Essential Standards Chart: What must students learn to be successful?

Haley Lammer
Molly Anderson Jean Bontemps
Course Team Heindel
English 1-2 Semester:
Name: Members: Sue Cuvelier Tricia Redmond Maryjo Williams

Common
Standard Description Example Rigor Prerequisite Skills When Taught? Extension Standards
Assessment
What prior knowledge, skills,
What is the essential standard What does proficient student What will we do when students
and/or vocabulary is/are needed What assessment(s) will be used In what unit of study will this
to be learned? Describe in work look like? Provide an have learned the essential
for a student to master this to measure student mastery? standard be taught?
student-friendly vocabulary. example and/or description. standard(s)?
standard?
Difference
between theme Cold read of an
and main idea unfamiliar text More complex
The ability to Students will text
RL 9-10.2: In William
Shakespeares Romeo and paraphrase / mark on the Taught Identification of
Students can identify
Juliet a central theme is restate main text continuously as a multiple themes
the theme or central there are consequences for points Students will part of each unit Claim, support,
idea of a text your actions.
Inferencing write the theme analysis /
Identify in their own explanation
supporting words
details
CLAIM
Romeo Montagues
desperate tone clearly
reinforces that he, after
seeing his Juliets face, What is a claim (This is above and
RL/RI 9-10.1: desires instant death. How to paraphrase beyond what the
Support your claim with Read excerpt, choose
SUPPORT Transfer verbal to common assessment
evidence from the text. For example when Romeo significant quote, and
written Throughout each unit asks students to do)
Skill: Cite evidence
requests a dram of poison explain/analyze
from the poor apothecary, How to embed quotes Build up to a
he asks that death come As Choosing a relevant Claim/Support/Explain/
violently as hasty powder
fird (line 65). quote Analyze Essay

Analysis / Explanation:

Buffum/Mattos/Weber, 2011
W.9-10.3: 1st Person
Basis for
Narrative
Narrative
Use a variety of
writing will be
techniques to sequence Identify key
events so that they build taught once
events
on one another to create a
Put events in Student written first Review of
coherent whole.
chronological person narrative 3 Narrative
Skill: Organize a logical order or put times throughout 9th writing skills
and natural event events in order of
sequence. grade before each
importance
narrative
writing
assignment

#4
W.9-10.3.4:
Use precise Details
words and Is this
phrases, telling covered in
details, and W9-10.3?
sensory What does
language to a student
convey a vivid need to put
picture of the together a
experiences, paper in
events, settings the future?

Buffum/Mattos/Weber, 2011
and/or
characters.
L.9-10.2:
Demonstrate
command of the
conventions of
standard
English
capitalization,
punctuation, and
spelling when
writing.

Buffum/Mattos/Weber, 2011