CORE.ELA.Module 3.Grade 9.SFUSD.OUSD - CoverSheet Team Names SFUSD Content Area Title Grade Level Problem Type Anchor Standards Kelley Leathers Suzy

CORE.ELA.Module 3.Grade 9.SFUSD.OUSD - CoverSheet Team...

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CORE Prototype Assessment Module Cover Sheet Team Names: SFUSD Kelley Leathers Suzy deBlois Amy Bloodgood Content Area English Language Arts Title Angelou, Maya. I Know Why the Caged Bird Sings . New York: Random House, 1970. (1969) From Chapter 15 Grade Level 9 Problem Type Collaborative Discussion, Constructed Response, Performance Task Anchor Standards R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.R4. Interpret words and phrases as they are used in the text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly andpersuasively.SBAC Assessment ClaimsCommon Core StandardsRL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as wellas inferences drawn from the text.RL5. 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, orsurprise. RL10. By the end of grade 9, read and comprehend
literature in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. W3a-e.Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences. SL1. 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. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Task Description This assessment task is completed in two parts. The close reading, prewriting/planning involves reading and re-reading, note-taking, speaking and listening, and constructed response questions. In part two, students will be asked to draft a narrative text.

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