Analyzing Author’s Craft
Students demonstrate they have the ability to:
A: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (for example, where a story is set or how the characters are introduced and developed) B: Analyze the point of view in a text where distinguishing what is directly stated from what is really meant is required (satire, sarcasm, irony, or understatement) C: Cite textual evidence to support analysis of what a text says explicitly as well as to support inferences drawn from the text, including where the text leaves matters uncertain |
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Analyzing Themes
Students demonstrate they have the ability to:
A: Construct a theme statement that includes analysis of how the theme is developed over the course of a text B: Analyze two or more works of literature by comparing and contrasting how they develop similar themes or topics C: Cite textual evidence to support analysis of what a text says explicitly as well as to support inferences drawn from the text, including where the text leaves matters uncertain |
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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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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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Evaluating Literary Interpretations
Students demonstrate they have the ability to:
A: Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text B: Cite textual evidence to support analysis of what a text says explicitly as well as to support inferences drawn from the text, including where the text leaves matters uncertain |
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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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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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