ACADEMIC - Quarter 1
Quarter 1 Theme: The Individual and Society
Essential Question: How do our experiences shape our identities and relationships to society at large?
Anchor Texts: Independent reading novels
Supplementary Texts: Various short stories, articles, and non-fiction writing samples
Established Goal: Students will analyze themes in literature—focusing on themes about how significant events and experiences help develop a person’s identity and independence— and write narratives and other pieces that develop similar themes.
Reading Standards
- Explain how different authors & artists discussed similar topics in different ways and determine which details are emphasized or missing in each.
- Watch or listen to multiple versions of a play or poem and grade how well they interpreted the original text.
- Explain my interpretation of a text and identify specific parts of the text that lead me to that interpretation.
- Explain how an author builds at least 2 themes of a text and how those themes work with each other.
- Explain the impact of a story’s specific setting, plot, and characters.
- Explain how characters change in a text, how they interact with other characters, and why they are important to the plot or theme.
- Explain how the structure of a fiction text (such as how it begins or ends or uses flashbacks) makes it understandable, confusing, beautiful, clever, or poor.
Writing Standards
- Show how my writing improves through the stages of planning, rewriting, and editing.
- In the introduction of my text, engage and orient the reader by describing a problem or situation and its significance. For narratives, introduce a character and setting. For persuasive arguments, state a distinct thesis.
- In the body of a narrative, I use dialogue, pacing, description, reflection, and multiple plot lines. In the body of an explanatory essay, I use facts, headings, charts/tables, definitions, details, quotations, and examples. In the body of a persuasive argument, I address my opponent, and anticipate the audience’s knowledge level, concerns, values, and biases.
- To transition in a narrative, I put events in an order that creates suspense, growth, or resolution. To transition in an explanatory essay or a persuasive argument, I use transition phrases such as furthermore and consequently.
- Use precise words, figurative language, and imagery in my writing.
- In the conclusion of a text, refer back to the introduction, resolve the conflict, or explain the implications and significance of the topic.
I Can Statements
Reading
- I can determine the theme of a text / give an objective summary of a text.
- I can analyze the development of the theme throughout a text, including how it is shaped by specific details/events.
- I can analyze how complex characters develop through the text, interact with other characters, advance the plot, or develop the theme.
- I can determine the figurative and connotative meaning of words and phrases based on how they're used in a text.
- I can analyze the impact word choice has on the meaning or tone of a text.
- I can analyze the representation of a topic in two different mediums,including what is emphasized or missing in each.
- I can read and comprehend literature appropriate to my grade level and skill.
- I can analyze how an author unfolds an analysis or series of events.
Writing
- I can write a narrative to develop real or imagined events, using effective technique, details, and well- structured sequence, where I: b) use dialogue, descriptions, pacing, reflection, and multiple plot lines to develop events, experiences and characters; c) use a variety of techniques to sequence events so they build on one another; d) use precise words and phrases and sensory details and language to convey experiences, events, setting, and characters.
- I can develop and strengthen my writing by planning, revising, editing, and/or trying new approaches.
- I can focus on addressing a specific purpose and audience in my writing. I can write for a range of time, tasks, purposes, and audiences.
- I can propel a conversation by asking questions, incorporating others into a discussion, and clarifying and challenging the ideas of others.
- I can respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and justify or change my own views in light of new ideas and information.
- I can use various types of phrases and clauses to convey meaning and add variety and interest to my writing.
- I can spell correctly.
- I can use an appropriate style manual to write and edit my work.
- I can use reference materials to determine pronunciation, meaning, part of speech, or etymology of a word. I can use vocabulary appropriate to ninth and tenth grade topics.
- I can use resources to gather word knowledge when needing a word-important for comprehension and/or expression.
Possible Common Core State Standards
Reading
RL.9-10.1, RL.9-10.2, RL.9-10.3, RL.9-10.4, RL.9-10.5
RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6, RI.9-10.8, RI.9-10.10
Writing
W.9-10.1a-e, W.9-10.2a-f, W.9-10.3a-e, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.7,
W.9-10.8, W.9-10.9a-b, W.9-10.10
Speaking and Listening
SL.9-10.1a-d, SL.9-10.2, SL.9-10.4, SL.9-10.5, SL.9-10.6
Language
L.9-10.1b; L.9-10.2a, c; L.9-10.3a; L.9-10.4a-d; L.9-10.5a-b; L.9-10.6