Grade Specific Standard
RL.9-10.1.
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Learning Targets
(I can statements)
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Activities/Strategies
(What strategies/activities could we use to teach this learning target?)
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Resources
(What text could we use to teach this learning target?)
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Formative Assessment Suggestions
(What are ways to formatively check for understanding while teaching this learning target?)
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RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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1a. I can cite lines in a text that support analysis of what text says directly.
1b. I can define inference and differentiate from what the text says directly.
1c. I can use textual evidence to support inferences.
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Read fictional texts and complete teacher directed activities or apply to SSR texts.
Flow Map combined with Tree Map: Chart plot events on Flow Map using lines from the text and classify which part of the plot each event/description represents.
Frayer Model
Write what text says directly and inferences (T-chart, Double Entry Journal)
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Short Stories
Novels
“The Most Dangerous Game”
“The Scarlet Ibis”
“The Cask of Amontillado”
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Thinking Maps
Frayer Model
Exit Cards
Etc.
Flow/Tree Map
Summary Statement
Frayer Model
-Students can tag lines with sticky notes during reading.
Exit Card
-Explain how the setting contributes to the overall story
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RL2. 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.
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2a. I can identify the theme or central idea of a piece of text.
2b. I can cite specific examples and quotations from the text which develop the theme.
2c. I can recognize and eliminate personal feelings and opinions from a summary.
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T-chart: “Theme” on left side, “Evidence from text” on right side.
Relate a short story to a song students know in relation to theme (Illustrated Man)
Mark It Up: while reading, highlight/mark sentence with TH for theme when student discovers one of the bigger ideas in a text.
Theme Board: Hey, What’s the Big Idea? posted on bulletin board (students add to it during semester from SSR/assigned text)
Inferring Themes Sheet: 3 part chart with space for Quote or Picture from Text; The Bigger Idea/Theme; How It Makes Me Feel and Why
Essay: Compare and contrast the theme of The American Dream using Of Mice and Men and A Raisin in the Sun
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Children’s books: including ish, Peter Reynolds; “The Cello of Mr. O,” Jane Arthur; Aesop’s Fables; Dr. Seuss books
“The Interlopers,” Saki, anthology
Assorted greeting cards
The Illustrated Man
Copies of the novel and the play
Newspaper editorial pages
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Theme statements created by students in small groups (children’s books activity)
Exit slip summaries
Trade ‘n Grade: pairs swap summaries to check for personal bias (“I think,” “I feel” statements)-highlight & revise
Essay drafts
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RL3. Analyze how complex characters (those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
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3a. I can define and identify complex (i.e., dynamic and round) characters within a text.
3b. I can recognize complex characters’ development and their interactions with other characters.
3c. I can describe how a character’s feelings, motivations and interactions advance the plot or develop the theme.
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KWL-Sheet used after viewing movie trailer of A Raisin in the Sun or other selected text. Use to create interest in characters, make predictions, establish possible motivations etc.
Read selected text.
Circle Map: Choose character(s) and brainstorm on character feelings, history, interactions with others, etc.
Multi-Flow Map: Use to establish cause/effect relationships tied to character motivation as it advances the plot.
Double Bubble Map or Venn Diagram
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A Raisin in the Sun
This text has a clear theme “the importance of dreams” as well as numerous conflicts concerning each character’s dream. It will be easy for students to identify how these conflicts advance the plot and develop theme(s).
The Secret Life of Bees
Of Mice and Men
Any fictional text
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Class sharing of KWL activity, circle map, story board, etc.
Exit cards used to write summary statements concerning individual characters.
Tag relevant information in text with sticky notes.
Frayer Model
Student self-assessment on understanding of characterization and motivation.
SSR-conferencing
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R L 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).
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4a. I can determine word meanings using context clues.
4b. I can identify words that have figurative & connotative meanings.
4c. I can establish the purpose and impact of word choice on the overall tone or meaning of a text.
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“The Final Word” –
Students highlight and annotate most significant passages and words in a text, then share & defend their thinking in small group.
Tone Flash Cards –Groups analyze flash cards that reflect specific tones, like anger. Cards include literal words, such as “fury,” and figurative images, such as “crashing waves.” Groups categorize and label groups of index cards. Students then focus on words/images in the upcoming literature selection.
R.A.F.T.s – students write from characters’ points of view. Some students write formal letters; some write tweets. Class shares on document camera and analyzes differences in word choice.
Double-Column Notes –
In the left hand column, students record significant words and phrases from text. In right hand column, students write “I feel . . .,” “I see . . .,” or “the author thinks. . .” statements. At the bottom of the page, students write summary statements reflecting the impact of word choice on meaning and tone.
Reverse Writing – Students rewrite text excerpt with significant diction removed or substituted, then analyze the changed impact.
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http://www.nsrfharmony.org/protocol/doc/final_word.pdf
Twilight
The Raven
The Star-Spangled Banner
To Kill a Mockingbird
Harrison Bergeron
Romeo and Juliet
The Scarlet Ibis
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Turn & Talks during reading
Students’ double-column notes
Teacher observation during group discussion
Say What Vocabulary Strategy
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RL5. Analyze how the author’s choices concerning how to structure a text, order events within it (e.g., parallel plots) and manipulate time (pacing, flashbacks)
create such effects as mystery, tension, or surprise.
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5a. I can identify textual structures such as parallel plots and flashbacks.
5b. I can explain how the author uses parallel plots, flashback, pacing, etc. to create certain effects such as mystery, tension, or surprise.
Choose the elements that apply to the piece of text. Example:
I can explain the author’s use of flashback in creating surprise.
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-Reading and viewing of
text
-Completion of multi-flow
map to trace cause/effect
events or narrator shift
-Deconstruct the text
-Time line and charting mood shifts
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“The Interlopers”
“The Cask of Amontillado”
Of Mice and Men
Candy’s Dog and
Lennie’s death parallel
Romeo and Juliet
The Help
To Kill a Mockingbird
The Secret Life of Bees
The Scarlet Ibis
The Most Dangerous Game
SSR books
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-Flow Maps for
understanding
-Textual annotations
or sticky note tags
-SSR conferencing
-Exit cards
-Emoticons tracking shifts in mood and tone
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RL 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.
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6a. I can identify the point of view and cultural setting in a work of literature.
6c. I can analyze cultural experiences that directly impact events in a text.
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-Students will complete
Cornell notes on the
background information of
The Odyssey in small groups.
-Circle Map on Greek Hero and present day hero
-Double Bubble Map comparing Greek Hero to modern day hero.
-Flow/Tree Map of Cyclops Adventure tracing events and noting heroic qualities on tree portion
Students will write a paragraph on Odysseus as he exemplifies the traditional Greek hero
Retell a fairy tale in a
different point of view.
-Turn and talk about original
POV
-Students will write a fairy tale from another character’s point of view.
-Research different cultures
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-The Odyssey
background and Cyclops
adventure
-View Judy Blume’s
“The Pain and the Great
One”
http://vimeo.com/21171
703
It is told from the
perspective of a 6-year-
old boy (The Pain) and
his 8-year-old sister (The
Great One). *Elizabeth, New Jersey is not outside of the United States.
-View http://www.all- about-fairies.com/origin-of-fairy-tales.html
for history of fairy tale genre.
-The True Story of the
Three Little Pigs
Brothers are the Same
The Penelopiad
The House on Mango Street
The Absolutely True Diary of a Part Time Indian
Fairy tales
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-Presentation of Cornell Notes
-Circle Map
-Double Bubble
-Flow Map
-Students will match flashcards
listing literary works
previously read in class with
the specific point of view.
-Students will write a
paragraph in which they make
a case for narrating a specified
literary work from a different
point of view – for example
having Atticus Finch or Tom
Robinson narrate To Kill a
Mockingbird.
-Exit Card: List five examples
of Greek cultural traditions in
Homer’s time that can be
found in The Odyssey.
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RL 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.
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7a. I can identify the primary subject/action in two different mediums.
7b. I can compare and contrast the primary subject/action in two different mediums.
Pre-teaching suggestion: Introduce students to medium-specific terminology for the arts (film, painting, etc.) where applicable.
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- Create a Double Bubble Map comparing and contrasting the representation of a major character from a text and an accompanying film.
- Create a foldable of film terms (lighting, photography, sound).
- View clips of same scene from identical films, noting costumes, setting, speech (modern v. “classic” versions)
- Academic Vocabulary: Medium, Representation, Treatment
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Read The Odyssey/view clips from O Brother, Where Art Thou?
Play podcasts of modern artists (Taylor Swift’s “Love Song”) and classic music (Tchaikovsky’s opera) to accompany reading of Romeo and Juliet
Various film versions of Romeo and Juliet or bring in West Side Story
Edward Hopper painting; Raymond carver short stories (alienation theme); other YA short stories or poems similarly themed.
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Analyzing Two Different Medium Venn Diagram
Feature Analysis Chart
Exit Cards of things in common between different resources
Write a reader’s reaction journal to a scene from a play.
Write a viewer’s reaction to a scene from a film version of the same story.
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Grade Specific Standard
RL.9-10.8
Not applicable to literature
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RL 9. Analyze how an author draws on and transforms source material in a specific work.
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9a. I can identify literary allusions (source materials) in a text.
9b. I can explain how the original source material was changed by the author.
9dc. I can explain why the author used the source material.
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- Students brainstorm familiar allusions from text.
- Students locate allusions in text; make Circle Map of allusion, its meaning, its original source, and its effect on interpretation.
- Students create a Double Bubble Map to compare/contrast the original allusion to new text.
- Students create a Concept Chart of allusions found in text in shared texts and SSR reading/post 5.
- List puns & double entendres in R & J and their significance to text.
- Students use margin notes that explain allusions/historical references.
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*Read The Odyssey/view clips from O Brother, Where Art Thou?
*Read A Raisin in the Sun
& note Prometheus allusion & its significance to Walter Lee
*In Romeo & Juliet, note multiple allusions to mythology, note/explain multiple allusions to mythology
*ESL students use “No Fear” texts that explain historical references
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*Students can define the term.
*Students can identify literary allusions in 8 of 10 texts (fiction & non-fiction)
*Students complete an exit card that explains why an author used a specific allusion in his work.
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RL 10. Read and comprehend complex literary texts independently and proficiently.
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10a. I can monitor my comprehension when reading complex texts.
10b.I can apply appropriate comprehension strategies to increase my understanding of a text using help from the teacher when necessary.
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- Compare companion texts
Comprehension Strategies
-Thinking Maps
-Summarizing
-Questioning
-Inferencing
-Connecting
-Repairing misconceptions
-Read/ Pair/ Share
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Any texts read throughout the course as well as SSR
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Double Bubble
Comparison/ Contrast Chart
Feature Analysis
Self- Assessment
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