GRADE LEVEL RESOURCES
A L L - S E C O N D A R Y G R A D E
L E V E L R E S O U R C E S
Click this link to be redirected to the 10th grade curriculum
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A L L G R A D E L E V E L M A T E R I A L S
Unit 0: Modern Classroom
The goal of this unit is to have students learn about the class, how it operates, the expectations, the syllabus, and how to write an email to the teacher. Students will have a clear understanding of how blended learning, self-pacing, and mastery-based learning will take place throughout this course.
This is a Unit Tracker that students use as a roadmap or checklist to follow along as they complete a lesson from the unit. There are certain items that require them to write down a soft deadline (e.g., "TIME CHECK!") as a pacing marker of where they should be. Other deadlines could include Socratic Seminars, Essay drafts, one-on-one check-ins and much more!
Unit 0 is focused on getting students associated with the Modern Classroom Projects blended learning, self-pacing, and mastery based teaching model
Instructional Videos
An instructional video is an informational medium that delivers the lessons, new content or instructions for assignments through video. The purpose of using instructional videos as the main learning component is to provide students access at school and at home. These videos allow students to self-direct their learning by pacing the content themselves. They are able to pick up where they left off if they were absent or on vacation. They can even return to review the material at any given time.
Unit 1: Community Building & Mental Health
After the Fall 2020 semester of the pandemic, I and many other teachers from my site, decided that we wanted to build a unit focused on community building and mental health. During thhe time of distance learning, many teachers found it challenging to build community in the [digital] classroom, so I decided to separate aspects from my 10th grade Narrative & Identity unit to establish a safe space for my students. This unit's essential questions are:
WHY IS MENTAL HEALTH SO IMPORTANT?
WHY IS COMMUNITY BUILDING ESSENTIAL TO THE CLASSROOM?
This unit explored topics related to mental health, self-care, goal setting, and getting to know one another. The final product of the unit is the Talambuhay - Life Story project which I usually have students do in combination with their Autobiographical Short Story Narrative. I chose to separate this project because I felt that it would be too much to handle drafting a personal narrative and designing a presentation. This allows students to have a vulnerable, yet powerful ice breaker at the beginning of the school year.
Unit 1 is where we focus on some self-care, reflection, and goal setting activities. Ultimately ending in a Talambuhay, life story presentation to introduce yourself to the class.
Talambuhay: Life Story
Talambuhay in Tagalog translates to life story (Pin@y Educational Partnerships). The focus of this project is for students to reflect on three aspects of their life: past, present, and future. Who they were, who they are now, and who they want to become. The Talambuhay can take many forms as it is an expression of the student. Below I have two examples of Talambuhay's I created in college and during my teaching career. along with the project handout and reflection/brainstorming activity students do before designing their Talambuhay.
Essay Writing Scaffolds
These were developed and refined with the help of my students and credential coach/mentor
"Elements of a Body Paragraph" I was having trouble with information being consumable for my students. Per my mentor's suggestion, the slides & handout with bullet points of Essay Do's and Don'ts wasn't helping my students improve their writing. So he suggested I make something easier for my students to understand.
"Essay Outline" This document branched off of the "Elements of a Body Paragraph" where I created a kind of flow/box-chart worksheet to help students write their body paragraphs, since that was the area that showed the most student errors. It took about 3-4 more drafts to get the "Setting Up Quotes" worksheet you see in the outline. Per my students' feedback this year, they really appreciated the "Setting Up Quotes" tool and asked if I could make one for the intro and conclusion. I usually only gave students 1 "Setting Up Quotes" worksheet just for the sake of teaching/reviewing the skill. But it proved very helpful and many of my students writing improved, especially compared to last year
These examples/handouts are not restricted to just the CCSS I listed. I found these to be the most relatable and to keep it general as these resources can be manipulated to fit other forms of writing: Informative/Explanatory, Narrative/Autobiographical, Argumentative/Persuasive, Research, etc.
Common Core State Standards - English Language Arts - Writing 9-10
CCSS - Writing Standards
CCSS for ELA - Content (CA Dept of Education)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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. 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. 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. 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.e. Provide a concluding statement or section that follows from and supports the argument presented.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CA b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Common Core State Standards - English Language Arts - Writing 11-12
CCSS - Writing Standards
CCSS for ELA - Content (CA Dept of Education)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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. 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. 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.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Elements of a Body Paragraph.pdf5-paragraph_Essay Outline_BalasbasSays.pdfLiterary Analysis Annotation Organizer
This is a scaffold that I have been developing overtime, adapted from an assignment that one of my Teacher Ed professors assigned us to do when completing his readings every week.
I created the "Literary Analysis Annotation Organizer" because I found sticky notes to be ineffective. From my own high school experiencing, I didn't see the purpose in wasting sticky notes just to show my thinking. I also found it ineffective for writing essays, which was the ultimate goal of reading a text in English, because I wouldn't always remember what I was thinking at the time I wrote that sticky note with a symbol to remind of character growth.
I used to call this the "Metacognitive Annotation Organizer" because it does require a student to be aware of one's own understanding of their thought process, but I felt like that term confused students. Literary analysis is still daunting, but it is the skill that I want them to walk away with.
Literary Analysis Annotation Organizer Overview
This 1st page where I have essay prompts is for students to select from for their essay after finish a text. The purpose of having these is for students is to have a guide when annotating, but also helping them track evidence for the prompt of their choosing instead of using essay writing/drafting time doing so.
This scaffold can be used electronically or printed for students who prefer to write. If your site has access to computers or as an educator you are trying to promote technological literacy:
This is a great way for students to organize their evidence for the essay instead of trying to sift through sticky notes at the last minute.
It’s a task that asks students to demonstrate their thinking in a low-stakes way, I personally don’t expect students to be grammatically correct or formal, but at the least code-switch.
I have found that this gives students [and from my own experience using this] a sense of purpose when reading. Not simply to fill out the table for the grade, but having a space to express my ideas on the evidence before a formative assessment/high stakes assignment like an essay.
Since this document is electronic, students can copy and paste their evidence & analysis into their essays. I have found that this tool allows students to practice essay writing before the actual essay. Building the meat of their body paragraphs before the first draft and workshopping process.
Essay Prompts Examples for - Dear America: Notes of an Undocumented Citizen by Jose Antonio Vargas
This example/handout is not restricted to just the CCSS I listed. I found these to be the most relatable and to keep it general as these resources can be manipulated to fit other forms of writing: Informative/Explanatory, Narrative/Autobiographical, Argumentative/Persuasive, Research, etc.
Common Core State Standards - English Language Arts - Writing 9-10
CCSS - Writing Standards
CCSS for ELA - Content (CA Dept of Education)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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. 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. 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.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Common Core State Standards - English Language Arts - Writing 11-12
CCSS - Writing Standards
CCSS for ELA - Content (CA Dept of Education)
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax 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. 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. f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in work10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Literary Analysis Annotation Organizer_Balasbas Says.pdf