th Grade History by liaoqinmei

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									                                                     Ninth Grade Humanities Skills
Reading   Volume and Stamina                         Reading Comprehension                       Reading Analysis
          Skills:                                    Skills:                                     Skills:
          Volume/Stamina                             Reading Comprehension                       Reading Analysis
               Reading silently and with ease            Annotating for literary analysis           Using Habit of Mind to think
                  for longer and longer periods of        Annotating for research                       deeply about a text
                  time                                    Annotating for comprehension               Questioning – writing juicy
               Choosing an appropriate                   Paraphrasing                                  discussion questions; asking
                  independent reading book                Annotating using the habits of mind           clarifying questions
               Organizing their reading time             Answer content questions                   Synthesis of historical information
               Logging reading time and books            Clarifying and discussing text with           into flow chart/ graphic organizer
                  read                                       a partner/small group                    Formulating thesis statements
          Evidence:                                       Habit of Mind reading                      Reading with lenses: (ex. religion,
           Conferences                                   Identify archetypes in literature             politics, culture, gender)
           Reading Responses                             Identifying literary techniques and        Analyzing quote for significance,
           Number of novels completely read                 figurative language                         point of view and symbolism
                                                     Evidence:                                        Writing good discussion questions
                                                      responses                                      Deconstructing archetypes in
                                                      Class notes from textbook/non-fiction             literature
                                                         reading                                      Examining literary techniques and
                                                      Class discussion observation                      figurative language to determine
                                                      Short writing assignments (HW or in               author’s purpose
                                                         class)                                  Evidence:
                                                          Answering questions for HW                 Observations of discussions
                                                          Pop quizzes                                Essays
                                                          Observations of                            Quote Analyses
                                                             discussions/Conferences                  Synthesis of non-fiction information
                                                                                                         on tests and quizzes
                                                                                                      Discussion Protocols

Writing   Volume and Stamina                         Form and Organization                       Revision and Conventions
          Skills:                                    Skills:                                     Skills:
          Volume/Stamina:                            Free-writing:                               Revising for Clarity:
               Writing for longer periods of             Free-writing using a variety of            adding detail
                  time                                       prompts                                  staying focused on one idea
               Writing more within a shorter             Free-writing using stream of               concise and articulate writing
       period of time                         consciousness                             developing the voice of a narrator
      Keeping an organized writer’s                                                    transitioning
       notebook                         Reading Responses:
      Writing an essay within a time       Backing up an opinion with           Grammar:
       limit                                  supporting details                      eliminating run-ons and sentence
                                                                                       fragments
Evidence:                               Essay Writing:                                punctuating quotes
Volume/Stamina:                             Writing a thesis statement that          conventions of dialogue.
    Writing notebook checks                  includes a subject, proposal and        punctuation conventions for tone
    50 minutes timed in-class essays         significance                            citing sources (MLA)
                                            Developing reasons/arguments to
                                              support the thesis                  Evidence:
                                            Using specific evidence to support   Free-writing:
                                              reasons/arguments in body               Typed revised entries
                                              paragraph                           Essay Writing:
                                            The organization of the an               4 Essay: one diagnostic, two
                                              introduction, conclusion and body          formative and the last was
                                              paragraphs                                 summative
                                            How to use a graphic organizer and   Short Story:
                                              an outline                              An original short story
                                                                                  Exhibition
                                        Short Story:
                                            Character development
                                            Plot development
                                            Setting development
                                            Writing sensory detail in the
                                               appropriate places
                                            Using literary devices and
                                               figurative language
                                            Creative beginnings and ending
                                            Using a mentor text

                                        Evidence:
                                        Free-writing:
                                            Typed revised entries
                                        Essay Writing:
                                            4 Essay: one diagnostic, two
                                                            formative and the last was
                                                            summative
                                                     Short Story:
                                                         An original short story
                                                     Exhibition

History     Content                                  Analysis                                       Suggested list of topics for 9th grade
            Skills:                                  Skills:                                            Ancient Greece (Art, philosophy.
                 Reading a textbook (non-fiction)        identify their perspective before              Government, values)
                    reading strategies                       studying a foreign subject                 Ancient Rome (religion, power,
                 Taking notes:                           identify objective observations,               politics, compare/contrast fall of
                        o Timelining                         subjective observations                      Empire with current America)
                        o Graphic represesntations        infer values of a culture by making          Rise and spread of Islam (religion,
                        o Outline form                       subjective observations of their             culture, politics, perspective, bias,
                        o T-chart                            aesthetic works                              current events)
                        o Bulleting                       read excerpts of non-fiction and             Ancient China (economic, Silk
                 Preparing for exam                         discuss from different perspectives          Road, Capitalism, Communism,
                        o Study skills                    compare and contrast events of                 America’s economic relationship
                        o Recalling facts                    different time periods and different         with China currently)
                 Identify major regions on a map            regions                                    South America (TBA)
                                                          recognize patterns throughout                Middle Ages (social systems,
                                                             history and across regions                   gender, art, religion)
                                                          recognize causal relationships
                                                          to recognize bias in reporting
                                                          evaluate decisions and events made
                                                             by past and current leaders
                                                          empathize with historical figures




10th Grade Global History                                                Tools                                 Evidence
CONTENT                                                                  Focus questions                       Quizzes and Tests
     Colonialism                                                        Small and large group discussions     2-3 short 2 page thesis papers
    -Tactics of Control                                                  Modelling                             Research Paper
    -Tactics of Resistance                                               Mini-lessons                          Written Reflections
    -Impact – short and long term                                        Protocols                             Self Assessment
   WWI                                                                Graphic organizers              Radio Piece
   WWII                                                               Student notes                   Cartoon analysis
   Cold War                                                           Annotated notes                 Film analysis
   Immigration                                                        Observation                     Presentation
   Geography                                                          Conferring                      Observation Notes
THINKING SKILLS                                                        Thesis draft and feedback       Double entry journals
   Generalizing from Details ( i.e. identifying author’s POV and      Argument outline and feedback
     purpose, whether it is the author of a text, film, audio piece,   Paper drafts and feedback
     photograph etc)                                                   Decision making simulations
                                                                       POV pieces
   Thesis Generating (Determining what an event or two events
     juxtaposed say about a broader context (gender, race, class,
     politics etc)
   Detecting patterns among cases
   Evaluation (i.e. the significance of patterns of colonialism)
   Argument making
COMMUNICATIONS SKILLS
   Clarity
   Citing sources


Performance Skills
10th Grade English                                                    Tools                               Evidence
READING SKILLS                                                        Post-it note annotations            In-class essay exams
     Reading through critical lenses                                 Marginal annotations                In-class short-answer tests and
     Making inferences and drawing conclusions                       Double-entry journals               quizzes
     Making predictions                                              Response logs                       Mock trial
     Reading closely                                                 Graphic organizers (T-charts,       Comparative literary analysis
     Analyzing quotes                                                webs, Venn diagrams, tables)        exam
     Analyzing authors’ use of literary elements to convey ideas     Small- and large- group             Multi-draft focused literary
                                                                      discussions                         analysis paper
     Identifying and interpreting central themes in literature
                                                                      Read alouds                         Multi-draft evaluative essay
     Developing multiple interpretations of a single work
                                                                      Think alouds                        Written student reflections
     Developing “juicy” questions and clarifying questions           Role play                           Discussion protocols
     Making connections between different works of literature        Exit slips
     Making personal connections to literature                       Student-led discussions
     Making connections between works of literature and historical   In-class note-taking
       and/or current events                                          Student presentations
     Reading independently
     Selecting books to read for pleasure
     Reading, understanding, and paraphrasing poetry
     Identifying and understanding writers’ use of poetic devices
     Reading and understanding dramatic texts
     Analyzing writers’ use of dialogue to develop character in
       dramatic texts
WRITING SKILLS                                                        Models                              Persuasive essay
     Brainstorming and developing ideas for writing                  Mini-lessons                        Literary analysis (essay)
     Developing a thesis                                             Graphic organizers                  Comparative analysis (essay)
     Developing arguments to support a thesis                        Peer evaluation                     Evaluative essay
     Identifying textual examples as evidence to support a thesis    Brainstorming                       Timed writing
     Analyzing textual evidence and connecting it to a thesis        Free-writes                         Outlines
     Embedding primary- and secondary-source quotes smoothly into    Observations of and teacher         Student-written poetry
       students’ text                                                 feedback on student work            Student-written dramatic scenes
                                                                      One-on-one and small-group          and monologues
     Citing evidence
                                                                      teacher conferencing                Written reflection
     Organizing ideas/arguments logically and with purpose
                                                                      Small- and large-group sharing of
     Hooking and holding a reader’s attention                        student work
     Using transitions to connect ideas
     Writing with a specific audience in mind
   Making connections between texts
   Using the structures and tools of poetry to write various poetic
    forms (e.g., sonnets, prose poems, spoken-word poetry)
   Writing dramatic texts

								
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