RCK12 Resources Unit 6

Standards

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

ELAGSE9-10RL9: ANALYZE how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

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.)

ELAGSE9-10RI9: ANALYZE seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts.

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 Standards:
ELAGSE9-10RI8
ELAGSE9-10W5
ELAGSE9-10W3
ELAGSE9-10W9
ELAGSE9-10L6

Standard	Full Learning Target	Daily Learning Targets	Success Criteria	Vocabulary
ELAGSE9-10RL9	I am learning how to analyze how an author draws on and transforms source material in a specific work.	I am learning how to identify allusions to a source text (e.g., themes, character types, setting, patterns of events, etc.). I am learning how to determine similarities between a source text and a specific work. I am learning how to determine differences between a source text and a specific work.	I can practice close and critical reading. I can define the concepts of allusion and allegory. I can identify similarities between source text and a specific text. I can identify differences between source text and a specific text.	Allusion Allegory Source Material
ELAGSE9-10RI9	I am learning how to analyze seminal U.S. documents of historical and literary significance for related themes and concepts.	I am learning how to identify seminal U.S. documents of historical and literary significance. I am learning how to determine similarities in how two texts address related themes and concepts. I am learning how to determine differences in how two texts address related themes and concepts.	I can practice close and critical reading. I can identify themes in documents. I can identify concepts in documents. I can analyze documents for related themes. I can analyze documents for related concepts.	Seminal U.S. Documents Themes Concepts
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