Iowa Core Standards – Priority Standards (to be instructed and assessed)
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 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.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Conduct short as well as more sustained research projects to answer a question (including 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.
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.
Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
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.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Iowa Core Standards- Support Standards (to be instructed and assessed)
Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed below.
RL.9-10.1, RI.9-10.1, RI.9-10.5, W.9-10.4, W. 9-10.9, SL.9-10.6, L.9-10.1, L.9-10.5, L.9-10.5
New connections in light of evidence and reasoning presented
1, 2, 3
Unit Essential Question and Big Ideas
What am I supposed to get out of a story or text? How do I do it?
Writers weave a message, called a theme or central idea, in their writing. They provide clues that the reader must use to find this message.
Why do I have to work in a group?
We all have different ideas and thoughts and sharing them in a discussion or on a common task gives us more insight into the message of the writing.
Step 2: Standards-Based Unit Assessments
Assessment and Performance Task Alignment of Unit Standards
Performance Task #1
Performance Task #2
W.9-10.7, RL.9-10.2, RI.9-10.2
Performance Task #3
Standards-Based Common Formative Post-Assessment (CFA)
Standards: RI.9-10.2 (W.9-10.4)
Teacher Directions: Students will write a short, paragraph-length response that objectively summarizes a text that has been determined by the teacher. The suggestion is to use a full-length text rather than an excerpt in order to address the development of a theme or central idea, which is an important part of priority standard RI.9-10.2 and is not addressed on the pre-assessment. Some suggestions include: “Glory and Hope” by Nelson Mandela, “First Inaugural Address” by Franklin Delano Roosevelt, “A Walk in the Woods” by Bill Bryson, “Revisiting Sacred Ground” by N. Scott Momaday.
Student Directions: Read the text assigned. Write a well-written objective summary of the text and address the development of the central idea of the text, include specific text evidence/details.
Possible Answers: Will vary according to text selected.
Scoring Guide (RI.9-10.2)
Close to Proficient
Far from Proficient
All proficient criteria plus:
Includes two or more central ideas
States text-based central idea.
Analyzes development of central idea over the course of the text