Summary of Skills

High School 1 - Concept 1: Semester 1

Unit 1: Lord of the Flies [LA]

Language Arts

  • Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • 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.
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • 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.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
  • 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: Short Stories [LA]

Language Arts

  • Analyze how an author draws on and transforms outside material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
  • 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.
  • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
  • 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.
  • Assess how point of view or purpose shapes the content and style of a text.
  • By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Determine a theme or central idea of a story and extensively analyze its development over the course of the text, including how it emerges and is refined by specific details; provide an objective summary of the text.
  • Develop a 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.
  • 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.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
  • 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.
  • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • Use precise language and domain-specific vocabulary to manage the complexity of a topic.
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counter claims.
  • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • 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.

Science

  • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (LA)
  • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim and reasons, between reasons and evidence, and between claim and counter claims. (LA)

Unit 3: Grammar, Part I [LA]

Language Arts

  • Choose punctuation for effect.
  • Correctly use frequently confused words (e.g., to/too/two; there/their).
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Ensure subject-verb and pronoun-antecedent agreement.
  • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  • Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
  • Recognize and correct inappropriate shifts in pronoun number and person.
  • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
  • Spell correctly.
  • Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
  • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
  • 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.

Unit 4: Poetry [LA]

Language Arts

  • Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
  • Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
  • Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
  • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  • Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
  • 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.
  • 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.
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  • Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • Read a variety of poetry, including the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics.
  • Read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently.
  • 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.
  • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Unit 5: Nonfiction [LA]

Language Arts

  • Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
  • 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.
  • Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
  • Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
  • Assess how point of view or purpose shapes the content and style of a text.
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
  • 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.
  • Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
  • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • 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.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • 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.
  • Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • 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).
  • Read and comprehend complex literary and informational texts independently and proficiently.
  • Use a colon to introduce a list or quotation.
  • Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  • 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.
  • Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
  • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  • 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.
  • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
  • 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.