Analyzing Literary Interpretations
Students demonstrate they have the ability to:
A: Analyze how an author’s work interprets and transforms source material (for example, how a later author draws on a play by Shakespeare) B: Analyze the representation of a subject or key scene in two different artistic mediums (for example, what is emphasized or absent in each version) |
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Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Recognize and correct errors in sentence structure (e.g., faulty placement of phrases, faulty coordination and subordination of clauses, lack of parallelism within a simple series of phrases) B: Maintain consistent and logical verb tense and pronoun person on the basis of the preceding clause or sentence C: Form simple and compound verb tenses, both regular and irregular, including forming verbs by using have rather than of (e.g., would have gone, not would of gone) |
Assignments
*Accessible on your www.noredink.com account (get your class code from Rost) 3A: Identifying Parallel Elements 2, Matching Parallel Elements 1 & 2 3B: Forming Present Participles, Identifying Progressive Tenses, Forming Past Participles 3C: "Have" vs. "Of," Identifying Perfect Tenses, Using Perfect Progressive Tenses 3W: Revising Wordy Phrases 1 & 2; Recognizing Redundant, Unnecessary, and Wordy Phrases; Evaluating Paraphrases for Plagiarism, Determining When to Cite; Formatting In-Text Citations; Using Citations When Source is Mentioned in Text, Evaluating Bridges, Selecting a Strong Bridge |
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NoRedInk site |
Collaborating in Discussions
Students initiate and engage effectively in a range of collaborative discussions with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly and persuasively:
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 to stimulate a thoughtful, well-reasoned exchange of ideas B: 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; clarify, verify, or challenge ideas and conclusions C: 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 |
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Comprehending Text
Students demonstrate they have the ability to:
A: Read text at the 1087-1176 Lexile level B: RIT Range 227-231 |
Assignments
Taking the MAP test is the only way to show proficiency on this target. See Rost if you need this. |
Resources
A score of 227 is grade level proficient. A score of 237 is considered advanced level proficiency. |
Constructing Writing
Students demonstrate they have the ability to:
A: Develop a plan for writing, focusing on what is most significant for a specific purpose and audience B: Create an organizational structure that logically sequences claims and helps accomplish the purpose C: Produce clear and coherent writing in which the development is appropriate to the task, purpose and audience. D: Create multiple drafts, examining rough drafts and considering ways to revise through the addition or subtraction of material. E: Apply the stylistic conventions and expectations of the task or genre F: Use technology to produce, publish, and present individual or shared writing products in response to ongoing feedback, including new arguments or information |
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Evaluating Arguments and Purpose
Students demonstrate they have the ability to:
A: Evaluate the argument and specific claims in a text by assessing whether the reasoning is valid B: Evaluate the argument and specific claims in a text by assessing whether the evidence is relevant and sufficient C: Analyze fallacious reasoning used in an argument |
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Mastering Vocabulary
Students demonstrate they have the ability to:
C: Use context as a clue to the meaning of a word or phrase D: Analyze the cumulative impact of specific word choices on meaning and tone in a text |
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Researching Information
Students demonstrate they have the ability to:
A: Gather relevant information from multiple credible print and digital sources, using advanced searches effectively B: Evaluate the usefulness of each source in answering a research question C: Organize information collected from multiple sources |
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Writing Research
Students demonstrate they have the ability to:
A: Synthesize multiple sources on a subject in support of the creation of an original claim B: Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism C: Develop a works cited page that adheres to the requirements of MLA format |