RI.9-10.1 Knowledge: I can identify strong and thorough textual evidence. I can discuss details the text uses to support textual analysis. Reasoning: I can analyze text in order provide evidence of how the text explicitly uses details to support key ideas. Draw inferences from the text to support textual analysis. I can cite strong and thorough textual evidence to support the text (explicit and inferred) Sample Strategies: Novel in an Hour Socratic Circle Graphic Organizers Reader Response Journal Independent Reading Student Generated Question Activities TRIAD Discussions Classroom Debates Loop Writing 2 Minute Essays Close Reading Vocabulary Scattergories Marzano Vocabulary Strategies Three Column Note Taking Sample Formative Assessments: Bellringer – Spiral Review Exit Slips Student / Small Group Self-Reflections Journals Classroom Discussion Checklists Sample Summative Assessments: Classroom Discussion Rubrics LDC Module Common Assessment Independent Reading Project Completed Final Draft On Demand Writing Assessment Presentation Rubrics Academic Vocabulary and Key Terms Tier 3 Vocabulary may include: Claims Substantive Valid Sample Skills (Reading, Grammar, Writing, 21st Century) Cite strong and thorough textual evidence to support analysis Analyze how the author unfolds an analysis or series of ideas or events
Divergent Veronica Roth Insurgent Veronica Roth Matched Ally Condie “Harrison Bergeron” Kurt Vonnegut “Tomorrow and Tomorrow and Tomorrow” Kurt Vonnegut “There Will Come Soft Rains” Ray Bradbury Drama: “Romeo and Juliet” - William Shakespeare Poetry: “One More Round” Maya Angelou “There Will Come Soft Rains” Sara Teasdale Nonfiction: “Does Literature Make Us Better?” “Why I George Orwell “Some Animals Are More Than Others” Freedom – Political Cartoon Resources: Instructional Notes: Strategies for Diverse Learners:
Sample Learning Targets KDE has deconstructed all ELA standards. RI.9-10.7 Knowledge: I can identify various artistic mediums. I can recognize the literary and artistic use of the “subject” and “key scene.” Reasoning: I can explain how and why an artist/author chooses to represent a subject or scene. I can analyze why the artist / author emphasized for effect. I can explain what is stressed or missing from a given representation in different artistic mediums. Sample Strategies, Formative** and Summative* Assessments Strategies: Socratic Circle Graphic Organizers Reader Response Journal Independent Reading Student Generated Question Activities Discussions Loop Writing 2 Minute Essays Close Reading Vocabulary Scattergories Marzano Vocabulary Strategies Formative Assessments Bellringer – Spiral Review Exit Student / Small Group Self-Reflections Journals Classroom Discussion Checklists Summative Assessments Classroom Discussion Rubrics LDC Module Common Assessment Independent Reading Project Academic Vocabulary and Key Terms Tier 3 Vocabulary may include: Analyze Key Scene Medium Source Material Theme Concrete Cohesion Formal Inquiry Synthesize Sample Skills (Reading, Grammar, Writing, 21st Century) Analyze how an author on and transforms source material Read and comprehend literature including stores, dramas and poems Determine a central idea of a text Analyze a central idea’s development over the course of the text Analyze in detail how an author’s ideas or claims are developed Analyze various accounts of a subject told in different mediums Read and comprehend literacy nonfiction