Grades 9-10: Literacy – The Power of New Media

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http://schools.nyc.gov/NR/rdonlyres/8C901879-B581-437F-8531-2EF5BF51FAB7/0/NYCDOEG9_10LiteracyNewMedia_Final.pdf

The Unit Outline begins on page 33 of the document.

COMMON CORE STANDARDS

Reading Informational Text

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.10 By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

Writing

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1(a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.2(b) Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

W.9-10(c) 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 counterclaims.

W.9-10(d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9-10(e) Provide a concluding statement or section that follows from and supports the argument presented.

DESCRIPTION OF UNIT

This Grades 9-10 unit titled “The Power of New Media” cited on schools.nyc.gov is intended to be completed in approximately 2-3 weeks of direct ELA/Literacy instruction. Through a series of scaffolded classroom activities, students learn strategies for reading and comprehending expository argumentative texts and how to evaluate the strength of an author’s claim. As the lessons progress, students learn to write clear and compelling  evidence-based arguments that are well-supported by textual evidence, coherent and organized, and that show control of language and grammar. In the culminating assessment task, students write an essay demonstrating their mastery of the content and their ability to synthesize information across texts, state a position, and defend that position using evidence and reasoning from text and other sources.

CAUTIONS

Connecticut teachers should be aware that teacher notes and preparation materials will require familiarity to be used effectively. The amount of instructional time required to facilitate these lessons will vary depending on students’ skills, content knowledge, and conceptual understanding. Internet access is required to fully implement the plan as intended.

RATIONALE FOR SELECTION

This exemplary unit includes a clear and explicit purpose for daily rigorous instruction which integrates reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills. It integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band. The summative assessment measures key student proficiencies in student directed inquiry, analysis, evaluation and/or reflection. The unit contains templates for instruction, assessment guidelines, and aligned CCSS rubrics for interpreting student performance. Annotated student work samples and instructional supports are provided.  All materials needed for instruction and assessment are included or cited in the unit. Extension activities and optional lessons are also provided.

Click here for an annotated review of the performance task