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ARKANSAS WITS

Grades 9 & 10

WITS & The Standards   COMMON CORE ALIGNMENT
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Grades 9 & 10 Common Core Language Standards Alignment

Conventions of Standard English:

CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • CCSS.ELA-Literacy.L.9-10.1.a: Use parallel structure
  • CCSS.ELA-Literacy.L.9-10.1.b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
WITS Alignment:

Students will be able to write poems that incorporate and call attention to these conventions of English grammar and usage.

Conventions of Standard English, continued:

CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

WITS Alignment:

Students will be able to write poems that incorporate and call attention to these aspects of English capitalization, punctuation, and spelling.

Knowledge of Language:

CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

WITS Alignment:

The WITS program is designed so that students will be able to pay close attention to how language functions in different contexts, make effective choices for meaning or style, and comprehend more fully when reading or listening.

Vocabulary Acquisition and Use:

CCSS.ELA-Literacy.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

  • CCSS.ELA-Literacy.L.9-10.4.a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-Literacy.L.9-10.4.b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  • CCSS.ELA-Literacy.L.9-10.4.c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
  • CCSS.ELA-Literacy.L.9-10.4.d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
WITS Alignment:

Visiting writers will read published poems as models aloud to the students. Through class discussion, students will then be able to collectively decode unknown words by using context clues, position, and function. Visiting writers will introduce writing prompts though which students will be able to call attention to patterns of word changes that indicate different meanings or parts of speech. Word banks (and/or other vocabulary tools) will also be presented so that students will be able to practice employing unfamiliar words and phrases within their poems. Visiting writers will also incorporate classroom dictionaries and reference materials into prompts and exercises as well.

Vocabulary Acquisition and Use, part 2:

CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

WITS Alignment:

Our poetry prompts are designed so that students will be able to demonstrate understanding of figurative language and word relationships, and be able to call attention to nuances in word meanings. Some of our prompts are designed so that students will be able to call attention to figures of speech. Students will also be able to analyze nuances in the meaning of words with similar denotations, better understand relationships between words, and use word relationships in writing for effect and for meaning-making.

Vocabulary Acquisition and Use, part 3:

CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

WITS Alignment:

Many of our prompts require students to focus their attention on the careful selection of words and phrases and to consider the importance of language with regard to comprehension and expression. Visiting writers will read model poems aloud to the students. Through class discussion, students will be able to discuss the meaning, effects, and importance of words and phrases, and then, individually, students will be able to carefully select words and phrases (oftentimes incorporating vocabulary and phrases from these model poems) when making their own poetry.

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Grades 9 & 10 Common Core Reading Standards Alignment – Literature

Key Ideas and Details:

CCSS.ELA-Literacy.RL.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.

WITS Alignment:

When presenting prompts, visiting writers will read published poems aloud as models. Through class discussion, students will be able to verbally cite the textual evidence that most strongly supports analysis of what the text says explicitly as well as inferences drawn from the text.

Key Ideas and Details, continued:

CCSS.ELA-Literacy.RL.9-10.2 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.

WITS Alignment:

Visiting writers will present prompts using published poems as models. Through class discussion, students will be able to determine a theme or central idea therein and analyze its development over the course of the text. This will include the theme’s relationship to the characters, setting, and plot. Students will be able to provide an objective summary of the text as well.

Craft and Structure:

CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

WITS Alignment:

Visiting writers will present model poems that allow students to analyze, through class discussion, the impact of specific word choices on meaning and tone. This will include analogies or allusions to other texts. Students will then put these technical aspects of poetry into practice with their own individual writing. The WITS program is designed so that students will be able to look closely at language and demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Some of our prompts are designed so that students will be able to distinguish among the connotations of words with similar definitions, to better understand relationships between words, and to use word relationships in writing for effect and for meaning-making.

Craft and Structure, part 2:

CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

WITS Alignment:

Visiting writers will read model poems aloud to the students. Through class discussion, students will be able to discuss the function and effect of structure, ordering of events, and manipulation of time. Then, individually, students will be able to practice making these moves when making their own poetry.

Craft and Structure, part 3:

CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

WITS Alignment:

When presenting prompts, visiting writers will read aloud and/or display poems by writers outside the U.S. These poems will be accompanied by an English translation, and in some cases multiple translations will be presented. Through class discussion, students will be able to analyze a particular point of view or cultural experience. Additionally, when comparing translations, students will be able to analyze differences in meaning and effect. They will also be able to demonstrate nuances in word meanings, syntax, punctuation, and word relationships.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

WITS Alignment:

Visiting writers will present a subject or narrative in two different artistic mediums (poetry, music, art, etc.) Through class discussion, students will be able to analyze the representation of this subject, including what is emphasized or absent in each treatment. Additionally, they will consider the meaning, tone, and themes of the presented work and develop poems that either contain reflections and observations or act as a companion piece.

Range of Reading and Level of Text Complexity – Grade 9:

CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

WITS Alignment:

Visiting writers introduce students to poems both at grade-level and above grade-level. This contributes to students reading, comprehending, and seeking out advanced texts by the end of the academic year.

Range of Reading and Level of Text Complexity – Grade 10:

CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

WITS Alignment:

Visiting writers introduce students to poems both at grade-level and above grade-level. This contributes to students reading, comprehending, and seeking out advanced texts by the end of the academic year.

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Grades 9 & 10 Common Core Speaking & Listening Standards Alignment

Comprehension and Collaboration:

CCSS.ELA-Literacy.SL.9-10.1 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.

  • CCSS.ELA-Literacy.SL.9-10.1.a: 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.
  • CCSS.ELA-Literacy.SL.9-10.1.c: 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.
  • CCSS.ELA-Literacy.SL.9-10.1.d: 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.
WITS Alignment:

Visiting writers lead a 2-day discussion and workshop about poetry, poetic terms, and creative writing with the students. Students will be able to listen to the writers and to their peers, participate in guided discussion, acknowledge and build on one another’ ideas, clearly express their own observations, and ask (and answer) questions for clarification. Our workshop takes place over two consecutive days, and students are required to recall the previous day’s lesson, review and explain key ideas, draw upon that information and apply it to their work on the second day. Upon the completion of each prompt, when students take turns sharing their poems by reading aloud to the class, the class will be able to adhere to the “poets’ code” and practice careful and respectful listening.

Presentation of Knowledge and Ideas:

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

WITS Alignment:

WITS prompts are designed so that students will be able to draw from their own knowledge, observations, and experiences in order to make poems. Our program emphasizes the value and effects of specific, concrete details and descriptions in order to describe an abstract concept. Many of our prompts contain a revision component that is designed to call attention to organization and structure; through re-ordering information, students will be able to notice a poem’s meaning and focus can be determined by its order and structure. At the conclusion of each prompt, students are given the opportunity to take turns reading their poems aloud to the class.

Presentation of Knowledge and Ideas, continued:

CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

WITS Alignment:

Students will be able to adapt speech to a variety of contexts and tasks and write poems that incorporate formal English and informal discourses. Through this activity, students will be able to call attention to the relationship between discourse and appropriate task and situation.

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Grades 9 & 10 Common Core Writing Standards Alignment

Text Types and Purposes:

CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  • CCSS.ELA-Literacy.W.9-10.3.a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • CCSS.ELA-Literacy.W.9-10.3.b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
  • CCSS.ELA-Literacy.W.9-10.3.c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  • CCSS.ELA-Literacy.W.9-10.3.d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  • CCSS.ELA-Literacy.W.9-10.3.e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
WITS Alignment:

Visiting writers present prompts that ask students to write narrative poems (real or imagined) and students will be able to employ effective technique, carefully select descriptive details, and choose event sequences. Many prompts are designed so that students will be able to establish a problem, situation, or observation at the onset of a poem. Students will be able to use narrative techniques–such as dialogue, pacing, sequencing, and description–to develop experiences, events, and/or characters. The WITS program emphasizes the value using precise language, and is designed to encourage the employment of concrete details and sensory details in order to convey an abstract concept. Specificity is emphasized and encouraged. Students will be able to incorporate their own reflections into their work. Additionally, students will be able to call attention to the sequencing of elements and their development, and close with a reflective conclusion. Many prompts are designed so that students will employ transition words and phrases, calling attention to the relationships among experiences and events.

Production and Distribution of Writing:

CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WITS Alignment:

Students receive clear, specific instructions and prompts for making poems and will be able to produce clear and coherent poems containing proper development, organization, and style. Lessons and prompts are designed in such a way that students will be able to consider their own poem’s organization and structure, style, purpose, and intended audience.

Production and Distribution of Writing, continued:

CCSS.ELA-Literacy.W.9-10.5 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.

WITS Alignment:

Visiting writers will ask students to brainstorm (collectively and/or independently) before writing. Visiting writers walk around the room and spend one-on-one time with students as they work on their poems. Visiting writers also introduce students to revision techniques such as replacing weak, vague verbs with strong, specific verbs; improving descriptions by choosing more specific language; and/or removing ineffective lines from their poems. Students are also encouraged to play with syntax and re-order their lines. Throughout the writing process, students will be able to focus on how well purpose and audience are being addressed. Many WITS prompts are designed with a built-in revision component.

Research to Build and Present Knowledge:

CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • CCSS.ELA-Literacy.W.9-10.9.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]”).
WITS Alignment:

Many prompts are designed to function as responses to model published poems. Through class discussion, students will be able to determine themes, patterns, and archetypes within a poem. Students will also be able to describe how traditional material is rendered new (with regard to form, style, imagery, point of view, etc.). When making their own poems, students will synthesize their own experiences, observations, and knowledge with the forms and techniques presented by visiting writers in model poems.

Range of Writing:

CCSS.ELA-Literacy.W.9-10.10 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.

WITS Alignment:

Students will be able to write poems from a variety of prompts over short time frames (each prompt ranges from 2 to 15 minutes). Prompts are presented using published poems as models. Visiting writers guide students in a discussion about the model poem’s purpose and intended audience, and students will be able to write with a specific purpose and with a specific audience in mind.