Analyzing Text Structure
Students demonstrate they have the ability to:
A: Analyze an author’s choices concerning how to structure specific parts of a text (for example, the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) B: Analyze how the choices contribute to its overall structure and meaning as well as its aesthetic impact |
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Analyzing Themes
Students demonstrate they have the ability to:
A: Analyze how two or more works of literature from different regions and eras treat similar, universal themes B: Analyze the development of two or more themes over the course of a text, C: Analyze how themes interact and build on one another |
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Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Use apostrophes to form possessives, including irregular plural nouns B: Use a semicolon to join related independent clauses |
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*Accessible on your www.noredink.com account (get your class code from Rost) 3A: Forming Regular Plurals with "-s," "-ies," and "-ves"; Apostrophes with "Others," "Others'," and "Each Other's"; Is the Possession Shared or Unshared?; Recognizing Plurals and Possessives; Forming Irregular Plurals 3B: Punctuating THAMOs at the Beginning of a Sentence; Punctuating THAMOs in the Middle of a sentence; Punctuating THAMOs at the End of a Sentence |
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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 other 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 Complex Language
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 the role of figurative language in a text C: Analyze connotations in the meanings of words with similar denotations |
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Mastering Vocabulary
Report evidence in Interpreting Complex Language Topic for Semester 1
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Utilizing Text Evidence
Students demonstrate they have the ability to:
A: Support analysis with inferences and evidence paraphrased from text 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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