Adair County Common Core Reading Standards

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _PERSONAL NARRATIVE GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
WRITING…CCR 3
Write narratives for real or imagined experiences or events using effective technique, well chosen details, and well structured event sequences.
WRITING…CCR 4
Produce clear/coherent writing for a purpose.
Usage of planning by a web, list, free writing or other brainstorming techniques.
WRITING…CCR 5
Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach. Focus on addressing what is most significant for a specific purpose and audience / I CAN narrow my topic to one main event in my life.
I CAN establish a control of the main purpose and theme of my personal narrative.
I CAN apply a suitable tone to my personal narrative paper.
I CAN establish an authentic voice for my personal narrative.
I CAN edit, rewrite, or try a new approach to make my paper better. /

Writing rough draft

Peer conferences

Revision of paper

Typed final copy of personal narrative

Video tape personal narrative for inclusion to ILP folder. (written or orally)

Use of technology to produce paper and video of project.

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _PERSONAL NARRATIVE GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
SPEAKING…CCR 1
Demonstrate command of the conventions of standard grammar usage when writing or speaking.
a)Use parallel structure
b)Use various types of phrases and clauses to convey specific meaning and add / I CAN present my personal narrative orally in class.
I CAN formulate a structured presentation of my personal narrative.
I CAN use a variety of techniques to hold the interest of my audience during the oral presentation of my personal narrative. /

Video tape the oral presentation of student personal narrative.

Evaluative and descriptive feedback to student.

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _SHORT STORIES GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 1
Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
READING…CCR 2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, interact with other characters, and advance the plot or develop the theme.
READING…CCR 3
Analyze how complex characters develop over the course of a text, interact with other characters and advance the plot or develop the theme. / I CAN analyze short stories and their elements for different purposes.
I CAN recognize the elements of plot, setting in today’s stories.
I CAN identify the theme(s) found in stories and how it enhances the story itself.
I CAN identify the different types of characters found in short stories.
I CAN discuss the impact of character on the overall affect on a short story. /

Do plot chart of short stories

Discussion of different events in stories

Teacher quizzes

Selection tests

Standardized tests

Technology

Group analysis of stories

Teacher test

Computerized test

Open ended questions assessment

Pop quizzes

Standardized tests

Teacher made tests

Selection test

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _SHORT STORIES GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotation meaning; analyze the cumulative impact of specific word choices on meaning and tone.
READING…CCR 5
Analyze how an authors choices concerning how to structure a text, order events within it, create such effects as mystery tension or surprise.
READING…CCR 6
Analyze a particular point of view or cultural experience reflected in a world of Literature from outside the United States, drawing on a wide reading of world Literature. / I CAN recognize the tone and mood of a story by the use of words found in the text of a story.
I CAN write an ending to a story.
I CAN discuss how the author’s word choice affects the short story.
I CAN recognize techniques used to create a certain mood in a story.
I CAN discuss how cultural differences affect reader knowledge of different cultures. /

Vocabulary word quizzes

Textbook usage of words

Workbooks

Creative writing to endings of stories.

Quizzes

Group discussion

Questions over specific stories

Standardized tests

Teacher made tests

Compare and Contrast different cultures to the United States.

Class discussions

Speaker from other cultures speak to class and have discussions.

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _SHORT STORIES GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 6
Analyze a particular point of view or cultural experience reflected in a world of Literature from outside the United States, drawing on a wide reading of world Literature. / I CAN identify symbols found in short stories and their meanings.
I CAN recognize the use of ambiguity and irony in stories.
I CAN recognize and identify allegories found in some stories. / Class discussions
Written analysis

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _POETRY GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING...CCR 2
Determine theme or central idea of a text and analyze in details its development; including how it emerges, shaped and refined by specific details.
WRITING…CCR 5
Analyze how an author’s choices concerning how to structure a text, and order of events within it creates a finished product.
READING…CCR 6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States. / I CAN analyze various literary devices, including, imagery.
I CAN understand and explain characteristics of different forms of poetry, including catalog poems, haiku, and sonnets.
I CAN understand and explain characteristics of poetry such as Lyrical poems.
I CAN create and develop different types of poems.
I CAN analyze a poem for various literary devices, such as figures of speech, like simile, metaphors and personification.
I CAN identify and understand the use of denotation and connotations used in poems
I CAN identify cultural differences in poems by the use of word choices. /

Group work
Create group poems
Create individual poems
Design ones own way of determining theme of a poem
Quizzes
Textbook test
Technology—research different interpretations.

Group work
One on one group work
Create poems using simile, metaphor, and/or personification
Create poems using imagery.
Compare and Contrast word usage in different poems found in textbook.
Formative group work
Group presentations of analysis of poems.

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _POETRY GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING...CCR 9
Analyze how an author draws on and transforms source material in a specific work.
WRITING STANDARD
Produce clear and coherent writing in which the development, organization, and style are appropriate to a task, purpose and audience. / I CAN recognize an authors purpose for using imagery in a poem.
I CAN create poems using different figures of speech. /

Compare and contrast different poems of imagery.

Group work

Individual analysis of imagery poems.

Write poems using imagery, similes, metaphors, personification, onomatopoeia, etc.

Create a book of poems written by student.

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _POETRY: ODYSSEY GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 3
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
READING…CCR 4
Determine the meanings of words and phrases as they are used in the text including figurative and connotative meaning; and analyze cumulative impact of specific word choices on meaning and tone. / I CAN analyze heroic characters and external conflicts in epics and myths.
I CAN recognize how words are used in different text
I CAN discuss the different meaning of words and how they effect the tone of the speaker of a works /

Quizzes

Summative test textbook

Teacher made tests

Class discussion

Group analysis

Vocabulary usage in a passage

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _DRAMA GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
READING…CCR 2
Determine a theme or central idea of a text and analyze in details its development over the course of the text.
READING…CCR 3
Analyze how complex characters develop over the course of a text. / I CAN understand the language used in The Tragedy of Romeo and Juliet.
I CAN interpret the dialogue used in this drama.
I CAN understand characteristics of tragedy.
I CAN understand how a work of literature is related to its historical period.
I CAN analyze characteristics of tragedy, including complication, dramatic irony, climax, suspense, and denouement.
I CAN analyze soliloquy, monologue, and dialogue. /

Note taking

Reading

Class discussions

Technology--research characters

Group work

Quizzes

Teacher made tests

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _DRAMA GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 4
Determine the meaning of words and phrases as they are used in the text.
READING…CCR 9
Analyze how an author draws on and transforms source material in a specific work. / I CAN relate and identify vocabulary words used in Romeo and Juliet with their meaning found in the text.
I CAN recognize how events fit into different historical time periods. /

Teacher made vocabulary test

Vocabulary usage in the text of Romeo and Juliet.

Teacher made quizzes

Textbook quizzes over each Act of Romeo and Juliet.

Teacher made summative test

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _NON-FICTION UNIT GRADE/COURSE ENGLISH I Part A&B

Research

Interview survivors of Holocaust

History textbooks

Novel on Holocaust

Research

Interview of survivors of the Holocaust

Quizzes

Questions over each section

Open response questions

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _NON-FICTION UNIT GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 3
Analyze how characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
READING…CCR 4
Determine the meaning of words and phrases as they are used in the text and analyze the impact specific word choices have on meaning and tone. / I CAN identify the plot and theme of the book Night.
I CAN discuss the impact vocabulary words have on the overall effect of the book Night. /

Group work

Teacher conferences with students

Open response questions

Teacher made vocabulary test

Quizzes over sections of the book

Reflective Questions over entire book

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN _NON-FICTION UNIT GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 5
Analyze how an author’s choices impact how to structure a text.
READING…CCR 6
Analyze a particular point of view or cultural experience reflected in a work of literature. / I CAN analyze the reason the author wrote the novel.
I CAN identify the point of view in the book Night. /

Class discussions

Open response questions

Group discussions

Produce evidence to support answer from the text.

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN INFORMATIONAL TEXT GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 1
Cite strong textual evidence to support analysis of what the text says.
READING…CCR 2
Determine a central idea of a text and analyze its development over the course of the text.
READING…CCR 3
Analyze how the author unfolds an analysis or series of ideas and events in a work.
READING…CCR 4
Determine the meaning of words and phrases as they are used in a text, including, figurative, connotative, and technical meanings. / I CAN identify an accurate source and analyze it.
I CAN recognize the main idea of a text after reading it.
I CAN identify and list the main ideas and events from informational text.
I CAN identify the meanings of words and phrases used in informational text. /

Class discussions

Research of documents

Quizzes

Standardized tests or teacher tests

Class discussions
Teacher made test
Quizzes
Vocabulary Test

ADAIRCOUNTY COMMON CORE READING STANDARDS

NINTH GRADE

DOMAIN INFORMATIONAL TEXT GRADE/COURSE ENGLISH I Part A&B

STANDARD / LEARNING TARGETS
(I Can Statements) / ASSESSMENT FOR THE
LEARNING TARGET
READING…CCR 5
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
READING…CCR 6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance the point of view or purpose.
READING…CCR 7
Analyze different sources and how various accounts are told in different mediums.
READING…CCR 8
Delineate and evaluate the arguments and specific claims in a text.
READING…CCR 9
Analyze seminal United States documents of historical and literary significance. / I CAN determine how an author’s ideas or claims are developed in a work by the language and word choices used in the text.
I CAN recognize an author’s point of view by the techniques used in their work.
I CAN compare and contrast a work in different sources of media.
I CAN research and informational text for accuracy.
I CAN identify how a historical document uses related themes and concepts in their works. / Written analysis
Class discussions
Class discussion
Written analysis
Written analysis
Class discussion
Techology
Analysis written
Class discussion