RCK12 Resources Unit 5

Standards

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

ELAGSE9-10RL6: ANALYZE a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

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.)

ELAGSE9-10RI6: DETERMINE an author’s point of view or purpose in a text and ANALYZE how an author uses rhetoric to advance that point of view or purpose.

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.

ELAGSE9-10W7: CONDUCT short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Supporting Standards:
ELAGSE9-10RI8
ELAGSE9-10W1
ELAGSE9-10W5
ELAGSE9-10W9
ELAGSE9-10L5

Standard	Full Learning Target	Daily Learning Targets	Success Criteria	Vocabulary
ELAGSE9-10RL6	I am learning how to analyze a particular point of view reflected in a work of literature from outside the United States. I am learning how to analyze a cultural experience reflected in a work of literature from outside the United States.	I am learning how to explain point of view. I am learning how to identify the point of view used in a text. I am learning how to identify a specific cultural experience in a text. I am learning how to explain how a text can reflect values and traditions of a society. I am learning how to identify details the author uses to develop a point of view or specific cultural experience.	I can practice close and critical reading. I can acquire background knowledge of foundational texts, archetypes, and mythology from world cultures. I can analyze point of view through the lens of perspective and cultural experience.	Point of View Cultural Experience
ELAGSE9-10RI6	I am learning how to determine an author’s point of view or purpose in a text. I am learning how to analyze how an author uses rhetoric to advance his or her point of view or purpose.	I am learning how to explain point of view or author’s purpose. I am learning how to identify various rhetorical devices. I am learning how to determine the effect of specific rhetorical devices in a text.	I can practice close and critical reading. I can identify an author's point of view. I can identify author's purpose. I can define rhetoric. I can identify the use of rhetoric. I can analyze the author's use of rhetoric.	Point of View Author's Purpose Rhetoric
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
ELAGSE9-10W7	I am learning how to conduct short research projects to answer a question or solve a problem. I am learning how to conduct sustained research projects to answer a question or solve a problem. I am learning how to narrow or broaden the inquiry of research when appropriate. I am learning how to synthesize multiple sources on a subject to demonstrate understanding of the subject under investigation.	I am learning how to identify information and multiple sources relevant to my research topic. I am learning how to explain how to conduct research. I am learning how to generate a question for research. I am learning how to integrate information from multiple sources to answer a research question or solve a problem. I am learning how to determine when appropriate to narrow or broaden the inquiry of research.	I can generate a research question. I can identify a problem to be solved. I can identify credible source to gain information. I can analyze credible sources. I can cite sources. I can narrow or broaden the inquiry of research.	Research Question Research Project Inquiry Credible Sources