RCK12 Resources Unit 3

Standards

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

ELAGSE9-10RL5: ANALYZE how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

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.)

ELAGSE9-10RI5: ANALYZE in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

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:

ELAGSE9-10W2: WRITE informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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:
ELAGSE9-10RL3
ELAGSE9-10RI3
ELAGSE9-10RI8
ELAGSE9-10W1
ELAGSE9-10W7
ELAGSE9-10L3

Standard	Full Learning Target	Daily Learning Targets	Success Criteria	Vocabulary
ELAGSE9-10RL5	I am learning how to analyze how an author’s choices about how to structure text, order events, and manipulate time create intended effects such as mystery, tension, or surprise.	I am learning how to identify various structures for literary texts (e.g., parallel plots). I am learning how to identify various narrative techniques related to time (e.g., pacing, flashbacks). I am learning how to identify various literary effects, such as mystery, tension, or surprise. I am learning how to describe the connection between a text’s structure and literary effects.	I can practice close and critical reading. I can recognize various structural formats of fictional texts (such as stanza, act, scene, chapter). I can identify the elements of the plot. I can identify and understand the function of flashback, foreshadowing, beginning a narrative in media res, and other manipulations of time. I can analyze the impact of an author’s choice in disclosing narrative elements at a given point in a text.	Stanza Act Scene Chapter Parallel Plots Flashback Foreshadowing Pacing In Media Res
ELAGSE9-10RI5	I am learning how to analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.	I am learning how to identify an author’s ideas or claims. I am learning how to identify particular sentences, paragraphs, or larger portions of text that support main ideas and claims in a text. I am learning how to determine the role of particular sentences, paragraphs, or larger portions of a text in developing and refining the author’s ideas or claims.	I can practice close and critical reading. I can identify particular sentences of text that support main ideas and claims in a text. I can identify particular paragraphs of text that support main ideas and claims in a text. I can identify larger portions of text that support main ideas and claims in a text. I can determine the role of particular sentences, paragraphs, or larger portions of a text in developing the author’s ideas or claims. I can determine the role of particular sentences, paragraphs, or larger portions of a text in refining the author’s ideas or claims.	Claims Sentences Paragraphs
ELAGSE9-10RL4	I am learning how to determine the denotative, figurative, and connotative meaning of words and phrases as they are used in a text. I am learning how 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 how to identify words and phrases in a text that have figurative or connotative meaning. I am learning how to identify words and phrases in a text that have technical meaning. I am learning how to recognize multiple instances of specific word choice in a text. I am learning how to determine the relationship between specific words and the tone of a text. I am learning how to determine the tone of a text. I am learning how 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 how to determine the denotative, figurative, connotative, and technical meaning of words and phrases as they are used in a text. I am learning how 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 how to identify words and phrases in a text that have figurative or connotative meaning. I am learning how to identify words and phrases in a text that have technical meaning. I am learning how to recognize multiple instances of specific word choice in a text. I am learning how to determine the relationship between specific words and the tone of a text. I am learning how to determine the tone of a text. I am learning how 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
ELAGSE9-10W2	I am learning how to write informative/explanatory texts that convey complex ideas, concepts, and information clearly and accurately using content that is effectively selected, organized, and analyzed.	I am learning how to evaluate the credibility and usefulness of sources for informative/explanatory writing. I am learning how to introduce a topic clearly in my writing. I am learning how to organize complex ideas, concepts, and information in a way that makes important connections and distinctions in my writing. I am learning how to include formatting, graphics, and multimedia in my writing that is useful to aid incomprehension. I am learning how to develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotation, or other information and examples in my writing that are appropriate to the audience. I am learning how to use appropriate and varied transitions to link major sections, create cohesions, and clarify the relationships among complex ideas and concepts in my writing. I am learning how to use precise language and domain-specific vocabulary as appropriate to the topic in my writing. I am learning how to distinguish between formal and informal writing style. I am learning how to distinguish between objective and subjective tone. I am learning how to establish and maintain an appropriate writing style for the intended audience. I am learning how to apply discipline-specific conventions to my writing. I am learning how to provide a concluding statement or section that supports the information presented in my writing.	I can identify a topic to write about. I can evaluate the credibility of sources. I can utilize graphic organizers to plan writing. I can introduce topics. I can organize ideas, concepts and information. I can format my writing. I can include graphics/multimedia to my writing. I can include relevant and sufficient facts, definitions, details, and quotations to my writing. I can use transition words and phrases. I can use precise language and domain-specific vocabulary. I can maintain a formal writing style. I can provide a concluding statement.	Informative/Informational Exposition/Expository Transition words/phrases Closure Topic Thesis Structure Organization
ELAGSE9-10W5	I am learning how 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 how to identify various strategies to develop and strengthen my writing. I am learning how to determine a specific purpose for my writing. I am learning how to determine the audience for my writing. I am learning how to analyze my writing and consider how various revisions may develop or strengthen my ideas. I am learning how to determine what is most significant for my specific writing purpose. I am learning how 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