what follows.
2. Adopt an organizational structure that clarifies relationships among ideas and concepts.
3. Develop the topic through sustained use of the most significant and relevant facts, concrete details, quotations, or other information from multiple authoritative sources appropriate to the audience's knowledge.
4. Provide a concluding section that follows from the information or explanation presented.
Write reflectively in response to readings in which students compare two or more texts with details, examples, and other textual evidence to support an idea or position.
When students complete their oral tradition research, they will work with their groups to synthesize this information into an expository presentation.
C. Develop flexibility in writing by routinely producing shorter and longer pieces for a range of tasks, purposes, and audiences (e.g., summaries, reflections, descriptions, critiques, letters, poetry, narratives, etc.).
Through journal rituals and freewriting exercises, students will produce shorter pieces on a daily basis. Students will create longer pieces through their projects and journal revisions.
9.W.3 Usage and Mechanics
A. Revise writing for clarity of content, accuracy, and adequate elaboration.
B. Use peer- and self-evaluation to edit writing for clarity and quality of information, addressing strengths and making suggestions regarding how writing might be improved.
C. Edit writing for appropriate conventions, style, and language (See Language Usage for grade level expectations).
With revisions, I will remind students to reflect on their personal writing goals. Their relationship to revision should help them explore their authentic writing voice and deepen their writing practice.
9.C.2 Speaking and Presentation of Ideas
A. Report orally on a topic or text or present an opinion. This includes:
1. Choosing vocabulary, language and tone appropriate to the topic, audience, and purpose.
2. Using listening and speaking strategies effectively with awareness of verbal and nonverbal cues (e.g., using body language to indicate attentiveness, and giving appropriate feedback).
3. Analyzing the effectiveness of one’s presentation, including introduction, central idea, organization, and conclusion.
Students will work on their speaking, listening, and presentation skills extensively throughout this unit. There will be a variety of presentations in small groups and individually to engage with the verbal aspects of oral tradition.
9.C.3 Integrating Multimodal Literacies
Students will engage with a variety of platforms and technological devices to help them analyze examples of oral storytelling. They will use multimodal tools to complete their family interview and create their narrative.
Comments: