Madison Public Schools

Literacy Support

Grades 9-12

Written by:

Nancy Brzozowski

Reviewed by:

Matthew A. Mingle

Director of Curriculum and Instruction

Dr. Mark R. DeBiasse

Supervisor of Humanities

Approval date:

January 6, 2015

Members of the Board of Education:

Lisa Ellis, President

Kevin Blair, Vice President

Shade Grahling, Curriculum Committee Chairperson

David Arthur

Johanna Habib

Thomas Haralampoudis

Leslie Lajewski

James Novotny

Madison Public Schools

359 Woodland Road

Madison, NJ 07940

www.madisonpublicschools.org

Course Overview

Description

The focus of the Literacy Support class is on strengthening reading and writing skills, building vocabulary, enriching comprehension and improving students' ability to read for information, academic work and pleasure. This course is designed to support the work students are doing in their regular English classes. Students will respond to literature and recognize literary devices and how they impact their emotional reaction to the text. They will also learn how to distinguish between fact and opinion by exploring persuasive techniques, and will apply these skills in reading and crafting persuasive texts. In addition, students will read and respond to informational text, learn new knowledge, draw conclusions and make judgments.

The overall goal for this class is to improve students’ literacy skills while being responsive to the reading and writing assignments generated by the students’ classroom teachers. In this way, the teacher may individualize instruction within the classroom by providing small group instruction to some students and tutorial assistance to others.

Goals

Students will be able to ● identify, describe and understand the central idea in a reading passage ● draw inferences based on information in a passage ● use knowledge of root words, prefixes and suffixes to understand new words ● use vocabulary strategies to decipher meanings of unknown words ● analyze text using patterns of organization: sequencing, cause/effect and comparison/contrast ● identify fact/opinion and persuasive techniques and apply these skills in reading and crafting a persuasive text ● respond to literature and recognize literary devices and how they affect emotional reaction to text and understanding ● express themselves in a clear and concise manner through persuasive, expository and narrative writing ● develop the writing process and writing to learn strategies through which students compose a variety of written responses for

different purposes and audiences, employing a range of voices and taking compositional risks ● develop and nurture both a love of reading and advanced skills in interpreting literature through individually selected literature

circle titles offered throughout the year; ● use listening and viewing strategies to identify the intent of presentation, critically assess the message and increase listening

and viewing sophistication

Resources

Suggested activities and resources page

Unit 1 Overview

Unit Title: Reading Literature, Writing Narrative

Unit Summary: This unit provides the language and techniques for reading closely to determine what the text says explicitly, make inferences from it, and recognize literary devices and how they affect characters’ emotional reaction and understanding. In this unit students will determine central ideas or themes of a text, summarize supporting details and decipher meanings of concrete and abstract vocabulary words.

In this unit students will write clear and coherent narratives using organized paragraph structure, well-chosen details, structured sequence, that includes conflicts, and incorporates sensory language. Students will revise and edit drafts to develop and strengthen writing.

Suggested Pacing: 7 weeks, 28 lessons

Learning Targets

Unit Essential Questions: ● How do successful readers make inferences to understand narrative passages? ● How do successful readers identify literary devices and recognize their effect on characters’ emotions and understanding? ● How do successful readers identify central ideas/themes and summarize supporting details? ● How do successful readers decipher meanings of concrete and abstract vocabulary words? ● How do successful readers express their thoughts in writing in an organized and detailed format?

Unit Enduring Understandings: ● Textual evidence must be used to analyze text effectively. ● Active reading is required to absorb and own the information contained in the text. ● Critical reading of literature is essential to the interpretation and analysis of fiction. ● Literature reflects common human experience. ● Discussion of a text adds depth to one’s understanding of the text. ● Using organized structure, clear and coherent narratives will be created.

Evidence of Learning

Unit Benchmark Assessment Information: Students will read a narrative passage, answer multiple choice questions and respond to a narrative writing prompt.

Introductory Level - “The Reluctant Whitewasher”

Intermediate Level - “It’s Only Natural”

Advanced Level - “The Season I Will Never Forget”

Writing prompt - Using support and evidence from the passage, identify the author’s purpose in the story. What does the author want the character/characters to learn from this experience?

Applicable Texts

Objectives (Students

will be able to…)

Essential Content

Suggested Assessments

Standards (NJCCCS CPIs, CCSS, NGSS)

Pacing

9th Grade- Novels/Plays ·Jack Gantos, Hole in My Life ·William Shakespeare, Romeo and Juliet ·John Steinbeck, The Pearl ·Homer, The Odyssey Short Stories: ·James Hurst, “The Scarlet Ibis” ·Ha Jin, “Children as Enemies” ·Ray Bradbury, “The Utterly Perfect Murder” ·Edgar Allan Poe, “The Cask of Amontillado” Poetry: ·Bill Zavatsky, “Baseball” ·Pablo Neruda, “Ode to a Pair of Socks” ·John Keats, “Ode on a Grecian Urn” ·William Shakespeare, various sonnets 10th Grade Novels/Plays: ·Sherman Alexie Absolutely True Diary of a Part-time Indian ·Arthur Miller, The Crucible or Death of a Salesman ·Lorraine Hansberry, A Raisin in the Sun ·J.D.Salinger, The Catcher in the Rye Short Stories: ·Edgar Allan Poe, “The Masque of the Red Death” ·Nathaniel Hawthorne, “Dr. Heidegger’s Experiment” ·Edgar Allan Poe,“The Pit and the Pendulum” ·Kate Chopin, “The Story of an Hour” ·Anzia Yezierska, “America and I” Poetry: ·Emily Dickinson, “We Grow Accustomed to the Dark” and other selected poems ·Walt Whitman, “Song of Myself” and other selected poems

Reading Literature: SWBAT · Identify, describe, and understand the central idea in a reading passage. · Draw valid conclusions based on information given in a text. Students will justify inferences from a story using details found in the passage. ·Use knowledge of root words, prefixes and suffixes to understand new words. ·Use vocabulary strategies using context clues to decipher meanings of unknown words. ·Respond to literature and recognize literary devices and how they affect emotional reaction to text and understanding. Writing: SWBAT

Reading Literature: SWBAT ·main idea

·textual support ·inferences

·literary elements, including the following: genre, character (round, flat, static, dynamic), setting, plot, characterization (direct, indirect), protagonist, antagonist, conflict (internal, external [man vs man, man vs nature, man vs society]), plot (exposition, rising action, climax, falling action, resolution), point of view (1st, 3rd [limited, omniscient]), theme, flashback, foreshadowing, symbol, figurative language (simile, metaphor, personification), irony (verbal, situational, dramatic) Writing:

Reading Literature: SWBAT ·Read short and long passages and have students make a chart listing the main ideas first and supporting details below. ·Read short and long passages and identify the placement of the topic sentence, main idea and paragraph organization. ·Using articles have students determine the main idea of the passage by reading the title. ·Main idea worksheets ·Read short and long passages to justify inferences from a story using details found in the passage. ·Inference worksheets

·Read passages and determine meaning of unknown vocabulary words using context clues ·Read short and long

Anchor Standards in Reading R.1 Read closely to determine

what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

R.6 Assess how point of view or purpose shapes the content and style of a text.

R.7 Integrate and evaluate

7 weeks

28 lessons

11th Grade Novels/Plays: Grendel by John Gardner Lord of the Flies by William Golding Beowulf- Seamus Heaney translation A Tragic Play by William Shakespeare: Othello, Macbeth, Juliu Short Stories: ·“Everything Ravaged, Everything Burned” by Wells Tower ·Excerpts from “The Decameron” by Giovanni Boccancio ·“Federigo’s Falcon” ·The Loneliness of the Long Distance Runner by Alan Sillitoe Poetry ·“The Seafarer” ·The Wanderer” ·“The Dream of the Rood” ·Selections of period-specific poetry by William ·Shakespeare, John Donne, Sir Edmund Spenser, etc. ·Selections from “The Canterbury Tales” by Geoffery Chaucer

·Express themselves in a clear and concise manner through narrative writing. ·Apply test taking strategies to help them read and think more critically so as to prepare and perform with proficiency and success on the PARCC.

SWBAT ·Narrative writing: point of view, narrator/characters, sequence of events; dialogue, description, reflection; sequence, sensory language; conclusion

passages and use compare and contrast clues to determine meanings of words. ·Read short and long passages and use synonym and antonym clues to decipher definitions. ·Complete practice activities to acquire the skill of identifying multiple meanings of words. ·Complete daily warm up activities using prefixes, suffixes and root words. ·Read short and long passages and identify point of view, plot and theme. ·Read short and long passages and identify vocabulary that will help to determine the mood and tone of the selection. ·Read short and long passages and identify the author’s use of imagery. ·Read short and long passages and identify examples of similes, metaphors, and personification. ·Literary devices worksheets ·Study Island exercises

content presented in diverse formats and media, including visually and quantitatively, as well as in words.1

R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

R.10. Read and comprehend complex literary and informational texts independently and proficiently.

Anchor Standards in Writing

W.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

·Read narrative passages, answer multiple choice questions and respond to a narrative writing prompts that align with PARCC.

W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.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, and audiences.

Unit 2 Overview

Unit Title: Reading Information, Writing Informative

Unit Summary: This unit provides the language and techniques for reading closely to determine what the text says explicitly and make inferences from it, determine the central ideas of nonfiction text, analyze its development over the course of the text and focus on series of ideas/events and how they are introduced, developed and the connections between them. In this unit, students will focus on the author’s point of view or purpose in a text and determine the meanings of words and phrases, including figurative, connotative, and technical meanings.

In this unit students will produce clear and coherent writing in organized paragraph structure, well-chosen details, structured sequence, that includes evidence from informational texts to support analysis, reflection and research as well as revise and edit drafts to develop and strengthen writing.

Suggested Pacing: 7 weeks

28 lessons

Learning Targets

Unit Essential Questions: ● How do successful readers cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text? ● How do successful readers determine the central idea of a text and analyze its development over the course of the text? ● How do successful readers analyze how the author reveals ideas/events and how they are introduced, developed and the

connections between them? ● How do successful readers determine the meanings of words and phrases as they are used in the text? ● How do successful writers produce clear and coherent writing using textual evidence?

Unit Enduring Understandings: ● Textual evidence must be used to analyze text effectively. ● Active reading is required to absorb and own the information contained in the text. ● Critical reading of informational texts is essential to the interpretation and analysis of the work. ● Discussion of a text adds depth to one’s understanding of the text. ● Using organized structure and citing textual evidence, clear and coherent informational writing will be created.

Evidence of Learning

Unit Benchmark Assessment Information:

Students will read an informational text, answer multiple choice questions and respond to an open-ended question.

Introductory Level - “Relations with Latin America”

Intermediate Level - “Rain of Troubles”

Advanced Level - “The Land and Climate of Mexico”

Applicable Texts

Objectives (Students

will be able to…)

Essential Content

Suggested Assessments

Standards (NJCCCS CPIs, CCSS, NGSS)

Pacing

Informational Texts: 9th grade- ·Learned Hand, “I am an ·American Day” Elie Wiesel, ·“Hope, Despair and Memory” · “The Story Behind ‘The Cask of Amontillado’” ·Anna Quindlen, “A Quilt of a Country” ·Liliana Segura, “What’s in a Name? A Lot, as It Turns Out”, May 9 2010 · Sparrow, “Spam I Am” The New York Times, Aug. 11 2003 ·Kendra Hamilton, “What’s in a Name?” Black Issues in Higher Education, June 19 2003 10th grade- ·Excerpts from the Library of Congress collection of Slave Narratives http://memory.loc.gov/ammem/snhtml/snhome.html ·Twain, Mark, “Two Views of the River” ·select chapters from Thomas C. Foster’s Twenty Five Books that Shaped ·Jane Smiley: From Say it Ain’t So, Huck: Second Thoughts on Mark Twain’s “Masterpiece” ·Toni Morrison: From Introduction to Adventures of Huckleberry Finn ·Shelley Fisher Fishkin: From Lighting Out for the Territory: Reflections on Mark Twain and American Culture 11th grade- ·“When the Good do Bad” by David Brooks ·Prose excerpts from “The Norton Anthology of British Literature” ·excerpts from Percy Bysshe Shelley’s A Defense of Poetry ·“Shooting an Elephant” and “Politics and the English Language” by George Orwell ·“Seeing England for the First Time” by Jamaica Kincaid

Reading Information Text: SWBAT ·Read and recall evidence from the text ·Choose and evaluate appropriateness of informational text

·Demonstrate close textual reading skills ·Summarize the major events of the text · Determine the central idea(s) and/or theme(s) of the text

·Draw valid conclusions based on information given in a text. ·Draw inferences from a passage using details found in the passage. ·Recognize literary devices and how they affect the text.

·Analyze the organization of informational text.

·Determine meaning

Reading Informational Text: SWBAT ·Guidelines for reliable and appropriate information text (generated by students and teacher) ·Textual support when answering comprehension-based and open-ended questions based on text ·Inferences ·Author’s purpose/POV ·Rhetoric, word choice, and tone ·MLA format guidelines

Writing: SWBAT ·Required components for effectively answering open-ended question based on text: topic sentence, support/details, personal experience, conclusion ·MLA format for to

Reading Informational Text: SWBAT

·Read short and long passages to draw valid conclusions based on information given in a text. ·Read short and long passages to determine inferences from a text using details found in the passage.

·Read short and long passages to determine main idea, supporting details, author’s purpose and bias if any. ·Read short and long passages to choose and evaluate appropriateness of informational readings related to theme.

·Read short and long passages and determine meaning of unknown vocabulary words using context clues. Writing: SWBAT ·Respond to informational text using journal assignments.

·Cite textual evidence to support inferences

Anchor Standards in Reading R.1 Read closely to determine

what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

R.6 Assess how point of view or purpose shapes the content and style of a text.

R.7 Integrate and evaluate

7 weeks

28 lessons

of words and phrases as used in informational text (connotative/denotative meanings; word choice; tone).

·Use knowledge of root words, prefixes and suffixes to understand new words.

·Use vocabulary strategies using context clues to decipher meanings of unknown words.

·Determine author’s POV/ purpose and use of rhetoric.

·Make predictions, connections, and inferences.

·Use context clues before and during reading

·Establish background knowledge. Writing: SWBAT

·Incorporate direct quotes and paraphrases from original texts and cite according to MLA format. ·Express themselves

integration and citation of quoted text

in open ended/paragraph responses.

·Read short and long passages and determine meaning of unknown vocabulary words using context clues. ·Read informational text, answer multiple choice questions and respond to writing prompts that align with PARCC. ·Study Island exercises

content presented in diverse formats and media, including visually and quantitatively, as well as in words.1

R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

R.10. Read and comprehend complex literary and informational texts independently and proficiently.

Anchor Standards in Writing

W.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6 Use technology, including the Internet, to produce and publish

in a clear and concise manner through narrative writing. ·Apply test taking strategies to help them read and think more critically so as to prepare and perform with proficiency and success on the PARCC.

writing and to interact and collaborate with others.

W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.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, and audiences.

Unit 3 Overview

Unit Title: Reading Information, Writing Arguments

Unit Summary: This unit provides the language and techniques for reading closely to determine what the text says explicitly and make inferences from it, determine the central

ideas of nonfiction text, analyze its development over the course of the text and focus on series of ideas/events and how they are introduced, developed and the

connections between them. In this unit, students will focus on the author’s point of view or purpose in a text and determine the meanings of words and phrases,

including figurative, connotative, and technical meanings. In this unit, students will produce clear and coherent writing in organized paragraph structure, using well-chosen details, and structured sequence, that includes

evidence from informational/argumentative texts to support analysis, reflection and research. Students will write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Students will revise and edit drafts to develop and strengthen their

writing.

Suggested Pacing: 7 weeks 28 lessons

Learning Targets

Unit Essential Questions: ● How do successful readers cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text?

● How do successful readers determine the central idea of a text and analyze its development over the course of the text?

● How do successful readers analyze how the author reveals ideas/events and how they are introduced, developed and the connections between them?

● How do successful readers determine the meanings of words and phrases as they are used in the text?

● How do successful writers produce clear and coherent writing using textual evidence?

● How do successful writers develop and support claims and arguments?

Unit Enduring Understandings: ● Textual evidence must be used to analyze text effectively.

● Active reading is required to absorb and own the information contained in the text.

● Discussion of a text adds depth to one’s understanding of the text.

● Claims and arguments will be developed and supported by citing textual evidence.

Evidence of Learning

Unit Benchmark Assessment Information: Students will read an argumentative text, answer multiple choice questions and respond to an open-ended question. Introductory Level - Letter to a governor asking to toughen the laws dealing with drunk driving Intermediate Level - Letter to members on a board of education relating to dress code issues

Advanced Level - Letter to an editor expressing concerns about teenage smoking

Applicable Texts

Objectives (Students

will be able to…)

Essential Content

Suggested Assessments

Standards (NJCCCS CPIs, CCSS, NGSS)

Pacing

Informational Texts: 9th grade- ·Learned Hand, “I am an ·American Day” Elie Wiesel, ·“Hope, Despair and Memory” · “The Story Behind ‘The Cask of Amontillado’” ·Anna Quindlen, “A Quilt of a Country” ·Liliana Segura, “What’s in a Name? A Lot, as It Turns Out”, May 9 2010 · Sparrow, “Spam I Am” The New York Times, Aug. 11 2003 ·Kendra Hamilton, “What’s in a Name?” Black Issues in Higher Education, June 19 2003 10th grade- Excerpts from the Library of Congress collection of Slave Narratives http://memory.loc.gov/ammem/snhtml/snhome.html ·Twain, Mark, “Two Views of the River” ·select chapters from Thomas C. Foster’s Twenty Five Books that Shaped ·excerpts from Thomas C. Foster’s Reading Novels like a Professor ·Jane Smiley: From Say it Ain’t So, Huck: Second Thoughts on Mark Twain’s “Masterpiece” ·Toni Morrison: From Introduction to Adventures of Huckleberry Finn ·Shelley Fisher Fishkin: From Lighting Out for the Territory: Reflections on Mark Twain and American Culture 11th grade- ·“When the Good do Bad” by David Brooks ·Prose excerpts from “The Norton Anthology of British Literature” ·excerpts from Percy Bysshe Shelley’s A Defense of Poetry ·“Shooting an Elephant” and “Politics and the English Language” by George Orwell ·“Seeing England for the First Time” by Jamaica Kincaid

Reading Informational Text: SWBAT

·Read and recall evidence from the text

·Choose and evaluate appropriateness of informational text.

·Demonstrate close textual reading skills.

·Summarize the major events of the text. ·Determine the central idea(s) and/or theme(s) of the text. ·Draw valid conclusions based on information given in a text. ·Draw inferences from a passage using details ·found in the passage.

·Recognize literary devices and how they affect the text.

·Analyze the organization of informational text.

·Determine

Reading Informational Text: SWBAT ·Guidelines for reliable and appropriate information text (generated by students and teacher)

·Inferences · Author’s purpose/POV · Rhetoric, word choice, and tone ·Fact/opinion ·Generalizations Writing: SWBAT

·Argumentative writing: ·Valid reasoning and relevant and sufficient evidence: claim and counterclaim, ·Required components for effectively

Reading Informational Text: SWBAT

·Read short and long passages to draw valid conclusions based on information given in a text. ·Read short and long passages to determine inferences from a text using details found in the passage. ·Read short and long passages to determine main idea, supporting details, author’s purpose and bias if any.

· Read short and long passages to choose and evaluate appropriateness of informational readings related to theme. ·Read short and long passages and determine meaning of unknown vocabulary words using context clues

Writing: SWBAT

· Respond to informational text using journal assignments.

·Cite textual evidence to support inferences in

Anchor Standards in Reading R.1 Read closely to

determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

R.6 Assess how point of view or purpose shapes the content and style of a

7 weeks 28 lesson

meaning of words and phrases as used in informational text (connotative/denotative meanings; word choice; tone).

·Identify fact/opinion and persuasive techniques and apply these skills in reading a persuasive text.

·Use knowledge of root words, prefixes and suffixes to understand new words.

·Use vocabulary strategies using context clues to decipher meanings of unknown words.

·Determine author’s POV/ purpose and use of rhetoric.

·Make predictions, connections, and inferences.

·Use context clues before and during reading.

·Establish background knowledge. Writing: SWBAT

answering comprehension-based questions: topic sentence, support/details, conclusion · Required components for effectively answering open-ended question based on text: topic sentence, support/details, personal experience, conclusion · MLA format guidelines

open ended/paragraph responses

·Read informational text, answer multiple choice questions and respond to writing prompts that align with PARCC. · Study Island exercises

text.

R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1

R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

Anchor Standards in Writing

W.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5 Develop and strengthen

·Write argumentative tasks to support claims using valid reasoning and relevant and sufficient evidence. · Introduce claim(s) and distinguish from opposing claim(s). ·Develop claim(s) and counterclaims by providing specific evidence.

· Use words, phrases, and clauses to link the major sections of the text and create cohesion.

· Create appropriate tone relevant to topic and audience.

· Provide textual support when answering comprehension-based questions and open-ended questions based on text. · Properly blend and cite quotes. ·Incorporate direct quotes and paraphrases from original texts and cite according to MLA format. ·Apply test taking strategies to help them read and think more critically so as to

writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.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, and audiences.

prepare and perform with proficiency and success on the PARCC.