equip instructional materials submission cover sheet ... · cps literacy content frameworktenth...
Post on 12-Jul-2020
2 Views
Preview:
TRANSCRIPT
Achieve EQuIP - October 3-4, 2012
EQuIP Instructional Materials Submission Cover Sheet Please include all information requested below
Material provided: [Check one]
Lesson
x Unit – 4-5 weeks
Title:
The American Experience
Grade level/grade band:
10th Grade
Was the Tri-State rubric used in the creation or revision of this lesson/unit? If so, describe how the rubric was used: (Please note, prior to submission, we ask that one or more team members review the lesson/unit with the Tri-State rubric.)
The Tri-State rubric was not used in the creation or revision of the unit. The unit was reviewed by a team member before submission.
List the Common Core State Standards that are fully addressed and are the primary focus. List the Common Core State Standards that are partially addressed (if any) and highlight the portions that are addressed:
Primary Focus: RL/RI.9-10.1, RL/RI.9-10.3, W.9-10.1
Secondary Focus: RI/RL.9-10.9; RL.9-10.10; RI/RL.9-10.3; W.9-10.4; 2.9-10.5;W.9-10.10; SL.9-10.1
For mathematics, list the Mathematical Practice(s) that are fully addressed in the lesson/unit.
Provide a short description of the materials provided, especially any context that you feel would be helpful for reviewers, such as what learning should have preceded this lesson/unit, and/or what will come next: Throughout this unit various suggested materials are provided.
Materials will be submitted electronically on Monday, September 17thby the contact who will work directly with Hans Voss at Achieve (hvoss@achieve.org) 202-745-2309
Literacy Content FrameworkTENTH GRADE TOOLSETVERSION 1.0 - SY12-13
CITY OF CHICAGORahm Emanuel
Mayor
CITY BOARD OF EDUCATIONDavid J. Vitale
President
Jesse H. RuizVice President
Members:Henry S. Bienen
Dr. Mahalia A. HinesPenny Pritzker
Rodrigo A. SierraAndrea L. Zopp
CHICAGO PUBLIC SCHOOLSJean-Claude Brizard
Chief Executive Officer
Jennifer Cheatham, Ed.D.Chief of Instruction
Chicago Public SchoolsPage 2
Tent
h G
rade
CPS
Lite
racy
Pla
nnin
g G
uide
Built
upo
n th
e PA
RCC
Cont
ent F
ram
ewor
k
Read
ing
Com
plex
Tex
tsRL
/RI.9
-10.
10(s
ee su
gges
ted
genr
es)
Writi
ng A
bout
Tex
tsW
.9-1
0.1-
2, 4
-6, 9
-10
Rese
arch
Pro
ject
W
.9-1
0.7-
9, R
L/RI
.9-1
0.1-
10N
arra
tive
Writi
ngW
.9-1
0.3-
6, 1
0As
sess
men
ts†
W.9
-10.
1, 9
RI.9
-10.
1 3-
5 Sh
ort T
exts
pe
r qua
rter
1-2
Exte
nded
Tex
ts
per q
uart
er
(At l
east
2 In
form
ation
al
& 2
Lite
ratu
re a
yea
r)
Daily
Rou
tine
W
riting
(W.9
-10.
9)(R
L/RI
.9-1
0.1)
4-6
Anal
yses
per
qua
rter
(RL/
RI.9
-10.
1 &
W.9
-10.
9) (W
.9-1
0.4,
9-1
0.5
& L
.9-1
0.1-
3)
1 Re
sear
ch P
aper
per
qua
rter
(As e
vide
nced
in w
ritten
pr
oduc
ts a
ligne
d to
W.9
-10.
1,
W.9
-10.
2, o
r W.9
-10-
.9)
2 N
arra
tives
a y
ear
Writt
en P
rodu
ct
BOY
BOY
RI9-
10.1
, RI9
-10.
9
Perfo
rman
ce T
ask
for
Pre-
Asse
ssm
ent*
Q1
Lite
ratu
re: 2
-3In
form
ation
al
Text
s1 :1-2
Lite
ratu
re/I
nfor
mati
onal
Deve
lop
& c
onve
y un
ders
tand
ing
Stud
ents
mus
t writ
e da
ily a
nd c
onsis
tent
ly
durin
g re
adin
g of
shor
t an
d ex
tend
ed te
xts t
o sh
ow e
vide
nce
of th
eir
appl
icati
on o
f rea
d-in
g st
rate
gies
, suc
h as
pr
edic
ting,
visu
alizi
ng,
infe
rrin
g, su
mm
ariz-
ing,
que
stion
ing
and
conn
ectin
g.
Stud
ents
mus
t writ
e co
nsist
ently
, dur
ing
and
after
read
ing
shor
t an
d ex
tend
ed te
xts,
an
d re
spon
d to
text
de
pend
ent q
uesti
ons.
Q1
Focu
s on
argu
men
ts
Anal
yses
shou
ld b
e w
ritten
to
dev
elop
eith
er a
n ar
gu-
men
t or e
xpla
natio
n ba
sed
on
the
idea
s and
fact
s gat
here
d th
roug
h th
e re
adin
g of
shor
t an
d ex
tend
ed te
xts.
Inte
grat
e kn
owle
dge
from
so
urce
s whe
n co
mpo
sing
Writi
ng st
anda
rds 7
-9 sh
ould
be
taug
ht a
nd fo
rmati
vely
ass
esse
d in
eac
h qu
arte
r with
in th
e w
riting
acti
vitie
s of a
t lea
st o
ne
unit
as th
ey b
uild
tow
ard
the
com
pleti
on o
f a fi
nal a
rgum
ent
or in
form
ative
/exp
lana
tory
text
.
Conv
ey e
xper
ienc
es
Writ
e at
leas
t tw
o na
rrati
ves a
yea
r th
at c
onve
y re
al o
r im
agin
ed e
xper
ienc
es
and
refle
ct th
e cr
aft
of li
tera
ry e
lem
ents
ou
tline
d in
Rea
ding
st
anda
rds 2
-6.
End
of Q
1 W
.9-1
0.1
(a
rgum
ent w
riting
)RL
.9-1
0.1
(text
dep
ende
nt
ques
tions
that
mea
sure
st
uden
ts’ c
ompr
ehen
sion
and
prov
ide
them
with
th
e ev
iden
ce n
eede
d to
de
velo
p th
eir a
rgum
ent
writi
ng p
iece
)
Use
shor
t arg
umen
t pie
ces a
s men
tor
text
(s) t
o su
ppor
t the
dev
elop
men
t of
stud
ents
’arg
umen
t writi
ng in
pre
para
tion
fo
r qua
rter
ben
chm
ark.
Q2
Lite
ratu
re: 2
-3In
form
ation
al
text
s: 1
-2
Info
rmati
onal
/Lite
ratu
reQ
2 Fo
cus o
n ar
gum
ents
Anal
yses
shou
ld b
e w
ritten
to
dev
elop
eith
er a
n ar
gu-
men
t or e
xpla
natio
n ba
sed
on
the
idea
s and
fact
s gat
here
d th
roug
h th
e re
adin
g of
shor
t an
d ex
tend
ed te
xts.
End
of Q
2W
.9-1
0.1
(a
rgum
ent w
riting
)RI
.9-1
0.1
(text
dep
ende
nt
ques
tions
that
mea
sure
st
uden
ts’ c
ompr
ehen
sion
and
prov
ide
them
with
th
e ev
iden
ce n
eede
d to
de
velo
p th
eir a
rgum
ent
writi
ng p
iece
)
Use
shor
t arg
umen
t pie
ces a
s men
tor t
ext(
s)
to su
ppor
t the
dev
elop
men
t of s
tude
nts’
in
form
ation
al w
riting
in p
repa
ratio
n fo
r qu
arte
r ben
chm
ark.
Q3
Lite
ratu
re:2
-3In
form
ation
al
text
: 1-2
Lite
ratu
re/I
nfor
mati
onal
Q3
Focu
s on
info
rm &
exp
lain
Anal
yses
shou
ld b
e w
ritten
to
dev
elop
eith
er a
n ar
gu-
men
t or e
xpla
natio
n ba
sed
on
the
idea
s and
fact
s gat
here
d th
roug
h th
e re
adin
g of
shor
t an
d ex
tend
ed te
xts.
End
of Q
3W
.9-1
0.2
(in
form
ation
al te
xt)
RI.9
-10.
1 (te
xt d
epen
dent
qu
estio
ns th
at m
easu
re
stud
ents
’ com
preh
ensio
n an
d pr
ovid
e th
em w
ith th
e ev
iden
ce n
eede
d to
de-
velo
p th
eir i
nfor
mati
onal
w
riting
pie
ce )
Use
shor
t inf
orm
ation
al p
iece
s as m
ento
r te
xt(s
) to
supp
ort t
he d
evel
opm
ent o
f stu
-de
nts’
info
rmati
onal
writi
ng in
pre
para
tion
for q
uart
er b
ench
mar
k.
Q4
Lite
ratu
re: 2
-3In
form
ation
al
text
s: 1
-2
Info
rmati
onal
/Lite
ratu
reQ
4 Fo
cus o
n ar
gum
ents
Anal
yses
shou
ld b
e w
ritten
to
dev
elop
eith
er a
n ar
gu-
men
t or e
xpla
natio
n ba
sed
on
the
idea
s and
fact
s gat
here
d th
roug
h th
e re
adin
g of
shor
t an
d ex
tend
ed te
xts.
End
of Q
4RI
.9-1
0.1,
W.9
-10.
9
Perfo
rman
ce T
ask
for
Post
-Ass
essm
ent*
Use
shor
t arg
umen
t pie
ces a
s men
tor t
ext(
s)
to su
ppor
t the
dev
elop
men
t of s
tude
nts’
ar
gum
ent w
riting
in p
repa
ratio
n fo
r qua
rter
be
nchm
ark.
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 3
Plan
ning
Gui
de
Tent
h G
rade
CPS
Lite
racy
Pla
nnin
g G
uide
(con
tinue
d)Bu
ilt u
pon
the
PARC
C Co
nten
t Fra
mew
ork
Sugg
este
d ge
nres
to g
uide
the
teac
hing
of c
ompl
ex te
xt:
Lite
ratu
re: a
dven
ture
, hist
oric
al fi
ction
, mys
terie
s, m
yths
, sci
ence
ficti
on, r
ealis
tic fi
ction
, alle
gorie
s, p
arod
ies,
satir
e, d
ram
a, g
raph
ic n
ovel
s, o
ne-a
ct a
nd m
ulti-
act p
lays
, poe
ms
(nar
rativ
e, ly
rical
, fre
e-ve
rse)
sonn
ets,
ode
s, b
alla
ds a
nd e
pics
Info
rmati
onal
/Lite
rary
Non
fictio
n: su
bgen
res o
f exp
ositi
on, a
rgum
ent a
nd fu
nctio
nal t
ext i
n th
e fo
rm o
f per
sona
l ess
ays;
spee
ches
; opi
nion
pie
ces;
ess
ays a
bout
art
or l
itera
ture
; bi
ogra
phie
s; m
emoi
rs; j
ourn
alism
; and
hist
oric
al, s
cien
tific,
tech
nica
l or e
cono
mic
acc
ount
s
Shor
t Tex
ts: s
hort
text
s of m
ultip
le g
enre
s (su
ch a
s poe
try,
artic
les,
or s
peec
hes)
that
wou
ld a
llow
stud
ents
to d
raw
evi
denc
e fr
om th
e te
xts a
nd p
rese
nt th
eir a
naly
ses i
n w
riting
as
wel
l as t
hrou
gh sp
eaki
ng
Exte
nded
Tex
ts: e
xten
ded,
full-
leng
th w
orks
of l
itera
ture
(suc
h as
a n
ovel
or p
lay)
or l
onge
r inf
orm
ation
al te
xt (s
uch
as a
mem
oir o
r bio
grap
hy),
depe
ndin
g on
the
focu
s of t
he u
nit
For R
eadi
ng a
nd W
riting
in E
ach
Qua
rter
Cite
evi
denc
eRL
/RI.9
-10.
1An
alyz
e co
nten
tRL
/RI.9
-10.
2-9,
SL
.9-1
0.2-
3
Stud
y an
d ap
ply
gram
mar
L.9-
10.1
-3, S
L.9-
10.6
Stud
y &
app
ly v
ocab
ular
yL.
9-10
.4-6
Cond
uct d
iscu
ssio
nsSL
.9-1
0.1
Repo
rt fi
ndin
gsSL
.9-1
0.4-
6
1 St
anda
rd R
I.9-1
0.9
stipu
late
s tha
t stu
dent
s “an
alyz
e se
min
al U
.S. d
ocum
ents
of h
istor
ical
and
lite
rary
sign
ifica
nce.
” Te
ache
rs sh
ould
inco
rpor
ate
thes
e te
xts,
whe
re re
leva
nt, d
urin
g th
e ac
adem
ic y
ear.
* Th
ese
perf
orm
ance
task
s will
also
be
used
to m
easu
re st
uden
t gro
wth
for t
each
er e
valu
ation
.
† Th
ese
will
be
prov
ided
by
the
dist
rict.
Chicago Public SchoolsPage 4
Tent
h G
rade
Cur
ricul
um M
ap
Qua
rter
1
Uni
fyin
g Co
ncep
ts
Esse
ntial
Que
stion
sRe
adin
g Co
mpl
ex T
exts
& T
ext t
o Su
ppor
t Writi
ng
3-5
shor
t tex
ts; 1
ext
ende
d te
xt p
er q
uart
er
Bala
nce
betw
een
liter
ary
and
info
rmati
onal
text
1Pe
rfor
man
ce A
sses
smen
ts
Q1
Uni
fyin
g Co
ncep
ts
Equa
lity
vs. E
xclu
sivity
Q1
Uni
t 1
Wha
t doe
s it m
ean
to b
e Am
eric
an?
Wha
t doe
s it m
ean
to a
chie
ve th
e
Amer
ican
Dre
am?
Q1
Uni
t 1
Exte
nded
Tex
t Th
e Jo
y Lu
ck C
lub
by A
my
Tan
Shor
t Tex
ts (l
itera
ry, i
nfor
mati
onal
, edi
toria
l, ci
nem
atic)
De
clar
ation
of I
ndep
ende
nce
Com
mon
Sen
se b
y Th
omas
Pai
neEx
cerp
ts fr
om D
emoc
racy
in A
mer
ica
by A
lexi
s de
Tocq
uevi
lle“C
all t
o th
e Fo
ur S
acre
d W
inds
” by
Spi
rit W
ind
(Pat
Pol
and)
From
“Le
tter I
II. W
hat i
s an
Amer
ican
?”
by
J. H
ecto
r St.
John
Cre
veco
eur
Exce
rpts
from
Wor
king
by
Stud
s Ter
kel
Exce
rpts
from
Mirr
or o
n Am
eric
a: S
hort
Ess
ays a
nd Im
ages
from
Po
pula
r Cul
ture
Edi
ted
by Jo
an T.
Mim
s and
Eliz
abet
h M
. Nol
len
Begi
nnin
g of
Yea
r (BO
Y): R
I.9-1
0.1
and
W
.9 P
erfo
rman
ce
Task
(rea
ding
and
writi
ng a
bout
text
with
evi
denc
e)
for P
re-A
sses
smen
t*†
Q1
Uni
t 1
Teac
her-c
reat
ed p
erfo
rman
ce a
sses
smen
t Fo
cus o
n ar
gum
ent
Prim
ary
Stan
dard
s Ass
esse
d: R
I/RL
.9-1
0.1;
RI
/RL.
9-10
.2; W
.9-1
0.1
Q1
Uni
t 2
How
is e
qual
ity p
racti
ced
and
perc
eive
d?
Who
get
s to
spea
k an
d w
ho is
exc
lude
d?
Q1
Uni
t 2
Exte
nded
Tex
t Th
e N
arra
tive
Life
of F
rede
rick
Doug
lass
by
Fred
eric
k Do
ugla
ssKi
ndre
d by
Oct
avia
But
ler
Shor
t Tex
ts (i
nfor
mati
onal
and
lite
rary
) Ad
dres
s on
The
Fugi
tive
Slav
e La
w A
ct b
y Ra
lph
Wal
do E
mer
son
Civi
l Diso
bedi
ence
by
Henr
y Da
vid
Thor
eau
“The
Gett
ysbu
rg A
ddre
ss”
by A
brah
am L
inco
ln“I
Hav
e a
Drea
m”
by M
artin
Lut
her K
ing,
Jr.
Exce
rpts
from
Inci
dent
s in
the
Life
of a
Sla
ve G
irl b
y Ha
rrie
t Jac
obs
Exce
rpts
from
The
Invi
sible
Man
by
Ralp
h El
lison
Q1
Uni
t 2
Teac
her-c
reat
ed p
erfo
rman
ce a
sses
smen
t Fo
cus o
n ar
gum
ent
Prim
ary
Stan
dard
s Ass
esse
d: R
L.9-
10.1
; RL.
9-10
.2;
9-10
.4; W
.9-1
0.1
End
of Q
1 Be
nchm
ark
Asse
ssm
ent†
W
9-10
.1 (a
rgum
ent w
riting
) RL
.9-1
0.1(
text
dep
ende
nt q
uesti
ons t
hat m
easu
re
stud
ents
’ com
preh
ensio
n an
d pr
ovid
e th
em w
ith
the
evid
ence
nee
ded
to d
evel
op th
eir a
rgum
ent
writi
ng p
iece
)
1 We
crea
ted
this
sam
ple
Curr
icul
um M
ap a
s an
exam
ple
of a
cou
rse
of st
udy
in A
mer
ican
Lite
ratu
re. T
he C
omm
on C
ore
Stat
e St
anda
rds s
tipul
ate
that
in h
igh
scho
ol, s
tude
nts r
ead
“sem
inal
U.
S. d
ocum
ents
of h
istor
ical
and
lite
rary
sign
ifica
nce”
(RI.9
-10.
9) o
ver t
he 9
-10
grad
e ba
nd; h
ence
, thi
s is a
lso re
flect
ed in
the
Curr
icul
um M
ap
* Th
ese
perf
orm
ance
task
s will
also
be
used
to m
easu
re st
uden
t gro
wth
for t
each
er e
valu
ation
† Th
ese
asse
ssm
ents
will
be
prov
ided
by
the
dist
rict
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 5
Tool
set
Tent
h G
rade
Cur
ricul
um M
ap (c
ontin
ued)
Qua
rter
2
Uni
fyin
g Co
ncep
ts
Esse
ntial
Que
stion
sRe
adin
g Co
mpl
ex T
exts
& T
ext t
o Su
ppor
t Writi
ng
3-5
shor
t tex
ts; 1
ext
ende
d te
xt p
er q
uart
er
Bala
nce
betw
een
liter
ary
and
info
rmati
onal
text
1Pe
rfor
man
ce A
sses
smen
ts
Q2
Uni
fyin
g Co
ncep
ts
Assim
ilatio
n vs
. Di
ffere
nce
Q2
Uni
t 3 (q
uart
er-lo
ng u
nit)
How
is d
iffer
ence
per
ceiv
ed a
nd d
efine
d?
Who
get
s to
parti
cipa
te?
Q2
Uni
t 3 (q
uart
er-lo
ng u
nit)
Exte
nded
Tex
tTh
e Bl
uest
Eye
by
Toni
Mor
rison
Shor
t Tex
ts (l
itera
ry a
nd in
form
ation
al)
Exce
rpts
from
Pla
ying
in th
e Da
rk b
y To
ni M
orris
onEx
cerp
ts fr
om R
icha
rd II
I by
Will
iam
Sha
kesp
eare
Mov
ie C
lip L
ooki
ng fo
r Ric
hard
(199
6)M
ovie
Clip
s Ric
hard
III (
1995
)“I
n th
e La
nd o
f the
Fre
e” b
y Su
i Sin
Far
“I W
ant t
o be
Miss
Am
eric
a” b
y Ju
lia A
lvar
ezEx
cerp
ts fr
om T
his B
ridge
Cal
led
my
Back
: Writi
ngs b
y Ra
dica
l
W
omen
of C
olor
Edi
ted
by C
herr
ie M
orag
a an
d Gl
oria
Anz
aldu
aEs
says
from
A D
iffer
ent M
irror
Edi
ted
by R
onal
d Ta
kaki
Q2
Uni
t 3 (q
uart
er-lo
ng u
nit)
Teac
her-c
reat
ed p
erfo
rman
ce a
sses
smen
t Fo
cus o
n ex
tend
ed re
sear
ch a
nd a
rgum
ent
Prim
ary
Stan
dard
s Ass
esse
d: R
I.9-1
0.1;
RI.9
-10.
2;
9-10
.4; W
9-10
.1
End
of Q
2 Be
nchm
ark
Asse
ssm
ent†
9-
10.1
(arg
umen
t writi
ng)
RL.9
-10.
1 ( t
ext d
epen
dent
que
stion
s tha
t mea
sure
st
uden
ts’ c
ompr
ehen
sion
and
pro
vide
them
with
th
e ev
iden
ce n
eede
d to
dev
elop
thei
r arg
umen
t w
riting
pie
ce)
1 We
crea
ted
this
sam
ple
Curr
icul
um M
ap a
s an
exam
ple
of a
cou
rse
of st
udy
in A
mer
ican
Lite
ratu
re. T
he C
omm
on C
ore
Stat
e St
anda
rds s
tipul
ate
that
in h
igh
scho
ol, s
tude
nts r
ead
“sem
inal
U.
S. d
ocum
ents
of h
istor
ical
and
lite
rary
sign
ifica
nce”
(RI.9
-10.
9) o
ver t
he 9
-10
grad
e ba
nd; h
ence
, thi
s is a
lso re
flect
ed in
the
Curr
icul
um M
ap
* Th
ese
perf
orm
ance
task
s will
also
be
used
to m
easu
re st
uden
t gro
wth
for t
each
er e
valu
ation
† Th
ese
asse
ssm
ents
will
be
prov
ided
by
the
dist
rict
Chicago Public SchoolsPage 6
Tent
h G
rade
Cur
ricul
um M
ap (c
ontin
ued)
Qua
rter
3
Uni
fyin
g Co
ncep
ts
Esse
ntial
Que
stion
sRe
adin
g Co
mpl
ex T
exts
& T
ext t
o Su
ppor
t Writi
ng
3-5
shor
t tex
ts; 1
ext
ende
d te
xt p
er q
uart
er
Bala
nce
betw
een
liter
ary
and
info
rmati
onal
text
1Pe
rfor
man
ce A
sses
smen
ts
Q3
Uni
fyin
g Co
ncep
ts
Prog
ress
vs.
Cl
ass p
rivile
ge
Q3
Uni
t 4
Wha
t is p
rogr
ess?
How
doe
s it p
rovi
de
affor
danc
es a
nd c
reat
e co
nstr
aint
s?
Q3
Uni
t 4
Exte
nded
Tex
t Th
e Gr
eat G
atsb
y by
F. S
cott
Fitz
gera
ldRa
gtim
e by
E.L
. Doc
toro
w
Shor
t Tex
ts (l
itera
ry, i
nfor
mati
onal
, and
cin
emati
c)“C
lass
in A
mer
ica:
Myt
hs a
nd R
ealiti
es”
by G
rego
ry M
ants
ios
Exce
rpts
from
Nic
kel a
nd D
imed
: On
(not
) Getti
ng b
y in
Am
eric
a
by
Bar
bara
Ehr
enre
ich
Exce
rpts
from
Wor
king
by
Stud
s Ter
kel
Exce
rpts
from
Lea
rnin
g to
Lab
or b
y Pa
ul W
illis
Exce
rpts
from
How
the
Oth
er H
alf L
ives
by
Jaco
b Ri
is
Q3
Uni
ts 4
& 5
Teac
her-c
reat
ed p
erfo
rman
ce a
sses
smen
t Fo
cus o
n re
sear
ch
Prim
ary
Stan
dard
s Ass
esse
d: R
L.9-
10.6
; RL.
9-10
.9;
RI.9
-10.
6; R
I.9-1
0.7;
RI.9
-10.
8; W
.9-1
0.2;
W.9
-10.
5;
W.9
-10.
7; W
.9-1
0.8
End
of Q
3 Be
nchm
ark
Asse
ssm
ent†
W
.9-1
0.2
(info
rmati
onal
writi
ng)
RI.9
-10.
1 ( t
ext d
epen
dent
que
stion
s tha
t mea
sure
st
uden
ts’ c
ompr
ehen
sion
and
pro
vide
them
with
th
e ev
iden
ce n
eede
d to
dev
elop
thei
r inf
orm
ation
al
writi
ng p
iece
)
Not
e: T
he e
ssen
tial q
uesti
ons a
re th
e sa
me
in u
nit 4
&
5, h
owev
er, s
tude
nts w
ill e
ngag
e in
the
sam
e qu
estio
n fr
om tw
o di
ffere
nt h
istor
ical
mom
ents
Q3
Uni
t 5
Wha
t is p
rogr
ess?
How
doe
s it p
rovi
de
affor
danc
es a
nd c
reat
e co
nstr
aint
s?
Q3
Uni
t 5
Exte
nded
Tex
tFa
st F
ood
Nati
on: T
he D
ark
Side
of t
he A
ll-Am
eric
an M
eal
by E
ric S
chlo
sser
Shor
t Tex
ts (l
itera
ry a
nd in
form
ation
al)
Exce
rpts
from
The
Jung
le b
y U
pton
Sin
clai
r“T
he (A
gri)C
ultu
ral C
ontr
adic
tions
of O
besit
y” b
y M
icha
el P
olla
n
from
The
New
Yor
k Ti
mes
( O
ct. 1
2, 2
003)
Docu
men
tary
Film
, Foo
d, In
c. (2
008)
1 We
crea
ted
this
sam
ple
Curr
icul
um M
ap a
s an
exam
ple
of a
cou
rse
of st
udy
in A
mer
ican
Lite
ratu
re. T
he C
omm
on C
ore
Stat
e St
anda
rds s
tipul
ate
that
in h
igh
scho
ol, s
tude
nts r
ead
“sem
inal
U.
S. d
ocum
ents
of h
istor
ical
and
lite
rary
sign
ifica
nce”
(RI.9
-10.
9) o
ver t
he 9
-10
grad
e ba
nd; h
ence
, thi
s is a
lso re
flect
ed in
the
Curr
icul
um M
ap
* Th
ese
perf
orm
ance
task
s will
also
be
used
to m
easu
re st
uden
t gro
wth
for t
each
er e
valu
ation
† Th
ese
asse
ssm
ents
will
be
prov
ided
by
the
dist
rict
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 7
Tool
set
Tent
h G
rade
Cur
ricul
um M
ap (c
ontin
ued)
Qua
rter
4
Uni
fyin
g Co
ncep
ts
Esse
ntial
Que
stion
sRe
adin
g Co
mpl
ex T
exts
& T
ext t
o Su
ppor
t Writi
ng
3-5
shor
t tex
ts; 1
ext
ende
d te
xt p
er q
uart
er
Bala
nce
betw
een
liter
ary
and
info
rmati
onal
text
1Pe
rfor
man
ce A
sses
smen
ts
Q4
Uni
fyin
g Co
ncep
ts
Mon
ocul
tura
lism
vs.
Po
stm
oder
nity
Q4
Uni
t 6
Wha
t doe
s it m
ean
to b
e Am
eric
an?
Whe
re h
ave
we
been
and
whe
re
are
we
goin
g?
Q4
Uni
t 6
Exte
nded
Tex
tW
hite
Noi
se b
y Do
n De
Lillo
Shor
t Tex
ts (l
itera
ry a
nd in
form
ation
al)
Exce
rpts
from
Mao
II b
y Do
n De
Lillo
Exce
rpts
from
Fig
ht C
lub
by C
huck
Pal
aniu
kPo
p Ar
t Im
ages
by
Andy
War
hol
Exce
rpts
from
The
Wor
ld is
a Te
xt: W
riting
, Rea
ding
and
Thin
king
Abo
ut V
isual
and
Pop
ular
Cul
ture
Edi
ted
by
Jo
nath
an S
ilver
man
and
Dea
n Ra
der
Q4
Uni
ts 6
& 7
Teac
her-c
reat
ed p
erfo
rman
ce a
sses
smen
t Fo
cus o
n an
ecdo
tal n
arra
tive
Prim
ary
Stan
dard
s Ass
esse
d: R
L.9-
10.3
; RL.
9-10
.5;
RL.9
-10.
7; R
I.9-1
0.3;
RI.9
-10.
5; R
I.9-1
0.7;
W.9
-10.
3;
W.9
-10.
6
End-
of-Y
ear (
EOY)
: RI 9
-10.
1 an
d W
.9 P
erfo
rman
ce
Task
(rea
ding
and
writi
ng a
bout
text
with
evi
denc
e)
for P
ost-A
sses
smen
t*†
Not
e: T
he e
ssen
tial q
uesti
ons a
re th
e sa
me
in u
nit 6
&
7, h
owev
er, s
tude
nts w
ill e
ngag
e in
the
sam
e qu
estio
n fr
om tw
o di
ffere
nt c
ultu
ral p
ersp
ectiv
es w
ithin
the
po
st-m
oder
n hi
stor
ical
mom
ent
Q4
Uni
t 7
Wha
t doe
s it m
ean
to b
e Am
eric
an?
Whe
re h
ave
we
been
and
whe
re
are
we
goin
g?
Q4
Uni
t 7
Exte
nded
Tex
tTo
rtilla
Cur
tain
by
T.C. B
oyle
Shor
t Tex
ts (l
itera
ry a
nd in
form
ation
al)
Exce
rpts
from
Bor
derla
nds/
La F
ront
era
by G
loria
Anz
aldu
aEx
cerp
ts fr
om H
opsc
otch
by
Julio
Cor
taza
rEx
cerp
ts fr
om L
abyr
inth
s by
Jorg
e Lu
is Bo
rges
1 We
crea
ted
this
sam
ple
Curr
icul
um M
ap a
s an
exam
ple
of a
cou
rse
of st
udy
in A
mer
ican
Lite
ratu
re. T
he C
omm
on C
ore
Stat
e St
anda
rds s
tipul
ate
that
in h
igh
scho
ol, s
tude
nts r
ead
“sem
inal
U.
S. d
ocum
ents
of h
istor
ical
and
lite
rary
sign
ifica
nce”
(RI.9
-10.
9) o
ver t
he 9
-10
grad
e ba
nd; h
ence
, thi
s is a
lso re
flect
ed in
the
Curr
icul
um M
ap
* Th
ese
perf
orm
ance
task
s will
also
be
used
to m
easu
re st
uden
t gro
wth
for t
each
er e
valu
ation
† Th
ese
asse
ssm
ents
will
be
prov
ided
by
the
dist
rict
Chicago Public SchoolsPage 8
Tenth Grade Unit OneThe American Experience
Unit Name: The American Experience
Unit Description: By the end of the unit, students will have developed a deeper understanding of how different writers and thinkers have characterized the American experience.
Length: 4-5 Weeks
Enduring Understandings
� Literature reflects, distills, and distorts cultural beliefs and understandings
� Readers summarize, synthesize, and evaluate a broad range of ideas and information presented in texts
Essential Questions
� What does it mean to be American?
� What does it mean to achieve the American dream?
Common Core StandardsPrimary
Secondary
Primary: Standards Assessed 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.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
OR
RI.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.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
AND
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Secondary: Standards Addressed RI/RL.9-10.9;RI/RL.9-10.10; RI/RL.9-10.10; RI/RL.9-10.3; RL. 9-10.3; W.9-10.4; W.9-10.5; W.9-10.10; SL.9-10.1
Cognitive Skills Reading, Writing, and Citing Textual Evidence � Literal and inferential comprehension
� Summarizing
� Comparing/Contrasting
� Draw conclusions from textual and/or visual evidence
� Apply the qualities of analytical and argumentative writing
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 9
Tool
set
Content Building Knowledge through Texts � Exploring culture through texts
� Deconstructing the American dream
� Deconstructing varying characterizations of the American identityAssessments
(D) Diagnostic(F) Formative
(S) Summative
Diagnostic (Pre-Assessment) 1. Students will read “America: Land of Loners?” by Daniel Akst
2. After reading the essay and participating in a teacher facilitated Socratic Seminar in which students will begin to address the question “How does this author characterize what it means to be American?”, students will write a short, analytical response in which they provide rationale for their interpretation by providing textual evidence.
Formative Assessments � Writing in response to reading, discussion, written responses in graphic organizers,
argument writing
Summative Performance Assessment (see attached)
Texts/Resources
Note: we selected short texts for the first unit of the year to build students’ capacity to read complex texts. An extended text is included in Q1, Unit 2 (see grade 10 Curriculum Map).
Reading Short Text (literary, informational, and editorial within grade band complexity)
� Declaration of Independence
� Common Sense by Thomas Paine
� Excerpts from Democracy in America by Alexis de Tocqueville
� “Call to the Four Sacred Winds” by Spirit Wind (Pat Poland)
� From “Letter III. What is an American?” by J. Hector St. John Crevecoeur
� Excerpts from Working by Studs Terkel
� Essays from Mirror on America: Short Essays and Images from Popular Culture Edited by Joan T. Mims and Elizabeth M. Nollen
Chicago Public SchoolsPage 10
Learning Activities
Introducing the Unit � Read Daniel Akst’s essay “America: Land of Loners?”
in the Anthology Mirror on America: Short essays and Images on Popular Culture that examines the modern American experience
� Response to reading: “How does this author characterize what it means to be American?”
� In a Socratic Seminar, students will discuss how the author, Akst talks about the modern American experience and the way we think about friendship
� Introduce main focus of the unit, including Enduring Understandings and Essential Questions
� Students will be directed to think about the essential question and how the American experience is framed in the context of the readings that they will encounter.
� Students will write an argumentative response to the question they discussed (to be used as a formative assessment)
Week 1—Unpacking American culture and values: Then and nowShort Texts:“America: Land of Loners?” by Daniel Akst in the Anthology Mirror on America “Letter III. What is an American?” by J. Hector St. John CrevecoeurCommon Sense by Thomas PaineTeacher selected contemporary articles that reflect argument writing
Minilessons/Activities for Close Reading � After reading Akst’s essay and introducing the
unit, students will read “What is an American?” by Crevecoeur
� Teacher will preview key concepts and vocabulary through Frayer Model
� Students will read and annotate, paying particular attention to Crevecoeur’s claim about the American experience and American identity
.
� Allow Thomas to import text into a digital format that allows him to chunk text for increased readability and allow for frequent checks for understanding.
� Allow Thomas to capture Crevecoeur’s interpretation of the American experience in a format that is easily accessible for the upcoming learning activities
� Small and large group discussion allows Lily to practice her listening and speaking skills
� The use of graphic organizers and visual aids support Lily’s understanding of key concepts.
� Previewing key concepts and vocabulary is key in grounding Thomas in the text. Allow him to capture key terms in a reference document.
� The instructor should set the stage for independent reading by explicitly stating the purpose for reading and allowing Thomas to, again, chunk text into discrete sections and organize notes along the structure he creates.
� During small group discussions, strategically place Lily in a mixed ability group so that she has some support from her peers
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 11
Tool
set
Learning Activities
Conduct Discussions, and Report Findings through Group Discussions
� Teacher will lead discussion on the implications of this concept on how people think about individualism, social connections, and relationships and how those experiences are tied to cultural ideology: According to Akst and Crevecoeur, what does it mean to be American?—after teacher led discussion, students will fill out a graphic organizer in which students will annotate quotes/sections from the essay that support the author’s thesis
� Teacher will choose relevant excerpts from the Declaration of Independence. Students will read and annotate. In small groups, students will complete graphic organizer.
� Teacher will lead discussion on the emergence of cultural identity—what ideas and values did these authors invoke as a way of identifying a distinct American voice and identity?
Minilessons/Activities for Teaching Writing to Develop and Convey Understanding
� Students will be introduced to argument writing by first being immersed in this mode of writing. After initially reading the mentor text, “America: Land of Loners” to reflect upon the content and conceptual focus of the unit, teacher will read aloud relevant sections of “America: Land of Loners”. Students will be guided through the process of reading like a writer, paying particular attention to the writing moves that a writer makes within this mode, in order to introduce a claim, provide supporting evidence, etc.
� Students will be given collections of contemporary essays (from Mirror on America) that reflect argument writing. Students will be directed to identify the ways that the writer introduces, supports and builds upon an argument.
Week 2—Cultural ideas and values
Working by Studs Terkel (excerpts)Common Sense by Thomas Paine
� During small group discussions, ensure that Thomas remains on task by encouraging self-regulatory behaviors and reinforcing the time limitations attached to the tasks
� During large group discussions, the instructor should employ adequate wait time after queries to allow Thomas to digest queries and respond appropriately
� Large group discussion allows Lily to practice her listening and speaking skills
� Set a clear and explicit purpose for the review of contemporary articles. Thomas should be allowed to conduct a brief task analysis and determine how much time to devote to each aspect of the activity. Time should be built in for short, managed breaks or the activity can be designed to allow Thomas to shift among foci in a way that maintains attention.
Chicago Public SchoolsPage 12
Learning Activities
Preparing Students to Read � Teacher will provide some background knowledge
on the culture and the historical context of the American Revolution, Federalists, and anti-Federalists
� Students will discuss key ideas, concepts, and values that emerge from Common Sense
Conduct Discussions, Write Routinely, and Report Findings through Discussion
� Students will write in response to the question: what ideas and values were distinguished as uniquely American? followed by a large group discussion on American identity and political values
� In small groups, students will discuss and complete a graphic organizer, pulling out direct quotes from the text that will respond to the question: What ideas and values were distinguished as uniquely American?
� Students will read excerpts from Working and revisit the question of American identity.
� Response to Writing: How does the modern American experience reflect or challenge the ideas of self-reliance and individualism?
� Students will complete the graphic organizer with their understanding of modern and traditional understanding of American experience and cultural after reading excerpts from Working
� Teacher will facilitate a whole group discussion on American identity in terms of political, cultural, and personal values
Minilessons/Activities for Teaching Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions
� Teacher will use a combination of shorter essays to model how to construct different parts of an argument/literary analysis piece, including how to introduce a topic, establish a claim, how to organize various parts of an essay, how to make a compelling argument using specific rhetorical strategies, and how to support claim through textual evidence.
� Again, allow for the chunking of excerpts from Working and allow for Thomas to conduct checks for understanding along the bigger question of what defines the American experience.
� Allow time for Lily to talk through the differences between the texts in her native language in order to support her thinking about the texts
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 13
Tool
set
Learning Activities
Week 3—The American Dream and the Immigrant Experience
Short Texts:Movie clips of The Joy Luck ClubThe Joy Luck Club by Amy Tan
Activities for Close Reading, Conducting Discussion, and Reflective Writing
� Students view the opening scene of The Joy Luck Club
� In small groups students will discuss how the idea of the American dream is reflected in the narrator’s opening
� Students will read selected excerpts of The Joy Luck Club and discuss the following question: How is the American Dream conceptualized in the first few chapters of the book? How do the mothers and daughters characterize the American experience? How is the immigrant experience represented and reflected in this novel? How does that compare to the readings we have read?
� Students will complete the graphic organizer in response to the questions drawing upon evidence from the text
� In small groups students will discuss various symbols of the vase, red candle, and the pendant in the chapters, “best quality,” “rice husband,” and “the red candle”
� Students will analyze and review the selected excerpts of The Joy Luck Club and discuss the following question: What do these symbols represent? And how do they represent ways of seeing the world?
� Students will identify specific words, phrases, or salient quotes that support their understanding of symbolism in the novel in a graphic organizer to help guide their thinking
� Ensure that Thomas maintains appropriate attention during the viewing of various movie adaptations by setting the stage for the discussion to follow that outlines the differences amongst said adaptations. Encourage note-taking to that end.
� Thomas should be allowed the time and opportunity to plan for this task. Prior to drafting a response, he should formally decide upon a rhetorical strategy based on exposure to the teacher selected essays, access his reference point in Crevecoeur’s characterization of American experience and create a shell of his writing with a corresponding timeline for completion.
� Lily should be provided with one-on-one reading support where she will get assistance in identifying the main idea of the text and how to use context clues to determine meanings of words
Chicago Public SchoolsPage 14
Learning Activities
Activities for Teaching Writing to Develop and Convey Understanding, and Cite Evidence
� Reflective writing: how is the immigrant experience uniquely American? Students will construct a short response in which they introduce a claim using a rhetorical strategy that they have encountered in the various essays they have read
� Reflective writing: based on their discussion of the major symbols represented in the three chapters, students will write a short literary analysis in which they identify the major symbols in the chapters and what they represent, citing evidence from the text.
Week 4—The American Dream and the Immigrant Experience
Short Texts:The Joy Luck Club by Amy Tan
Activities for Conducting Discussion and Close Reading � In small groups students will discuss the ways
in which values and identities are mediated by experience and point of view
� Students will analyze and review the selected excerpts of The Joy Luck Club and discuss the following question: How do the mothers and their daughters view their life in America? What is lost and what is gained?
� Students will identify specific words, phrases, or salient quotes that support their understanding of characters
Activities for Teaching Writing to Develop and Convey Understanding, and Cite Evidence
� Reflective writing: Based on discussion students will respond to the question through writing: How is the American experience understood by the various characters in the novel? What does it mean to be a Chinese immigrant? What is lost and what is gained?
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 15
Tool
set
Learning Activities
Week 5—Performance Assessment
Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions
� Teacher will introduce the Performance Assessments to students
� Students will use select literary and informational texts from the unit to begin composing the essay.
� Students will spend time gathering evidence as well as utilize the evidence they have gathered throughout the unit captured in their graphic organizer. (RI 9-10.1, W 9-10. 1)
� Students will be engaged in the writing process, including brainstorming, gathering evidence, drafting, revising, and editing. (W. 9-10.5)
� Teacher will confer with students through independent or guided writing conferences (W. 9-10.4, W.9-10.5, L.9-10.1, L.9-10.2)
Chicago Public SchoolsPage 16
Tenth Grade AssessmentUnit One
Standards:
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.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
OR
RI.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.
RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
AND
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Text(s):
Various texts from the unit (See unit plan for texts)
Description of Task 1:
During the course of the unit, students will have read a selection of essays, personal narratives, and the novel The Joy Luck Club that explore the American experience and the American Dream. Students will complete a double entry journal in which they draw from the texts they’ve read during the unit to identify key quotes and evidence that either reflects or challenges the J. Hector St. John Crevecoeur quote. Students may also articulate their understanding through other written methods such as an outline or a different graphic organizer, spoken, or (if teachers so choose) create online with a software program such as prezi (see http://prezi.com/).
Description of Task 2:
Students will write an essay in which they analyze the extent to which Crevecoeur’s ideas about American identity and the American dream are reflected and/or challenged by the texts read in the unit and how those ideas fit with their own conception of American identity and the American dream.
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 17
Tool
set
General Directions for Administering Assessment:
Teacher:
Hand out the student directions as seen below. Have students read the directions, and then read them aloud. Answer any clarifying questions. Remind students they will be allowed two 40-minute class periods to complete task 1, which requires response and annotation of the various texts in the unit. Students may use alternative formats for the text such as iBooks or audio recordings if they choose. Students will have three 40 minute class periods to outline, draft, revise and complete their final product. More or less time can be afforded according to teacher discretion. Students also have the choice to use text-to-speech software to compose and may present their final product orally.
Student Directions:
Through various writings, J. Hector St. John Crevecoeur characterizes American society as being shaped by the principles of self-determination, equal opportunity, and equality among men in which “individuals of all nations are melted into a new race of men, whose labours and posterity will one day cause great changes in the world.” In the excerpt we read, he states:
“Urged by a variety of motives, here they came. Everything has tended to regenerate them; new laws, a new mode of living, a new social system; here they are become men: in Europe they were as so many useless plants, wanting vegetative mold, refreshing showers; they withered, and were mowed down by want, hunger, and war; but now by the power of transplantation, like all other plants they have taken root and flourished! Formerly they were not numbered in any civil lists of their country, except in those of the poor; here they rank as citizens”
Reflect upon Crevecoeur’s characterization of American identity and the fulfillment of the American dream and complete a double entry journal in which you paraphrase the meaning of the Crevecoeur quote and identify several pieces of textual evidence from the unit texts (including The Joy Luck Club) and how they reflect or challenge the central idea(s) of Crevecoeur. You have two 40-minute class periods to complete this task.
After you complete the double entry journal, write an essay in which you analyze the extent to which Crevecoeur’s characterization of American identity and the American dream, are either reflected or challenged in the various texts we have read, drawing upon the task you just completed. You may orally present the ideas of your essay when you are finished if you so choose. In your analysis, please cite from at least three sources, one of which must be The Joy Luck Club, and supply the most relevant evidence from these texts to support a position on the validity or invalidity of Crevecoeur’s claim. In your conclusion you should discuss the extent to which Crevecoeur’s ideas and the sources you selected fit with your own conception of the American identity and the existence of the American dream. You have three 40-minute class periods to complete this task.
Tenth Grade Assessment (continued)Unit One
Chicago Public SchoolsPage 18
Tenth Grade Assessment (continued)Unit One
Considerations for Students with Disabilities:
Thomas presents with significant weaknesses in the areas of executive functioning and attending. These weaknesses inhibit his ability to decode text accurately unless an allowance exists for the chunking of text followed by a brief check for understanding. These weaknesses also impede Thomas’ ability to plan, strategize and organize resources relative to the tasks. Thomas needs support in planning and re-reading with a purpose (identify textual evidence that reflects or challenges Crevecoeur’s ideas). Thomas’s accommodations include:
� Modeling the process for determining evidence versus non-evidence using portions of The Joy Luck Club as a model.
� Highlighting and integration of notes into digitally converted texts by using optical character recognition (OCR) software.
� Time for Thomas to talk through how he will manage timelines to guarantee task completion.
� Small, managed work breaks or allow for changes in work focus as Thomas completes both tasks one and two.
� Allow Thomas to schedule tasks and think through only the resources critical to work completion by setting up clear criteria for text selection.
� Allow for brief talk aloud surrounding Thomas’s position on the validity of Crevecoeur’s claim.
� Create a touchstone/reference point for Crevecoeur’s position to allow for quick access to central idea that guides the work.
Considerations for English Language Learners:
Lily is an English Language Learner. According with her last ACCESS (Assessing Comprehension and Communication in English State-to-State) test she is in Level 3 (Developing). Because of her English proficiency level, her teacher will provide her with visual support (pictures) and auditory support (CD or teacher reading out loud). The following support strategies for Lily include:
� A one-on-one reading support session where she will get assistance in identifying the key ideas and details of the text and how to use context clues to determine meaning of words.
� Alternative pathways for accessing key content include charts or texts written in her first language.
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 19
Tool
set
Tenth Grade Assessment (continued)Unit One
TEACHER NOTES:
Chicago Public SchoolsPage 20
Tent
h G
rade
Sco
ring
Tool
for A
sses
smen
tU
nit 1
STAN
DARD
(REA
DIN
G)EM
ERG
ING
Stud
ent w
ork
does
not
ac
hiev
e al
l of t
he “
Mee
ting”
cr
iteria
and
is fa
r bel
ow it
.
DEVE
LOPI
NG
Stud
ent w
ork
does
not
ach
ieve
al
l of t
he “
Mee
ting”
crit
eria
but
is
clos
e to
it.
MEE
TIN
GSt
uden
t ach
ieve
s all
of
the
crite
ria li
sted
bel
ow.
EXCE
EDIN
GSt
uden
t ach
ieve
s all
the
“Mee
t-in
g” c
riter
ia a
nd g
oes b
eyon
d.
RI/R
L.9-
10.1
Cite
stro
ng a
nd
thor
ough
text
ual
evid
ence
to su
ppor
t an
alys
is of
wha
t the
te
xt sa
ys e
xplic
itly
as w
ell a
s inf
eren
ces
draw
n fr
om th
e te
xt.
oC
ites o
nly
gene
ral
evid
ence
to su
ppor
t the
an
alys
is of
text
; may
refe
r on
ly to
one
or t
wo
part
s of
the
text
with
out a
n att
empt
to sy
nthe
size
them
; may
rely
sole
ly o
n ex
plic
it fa
cts a
nd d
etai
ls
oC
ites s
ome
spec
ific
text
ual
evid
ence
to su
ppor
t the
an
alys
is of
a te
xt; m
ay re
ly
mos
tly o
n ex
plic
it in
form
ation
an
d m
ay n
ot a
naly
ze th
e de
velo
pmen
t of t
hese
po
ints
, or m
ay a
naly
ze
them
inco
rrec
tly
oC
ites s
uffici
ent a
nd
spec
ific
text
ual e
vide
nce,
em
bedd
ing
it at
rele
vant
po
ints
in th
e an
alys
is;
anal
yzes
the
deve
lopm
ent
of c
entr
al id
eas i
n th
e
text
bas
ed o
n ex
plic
it
and
impl
icit
mes
sage
s an
d in
form
ation
oC
ites s
uffici
ent t
extu
al
evid
ence
from
thro
ugho
ut
the
text
, em
bedd
ing
it at
rele
vant
poi
nts i
n th
e an
alys
is; d
evel
ops a
so
phisti
cate
d an
alys
is of
the
text
’s ex
plic
it an
d im
plic
it m
essa
ges a
nd h
ow th
ose
mes
sage
s are
com
mun
icat
ed
thro
ugh
key
idea
s and
det
ails
RL.1
1-12
.3
Anal
yze
how
com
plex
ch
arac
ters
(e.g
. th
ose
with
mul
tiple
or
con
flicti
ng
moti
vatio
ns) d
evel
op
over
the
cour
se o
f a
text
, int
erac
t with
ot
her c
hara
cter
s and
ad
vanc
e th
e pl
ot o
r de
velo
p th
e th
eme.
oA
naly
sis d
oes n
ot
conn
ect t
he e
lem
ents
of
the
stor
y an
d th
eir
deve
lopm
ent i
n a
lo
gica
l way
oA
naly
sis m
akes
a w
eak
conn
ectio
n am
ongs
t the
el
emen
t of t
he st
ory
and
how
th
ey a
re d
evel
oped
, lea
ving
out
on
e or
mor
e in
tegr
al e
lem
ents
oA
naly
sis il
lust
rate
s the
im
pact
of t
he a
utho
r’s
choi
ces r
egar
ding
how
to
dev
elop
and
rela
te
elem
ents
of a
stor
y or
dr
ama
(e.g
, whe
re a
stor
y is
set,
how
the
actio
n is
orde
red,
how
the
char
acte
rs a
re in
trod
uced
an
d de
velo
ped)
oA
naly
sis th
orou
ghly
illu
stra
tes
impa
ct o
f the
aut
hor’s
choi
ces
rega
rdin
g ho
w to
dev
elop
an
d re
late
ele
men
ts o
f a
stor
y or
dra
ma,
citin
g cl
ear
and
spec
ific e
vide
nce
on h
ow
thes
e ch
oice
s im
pact
mea
ning
of
the
text
oA
nalys
is ev
alua
tes t
he
effec
tiven
ess o
f aut
hor’s
ch
oice
s and
arti
cula
tes a
soun
d ra
tiona
le fo
r the
orie
s as t
o w
hy
the
auth
or m
ade
such
choi
ces
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 21
Tool
set
STAN
DARD
(REA
DIN
G)EM
ERG
ING
Stud
ent w
ork
does
not
ac
hiev
e al
l of t
he “
Mee
ting”
cr
iteria
and
is fa
r bel
ow it
.
DEVE
LOPI
NG
Stud
ent w
ork
does
not
ach
ieve
al
l of t
he “
Mee
ting”
crit
eria
but
is
clos
e to
it.
MEE
TIN
GSt
uden
t ach
ieve
s all
of
the
crite
ria li
sted
bel
ow.
EXCE
EDIN
GSt
uden
t ach
ieve
s all
the
“Mee
t-in
g” c
riter
ia a
nd g
oes b
eyon
d.
RI.1
1-12
.3An
alyz
e ho
w th
e
auth
or u
nfol
ds a
n
anal
ysis
or se
ries o
f id
eas o
r eve
nts,
inclu
d-in
g th
e or
der i
n w
hich
th
e po
ints
are
mad
e,
how
they
are
intr
o-du
ced
and
deve
lope
d an
d th
e co
nnec
tions
th
at a
re d
raw
n be
-tw
een
them
.
*Ana
lysis
doe
s not
con
nect
th
e in
divi
dual
s, id
eas a
nd
even
ts a
nd th
eir d
evel
opm
ent
in a
logi
cal w
ay
*Ana
lysis
mak
es a
wea
k co
nnec
tion
amon
gst t
he in
divi
dual
s, id
eas a
nd
even
ts a
nd h
ow th
ey a
re d
evel
oped
, le
avin
g ou
t one
or m
ore
inte
gral
co
ncep
ts
*Ana
lysis
illu
stra
tes t
he c
on-
necti
ons b
etw
een
a co
mpl
ex
set o
f ide
as o
r seq
uenc
e of
ev
ents
and
exp
lain
s how
sp
ecifi
c in
divi
dual
s, id
eas o
r ev
ents
inte
ract
and
dev
elop
ov
er th
e co
urse
of t
he te
xt
*Ana
lysis
illu
stra
tes b
oth
clea
r an
d nu
ance
d co
nnec
tions
be-
twee
n a
com
plex
set o
f ide
as o
r se
quen
ce o
f eve
nts a
nd e
xpla
ins
how
spec
ific
indi
vidu
als,
idea
s or
even
ts in
tera
ct a
nd d
evel
op o
ver
the
cour
se o
f the
text
, citi
ng c
lear
an
d sp
ecifi
c ev
iden
ce
*Ana
lysis
eva
luat
es th
e eff
ec-
tiven
ess o
f aut
hor’s
cho
ices
and
ar
ticul
ates
a so
und
ratio
nale
for
theo
ries a
s to
why
the
auth
or
mad
e su
ch c
hoic
es
Tent
h G
rade
Sco
ring
Tool
for A
sses
smen
t (co
ntinu
ed)
Uni
t 1
Chicago Public SchoolsPage 22
Tent
h G
rade
Sco
ring
Tool
for A
sses
smen
t (co
ntinu
ed)
Uni
t 1
STAN
DARD
(REA
DIN
G)EM
ERG
ING
Stud
ent w
ork
does
not
ac
hiev
e al
l of t
he “
Mee
ting”
cr
iteria
and
is fa
r bel
ow it
.
DEVE
LOPI
NG
Stud
ent w
ork
does
not
ach
ieve
al
l of t
he “
Mee
ting”
crit
eria
but
is
clos
e to
it.
MEE
TIN
GSt
uden
t ach
ieve
s all
of
the
crite
ria li
sted
bel
ow.
EXCE
EDIN
GSt
uden
t ach
ieve
s all
the
“Mee
t-in
g” c
riter
ia a
nd g
oes b
eyon
d.
W.9
-10.
1 W
rite
argu
men
ts to
su
ppor
t cla
ims i
n an
an
alys
is of
subs
tanti
ve
topi
cs o
r tex
ts, u
sing
valid
reas
onin
g an
d re
leva
nt a
nd su
ffici
ent
evid
ence
.
oT
he in
trod
uctio
n do
es
not i
nclu
de a
cla
im
oT
he c
laim
doe
s no
t ack
now
ledg
e
a co
unte
rcla
im
oT
he o
rgan
izatio
n do
es
not r
eflec
t any
cle
ar
stru
ctur
e of
cla
im,
coun
terc
laim
, rea
sons
, an
d ev
iden
ce
oT
he c
laim
(s) a
nd
coun
terc
laim
are
not
de
velo
ped
or su
ppor
ted
with
rele
vant
evi
denc
e
oA
ppro
pria
te tr
ansiti
ons
are
not e
vide
nt
oT
he c
laim
is g
ener
al a
nd d
oes
not c
reat
e a
clea
r disti
nctio
n be
twee
n its
elf a
nd th
e co
unte
rcla
im
oT
he o
rgan
izatio
n re
flect
s an
inco
nsist
ent s
truc
ture
of c
laim
, co
unte
rcla
im, r
easo
ns, a
nd
evid
ence
oT
he c
laim
(s) a
nd c
ount
ercl
aim
s ar
e un
even
ly d
evel
oped
and
so
me
reas
ons a
re m
ore
heav
ily
supp
orte
d th
an o
ther
s; th
e st
reng
ths a
nd li
mita
tions
of
eac
h ar
e in
cons
isten
tly
addr
esse
d; th
e de
velo
pmen
t do
es n
ot a
ntici
pate
aud
ienc
e’s
know
ledg
e le
vel o
r con
cern
s
oT
he w
ords
and
phr
ases
and
cl
ause
s do
not c
onsis
tent
ly
link
the
maj
or se
ction
s of t
he
text
; tra
nsiti
ons b
etw
een
maj
or
secti
ons a
re n
ot c
lear
in so
me
inst
ance
s
oT
he c
laim
(s) i
s pre
cise
an
d di
sting
uish
ed fr
om
alte
rnat
e or
opp
osin
g cl
aim
s, a
nd th
e or
gani
zatio
n re
flect
s a
clea
r rel
ation
ship
am
ong
clai
m(s
), co
unte
rcla
ims,
re
ason
s, a
nd e
vide
nce
oT
he c
laim
(s) a
nd
coun
terc
laim
s are
de
velo
ped
fairl
y w
hile
su
pply
ing
evid
ence
for
each
whi
le p
ointi
ng
out t
he st
reng
ths a
nd
limita
tions
of b
oth
in a
m
anne
r tha
t anti
cipa
tes
the
audi
ence
’s kn
owle
dge
leve
l and
con
cern
s
oT
he c
laim
is k
now
ledg
eabl
e,
prec
ise a
nd d
isting
uish
ed
from
alte
rnat
e or
opp
osin
g cl
aim
s and
the
intr
oduc
tion
esta
blish
es th
e sig
nific
ance
of
the
clai
m
oT
he c
laim
is d
isting
uish
ed
from
alte
rnat
e or
opp
osin
g cl
aim
and
the
orga
niza
tion
refle
cts a
logi
cal s
eque
nce
of c
laim
(s),
coun
terc
laim
s,
reas
ons,
and
evi
denc
e
oT
he c
laim
(s) a
nd
coun
terc
laim
s are
dev
elop
ed
fairl
y an
d th
orou
ghly
whi
le
supp
lyin
g th
e m
ost r
elev
ant
evid
ence
for e
ach
whi
le
poin
ting
out t
he st
reng
ths
and
limita
tions
of b
oth
in
a m
anne
r tha
t anti
cipa
tes
the
audi
ence
’s kn
owle
dge
leve
l, co
ncer
ns, v
alue
s,
and
poss
ible
bia
ses
CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 23
Tool
set
Tent
h G
rade
Sco
ring
Tool
for A
sses
smen
t (co
ntinu
ed)
Uni
t 1
STAN
DARD
(REA
DIN
G)EM
ERG
ING
Stud
ent w
ork
does
not
ac
hiev
e al
l of t
he “
Mee
ting”
cr
iteria
and
is fa
r bel
ow it
.
DEVE
LOPI
NG
Stud
ent w
ork
does
not
ach
ieve
al
l of t
he “
Mee
ting”
crit
eria
but
is
clos
e to
it.
MEE
TIN
GSt
uden
t ach
ieve
s all
of
the
crite
ria li
sted
bel
ow.
EXCE
EDIN
GSt
uden
t ach
ieve
s all
the
“Mee
t-in
g” c
riter
ia a
nd g
oes b
eyon
d.
W.9
-10.
1 (c
ontin
ued)oF
orm
al st
yle
is no
t pr
esen
t
oC
oncl
udin
g st
atem
ent
or se
ction
is n
ot p
rese
nt
oF
orm
al st
yle
is in
cons
isten
t an
d so
me
info
rmal
lang
uage
is
pres
ent
oC
oncl
udin
g st
atem
ent i
s not
st
rong
ly c
onne
cted
to th
e in
form
ation
or e
xpla
natio
n pr
esen
ted
oT
he w
ords
, phr
ases
, and
cl
ause
s lin
k th
e m
ajor
se
ction
s of t
he te
xt,
crea
te c
ohes
ion,
and
cl
arify
the
rela
tions
hips
be
twee
n cl
aim
(s) a
nd
reas
ons,
bet
wee
n re
ason
s an
d ev
iden
ce, a
nd
betw
een
clai
m(s
) and
co
unte
rcla
ims
oA
form
al st
yle
and
obje
ctive
tone
is
esta
blish
ed a
nd
mai
ntai
ned
whi
le
atten
ding
to th
e no
rms
and
conv
entio
ns o
f the
di
scip
line
in w
hich
they
ar
e w
riting
oC
oncl
udin
g st
atem
ent o
r se
ction
supp
orts
, and
is
follo
wed
by
the
argu
men
t pr
esen
ted.
oT
he w
ords
, phr
ases
, and
cl
ause
s as w
ell a
s var
ied
synt
ax li
nk th
e m
ajor
secti
ons
of th
e te
xt, c
reat
e co
hesio
n,
and
clar
ify th
e re
latio
nshi
ps
betw
een
clai
m(s
) and
re
ason
s, b
etw
een
reas
ons
and
evid
ence
, and
bet
wee
n cl
aim
(s) a
nd c
ount
ercl
aim
s
oA
form
al st
yle
and
obje
ctive
to
ne is
est
ablis
hed
and
mai
ntai
ned
whi
le
atten
ding
to th
e no
rms a
nd
conv
entio
ns o
f the
disc
iplin
e in
whi
ch th
ey a
re w
riting
oC
oncl
udin
g st
atem
ent
sum
mar
izes a
ll m
ajor
cla
ims
that
hav
e be
en d
evel
oped
an
d in
clud
es c
losin
g in
sight
an
d im
plic
ation
s
Department of LiteracyOffice of Curriculum and Instruction125 South Clark StreetChicago, Illinois 60603
cps.edu
top related