RCK12 Resources Unit 1-2

Standards 

Priority Reading Standards (Unpacked):  verbs (skills) are in green and teachable concepts (nouns and noun phrases) are underlined

ELAGSE9-10RL2: DETERMINE a theme and/or central idea of text and ANALYZE in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; PROVIDE an objective summary of the text.

ELAGSE9-10RL4: DETERMINE the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; ANALYZE the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) 

ELAGSE9-10RI2: DETERMINE a central idea of a text and ANALYZE its development over the course of the text, including how it emerges and is shaped and refined by specific details; PROVIDE an objective summary of the text.

ELAGSE9-10RI4: DETERMINE the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; ANALYZE the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 
Priority Writing:

ELAGSE9-10W1: WRITE arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

ELAGSE9-10W5: DEVELOP and STRENGTHEN writing as needed by PLANNING, REVISING, EDITING, REWRITING, or TRYING a new approach, FOCUSING on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
 
Supporting:
ELAGSE9-10RL1
ELAGSE9-10RI1
ELAGSE9-10W2
ELAGSE9-10W9
ELAGSE9-10L1 


Standard Full Learning Target Daily Learning Targets Success Criteria  Vocabulary 
ELAGSE9-10RL2

I am learning to determine a theme and/or central idea of a text.
I am learning to analyze in detail how a theme develops over the course of the text, including how it emerges, and is shaped and refined
by specific details.
I am learning to provide an objective summary of the text.

I am learning to determine theme.
I am learning to trace the development of the theme throughout the text.
I am learning to determine details throughout a text that help the theme emerge.
I am learning to determine details throughout a text that shape and refine the theme.
I am learning to identify different strategies for objectively summarizing a text.
I am learning to distinguish subjective from objective.
I can determine and use the most important details to summarize the text.

I can practice close and critical reading. 
I can annotate texts to support comprehension and analysis. 
I can distinguish main ideas from irrelevant details. 
I can distinguish between the theme(s) of a text and the main idea of a text. 
I can analyze the development of a theme or idea through the use of literary devices and articulate that development in both written and oral expression. 
I can choose the best theme when given a list of possible themes. 
I can choose the details to best support the theme selected if given a list of multiple details.
I can cite details that support how the theme is developed. 
I can summarize without editorial bias. 
I can include appropriate transition words and phrases in the summary. 
I can write in complete sentences. 

Theme
Central Idea
Objective summary
Editorial Bias 
Subjective
Objective

ELAGSE9-10RI2

I am learning to determine a central idea of a text.
I am learning to analyze in detail how a central idea develops over the course of the text.
I am learning to provide an objective summary of the text.

I am learning to determine the central idea.
I am learning to trace the development of the central idea throughout the text.
I am learning to determine details throughout a text that help the central idea emerge.
I am learning to determine details throughout a text that shape and refine the central idea.
I am learning to identify different strategies for objectively summarizing a text.
I am learning to distinguish subjective from objective.
I am learning to determine and use the most important details to summarize the text.

I can practice close and critical reading. 
I can distinguish important facts from irrelevant details. 
I can distinguish central ideas from irrelevant details. 
I can choose the best central idea when given a list of possible central ideas. 
I can given a list of multiple details, choose the details to best support the central idea if given a list of multiple details. 
I can cite details that support how the central idea is developed. 
I can take notes and annotate texts, both formally and informally. 
I can summarize without editorial bias. 
I can include appropriate transition words and phrases in the summary.
I can write in complete sentences. 

Central Idea
Objective summary
Editorial Bias 
Subjective
Objective

ELAGSE9-10RL4

I am learning to determine the denotative, figurative, and connotative meaning of words and phrases as they are used in a text.

I am learning to analyze the overall impact of specific word choices on meaning and tone.

*This is a year long standard, it is not meant for ALL learning targets to be covered in one unit. As the teacher you should pace out the learning targets for the year based on the needs of your students.*
I am learning to identify words and phrases in a text that have figurative or connotative meaning.
I am learning to identify words and phrases in a text that have technical meaning.
I am learning to recognize multiple instances of specific word choice in a text.
I am learning to determine the relationship between specific words and the tone of a text.
I am learning to determine the tone of a text.
I am learning to utilize a variety of grade-level appropriate strategies to determine the meaning of words and phrases. 

I can define and identify figurative language; metaphors, similes, idioms, hyperbole, personification, analogies, allusions, and symbolism. 
I can define connotation. 
I can define denotation.
I can describe the difference between negative and positive connotations.
I can identify words and phrases which indicate the tone of the passage. 
I can use context clues to determine word meaning. 
I can use Greek and Latin affixes and roots to determine word meaning. 
I can verify word meaning. 

Figurative Language    Connotation/Connotative          Denotation             Tone
Concrete                 Literal 
Idiom                       Nuance         
Metaphor                Allusion   
Simile                       Hyperbole   
Root         Suffix       Affix

ELAGSE9-10RI4

I am learning to determine the denotative, figurative, connotative, and technical meaning of words and phrases as they are used in a text.

I am learning to analyze the overall impact of specific word choices on meaning and tone.

 

*This is a year long standard, it is not meant for ALL learning targets to be covered in one unit. As the teacher you should pace out the learning targets for the year based on the needs of your students.*

I am learning to identify words and phrases in a text that have figurative or connotative meaning.
I am learning to identify words and phrases in a text that have technical meaning.
I am learning to recognize multiple instances of specific word choice in a text.
I am learning to determine the relationship between specific words and the tone of a text.
I am learning to determine the tone of a text.
I am learning to utilize a variety of grade-level appropriate strategies to determine the meaning of words and phrases. 


I can define and identify figurative language; metaphors, similes, idioms, hyperbole, personification, analogies, allusions, and symbolism. 
I can define connotation. 
I can define denotation.
I can describe the difference between negative and positive connotations.
I can identify words and phrases which indicate the tone of the passage. 
I can use context clues to determine word meaning. 
I can use Greek and Latin affixes and roots to determine word meaning. 
I can verify word meaning. 

Domain-Specific         
Figurative Language    Connotation/Connotative          Denotation              Tone
Concrete                  Literal 
Idiom                        Nuance         
Metaphor                 Allusion   
Simile                        Hyperbole   
Root        Suffix        Affix

ELAGSE9-10W1 I am learning to write arguments to support claims about substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

I am learning to evaluate information to determine the argument I will make in my writing.
I am learning to introduce a precise claim in my writing.
I am learning to support claims with relevant evidence in my writing.
I am learning to balance claims and counterclaims by pointing out the strength and limitations of both in my writing.
I am learning to consider the audience when developing claims and counterclaims in my writing.
I am learning to use words, phrases, and clauses to link major sections, create cohesion, and clarify relationships between argumentative  elements in a text in my writing.
I am learning to distinguish between objective and subjective tone.
I am learning to establish and maintain an appropriate writing style for the intended audience.
I am learning to provide a concluding statement that reinforces my argument in my writing.

I can identify the components of argumentative writing. 
I can determine the audience for the writing argument. 
I can introduce precise claims in writing. 
I can utilize strategies for addressing and rebutting opposing arguments in writing.
I can organize claims, reasons, evidence, and counterclaims in writing.
I can develop claims and counterclaims in writing.
I can supply evidence to support claims in writing.
I can utilize words, phrases, and clauses for linking major sections of the text creating cohesion, and clarifying relationships between argumentative elements in writing. 
I can establish and maintain an appropriate style and objective tone.
I can provide a concluding statement.
I can write in complete sentences.

Argument 
Audience
Claim
Counterclaim 
Opposing arguments
Style
Tone
Concluding statement 

ELAGSE9-10W5 I am learning to use the writing process to develop and strengthen my writing in order to address what is most significant for a specific purpose and audience. 

I am learning to identify various strategies to develop and strengthen my writing.
I am learning to determine a specific purpose for my writing.
I am learning to determine the audience for my writing.
I am learning to analyze my writing and consider how various revisions may develop or strengthen my ideas.
I am learning to determine what is most significant for my specific writing purpose.
I am learning to determine what is most significant for my specific writing audience.

 

I can draft and revise my written work.
I can use effective strategies for editing and revising (revising by element, reading aloud, reviewing with peers, etc.)
I can review work for genre adherence (audience and purpose) and sharpen focus as appropriate. 


Editing
Revision 
Purpose
Audience

 


Essential Question from HMH 

What does it take to survive a crisis? 


Assessments

Unit 1 Pre/Post Assessment Blueprint  Download Unit 1 Pre/Post Assessment Blueprint 

Unit 1 Reading Pre/Post Assessment PDF Download Unit 1 Reading Pre/Post Assessment PDF

Unit 1 Reading Pre/Post Answer Key  Download Unit 1 Reading Pre/Post Answer Key 

         #3 Rubric Download #3 Rubric     #15 Rubric Download #15 Rubric 

Unit 1 Argumentative Writing Pre Assessment Download Unit 1 Argumentative Writing Pre Assessment

          -Pre Assessment Example Response Download Pre Assessment Example Response

Unit 1  Argumentative  Writing Post Assessment  Download Unit 1  Argumentative  Writing Post Assessment 

Argumentative Writing Rubric Download Argumentative Writing Rubric 

Download Unit 1 Informal Check: Theme

          - Download Inform Check Theme: Answer  

ELAGSE9-10RL2 Quick Check: Writing an Objective Summary Download ELAGSE9-10RL2 Quick Check: Writing an Objective Summary *Teacher Note: You will need to provide students a passage to summarize, or let them choose one of their own.  


Instructional Resources and Materials

Textbook Resource: Unit 1 

Extended Text: Teacher's Choice The teacher may choose an appropriate novel to teach the priority standards of the unit. 

Class sets are provided for the following novels:  

Ball Don’t Lie by Matt de la Pena 710L 
*Night by Elie Wiesel 570L           A Teacher's Resource for Night by Elie Wiesel Links to an external site.          Resources for Teaching Elie Wiesel’s Night Links to an external site.

*The Odyssey (included in Unit 6 in the textbook) 
The Hero Within 
Romeo & Juliet by William Shakespeare (included in Unit 4 in the textbook) 

*Indicates supporting texts aligned to the book that can be found at Commonlit.org.