Analyzing Perspective
Students demonstrate they have the ability to:
A: Analyze points of view in texts where distinguishing what is directly stated from what is really meant is required (for example: satire, sarcasm, irony, or understatement) |
Assignments
|
Resources
|
Applying Grammar and Mechanics
Students demonstrate they have the ability to:
A: Ensure subject-verb agreement in some challenging situations (e.g., when the subject-verb order is inverted or when the subject is an indefinite pronoun) B: Correctly use reflexive pronouns, the possessive pronouns its and your, and the relative pronouns who and whom |
Assignments
*Accessible on your www.noredink.com account (get your class code from Rost) 3A: Which Part of the Complex Subject Agrees with the Verb; Agreement with Collective Nouns; Agreement with Tricky Nouns; Agreement with Indefinite Pronouns; Which Part of the Complex Subject Agrees with the Verb 3B: Using "Who" in Various Cases; "Who" vs. "Whom"; Using "He," "She," "Him," and "Her" in Compounds; Using "We" and "Us" in Compounds; Using Reflexive Pronouns 3W: Dialogue, Flow, and Colon Quotes; Matching Pronouns and Verbs between Context and Quotations; Punctuating Quotations with Quotations; Integrating and Punctuating Evidence |
Resources
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 |
Resources
|
Conducting Research
Students demonstrate they have the ability to:
A: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively B: Assess the strengths and limitations of each source in terms of the task, purpose, and audience C: Narrow or broaden the inquiry when appropriate D: Synthesize multiple sources on a subject in support of the creation of an original argument E: Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation |
Assignments
|
Resources
|
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 |
Assignments |
Resources |
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 |
Assignments
|
Resources
|
Presenting Findings
Students demonstrate they have the ability to:
A: Evaluate the credibility and accuracy of multiple sources of information in order to make informed decisions B: Present information, findings, and evidence conveying a distinct perspective through a variety of techniques (for example: rate, tone, organization) C: Incorporate strategic use of digital media (for example, textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence |
Assignments
|
Resources
|
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 |
Resources
|
Writing Literary Analyses
Students demonstrate they have the ability to write 5+ page literary analyses of substantive topics in texts, using valid reasoning and relevant and sufficient evidence:
A: Draw evidence from literature or informational texts to support analysis and reflection B: Introduce precise claims about literature or informational text 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 or informational text D: Develop claims fully, supplying evidence for each point while pointing out the strengths and limitations of both |
Assignments
|
Resources
|