Adair County Common Core English Standards

DOMAIN: Collection 1: The Anglo-Saxons (449-1066): Songs of Ancient Heroes GRADE/COURSE: English IV

Standard
(in parentheses the correlating learning target) / Subtitles followed by
Learning Targets
(I Can…statement) / Number
of Days / Assessment for the
Learning Target
(check all that apply)
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RL.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). / Archetypal Character
I can analyze archetypes, including the epic hero.
I can analyze the universal themes of epic poetry
I can understand and analyze alliteration and kennings. / Type of Assessment:
__x__Written
____Oral
____Private Conference
____Project
____Portfolio
____Essay
____Cooperative activity
____Presentation/performance
____Other
Use of the Assessment:
__x__Formative (of learning)
__x__Summative (for learning)
My Purpose for the Assessment:
____To analyze and direct lesson planning (content/process)
____To identify student needs
____To compare with other evidence of learning
__x__To contribute toward final grade
__x__To report to student and/or parents
____To help my students set goals
Assessment Source:
____Textbook, page # ______
____ Workbook, page # ______
____ KCCT Coach Book
Page # ______
____ Journal, type ______
__x__Teacher-made (must be attached to this page in a separate document)
____Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__x__ Evaluative
____ Descriptive


DOMAIN: Collection 2: The Middle Ages (10-66-1485): Tales They Told GRADE/COURSE: English IV

Standard
(in parentheses the correlating learning target) / Subtitles followed by
Learning Targets
(I Can…statement) / Number
of Days / Assessment for the
Learning Target
(check all that apply)
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.11-12.6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). / I can analyze characterization (of characters)
I can analyze characteristics of a frame story
I can analyze the characteristics of ballads
I can analyze the archetype of the romance hero
I can analyze irony, verbal and situational. / Type of Assessment:
__x__Written
____Oral
____Private Conference
____Project
____Portfolio
____Essay
____Cooperative activity
____Presentation/performance
____Other
Use of the Assessment:
__x__Formative (of learning)
__x__Summative (for learning)
My Purpose for the Assessment:
____To analyze and direct lesson planning (content/process)
____To identify student needs
____To compare with other evidence of learning
__x__To contribute toward final grade
__x__To report to student and/or parents
__ __To help my students set goals
Assessment Source:
____Textbook, page # ______
____ Workbook, page # ______
____ KCCT Coach Book
Page # ______
____ Journal, type ______
__x__Teacher-made (must be attached to this page in a separate document)
____Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__x__ Evaluative
____ Descriptive

DOMAIN: Collection 3: The Renaissance (1485-1660): A Flourish of Genius GRADE/COURSE: English IV

Standard
(in parentheses the correlating learning target) / Subtitles followed by
Learning Targets
(I Can…statement) / Number
of Days / Assessment for the
Learning Target
(check all that apply)
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. / I can analyze characteristics of subgenres of poetry and drama, including pastoral poems, carpe diem poetry, Petrachan sonnets, Shakespearean sonnets, dramatic, songs, and dramatic literature.
I can analyze the characteristics of subgenres of prose, including parables.
I can analyze characteristics of drama, including tragedy.
I can analyze the function of monologue, dialogue, soliloquies and asides in dramatic literature.
I can analyze the way an author uses parallelism to achieve specific rhetorical or aesthetic purposes.
I can analyze the way the author’s style including the use of parallelism and blank verse, achieves specific rhetorical or aesthetic purposes.
I can analyze the way the author’s use of verbal irony, diction, and connotation achieves specific rhetorical purposes.
I can evaluate the philosophical, political, religious, ethical, and social influences of a historical period.
I can evaluate historical context. / 2 / Type of Assessment:
__x__Written
____Oral
____Private Conference
____Project
____Portfolio
____Essay
____Cooperative activity
____Presentation/performance
____Other
Use of the Assessment:
__x__Formative (of learning)
__x__Summative (for learning)
My Purpose for the Assessment:
____To analyze and direct lesson planning (content/process)
____To identify student needs
____To compare with other evidence of learning
__x__To contribute toward final grade
__x__To report to student and/or parents
__ __To help my students set goals
Assessment Source:
____Textbook, page # ______
____ Workbook, page # ______
____ KCCT Coach Book
Page # ______
____ Journal, type ______
__x__Teacher-made (must be attached to this page in a separate document)
____Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__x__ Evaluative
____ Descriptive

DOMAIN: Research Paper GRADE/COURSE: English IV

Standard
(in parentheses the correlating learning target) / Subtitles followed by
Learning Targets
(I Can…statement) / Number
of Days / Assessment for the
Learning Target
(check all that apply)
W.11-12.7 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.
W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for
citation.
W.9-10.2b 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.
W.9-10.2 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.
W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
W.11-12.4 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.)
W.11-12.10 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.
W.11-12.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.11-12.2.f 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). / Research Question
I can develop a research question.
Research
I can research to answer my question.
Thesis Statement
I can write a thesis statement.
Sources
I can select sources.
I can write source cards.
Notes
I can select information from sources.
I can write note cards.
Outline
I can write an outline.
Composition
I can write a research paper.
I can use transitions.
I can use suitable language for my purpose and audience.
I can maintain a formal tone.
I can write a conclusion. / 2
3
3
2
3
2
5 / Type of Assessment:
__x__Written
____Oral
__x__Private Conference
____Project
____Portfolio
____Essay
__x__Cooperative activity
____Presentation/performance
____Other
Use of the Assessment:
__x__Formative (of learning)
__x__Summative (for learning)
My Purpose for the Assessment:
____To analyze and direct lesson planning (content/process)
____To identify student needs
____To compare with other evidence of learning
__x__To contribute toward final grade
__x__To report to student and/or parents
____To help my students set goals
Assessment Source:
____Textbook, page # ______
____ Workbook, page # ______
____ KCCT Coach Book
Page # ______
____ Journal, type ______
__x__Teacher-made (must be attached to this page in a separate document)
____Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__x__ Evaluative
__x__ Descriptive

DOMAIN: Spelling and Vocabulary GRADE/COURSE: English IV Part A

Standard
(in parentheses the correlating learning target) / Subtitles followed by
Learning Targets
(I Can…statement) / Number
of Days / Assessment for the
Learning Target
(check all that apply)
L.11-12.2b Spell correctly.
L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering word or phrase important to comprehension or expression.
L.11-12.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). / Spelling
I can spell correctly.
Vocabulary
I can acquire new vocabulary.
I can identify and correctly use word changes that indicate different meanings or parts of speech. / Type of Assessment:
__x__Written
____Oral
____Private Conference
____Project
____Portfolio
____Essay
____Cooperative activity
____Presentation/performance
____Other
Use of the Assessment:
__x__Formative (of learning)
__x__Summative (for learning)
My Purpose for the Assessment:
____To analyze and direct lesson planning (content/process)
____To identify student needs
____To compare with other evidence of learning
__x__To contribute toward final grade
__x__To report to student and/or parents
____To help my students set goals
Assessment Source:
____Textbook, page # ______
____ Workbook, page # ______
____ KCCT Coach Book
Page # ______
____ Journal, type ______
__x__Teacher-made (must be attached to this page in a separate document)
____Another source
(book, website, etc.-attach source in separate document)
Type of feedback to student:
__x__ Evaluative
____ Descriptive