Analyzing Author’s Style
Students demonstrate they have the ability to:
A: Analyze the impact of specific word choices on meaning and tone in a text, including words with multiple meanings or language that is of artistic value B: Analyze connotations in the meanings of words with similar denotations |
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Analyzing Story Elements
Students demonstrate they have the ability to:
A: Analyze how the author’s various uses of story elements develop and relate to one another B: Analyze how an author’s choices concerning how to arrange specific parts of a text contribute to its overall meaning |
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Analyzing Story Elements Organizer |
Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Recognize and correct awkward phrasing in sentence structure (e.g., clauses where the intended meaning is clear but the sentence is ungrammatical, incorrect use of clauses in complex sentences) B: Maintain consistent verb tense, voice, and pronoun person in writing |
Assignments
*Accessible on your www.noredink.com account (get your class code from Rost) 3A: Correcting Comma Splices and Fused Sentences 3B: Is the Sentence Active or Passive?. Creative Active Voice Sentences 1, Creating Passive Voice Sentences |
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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 probe reasoning and evidence; ensure a hearing for a full range of positions on a topic; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives C: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; determine what additional information or research is required to deepen the investigation or complete the task |
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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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Interpreting Figurative Language
Students demonstrate they have the ability to engage an audience by preparing and delivering verbal arguments that:
A: Analyze the role of figurative language in a text B: Evaluate the effectiveness of figurative language in a text |
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Interpreting Themes
Students demonstrate they have the ability to:
A: Analyze how two or more themes are developed over the course of a text, including how they interact and build on one another B: Analyze two or more works of American literature by comparing and contrasting how they develop similar themes |
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Mastering Vocabulary
Students demonstrate they have the ability to:
A: Use context as a clue to the meaning of a word or phrase 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 Literary Analyses
Students demonstrate they have the ability to write 4+ 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 that relate explicitly to theme C: Address a variety of literary devices (analogy, allegory, allusion, foil, imagery, motif, symbol, tone, etc.) in analysis of literature D: Develop claims fully, supplying evidence for each point while pointing out the strengths and limitations of both |
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