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 ANALYZEin 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:DETERMINEthemeaning of words and phrases as they are used in the text, including figurative and connotative meanings;ANALYZEthe 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:DETERMINEa 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: DETERMINEthe 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 STRENGTHENwriting as needed by PLANNING, REVISING, EDITING, REWRITING, or TRYING a new approach, FOCUSINGon 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.
*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.
Requirements Changed
Previous Module: Content Area Reading Strategies *Utilize strategies throughout the school year* Unit 1 HMH Into Literature Highlighted Textbook Resources