RCK12 Resources Unit 4

Standards

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

ELAGSE9-10RL3: ANALYZE how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

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.)

ELAGSE9-10RI3: ANALYZE how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

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:

ELAGSE9-10W3: WRITE narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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 Standards:
ELAGSE9-10RL7
ELAGSE9-10RI7
ELAGSE9-10W1
ELAGSE9-10W2
ELAGSE9-10W9
ELAGSE9-10L4

Standard	Full Learning Target	Daily Learning Targets	Success Criteria	Vocabulary
ELAGSE9-10RL3	I am learning how to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.	I am learning how to identify complex characters. I am learning how to identify direct and indirect characterization. I am learning how to identify plot and theme. I am learning how to describe a character’s motivations. I am learning how to draw connections between a character’s motivations and the plot or theme. I am learning how to draw connections between multiple characters.	I can practice close and critical reading. I can identify elements of characterization (actions, words, thoughts, appearance and the thoughts, feelings, and actions of other characters towards that character). I can analyze the elements of characterization (actions, words, thoughts, appearance, and the thoughts, feelings, and actions of other characters towards that character). I can identify the elements of plot. I can analyze the elements of plot. I can identify differences between static and dynamic/flat and round characters. I can analyze multiple motivations and characters who embody disparate characteristics.	Character(ization) Antagonist Protagonist Static Character Dynamic Character Round Character Flat Character Conflict Plot
ELAGSE9-10RI3	I am learning how to analyze how the author unfolds an analysis or series of ideas, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.	I am learning how to identify the order in which points are made. I am learning how to identify details in the text where points are introduced. I am learning how to identify details in the text where points are developed. I am learning how to identify details in the text where connections are drawn. I am learning how to describe how the author introduces points. I am learning how to describe how the author develops points. I am learning how to describe connections between points in a text.	I can practice close and critical reading. I can identify common informational text structures (such as abstract, lab notebook, diary, editorial, etc.). I can identify text structures (such as chronological order, comparison and contrast, and order of importance). I can distinguish between important facts or supporting details and extraneous information. I can make connections between ideas.	Connections Text Structure Chronological Order Fact Opinion Details
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
ELAGSE9-10W3	I am learning how to write narratives about real or imagined experiences using effective technique, well-chosen details, and well-structured event sequences.	I am learning how to set out a problem, situation, or observation to create a context in my writing. I am learning how to establish one or multiple points of view in my writing. I am learning how to introduce a narrator and/or characters in my writing. I am learning how to organize experiences and events smoothly in my writing. I am learning how to use narrative techniques to develop experiences, events, and/or characters in my writing. I am learning how to sequence events so they build on one another to create a coherent whole in my writing. I am learning how to use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters in my writing. I am learning how to conclude my narrative in a way that makes sense and/or that reflects on what is experienced, observed, or resolved in the narrative.	I can utilize graphic organizers to plan narrative writing. I can include dialogue to develop experiences events, and/or characters in writing. I can utilize pacing to develop experiences events, and/or characters in writing. I can include descriptions to develop experiences events, and/or characters in writing. I can include reflections to develop experiences events, and/or characters in writing. I can utilize multiple plot lines to develop experiences events, and/or characters in writing. I can utilize a variety of ways to sequence events and transition between events (foreshadowing, flashbacks, in media res, etc.). I can utilize precise words and phrases, telling details, and sensory language. I can provide a conclusion.	Narrative Problem Solution Point of view Narrator Characters Foreshadow Flashback In Media Res Conclusion
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