better understanding of their actions? What can we learn from uncovering hidden motives? How can our education inform us about universal concerns of humanity? How can experiences across time periods and cultures share similar concerns? literature. An author’s use of theme in a work of literature is a means for a reader to connect to his or her own experiences or understandings. A reader can connect to the human experience across time periods by studying various works that share similar themes or topics. Unit Learning Goals Be able to use evidence from the text to support a claim about the literature Determine the theme of a text and evaluate its development over the course of a story Be able to identify thematic and structural relationships among 2 or more pieces of literature Evaluate how complex characters develop over the course of a story and how their traits and motivation affect the plot Analyze how a story or key scene from a story changes when presented in a different context Analyze how a cultural experience is reflected in a work of literature Analyze how an author draws on source material in a specific work Targeted Skills Be able to develop written responses to questions by using evidence from the text to support an answer. Be able to write a literary analysis paper. Be able to write a comparative analysis using two or more stories. Students will use textual evidence from multiple stories to support their claims. Be able to evaluate and respond to literary criticism. Be able to sustain literary-based discussion in both small group and whole group settings and elaborate on discussion by making specific reference to the text Be able to learn new words and determine their meanings in context Conduct a character analysis by evaluating what a character says, does and what other characters say about him or her Demonstrate a command of Standard English in writing and discussion Respond constructively to advance a discussion and build on the input of others Evaluate another student’s response in discussion by evaluating their rhetoric and evidence Be able to use narrative writing skills to continue or change the ending of a story
Make and revise predictions Draw conclusions Make connections: text to text, text to self, text to world Writing: Use written and oral English appropriate for various purposes and audiences. Create and develop texts that include the following text features: Development: the topic, theme, stand/perspective, argument or character is fully developed Organization: the test exhibits a discernible progressions of ideas Style: the writer demonstrates a quality of imagination, individuality, and a distinctive voice Word choice: the words are precise and vivid Create and develop texts that include the following language conventions: Sentence formation: sentences are complete and varied in length and structure Conventions: appropriate grammar, mechanics, spelling and usage enhance the meaning and readability of the text. Ocean County ENGLISH LANGUAGE ARTS CURRICULUM Unit 7 Overview Content Area: English Language Arts
appropriately argue a point for which there is more than one valid option? How can we effectively incorporate exposition, narration, or technical writing in a persuasive argument? passionate about and they as a members of a democratic society need to appreciate and be open to various viewpoints and opinions. Unit Learning Goals Be able to write a paper with a substantive claim which is supported using rhetoric and textual evidence which develops a logical conclusion. Differentiate between persuasion and argument Recognize argumentative techniques Formulate an argument with a claim and counterclaim Targeted Skills 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. Be able to introduce counterclaims and use evidence to disprove those counterclaims in order to strengthen the student’s claim Use transitions in order to maintain cohesion and clarity throughout a piece of writing Enhance writing by revising, editing and rewriting Engage in peer review and give valuable constructive criticism on a peer’s essay by evaluating the elements of an argumentative essay outlined during the unit Use constructive criticism from peer review to edit and rewrite an essay 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. OCEAN COUNTY LANGUAGE ARTS LITERACY CURRICULUM Evidence of Learning Formative Assessments Conferencing individual/small group