MANUFACTURING 1 and 2 CURRICULUM Grades 9-12

Transcription

1 MIDDLETOWN PUBLIC SCHOOLS MANUFACTURING 1 and 2 CURRICULUM Grades 9-12 Middletown High School Curriculum Writers: Allen Waite June 2016

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3 T he Middletown Public Schools Applied Arts/Technology Curriculum for grades 9-12 was completed June 2016 by a team of 9-12 teachers. The team, identified as the Applied Arts/Technology Curriculum Writers referenced extensive resources to design the document that included but are not limited to: Standards for Technological Literacy (STL) The ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (CCSS) Best Practice, New Standards for Teaching and Learning in America s Schools Classroom Instruction That Works Differentiated Instructional Strategies Model curriculum documents from several states Educational websites Webb s Depth of Knowledge The curriculum identifies what all students should know and be able to do in technology education. Each grade or course draws from Standards for Technology Literacy, National Educational Technology Standards, and Common Core State Standards for ELA, and includes research-based instructional strategies, and resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in technology through the study of Standards for Technology Literacy (STL) The Nature of Technology Technology and Society Design Abilities for a Technological World The Designed World The ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts Common Core State Standards for English Language Arts that includes: College and Career Readiness Anchor Standards for Reading College and Career Readiness Anchor Standards for Writing Mission Statement Our mission is to engage all students in a challenging, sequential, and differentiated technology education curriculum that will develop critical thinkers, problem solvers, and effective communicators RESEARCH-BASED INSTRUCTIONAL The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g. Employ strategies of best practice (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging). 6/21/2016 Middletown Public Schools 2

4 Differentiate instruction by varying the content, process, and product and implementing o anchoring o cubing o jig-sawing o pre/post assessments o think/pair/share o tiered assignments Analyze formative assessment to direct instruction. Provide exemplars and rubrics. Provide opportunities for independent, partner and collaborative group work. Address multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). Facilitate the integration of technology Facilitate peer and self-evaluation COMMON and SUGGESTED S REQUIRED COMMON S techniques, attention to blueprint logical order SUGGESTED S Anecdotal records Conferencing Data analysis Exhibits Interviews Graphs Graphic organizers Journals Models Oral presentations Problem/Performance based/common tasks/unit Rubrics/checklists Tests and quizzes Technology Think-alouds Writing genres o Argument o Information 6/21/2016 Middletown Public Schools 3

5 FOR MANUFACTURING Textbooks/supplementary Pocket Shop Reference (e-book) Popular Mechanics Current technical manuals and supports Technology CAD software Manufacturing equipment Computers, printers Internet Google Sketchup Equipment Finishing tools Processing tools Fasteners tools Building Materials Wood Composite materials Plastics Stone Adhesives, fasteners Web Sites Standards for Technological Literacy The ISTE National Educational Technology Standards (NETS-T) Common Core Standards 6/21/2016 Middletown Public Schools 4

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7 Standards for Technological Literacy (STL) TEACHER NOTES THE NATURE OF TECHNOLOGY 1. Students will develop an understanding of the characteristics and scope of technology. In order to comprehend the scope of technology, students in Grades 9-12 should learn that (STL #1): 1.1 The nature and development of technological knowledge and processes are functions of the setting (STL # 1). Understand that manufacturing is a form of technology that is covered in the, military, medical, and Industrial etc. Analyze and evaluate how manufacturing is used in many different settings, e.g. drones, robotics, factories, medical, home and private setting. Understand that manufacturing has a certain order of operations, e.g. research is the first step, and knowing your manufacturing plant limitations is important. Project Build Packet of industry machine nomenclature manufacturing medical process robotics See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction Technology CAD software Manufacturing equipment Computers, printers Internet Equipment Finishing tools Processing tools Fasteners tools Building Materials Wood Composite materials Plastics Stone Adhesives, fasteners NOTES See complete assessment list in the introduction REQUIRED COMMON S 6/21/2016 Middletown Public Schools 6

8 1.2 The rate of technological development and diffusion is increasing rapidly (STL# 1.2). Research systems of manufacturing and compile information of research. Know and apply machine and shop safety rules. Explain how new technologies create new processes, e.g. jobs, manufactured goods, services. Summarize how manufacturing/engineering/software techniques and processes have evolved. Recognize how manufacturing and new technology continue to grow and change, e.g. lasers, GPS systems. Interpret how advances in techniques and technology impact modern global manufacturing and all fields such as medical. Compare and contrast current advantages and disadvantages common manufacturing techniques and processes. Research new manufacturing systems and present a Design Problem/Design Brief that may be multi-media, e.g. video recording, PowerPoint or equivalent, discussion boards, etc. explaining current problem and how you intend to solve that problem, its effects, what is its purpose, why do you think this is importance. Develop working drawings and plans. Complete a rich picture. of language manufacturing naturalized movements processes technology 6/21/2016 Middletown Public Schools 7

9 1.3 Inventions and innovations are the results of specific, goal-directed research (STL # 1.3) Explain how manufacturing affects a safe society, its positive and negative effects, what is its purpose, why do you think this system is importance. Understands and applies a system process. Understand that manufacturing technology is the result of specific goal-directed research and societal needs that are driven by technology and society needs. Design and complete a set of working drawings that provides the order of operations. of order of operations system process tool 6/21/2016 Middletown Public Schools 8

10 2. Students will develop an understanding of the core concepts of concepts. In order to recognize core concepts of technology, students in Grades 9-12 should learn that (STL #2): 2.1 Systems thinking applies logic and creativity with appropriate compromises in complex reallife problems (STL # 2.1). Analyze and evaluate how manufacturing is used in many different settings, e.g. drones, factories, medical, home and private setting. Understand that manufacturing is a form of technology that is covered in the Industry, military, medical etc. Analyze and synthesize a real life problem and apply fundamental solutions for that problem. Analyze and synthesize a real life problem and apply fundamental skills to design multiple solutions for that problem. Understand how to complete a set of working drawings/blueprint that include alphabet of lines and multiple views Complete a complete set of working drawings. Apply the proper steps of the design process: research, brainstorming, conceptual answers and draw a set of working drawings for a product, construct product, evaluate, present and redesign as needed. of alphabet of lines blue prints brainstorming (Rich Picture) concept sketch input (working packet) logical (Knowing your working environment) output (finished product) process(analysis/synthesis) product design (Project Title) systems thinking*(order of operations) technical sketches (working drawing) technology (Tools, CAD/CAM) 6/21/2016 Middletown Public Schools 9

11 2.2 Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems (STL # 2.2). Understand that manufacturing technology is a foundational tool that is utilized in the fields of construction, military, medical, manufacturing industry, etc. Explain and demonstrate that as the development of new tools, manufacturing technologies, are embedded in larger systems efficiently becomes greater and completing given tasks become more efficient. Demonstrate (oral) how manufacturing systems are embedded in larger technological systems such as construction/medical in our everyday life. Apply a construction systems/ transfer system (conveyor belts/old, new) that will reinforce that technology embedded in all systems. of construct embedded manufacturing design/construct systems robotic technology systems (mechanical, electrical) 6/21/2016 Middletown Public Schools 10

12 2.3 The stability of a technological system is influenced by all of the components (STL # 2.3). Understand that the order of operations is determined by the technology available. Understand that in order for a build function, of the subsystems (CAD systems, Tools, Product, manipulators, and design programs are critical for the finished product. Analyze the subsystems (sensors, motors, body, CPU, manipulators, drivetrain, programming) realizing if one subsystem fails the whole system fails. Problem solve, and resolve to ensure that all systems are functioning properly. Design a sequence drawing resource page. of electrical/and or robotic technology manufacturing design/construct systems systems(mechanical) 6/21/2016 Middletown Public Schools 11

13 2.4 The stability of a technological system is influenced by all of the components in the system, especially those in the feedback loop (STL # 2.4). Understand that in order for a manufacturing system to function, all of the subsystems are critical for it to perform successfully especially the feedback loop that provides feedback (modifications used in the production of the next generation product) Assess finished product and redefine for 2nd generation Academic vocabulary Feedback loop Model making sequence drawing Resign a new working drawing design. of 2nd generation feedback loop subsystems technological system 2.8 New technologies create processes (STL # 2.8). Explain and analyze how manufacturing systems may use be used to define and construct an effective final complete processes and or product. 6/21/2016 Middletown Public Schools 12

14 Understand with the development of new technologies, the way we manufacture goods, construct buildings perform medical procedures, and all other related fields will create new processes. Cite evidence and explain how new technologies create processes in a time chart. of manufacturing systems processes 2.9 Quality control is a planned process to ensure that a product, service, or system meets established criteria (STL # 2.9). Understand manufacturing standards that include safety in the shop and order of operations. Understand that quality control is relative to manufacturing in that the product must be finished using proper technique, completed in a timely manner, and executed within technical limits. Ensure quality control with a plan of action and working blueprints. 6/21/2016 Middletown Public Schools 13

15 Develop a solution/evaluation sheet criteria that includes a plan of action and set order of operations of working blueprints. plan of action quality control working blueprints of 3. Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study. In order to appreciate the relationships among technologies, as well as with other fields of study, students in Grades 9-12 should learn that (STL #3): 3.1 Technology transfer occurs when a user applies an existing innovation developed for one purpose in a different function (STL # 3.1). Understand that a design processes evolve current and future societal needs. (3-D printers developed for military, now used for food, dental, building etc. Cite evidence and write a brief/explain of how manufacturing could evolve to meet societal future needs. innovation technology transfer 6/21/2016 Middletown Public Schools 14

16 of TECHNOLOGY AND SOCIETY 7. Students will develop an understanding of the influence of technology on history. In order to be aware of the history of technology, students in Grades 9-12 should learn that (STL #7): 7.1 Most technological development has been evolutionary, the result of a series of refinements to a basic invention (STL # 7.1). Understand how over time manufacturing has proven itself to be a powerful driver and this has changed the workforce manufacturing culture. Cite evidence that have directly affected our civilization by changing the way manufactured goods, military operations, increased safety in several applications, and helped advance of many of the medical technologies. culture refinements TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction Technology CAD software Manufacturing equipment Computers, printers Internet Equipment Finishing tools Processing tools Fasteners tools Building Materials NOTES See complete assessment list in the introduction REQUIRED COMMON S 6/21/2016 Middletown Public Schools 15

17 of Wood Composite materials Plastics Stone Adhesives, fasteners 7.2 The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials (STL # 7.2). Understand that as technology improves this changes Industry and manufacturing order of operations. Cite evidence that have directly affected our civilization by changing the way manufactured goods, military operations, increased safety in several applications, and helped advance in different fields. evolution manufactured goods technology 6/21/2016 Middletown Public Schools 16

18 of 7.3 Throughout history, technology has been a powerful force in reshaping the social, cultural, political, and economic landscape (STL # 7.3). Explain how technology helps to shape our culture, this is shown in our production, medical and other fields Cite evidence in manufacturing technology that has been a powerful force in reshaping the social, cultural, political, and economic landscape. of cultural political social 6/21/2016 Middletown Public Schools 17

19 DESIGN 8. Students will develop an understanding of the attributes of design. In order to recognize the attributes of design, students in Grades 9-12 should learn that (STL #8): 8.1 The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results (STL # 8.1). Demonstrate an understanding that as technology changes (CAD/CAM, model software etc.) the process changes. Use the design process to communicate ideas in a technical world. Critique data and results in a closed loop system. Complete a design problem/design brief sheet. demonstrate evidence of logical order details, and quality control standards. demonstrates innovative evidence of logical order of operations, safe use of details, and quality control standards. C.A.D./CAM closed loop system data design process TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction Technology CAD software Manufacturing equipment Computers, printers Internet Equipment Finishing tools Processing tools Fasteners tools Building Materials Wood Composite materials Plastics Stone Adhesives, fasteners NOTES See complete assessment list in the introduction REQUIRED COMMON S 6/21/2016 Middletown Public Schools 18

20 8.2 Design problems are seldom presented in a clearly defined form (STL # 8.2). Explain an order of operations to successfully develop a rich picture form (plan of action) Complete an analysis/ synthesis sheet. of order of operations plan of action rich picture form 8.3 The design needs to be continually checked and critiqued, and the ideas of the design must be edefined and improved (STL # 8.3). Understand that in a quality control system, a closed loop designs system is a process that allows design and redesign as needed. Design and/or complete the solution working drawing sheet. closed loop design system quality control system 6/21/2016 Middletown Public Schools 19

21 of 8.4 Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other (STL # 8.4). Understand that in using a Decision Making Matrix with given criterion will help formulate the best design answer. Understands that blueprints that includes alphabet of lines and multiple views of an object are essential to good construction Complete a making time sheet. alphabet of lines blue prints constraints criteria decision making matrix efficiency 6/21/2016 Middletown Public Schools 20

22 of 9. Students will develop an understanding of engineering design. In order to comprehend engineering design, students in grades 9-12 should learn that (STL #9): 9.1 Established design principles are used to evaluate existing designs, to collect data, and to guide the design process (STL# 9.1). Explain what limitations and constraints of any given situation/need are used to evaluate existing designs, to collect data, and to guide the design process. Understand and apply design principles that includes: o accuracy o timeliness o execution in best technological manner. Understand and apply Design Process: o generate concepts o develop a solution o construct and test prototype o evaluate solution o present solution Develop a design process flowchart using product information. concepts design principles design process prototype solution 6/21/2016 Middletown Public Schools 21

23 of 9.3 A prototype is a working model used to test a design concept by making actual observations and necessary adjustments (STL # 9.3). Develop a prototype of model for construction, observe and make necessary adjustments. Develop a prototype for a complex model to manipulate and test manufacturing which will allow for actual observations in programming or mechanical complications. From the feedback of the prototype, make the necessary adjustments to the prototype in order for it to be successful. Use a process system (plain. Joint, rip, crosscut, dado, rabbet, assemble> adjustments prototype/model 6/21/2016 Middletown Public Schools 22

24 of 9.4 The process of engineering design takes in account a number of factors (STL # 9.4). Understand that in order to successfully design and /or manufacture a product a number of limitations and constraints affect the design and programming of any given project in order for it to complete a specific task. Express the research design limits (materials, time, joint, finishes). of constraints limitations 6/21/2016 Middletown Public Schools 23

25 10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. In order to be able to comprehend other problem-solving approaches, students in Grades 9-12 should learn that (STL#10): 10.1 Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace (STL # 10.1). Research similar products to design and construct. Analyze and synthesize the manufacturing product concepts. Establish a live timeline of product development. Research and draw two color schemes that may help the final design. of analyze live timeline synthesize 10.2 Technological problems must be researched before they can be solved (STL # 10.2). Research similar products to design and construct. Analyze and synthesize the manufacturing product concepts. 6/21/2016 Middletown Public Schools 24

26 Establish a live timeline of product development. Research and collect 9 existing and/or similar products. of analyze live timeline synthesize 10.3 Not all problems are technological, and not every problem can be solved using technology (STL # 10.3). Research similar products to design and construct. Analyze and synthesize the manufacturing product concepts. Establish a live timeline of product development. analyze concepts design principles solution synthesize 6/21/2016 Middletown Public Schools 25

27 of ABILITIES FOR THE TECHNOLOGICAL WORLD 12. Students will develop the abilities to use and maintain technological products and systems. As part of learning how to use and maintain technological products and systems, students in Grades 9-12 should be able to (STL #12): 12.1 Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques (STL # 12.1). Demonstrate proper documentation of the design process involved with engineering a robot. Understands and designs blueprint that includes alphabet of lines, multiple views of objects, etc. Differentiate between technological products and technological systems. On demand tasks (change table saw blades, squaring jointer tables etc.) alphabet of lines blue prints technological products technological systems TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction Technology CAD software Manufacturing equipment Computers, printers Internet Equipment Finishing tools Processing tools Fasteners tools Building Materials Wood Composite materials Plastics Stone Adhesives, fasteners NOTES See complete assessment list in the introduction REQUIRED COMMON S 6/21/2016 Middletown Public Schools 26

28 of 12.2 Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it (STL # 12.2). Troubleshoot and solve mechanical issues within manufacturing processes using tools and techniques. Troubleshoot and solve manufacturing issues. Proactive in the problem solving mode offering solutions. of malfunctioning troubleshoot 6/21/2016 Middletown Public Schools 27

29 12.3 Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision (STL # 12.3). Analyze and troubleshoot manufacturing issues to ensure safe and proper function and precision systems. Analyze and troubleshoot manufacturing issues to ensure safe and proper function and precision products. Reflect using the development aspect sheet thoughts and concerns. Collaborate and discuss of problems and tentative solutions. of analyze troubleshoot precision systems precision products 12.4 Operate systems so that they function in the way they were designed (STL # 12.4). Program, identify & use open and closed loop systems. Describe how input and output devices are part of an open and closed loop system. 6/21/2016 Middletown Public Schools 28

30 Explain the purpose of design principles. Describe functions of manufacturing computer programming. Identify how functions of a computer program can be applied to perform a task, e.g. CAD/CAM. Operate output devices to perform a function. Relate sensor input to the environment being measured. Create g-code to perform a task. Construct a control program to accomplish an objective. of closed loop system g-code open loop system output devices sensor input 12.5 Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate (STL # 12.5). Understand and applies the concept of working drawings/blueprints that includes: materials, dimensions, limitations, finishes alphabet of lines, 3 views of object Use computers, calculators, and working drawings/blue prints to interpret and evaluate data and information from their robot. 6/21/2016 Middletown Public Schools 29

31 access alphabet of lines blue prints data evaluate interpret organize process Design and construct an advanced retrieve working drawings of THE DESIGNED WORLD 17. Students will develop an understanding of and be able to select and use information and communication technologies. In order to select and use information and communication technologies, students in Grades 9-12 should learn that (STL #17): 17.1 Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information (STL # 17.1). Understand that manufacturing technologies include the inputs, processes, and outputs associated with sending and receiving information through the use of sensors and the feedback loop. feedback loop information and communication technologies TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction Technology CAD software Manufacturing equipment Computers, printers Internet Equipment Finishing tools Processing tools NOTES See complete assessment list in the introduction REQUIRED COMMON S 6/21/2016 Middletown Public Schools 30

32 input outputs processes sending/receiving information sensors Fasteners tools Building Materials Wood Composite materials Plastics Stone Adhesives, fasteners 17.2 Information and communication systems allow information to be transferred from human to human, human to machine (STL # 17.2). Demonstrate that information transfers from CAD/CAM drawings to machines, e.g. g- code Demonstrate that information transfer from blueprints that in include the alphabet of lines and multiple views of an object. Design an art sample that will be transferred using a g-code to a side of that project. alphabet of lines blue prints human to human human to machine information and communication systems programming transfer 6/21/2016 Middletown Public Schools 31

33 of 17.6 Technological knowledge and processes are communicated using symbols, measurement, conventions, icons, graphic images, and languages that incorporate a variety of visual, auditory, and tactile stimuli (STL # 17.6). Understand and demonstrate that technological knowledge and processes are communicated through a variety of technological tools, using manufacturing language, e.g. Google Sketchup. of conventions graphic image icons languages measurement symbols 6/21/2016 Middletown Public Schools 32

34 19. Students will develop an understanding of and be able to select and use manufacturing technologies. In order to select, use, and understand manufacturing technologies, students in Grades 9-12 should earn that (STL#19): 19.1 Materials have different qualities and may be classified as natural, synthetic, or mixed (STL # 19.1). Differentiate between natural and engineered products. Understand that different materials are joined in different methods (joinery). Analyze the pros and cons of natural and engineered products. Identifies innate qualities of different material - joinery of engineered materials natural materials 19.2 Durable goods are designed to operate for a long period of time, while non-durable goods are designed to operate for a short period of time (STL # 19.2). 6/21/2016 Middletown Public Schools 33

35 Differentiate between long term and shorter term building products and/or system of durable non-durable 19.3 Manufacturing systems may be classified into types, such as customized production, batch production, and continuous production (STL # 19.3). Differentiate between manufacturing systems such as customized production, batch production, and continuous production. Apply meaningful manufacturing types to a specific need. Project Build Packet batch production continuous production customized production 6/21/2016 Middletown Public Schools 34

36 of 19.5 The interchangeability of parts increases the effectiveness of manufacturing processes (STL # 19.5). Understand and demonstrate that manufacturing systems sources etc.) can be used on any product to complete any given task. Understand and demonstrate that some manufacturing parts are universal. Recognize that manufacturing processes can include: sensors, motors, framework, manipulators, drivetrain power sources, etc. of drive train power sources effectiveness framework interchangeability manipulators manufacturing processes motors sensors 6/21/2016 Middletown Public Schools 35

37 20. Students will develop an understanding of and be able to select and use construction technologies. In order to select, use, and understand construction technologies students in Grades 9-12 should learn that (STL #20): 20.1 Infrastructure is the underlying base or basic framework of a system (STL # 20.1). Understand and apply order of operations, e.g. manufacturing finishing, Demonstrate understanding of technical joinery and technical processes in a logical order of assembly (smart order of operations). Demonstrates proper order of operations using effective manufacturing principles and finishing product to industrial standards. of joinery smart order of operations technical techniques 6/21/2016 Middletown Public Schools 36

38 20.2 Structures are constructed using a variety of processes and procedures (STL # 20.2). Design a working set of blueprints that includes order of operations and assembly techniques that are demonstrated in the workshop model. Demonstrates proper order of operations using effective manufacturing principles and finishing product to industrial standards. of assembly techniques blue prints order of operations workshop model 20.3 The design of structures includes a number of requirements (STL # 20.3). Research current similar products and projects. Analyze, synthesize, and evaluate design structures. Design projects that includes one or more of the following: CAD drawings, blueprints, 6/21/2016 Middletown Public Schools 37

39 sketches, Google images, Internet searches, etc. Demonstrate proper order of operations using effective manufacturing principles and finishing product to industrial standards. Analyze, synthesize, and evaluate design structures. Applies CAD and free hand drawing of CAD drawings alphabet of lines blue prints COMMON CORE ELA (Science and Technical Subjects) Reading Informational Text COMMON CORE ELA (Science and Technical Subjects) Students Key Ideas and Details RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction NOTES See complete assessment list in the introduction REQUIRED COMMON S 6/21/2016 Middletown Public Schools 38

40 RI 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. RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are Craft and Structure RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Integration of Knowledge and Ideas RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. RI 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. RI Analyze seminal U.S. documents of historical and literary significance (e.g., Washington s Farewell Address, the Gettysburg Address, Roosevelt s Four Freedoms speech, King s Letter from Birmingham Jail ), including how they address related themes and concepts. 6/21/2016 Middletown Public Schools 39

41 Range and Level of Text Complexity RI By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band (Lexile rates ) proficiently, with scaffolding as needed at the high end of the range. RI By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band (Lexile rates ) independently and proficiently. COMMON CORE ELA (Science and Technical Subjects) Writing Arguments and Informational Texts The student W 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. (W a) 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 b) TEACHER NOTES See complete instructional strategies list in the introduction RESOURCE NOTES See complete resource list in the introduction NOTES See complete assessment list in the introduction REQUIRED COMMON S 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 c) 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 d) e. Provide a concluding statement or section that follows from and supports the argument presented. (W e) W Write informative 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; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, 6/21/2016 Middletown Public Schools 40

42 tables), and multimedia when useful to aiding comprehension. (W a) 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. (W b) 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. (W c) d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (W d) 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. (W e) 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). (W f) 6/21/2016 Middletown Public Schools 41