emerges and is shaped and refined by specific details; provide an objective summary of the text. Identify specific details that support the development of the central idea as it: emerges is shaped is refined I can find details to support the main idea as it is developed through the text. Provide an objective summary I can summarize the text I read. author develops a main idea throughout the text. Interpret how the text supports key ideas with specific details I understand how specific details are used to support the main idea. Formulate an objective summary that includes how the central idea emerges, is shaped and refined by specific details. I can provide a summary of the text that includes the man idea ad the details to support it. RI 3: 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 drawn between them. Identify organizational patterns (e.g., cause/effect, chronological, sequential, order of importance, c/c and logical) Identify paragraph development strategies Determine the main ideas or events I can identify main ideas and events and examine how author developed these ideas. Examine the strategies the author uses to introduce his
words/phrases in a text. I understand what tone means and can identify tone in a text. and phrases I can analyze the overall effect of these different types of words/phrases on the work a a whole. RI 5: 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). Identify the author’s ideas or claims I can identify the author’s ideas or claims. Determine the structure/text features of an informational passage I can break down the parts (introduction, body, conclusion) of an informational passage. Analyze how the author uses particular: sentences, paragraphs, or larger portions to develop or refine: ideas or claims I can explain how an author develops his ideas or claims using sentences, paragraphs or larger portions of text. RI 6: 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. Define rhetoric Identify rhetorical techniques I can define and identify author’s perspective (point of view) I can identify and define rhetoric Analyze the author’s use of rhetoric I can analyze the author’s use of rhetoric (language). Analyze the rhetorical techniques the author uses to express his/her point of view or purpose
I can determine author’s purpose/reason I can analyze the author’s use of rhetoric (language). Support your analysis with examples from the text RI 7: 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. Identify different mediums I know stories can be told in different formats. Recognize details emphasized in various sources I can explain which details are emphasized in various sources. Analyze different accounts of the same subject told in different mediums (e.g., a person’s life story in both print and multimedia) I can explain why different accounts emphasized different details of the account and how it effects its audience. Determine emphasized details in various accounts of a subject told in different mediums RI 8: Delineate and evaluate the argument and specific clams in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; Define and identify false statements Define and identify fallacious reasoning Recognize valid Delineate the argument and specific claims in a text Evaluate the argument in a text
Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. and concepts of U.S. documents of historical and literary significance I can identify the purpose, related themes, and ideas in important U.S. documents. Gettysburg Address Roosevelt’s Four Freedoms speech King’s “Letter from Birmingham Jail”) Including how they address: related themes concepts I can analyze important U.S. documents for related themes and ideas. GRADE 9 RI 10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently with scaffolding as needed at high end of the range. Identify/understand: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative,Quantitative and Reader and Task) as seen in standards with scaffolding as necessary Comprehend independently: key ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as necessary
I can … identify key ideas and details, describe the structure or organizational patterns, and explain how the author incorporates his or her knowledge and ideas within the piece while reading informational texts written at the ninth or tenth grade level, with support, as needed, when reading texts at the high end of this range. I can … analyze key ideas and details, evaluate craft elements and structure, and evaluate how the author incorporates his or her knowledge and ideas within the piece while reading informational texts written at the ninth or tenth grade level, with support, as needed, when reading texts at the high end of this range. GRADE 10 RI 10: By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 Identify/understand: key ideas and details craft and structure integration of Comprehend independently: key ideas and details craft and structure
text complexity band independently and proficiently. knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 I can … identify key ideas and details, describe the structure or organizational patterns, and explain how the author incorporates his or her knowledge and ideas within the piece while reading informational texts written at the tenth grade level. integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 identify key ideas and details, describe the structure or organizational patterns, and explain how the author incorporates his or her knowledge and ideas within the piece while reading informational texts written at the tenth grade level.