Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Write (arguments to support claims)
4 - Use (valid reasoning, relevant and sufficient evidence)
1 - Introduce (claims [a])
2 - Distinguish (claims from alternate or opposing claims [a])
3 - Create (organization establishing relations [a])
3 - Develop (claim (s) and counterclaims fairly [b])
2 - Supply (evidence for claims while pointing out strengths and limitations of both [b])
3 - Use (words, phrases, clauses to link major sections of text, create cohesion, and clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims[c])
3 - Establish (formal style [d])
3 - Establish (objective tone [d])
1 - Maintain (formal style [d])
3 - Maintain (objective tone [d])
2 - Attend to (norms of the discipline [d])
2 - Attend to (conventions of the discipline [d])
2 - Provide (concluding statement or section [e])
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4 - I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning.
4 - I can write arguments to support claims in an analysis of substantive topics or texts, using relevant and sufficient evidence.
1 - I can introduce precise claims. [a]
2 - I can distinguish claims from alternate or opposing claims. [a]
3 - I can create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [a]
3 - I can develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's
2 - I can supply evidence for claims while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [b]
3 - I can use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. [c]
3 - I can establish formal style while attending to the norms and conventions of the discipline in which I am writing. [d]
3 - I can establish objective tone while attending to the norms and conventions of the discipline in which I am writing. [d]
3 - I can maintain a formal style while attending to the norms and conventions of the discipline in which I am writing. [d]
3 - I can maintain an objective tone while attending to the norms and conventions of the discipline in which I am writing. [d]
2 - I can attend to the norms of the discipline in which I am writing. [d]
2 - I can attend to the conventions of the discipline in which I am writing. [d]
2 - I can provide a concluding statement or section that follows from and supports the argument presented. [e]
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A. An argument is a -connected series of statements intended to establish a definite proposition by supporting evidence.
B. Substantive topics reflect thoughtful interaction and further develop thinking skills.
C. Some evidence may be written by writers with hidden agendas; including counterclaims puts all possibilities on the table.
D. Credibility, accuracy and relevance of sources makes for strong argument.
E. Choosing words carefully makes ideas join cohesively and promotes clarity.
F. Formal writing must stand on its own, conveying the author's thesis clearly through words alone.
G. Formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.
H. English writing requires writers to say what they will say, say it and state what was said in summation.
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A.1 What is an argument? How does one know if an argument is sound?
B.1 How can I tell if a topic or text is substantive?
C.1 Why must writers carefully check sources?
D.1 Why include claims and counterclaims?
E.1 Why choose words carefully? How powerful can words be?
F.1 How do I know if writing is too informal?
G.1 Why might formal writing be difficult to write but very easy to read?
H.1 Why include a concluding statement?
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Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informative/Explanatory Texts
Content
Topic
Major sections of text
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3 - Write (Informative/explanatory texts)
4 - Introduce (Topic [a])
4 - Organize (Complex ideas, concepts, and information [a])
6 - Include (Formatting, graphics, multimedia [a])
3 - Develop (Topic [b])
3 - Use (Appropriate and varied transitions [c])
3 - Use (Precise language, domain-specific vocabulary, and techniques [d])
1 - Establish (Formal style and objective tone [e])
1 - Maintain (Formal style and objective tone [e])
6 - Provide (Concluding statement [f])
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3 - I can write informative/explanatory texts to examine complex ideas, concepts, and information clearly and accurately through the effective selection of content.
3 - I can write informative/explanatory texts to examine complex ideas, concepts, and information clearly and accurately through the effective organization of content.
3 - I can write informative/explanatory texts to examine complex ideas, concepts, and information clearly and accurately through the effective analysis of content.
3 - I can write informative/explanatory texts to convey complex ideas, concepts, and information clearly and accurately through the effective selection of content.
3 - I can write informative/explanatory texts to convey complex ideas, concepts, and information clearly and accurately through the effective organization of content.
3 - I can write informative/explanatory texts to convey complex ideas, concepts, and information clearly and accurately through the effective analysis of content.
4 - I can introduce a topic. [a]
4 - I can organize complex ideas, concepts, and information to make important connections and distinctions. [a]
6 - I can include formatting (e.g., headings), graphics (e.g. figures, tables), and multimedia within my writing when useful to aid comprehension. [a]
3 - I can develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
3 - I can use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
3 - I can use precise language and domain-specific vocabulary to manage the complexity of the topic.
1 - I can establish a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
1 - I can maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
6 - I can provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.
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A. Facts, definitions, - details, quotations, examples and other relevant information help answer readers' questions.
B. Readers expect to quickly find quality solutions when reading explanatory texts.
C. If a writing lacks key points and supports, it will not present the intended message.
D. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
E. Domain vocabulary sources and thesauruses help writers convey precise explanations.
F. Formal writing is so clear the reader needs no further explanation.
G. Conclusions provide readers a final thought or spur further research, transitioning readers from the world of a writing back to their own world.
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A.1 How do I decide what is relevant content?
B.1 How do organization and presentation support writing?
C.1 Why must my topic be carefully developed?
D.1 Why is some writing hard to follow?
E.1 How do I locate precise vocabulary?
F.1 How do I write formally?
G.1 Why are conclusions necessary?
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Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Narratives
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2 - Write (narratives)
3 - Develop (real or imagined experiences using well chosen details)
3 - Develop (real or imagined experiences using well-chosen details)
3 - Develop (real or imagined experiences using well-structured event sequences)
3 - Engage and orient (reader by setting out a problem, situation, or observation [a])
3 - Engage and orient (reader by establishing one or multiple points of view [a])
3 - Engage or orient (reader by introducing a narrator and/or characters [a])
3 - Create (smooth progression of experiences or events [a])
3 - Use (narrative techniques to develop experiences, events, and/or characters [b])
3 - Use (variety of techniques to sequence events [c])
3 - Use (precise words and phrases [d])
3 - Use (telling details [d])
3 - Use (sensory language [d])
3 - Provide (conclusion [e])
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3 - I can write narratives to develop real or imagined experiences or events using effective technique.
3 - I can write narratives to develop real or imagined experiences or events using well-chosen details.
3 - I can write narratives to develop real or imagined experiences or events using well-structured event sequences.
3 - I can engage and orient the reader by setting out a problem, situation, or observation. [a]
3 - I can engage and orient the reader by establishing one or multiple point(s) of view. [a]
3 - I can engage and orient the reader by introducing a narrator and/or characters. [a]
3 - I can create a smooth progression of experiences or events. [a]
3 - I can use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events, and/or characters. [b]
3 - I can use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [c]
3 - I can use precise words and phrases. [d]
3 - I can use telling details. [d]
3 - I can use sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [d]
3 - I can provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [e]
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A. Developing a narrative is easier when a plot diagram is followed.
B. Writers approach subjects from our own points of view, consider audience, purpose and form, and adapt context to fit.
C. Using narrative techniques more vividly creates the experiences, events or characters for readers.
D. Transitions provide glue to story line, show relationships and signal time shifts.
E. Precise words depict details or sensory images and actions.
F. Conclusions are brief reflections of the story events.
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A.1 How do I decide what is relevant content?
B.1 How do writers establish a context and point of view and introduce characters and narrators?
C.1 Why might dialogue, pacing, description and reflection enhance narratives?
D.1 Why are transition phrases key in writing?
E.1 How can word choice drive a story?
F.1 How will the conclusion wrap up a story?
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
2 - Produce (Clear and coherent writing)
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1 - I can produce clear writing in which the development, organization, and style are appropriate to task, purpose, and audience.
1 - I can produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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A. Coherence itself is the product of two factors — paragraph unity and sentence cohesion.
B. The writer approaches with purpose, keeping in mind who will be reading and matching style and organization.
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A.1 What is coherent writing?
B.1 How must the task, purpose and audience be addressed?
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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.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
5 - Develop (Writing by planning, revising, editing, rewriting, trying a new approach)
1 - Strengthen (Writing)
3 - Focus on addressing (What is most significant for specific purpose)
3 - Focus on addressing (What is most significant for audience)
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5 - I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5 - I can strengthen writing by planning, revising, editing, rewriting, or trying a new approach.
3 - I can focus on addressing what is most significant for a specific purpose and audience.
3 - I can focus on addressing what is most significant for audience.
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A. By careful research of the audience and further inquiry about the purpose, problem solving begins.
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A.1 How do I figure out the most significant content to match purpose or audience?
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Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Technology
Technology's Capacity
|
3 - Use (Technology to produce writing)
3 - Use (Technology to publish writing)
3 - Use (Technology to update writing)
3 - Take advantage of (Technology's capacity to link and display information)
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3 - I an use technology, including the Internet, to produce individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
3 - I an use technology, including the Internet, to publish individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
3 - I can use technology, including the Internet, to update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
3 - I can take advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
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A. Internet publishing opportunites are readily available.
B. Using a computer with Internet access opens opportunities to link with the world and create and publish information flexibly and dynamically.
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A.1 How do I publish my writing?
B.1 How can I take advantage of technology's capacity?
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Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Research Projects
|
3 - Conduct (Research projects)
3 - Narrow/broaden (Inquiry)
5 - Synthesize (Multiple sources)
3 - Demonstrate (Understanding)
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3 - I can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem.
3 - I can narrow or broaden the inquiry when appropriate.
5 - I can synthesize multiple sources on the subject.
3 - I can demonstrate understanding of the subject under investigation.
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A. Make decisions based on the material (readings, lecture notes) available to you and stay flexible in your writing.
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A.1 How do I know if my subject is too broad or too narrow?
A.2 Why do I need multiple sources?
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Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Gather (Relevant information from multiple sources)
3 - Use (Advanced searches)
6 - Assess (Usefulness of source)
2 - Integrate (Information into text)
1 - Avoid (Plagiarism)
1 - Follow (Standard format)
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3 - I can gather relevant information from multiple authoritative print sources, using advanced searches effectively.
3 - I can use relevant information from multiple digital sources, using advanced searches effectively.
1 - I can assess the usefulness of each source in answering the research question.
1 - I can integrate information into the text selectively to maintain the flow of ideas.
1 - I can avoid plagiarism when writing text.
1 - I can follow standard format for citation.
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A. Research requires citation of sources in an ethical manner.
A. A good research paper requires reliable resources.
B. Research enables us to answer a question with detailed supporting resources according to a specified format for presentation.
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A.1 How can you use others' work in your own?
A.2 What is research?
B.1 What does research enable us to produce?
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Literary/Informational Texts
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2 - Draw (evidence)
3 - Apply (9-10 Reading standards to literature [a])
3 - Apply (9-10 Reading standards to literary nonfiction [b])
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1 - I can draw evidence from literary or informational texts to support analysis.
1 - I can draw evidence from literary or informational texts to support reflection.
1 - I can draw evidence from literary or informational texts to support research.
3 - I can apply grades 9-10 Reading standards to literature. [a]
3 - I can apply grades 9-10 Reading standards to literary nonfiction. [b]
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A. Factual recounts are objective reconstructions of experience.
B. Literature (fiction) may present information and themes that readers receive and analyze more readily than in informational texts.
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A.1 How do I recognize nonfiction literature?
B.1 How might we learn from literature?
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Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Extended Time Frames
Shorter Time Frames
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1 - Write (Routinely over extended time frames)
1 - Write (Routinely over shorter time frames)
3 - Research (Discipline-specific tasks for writing)
3 - Research (Purposes for writing)
3 - Research (Audiences for writing)
5 - Reflect (on Discipline-specific tasks for writing)
5 - Reflect (on Purposes for writing)
5 - Reflect (on Audiences for writing)
6 - Revise (Writing for Discipline-specific tasks)
6 - Revise (Writing for Purposes)
6 - Revise (Writing for Audiences)
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1 - I can write routinely over extended time frames for a range of discipline-specific tasks.
1 - I can write routinely over extended time frames for a range of purposes.
1 - I can write routinely over extended time frames for a range of audiences.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of purposes.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of audiences.
3 - I can research discipline-specific tasks for writing.
3 - I can research purposes for writing.
3 - I can research audiences for writing.
5 - I can reflect on discipline-specific tasks when writing.
5 - I can reflect on specific purposes when writing.
5 - I can reflect on specific audiences when writing.
6 - I can revise my writing for Discipline-specific tasks.
6 - I can revise my writing for specific Purposes.
6 - I can revise my writing for specific Audiences.
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A. Work that is more thorough using research, reflection, and revision takes longer to get ideas together.
B. Writing deadlines in real life vary depending on assignment or task, purpose or audience.
C. Research is a multi-step process that begins with a specific idea and results in a fact-based product.
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A.1 How do different writing tasks affect amount of time spent?
A.2 What is reflection? How can we do it well?
A.3 What is revision? What is involved in doing it?
B.1 Why is it important to practice different writing tasks over different time restrictions?
B.2 How can what we write be affected by its purpose?
B.3 How can what we write be influenced by who we are writing to?
C.1. What does conducting research involve?
C.2. What does research enable us to produce?
C.3. How can you use others' work in your own?
C.4 How is research relevant to daily life?
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