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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Discussion Initiation
Prepared Discussions [a]
Peer Teamwork [b]
Propelled Conversations [c]
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3 - Participate (In collaborative discussions)
3 - Build (On ideas)
3 - Prepare (Discussions [a])
1 - Read (Material [a])
3 - Draw (On preparation [a])
5 - Work (with Peers [b])
5 - Set (Rules [b])
3 - Pose (Questions [c])
1 - Respond (Questions [c])
1 - Respond (Diverse perspectives [d])
2 - Summarize (Points of agreement and disagreement [d])
5 - Qualify (Views and understanding [d])
5 - Justify (Views and understanding [d])
3 - Make (New connections [d])
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5 - I can participate in a range of collaborative discussions with divers partners.
3 - I can build on ideas presented by others while expressing my own clearly and persuasively.
3 - I can prepare for discussions. [a]
1 - I can read material understudy. [a]
3 - I can draw on preparation by referring to evidence from texts and other research on the topics. [a]
5 - I can 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). [b]
5 - I can work with peers to set rules for clear goals and deadlines. [b]
5 - I can work with peers to set rules individual roles as needed. [b]
3 - I can pose questions propelling conversations that relate the current discussion to broader themes or larger ideas. [c]
1 - I can respond to questions propelling conversations that relate the current discussion to broader themes or larger ideas. [c]
1 - I can respond to thoughtfully to diverse perspectives. [d]
2 - I can summarize points of agreement and disagreement. [d]
5 - I can qualify my views and understanding. [d]
5 - I can justify my views and understanding. [d]
3 - I can make new connections in light of evidence and reasoning presented. [d]
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A. Discussion can be broadened by challenging thoughts and research.
B. Persuasive speaking promotes divergent and creative perspectives and investigation.
C. Without preparation, members have less to exchange, time is lost seeking references, and thoughts are less stimulated.
D. When roles and goals are set, the process is more civil, democratic and fruitful.
E. When divergent and creative perspectives are promoted, conversation is deeper.
F. When ideas are synthesized, conflicts are resolved and the research is more complete.
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A.1 How does discussion expand?
B.1 How are perspectives influenced when ideas are challenged?
C.1 Why does an unprepared discussion member stifle the group?
D.1 Why is it best to define roles and goals in collaboration?
E.1 Why promote divergent thinking?
F.1 Why synthesize comments?
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Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Integration
Formats
Evaluation
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4 - Integrate (Information)
5 - Evaluate (Source credibility, accuracy)
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4 - I can integrate information of diverse media or formats (e.g. visually, quantitatively, orally).
5 - I can evaluate source credibility and accuracy.
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A. Sources of information need to be evaluated to determine credibility and accuracy.
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A.1 Why are sources evaluated?
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Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Speaker
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5 - Evaluate (Speaker’s point of view)
5 - Evaluate (Use of evidence and rhetoric)
1 - Identify (Fallacious reasoning or exaggerated or distorted evidence)
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5 - I can evaluate speaker’s point of view.
5 - I can evaluate reasoning.
5 - I can evaluate use of evidence and rhetoric
1 - I can identify fallacious reasoning or distorted evidence
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A. Evidence can be exaggerated or distorted depending on point of view.
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A.1 How does point of view influence reason and evidence?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentation
Appropriateness
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3 - Present (Information, findings, supporting evidence)
3 - Present (Line of reasoning)
4 - Organize (Information)
3 - Develop (Information)
2 - Provide (Information)
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3 - I can present information, findings and supporting evidence clearly, concisely, and logically.
3 - I can present with logical line of reasoning.
4 - I can organize information, findings, and supporting evidence.
3 - I can develop information, findings, and supporting evidence.
2 - I can provide information, findings, and supporting evidence. .
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A. Listeners want clear structure, reasoning and style that answers questions.
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A.1 How do listeners follow along with a speaker’s words?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentations
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6 - Make (Digital media)
2 - Enhance (Understanding)
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6 - I can make strategic use of digital media in presentations.
2 - I can enhance understandings of findings, reasoning, and evidence and add interest.
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A. Digital media enhances understanding of key points by allowing visualization and by spurring reasoning.
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A.1 How does digital media enhance a presentation?
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
(See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Adapt (Speech)
3 - Demonstrate (Command of formal English)
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3 - I can adapt speech to a variety of contexts and tasks.
3 - I can demonstrate to command of formal English.
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A. Speech adapts formality according to context and task.
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A.1 How do context and task influence speech?
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