academic - Quarter 3
Quarter 3 Themes: Fate vs. Free Will / Ambition vs. Corruption
Quarter 3 Themes: Fate vs. Free Will / Ambition vs. Corruption
Anchor Text: William Shakespeare's tragic drama Macbeth
Supplementary Texts: Various Shakespearean film adaptations and non-fiction articles
Reading Standards
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
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
I Can Statements
Writing
- I can write an informative piece, which examines and conveys complex ideas/ information through effective selection, organization, and analysis of contents; where I a). Introduce a topic, organize complex ideas to make connections, include formatting, graphics, and multimedia when useful; b). use well-chosen and relevant facts, definitions, details, and quotations, or other examples to develop the topic; c). use appropriate, varied transitions to create cohesion and clarify relationships; d). use precise language and vocabulary to manage the complexity of the topic; e). establish and maintain a formal style and objective tone, and f). provide a concluding statement or section that supports the information presented.
- I can conduct short or sustained research projects that answer a specific question or solve a problem.
- I can produce clear, coherent writing in which the development, organization, and style are appropriate for ninth graders' tasks, purposes, and audiences.
- 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 narrow or broaden my search when appropriate.
- I can gather information from multiple sources (print and digital) and assess credibility and accuracy of those sources.
- I can integrate information into a text while maintaining flow of ideas and avoiding plagiarism.
- I can follow a standard format for citation in my work.
- I can write for a range of time, tasks, purposes, and audiences.
Reading
- I can determine the theme 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 analyze a point of view or cultural experiences as reflected in work from outside the US.
- I can read and comprehend literature & information texts at the nine-ten grade span; reading literature / appropriate to my grade level and skill.
Language
- I can use technology to produce, publish, and update my own work and shared writing projects.
- I can synthesize multiple sources on a subject and demonstrate the subject under investigation.
- I can write for a range of time, tasks, purposes, and audiences.
- I can adapt my speech to a variety of tasks and contexts.
- I can demonstrate a command of formal English when appropriate.
- I can use various types of phrases and clauses to convey meaning and add variety and interest to my writing.
- I can use a colon to introduce a list or quotation.
- 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 resources to gather word knowledge when needing a word- important for comprehension and/or expression.
- I can use vocabulary appropriate to ninth and tenth grade topics.