9-10 Grade CCSS

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9-10 Grade CCSS by Mind Map: 9-10 Grade CCSS

1. Speaking and Listening

1.1. Comprehension and Collaboration

1.1.1. 1. Prepare and participate effectively in a variety of collaborative discussions with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

1.1.1.1. Round Robin: students will be asked to repeat the prior sentence said by their peer and add one more sentence to the culminating story.

1.1.1.2. Think Pair Share: with designated partners, discuss findings and listen to one another's ideas.

1.1.1.3. Debate: half of the room must take a side, with the other half defending the opposite idea and when called upon giving a clear persuasive point.

1.1.2. 2. Integrate and evaluate sources of information presented visually, quantitatively, and orally in diverse media and formats.

1.1.2.1. Given a source, determine the credibility and effectiveness.

1.1.2.2. Project where students must use to show usage in a variety of formats. Ex: picture, website, book, audio, magazine, poem, etc.

1.1.2.3. With a group create a product and advertise it through a poster or commercial, persuading others to purchase.

1.1.3. 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

1.1.3.1. Create a journal entry as the character explaining what their feelings and struggles are in a particular situation

1.1.3.2. Determine the speaker/narrators point of view offering specific examples that clearly supports your conclusion

1.1.3.3. Role Play: student will take on a character and portray their point of view in a real life setting.

2. Reading

2.1. Key Ideas and Detail

2.1.1. 1. Read closely to determine the explicit information from the text and make logical inferences from it; Cite pertinent textual evidence to support inferences drawn from the text.

2.1.1.1. students will keep an ongoing journal making predictions base on the known information from the unfolding story

2.1.1.2. students will work with a partner to chose a them of the story and support it with quotes from the text.

2.1.1.3. group discussion on possible ending of text, citing pertinent evidence that supports their ideas about their predicted ending.

2.1.2. 2. Determine the central idea of a text and analyze its development throughout; summarize the supporting details and ideas.

2.1.2.1. In group discuss possible themes and supporting quotes that support it

2.1.2.2. students will create a cover and title to the text foreshadowing the central theme.

2.1.2.3. State the theme in ten words or less sentence.

2.1.3. 3. Analyze how complex characters develop over the course of a text, and what is the cause of that change interact with other characters, and advance the plot or develop the theme.

2.1.3.1. In groups each person is responsible for keeping an ongoing journal of their characters development throughout the story

2.1.3.2. Complete character charts, filling them out during critical times of the story, charting changes.

2.1.3.3. Determine/identify if characters were static or dynamic by choosing one of each and discussing what cause their change.

3. Writing

3.1. Production and Distribution of Writing

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

3.1.1.1. Create a comic strip identifying the important parts of the text in a chronological order of events.

3.1.1.2. Students will rewrite the story for a younger sibling attempting to have them understand the complex theme and/or plot in a simplified way without loosing context.

3.1.1.3. construct and outline/graphic organizer identifying pertinent literary devices from the text.

3.1.2. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

3.1.2.1. brainstorming by completing bubble maps

3.1.2.2. revising a draft: once the draft is complete make mandatory corrections and show proof of them in final draft, enhancing vocabulary, editing marks, figurative language.

3.1.2.3. work in groups and revise each others work, giving constructive criticism on each peers paper.

3.1.3. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

4. Language

4.1. Mechanical Usage and Grammar

4.1.1. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

4.1.1.1. Before reading students can create a 10-15 word glossary of words that are unfamiliar or are being used in an unfamiliar context for clarity.

4.1.1.2. students can work in partners to break apart words to their root word to figure out possible meanings.

4.1.1.3. students will use prefix and suffix clues to find meaning of words and proper usage.

4.1.2. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts using a range of strategies.

4.1.2.1. Students will work with a partner to choose unknown words and determine their meanings through context clues within the reading.

4.1.2.2. Using a dictionary, students will determine what definition is appropriate to match the reading.

4.1.2.3. Using prior knowledge of prefix and suffix, students will work together in breaking down the word to its original state and find meaning through it affixes.

4.1.3. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4.1.3.1. students will rewrite a section of the text identifying the figurative luaguage and replacing it with its literal words/meaning.

4.1.3.2. students will be given examples of figurative language phrases and be asked to identify them with thier cooresponding literary term.

4.1.3.3. Students will take on the role of an object and demonstrate the proper use of figurative language terms to explain a day in their shoes.