Analyzing Complex Characters
Students demonstrate they have the ability to:
A: Analyze how complex characters (for example, those with multiple or conflicting motivations) develop over the course of a text B: Analyze how complex characters interact with other characters in a text C: Analyze how complex characters advance the plot or develop the theme of a text |
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Analyzing Theme
Students demonstrate they have the ability to:
A: Analyze the development of a theme over the course of a text, including how it emerges and is refined by specific details |
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Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Use punctuation to set off complex parenthetical elements B: Use apostrophes to form simple possessive nouns |
Assignments
3A: Commas with Paranthetical Phrases 3B: Recognizing Plurals and Possessives, Forming Singular Possessives 1 & 2 3W: Context for Literary Evidence 1 and 2, Providing Strong Context for Literary Evidence 3W2: Capitalizing Quotes, Is there a Pause Before the Quote?, Identifying Dialogue and Flow Quotes, Formatting Dialogue and Flow Quotes 1 & 2 |
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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 |
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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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Mastering Vocabulary
Students demonstrate they have the ability to:
A: Determine figurative, connotative, and technical meanings of words B: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech |
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Utilizing Text Evidence
Students demonstrate they have the ability to:
A: Support analysis with inferences and evidence paraphrased from text with appropriate credit given to the source B: Support analysis with inferences and evidence cited directly from text C: Distinguish between relevant and irrelevant evidence in a text |
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Writing Text Analyses
Write 3+ page literary analyses of substantive topics in texts, using valid reasoning and relevant and sufficient evidence:
A: Draw evidence from literature to support analysis and reflection B: Introduce precise claims about literature C: Address a variety of literary devices in analysis of literature D: Develop claims fully, supplying evidence for each point while pointing out the strengths and limitations of both E: Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, evidence, and explanations |
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