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Plainfield Public School District Reading/9th Grade Curriculum Guide

Department of Educational Services

Name(s): School: High School

Grade level: 9 Content: Reading: Literature

NJCCCS: STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

ANCHOR STANDARDS AND CPI’S

Key Ideas/Details

Areas of Focus / Instructional Activities

(Students should know / Students should be able to do)

Options for Modification/Extensions How will I differentiate? *Select Graphic Organizers that support lesson

Assessments What evidence will I show to demonstrate mastery?

Materials /Resources

1. Cite strong and through textual evidence to support analysis of what the text says as well as inferences drawn from the text.

3.1.9-12.A.2 3.1.9-12.E.1

Reading Literary Texts: Focus on characteristics of each type of text and strategies for understanding and analyzing them.

Short Story Novel Poem Play Nonfiction Persuasive Texts

a. Analyzing an Argumentb. Recognizing

Persuasive Techniquesc. Analyzing Logic and

Reasoning d. Evaluating Persuasive

Texts/Arguments

Modifications Students create a visual

representation of their analysis/inferences

Complete reciprocal teaching log

Extensions Students participate in a

debate using their textual evidence to support their argument.

Journal writings Class discussions Writing prompts Quizzes Unit exams

Textbook McDougal Littell Literature 9th grade

http://www.readingquest.org/strat/rt.html

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/reading%20strategies%20index.htm




Craft and Structure





1. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

3.1.9-10.G.12 3.1.9-10.G.14

Discuss the theme or central idea of a text and analyze

Describe development of the theme/ central idea *



Extensions Pretend that he or she is one

of the main characters in the story and write a diary account of daily thoughts and activities, based on the theme presented in the text.

Quizzes Class discussion

journal writings, writing prompts, or comprehension questions

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/conversationsacrosstime.htm

http://www.learner.org/in

teractives/literature/read/theme1.html

2. 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.

3.1.9-10.G.12 3.1.9-10.G.13 3.1.9-10.G.14

Identify types of character conflict such as internal and external

Identify methods of characterization

Identify types of characters (flat, round, static, dynamic)

Modifications Create a character sketch

of one of the main characters in the text.

Stage 1- Visual representation of character Stage 2- Written character sketch

Extensions Transform a static/flat

character into a dynamic/round character by creating an additional scene or alternate ending


http://artsedge.kennedy-center.org/content/2331/

http://www.brighthub.com/education/k-12/articles/23490.aspx




Craft and Structure


Options for Modification/Extensions

How will I differentiate? *Select Graphic Organizers

that support lesson



3. 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).

3.1.9-10.F.4 3.1.9-10.G.7

Apply knowledge of prefixes and roots to determine the meaning of words

Distinguish between connotative

and denotative meanings Discuss the how the use of

connotative words affects the meaning

Identify the mood/tone of a text.

Modifications Integrate technology

into the lesson and have students input words/phrases/idioms into I-flipper

Integrate Cubing Extensions

Rewrite the text to create a different mood or tone


http://teachingtoday.glencoe.com/lessonplans/connotation-in-propaganda

http://knol.google.com

/k/dennis-daniels/how-to-teach-connotation/3nfyr4uwyk0hi/6#

http://www.brighthub.

com/education/k-12/articles/12268.aspx




Craft and Structure




that support lesson



Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

3.1.9-10.E.3

Analyze how the structure (in

relation to genre) and how it clarifies the reader’s

understanding Literary elements

Modifications Create a story board

illustrating the text Extensions

Rewrite the text changing one of the author’s choices and discuss how it changes the text.


http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-plot-structure-through-401.html

4. 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.

3.1.9-10.G.2 3.1.9-10.G.4

Discuss types of point of view Compare and contrast cultural

traditions with United States culture

Modifications Outline and examine

the differences between American culture and the culture represented in the text

Extensions Judge if the text would

still be poignant if told from another point of view




http://www.yale.edu/ynhti/curriculum/units/2006/1/06.01.06.x.html




Integration of Knowledge and Ideas






5. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

3.1.9-10.H.9

Compare and contrast a subject or a key scene in two different artistic mediums

Modifications Complete a Venn

diagram with students View scenes from two

movies Extensions

Write a critique of one of the scenes.


http://home.earthlink.net/~jesmith/Movie-Novel.html

6. (Not applicable to literature)

7. 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).

3.1.9-10.G.2 3.1.9-10.G.4

Identify the theme in a text Discuss how the author conveys

the theme

Modifications Discuss the theme of

the text and how the author conveys the theme.

Extensions Create a skit

illustrating the theme in the text studied





Range of Reading and Level of Text Complexity






8. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Continue to employ reading strategies while reading a text

Analyze stories, dramas, and poems

Demonstrate understanding of plot structure

Modifications Listen to audio of

stories/novels View films and discuss

literary elements Read adaptations

Extensions Read more complex

texts independently




Name(s): Elizabeth McIntosh & Katrina Wyatt School: Plainfield High School/Barack Obama Academy

Grade level: 9 Content: Reading: Informational Text



Key Ideas/Details





that support lesson



1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

3.1.9-10.A.2 3.1.9-10.E.1 3.1.9-10.G.16

Reading Informational Texts: Focus on characteristics of informational texts

Text Features/Strategies to Utilize features

Patterns of Organization: a. Order of Importance b. Chronological Order c. Cause-Effect d. Compare-and-Contrast

Text Forms: a. Magazine Article b. Textbook c. Consumer Document d. Public Document e. Workplace Document f. Electronic Text

Modifications Complete graphic

organizers collectively while reading

Extensions

Write a literary analysis

Graphic

Organizers/Venn Diagram

All Write Round Robin: thinking skills strategy-record response to analysis topic in teamsand create headlines for a newspaper based on responses

Quizzes Class discussion journal writings, writing prompts, or comprehension questions

Textbook McDougal Littell Literature 9th grade Structures Book: Kagan Analysis Frame for Informational Texts




Key Ideas/Details





that support lesson



2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

3.1.9-10.G.14

Identify, evaluate and critique the author’s central idea/theme and determine if it is adequately supported by details.

Modifications Echoing a partner

during individual/team work

Extra instruction that links concepts to students background knowledge

Extensions

Objective Summary/Essay that analyzes the central idea and development over the course of the text

Quizzes Class discussion

journal writings, writing prompts, or comprehension questions

http://mdk12.org/instruction/lessons/reading/grade8/2A2a.html

3. 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.

3.1.9-10.E.1 3.1.9-10.G.23

Distinguish and evaluate the text for elements of non-fiction: organizational structure, how transitions are used to show relationships between ideas, and development of ideas (sequence of events and order of importance).

Modifications Create a timeline

based on the information in the text

Extensions

Create a timeline based on the information in the text and pinpoint the connections between periods/events.

Quizzes Class discussion Journal writings,

writing prompts, or comprehension questions





Craft and Structure






4. 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).

3.1.9-10.F.4 3.1.9-10.G.20


Distinguish between connotative and denotative meanings

Discuss the how the use of connotative words affects the meaning

Modifications Integrate technology into the

lesson and have students input words/phrases/idioms into I-flipper

Create a poster that integrates words/phrases from text to create an advertisement

Extensions

Critique advertising programs, current and historical to analyze the cumulative impact of specific word choices on meaning and tone

Use popular media to create poster that integrates words/phrases form text

quizzes class discussion journal writings,


http://www.brighthu

b.com/education/k-12/articles/12268.aspx

5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

3.1.9-10.E.3

Assess the author’s use of

common textual features (paragraphs, sentences) and graphic features

Examine the ways in which the text’s organizational structure supports the author’s ideas/claims

Modifications

Select a textual feature (a particular sentence) and determine how the sentence helps to support the author’s point of view

Extensions Construct a paragraph that

supports the author’s idea/claim Students are to identify

rhetorical devices and write a paragraph detailing how rhetoric advances the author’s purpose

http://mdk12.org/in

struction/lessons/reading/grade8/2A3c.html




Key Ideas/Details





that support lesson



6. 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.

3.1.9-10.G.5 3.1.9-10.H.5 3.1.9-10.H.6

Identify point of view Identify rhetoric and

rhetorical devices used in text

Modifications Read Aloud Provide guidance as students

make connections between examples and applications

Extensions Create a travel brochure/ad

using instructional focus skills

Journal writings Class

discussions Writing prompts Quizzes Unit exams

http://curriculalessons.suite101.com/article.cfm/how_to_identify_authors_purpose_in_a_passage

http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=14592










7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

3.1.9-10.H.4 3.1.9-10.H.5 3.1.9-10.H.9

Identify, apply, and classify details gained from different sources

Evaluate the similarities and differences between details emphasized in each account

Modifications Engage in rich

conversations about the content

Create a diary excerpt based on the reading utilizing specific details

Extensions

Recast stories as scripts, fictional accounts as news stories, etc. while paying close attention to specific details

Write a review of one of the mediums

Mini-Compare and contrast essay





Key Ideas/Details





that support lesson



8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

3.1.9-10.G.16 3.1.9-10.G.17 3.1.9-10.G.24

Examine the author’s argument Discuss types of fallacies Analyze the use of credible

references: How does the reader determine credible sources and essential/nonessential information

Modifications Complete a cluster

diagram reviewing the main points in the text

Extensions Evaluate persuasive

techniques employed



9. 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”), including how they address related themes and concepts.

3.1.9-10.G.25

Review and examine historical background

Examine documents to better understand their significance and compare and contrast to society today


diagram with students Extensions

Compare and Contrast two historical documents












10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.




See Various Mods/Extentions Above.








Key Ideas/Details






1. Cite strong and through textual evidence to support analysis of what the text says as well as inferences drawn from the text.

3.1.9-12.A.2 3.1.9-12.E.1

Reading Literary Texts: Focus on characteristics of each type of text and strategies for understanding and analyzing them.

Short Story Poem Play Nonfiction Persuasive Texts

a. Analyzing an Argumentb. Recognizing Persuasive Techniques c. Analyzing Logic and Reasoning e. Evaluating Persuasive Texts/Arguments



Complete reciprocal teaching log

Extensions Students participate in a

debate using their textual evidence to support their argument.


Textbook McDougal Littell Literature 10th grade

http://www.readingquest.org/strat/rt.html

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/reading%20strategies%20index.htm




Craft and Structure





2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

3.1.9-10.G.12 3.1.9-10.G.14

Discuss the theme or central idea of a text and analyze

Describe development of the theme/ central idea *



Extensions Pretend that he or she is one

of the main characters in the story and write a diary account of daily thoughts and activities, based on the theme presented in the text.



http://www.learner.org/interactives/literature/read/theme1.html

3. 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.

3.1.9-10.G.12 3.1.9-10.G.13 3.1.9-10.G.14

Identify types of character conflict such as internal and external

Identify methods of characterization

Identify types of characters (flat, round, static, dynamic)

Complete characterization charts during reading identifying specific examples of characterization

Modifications Create a character sketch

of one of the main characters in the text.

Stage 1- Visual representation of character Stage 2- Written character sketch

Extensions Transform a static/flat

character into a dynamic/round character by creating an additional scene or alternate ending



http://artsedge.kennedy-center.org/content/2331/

http://www.brighthub.com/education/k-12/articles/23490.aspx




Craft and Structure





4. 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).

3.1.9-10.F.4 3.1.9-10.G.7




Compose a list of words that help create the mood and tone of a text

Identify the mood/tone of a text.



Integrate Cubing Extensions

Rewrite the text to create a different mood or tone



http://knol.google.com

/k/dennis-daniels/how-to-teach-connotation/3nfyr4uwyk0hi/6#



5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

3.1.9-10.E.3

Analyze how the structure (in relation to genre) and how it clarifies the reader’s understanding

the structure ( in relation to genre) as it coincides with the author’s style and how he chose to tell the story/relate the information

Literary elements

Modifications Create a story board

illustrating the text Extensions

Rewrite the text changing one of the author’s choices and discuss how it changes the text.






Key Ideas/Details





that support lesson



6. 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.

3.1.9-10.G.2 3.1.9-10.G.4

Discuss types of point of view Identify the cultural traditions

and setting of the piece of literature

Compare and contrast cultural traditions with United States culture

Modifications Outline and examine

the differences between American culture and the culture represented in the text
















7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

3.1.9-10.H.9




movies Extensions




9. 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).

3.1.9-10.G.2 3.1.9-10.G.4

Identify the theme in a text Discuss how the author conveys

the theme Discuss whether or not the

themes are still relevant today




illustrating the theme in the text studied











10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.








texts independently





Grade level: 10 Content: Reading: Informational Text



Key Ideas/Details






1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

3.1.9-10.A.2 3.1.9-10.E.1 3.1.9-10.G.16



Patterns of Organization: a. Order of Importance b. Chronological Order c. Cause-Effect d. Compare-and-Contrast

Text Forms: e. Magazine Article f. Textbook g. Consumer Document h. Public Document i. Workplace Document

j. Electronic Text

Modifications Complete graphic

organizers collectively while reading

Extensions

Write a literary analysis

Graphic

Organizers/Venn Diagram






Key Ideas/Details





that support lesson



2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

3.1.9-10.G.14


Modifications Graphic Organizers Picture Postcard APK-link concepts to

students’ background knowledge

Extensions Graphic Organizers Picture Postcard-

central idea/theme and details written and depicted on a postcard to a friend



3. 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.

3.1.9-10.E.1 3.1.9-10.G.23


Modifications Create a timeline

based on the information in the text

Extensions

Create a timeline based on the information in the text and pinpoint the connections between periods/events.






Craft and Structure




How will I differentiate? *Select Graphic Organizers that

support lesson



4. 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).

3.1.9-10.F.4 3.1.9-10.G.20




Differentiate between fact/opinion and bias in newspapers, periodicals, and electronic texts through research of popular media



Create a poster that integrates words/phrases from text to create an advertisement

Extensions

Critique advertising programs, current and historical to analyze the cumulative impact of specific word choices on meaning and tone

Use popular media to create poster that integrates words/phrases form text




5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

3.1.9-10.E.3

Assess the author’s use of common textual features (paragraphs, sentences) and graphic features


Modifications Select a textual feature

(a particular sentence) and determine how the sentence helps to support the author’s point of view

Extensions Construct a paragraph

that supports the author’s idea/claim


http://mdk12.org/instr

uction/lessons/reading/grade8/2A3c.html




Craft and Structure





support lesson



6. 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.

3.1.9-10.G.5 3.1.9-10.H.5 3.1.9-10.H.6

Identify point of view Identify rhetoric and rhetorical

devices used in text Critique how the author’s use

of point of view and rhetoric advance his/her idea(s)





Students are to identify rhetorical devices and write a paragraph detailing how rhetoric advances the author’s purpose














3.1.9-10.H.4 3.1.9-10.H.5 3.1.9-10.H.9



Analyze primary sources and compare forms

Modifications Engage in rich

conversations about the content

Create a diary excerpt based on the reading utilizing specific details

Extensions

Write a review of one of the mediums

Quizzes Class Discussion Journal Writings Writing Prompts Comprehension

Questions


3.1.9-10.G.16 3.1.9-10.G.17 3.1.9-10.G.24

Examine the author’s argument Analyze the use of credible


Modifications Complete a cluster

diagram reviewing the main points in the text


techniques employed





Craft and Structure





that support lesson



9. 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”), including how they address related themes and concepts.

3.1.9-10.G.25

Review and examine historical background




Complete a Venn Compare and Contrast

two historical documents


Questions














Modifications/ Extensions from above.


Questions







Key Ideas/Details






1. Cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

3.1.9-10.A.2 3.1.9-10.E.1 3.1.9-10.G.16

Review Making Inferences and develop an inference chart based on text

Discuss and debate

interpretations of the text Examine textual evidence that

supports interpretations

Identify and examine the interrelationships between and among ideas/concepts within the text

Modifications Preteach Academic

Vocabluary Provide Key Ideas

then have students find details

Concept Support-Making Inferences Graphic Organizer: It Says, I Say, and So

Extensions Students Brainstorm

and list textual evidence and determine its significance


Questions

Textbook McDougal Littell Literature 11th grade Reading for Developing Effective Writing HSPA Language Arts Review Text Write for College




Craft and Structure


Options for Modification/Extensions How will I differentiate *Select Graphic Organizers that support lesson



2. Determine two or more themes or central ideas of a text and analyze in detail their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

3.1.11-12.G.12 3.1.11-12.G.13 3.1.11-12.G.14

Identify and interpret theme Utilize making inferences to

determine the theme(s) of the text

Analyze and examine the

themes/central ideas of a text Describe development of the

themes/ central idea

Evaluate structure of text and how the theme is developed

Compare/contrast themes found

in text

Modifications Making connections:

text to life and complete graphic organizer

Reader Response Starters

Extensions Pretend that he or she

is one of the main characters in the story and write a diary account of daily thoughts and activities, based on the theme presented in the text

Analysis Frame: Theme

Students use notable quotes from the time period/author/text and consider how the quote is relevant to the text’s theme

Individually or with teacher, students will construct an objective summary including the theme/central idea presented in the text

Respond to open-

ended writing prompt


Questions




Craft and Structure





support lesson



3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

3.1.11-12.G.11 3.1.11-12.G.12 3.1.11-12.G.13

Examine and Evaluate the Author’s Craft:

Elements of Plot a. Exposition-setting &

characters b. Conflict:

Internal/External c. Rising Action d. Climax e. Falling Action f. Resolution

Modifications Character Analysis

Frame-Examine and evaluate the elements of plot

Review and label the parts of plot onto the plot pyramid

Extensions Character Analysis


Plot pyramid- chart out text onto pyramid

Analysis Frame Graphic organizer


Questions




Craft and Structure





4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

3.1.11-12.C.1 3.1.11-12.F.5 3.1.11-12.G.7 3.1.11-12.G.9 3.1.11-12.G.10 3.1.11-12.G.11


Evaluate the mood/tone of a text.

Analyze diction and repetition Identify and demonstrate

knowledge of figurative language found in the text and create original examples of figurative language

Identify and examine Parallelism



Read Aloud

Extensions Synthesize the

author’s use of vocabulary that contributes to the tone

Write a short essay describing the mood and tone of the text


Questions





Craft and Structure





that support lesson



5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

3.1.11-12.A.2 3.1.11-12.E.1 3.1.11-12.G.11

Analyze narrative elements a. plot b. patterns of organization

1. Chronological Order

2. Order of Importance

3. Cause & Effect

Examine the relationship between the parts of the text and its content

Analyze elements of an author’s

style Identify and evaluate the

structure ( in relation to genre) as it coincides with the author’s style and how he chose to tell the story/relate the information

Literary elements

Modifications Use models as

concrete examples Echoing a partner

during individual work Extensions

Beat the Author Strategy to analyze craft/structure/skills

Graphic Organizer- Structure Chart: What Happens When and develop questions based on textual events

Discuss how the author’s choices affect the meaning of the text.


Questions





Craft and Structure





that support lesson



6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

3.1.11-12.G.6 3.1.11-12.G.8

Discuss, demonstrate, and diagram the various types of point of view

Analyze point of view as found

in the text

Identify and analyze character traits and motives

Distinguish literary concepts

and their effect on meaning.

Identify, analyze, and interpret irony (dramatic and situational)

Identify, analyze, and interpret

sarcasm and understatement

Modifications Retellings and Point of

view strategy: to understand and analyze point of view

Activate prior knowledge- Making Connections Chart- students identify point of view in their favorite story, novel, or movie

Introduce students to verbal irony before introducing dramatic and situational irony



Evaluate an argument presented in the text in which point of view, irony, sarcasm, and /or understatement play a vital role.

Explain how the point of view affects the plot and the meaning of the text.

Class Discussion Journal Writings Writing Prompts Comprehension

Questions Quizzes











7. Analyze multiple representations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

3.1.11-12.G.11 3.1.11-12.G.14 3.1.11-12.H.1




movies Extensions


Write a compare/contrast essay


Questions


9. Demonstrate knowledge of eighteenth, nineteenth, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topic.

3.1.11-12.G.2 3.1.11-12.G.4 3.1.11-12.G.14

Analyze historical context Identify and interpret allusions,

repetition, and imagery Identify and examine the theme

in a text Discuss how the author conveys

the theme Examine and evaluate whether

or not the theme(s) are still relevant today




illustrating the theme presented in the text

Analyze repetition –pair within teams

Compare and contrast themes presented at different historical periods

Quizzes class discussion journal writings,











By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11– CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.








texts independently

Journal writings Class discussions Writing prompts Quizzes Unit exams District

assessments




Grade level: 11 Content: Reading: Informational Text NJCCCS: STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.


Key Ideas/Details






1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including and determining where the text leaves matters uncertain.

3.1.11-12.G.15 3.1.11-12.G.18

Distinguish interrelationships between and among ideas and concepts

Identify, examine, evaluate, and key ideas, main idea, and supporting details

Making Inferences

Modifications Graphic Organizers

Extensions Graphic Organizers

Quizzes Class discussion Journal Writing Writing Prompts Comprehension

Questions





Craft and Structure





support lesson



2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

3.1.11-12.A.2 3.1.11-12.G.15 3.1.11-12.G.21 3.1.11-12.G.22


Analyze descriptive details Identify and analyze persuasive

techniques

Modifications Graphic Organizers Provide concept

support-reading strategies

Extensions

Graphic Organizers Analyze and evaluate

and a central idea from the text and write a three paragraph essay


Questions





Craft and Structure





support lesson



3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

3.1.11-12.G.14 3.1.11-12.G.15 3.1.11-12.G.18




Patterns of Organization: o Order of Importance o Chronological Order o Cause-Effect o Compare-and-Contrast


Extensions Graphic Organizers Analyze a quotation

from one of the characters and explain how it depicts the evolution of the character and his/her ideals.


Questions





Craft and Structure






4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., How Madison defines faction in Federalist No. 10).

3.1.11-12.F.5 3.1.11-12.G.5 3.1.11-12.G.9 3.1.11-12.G.23


Differentiate between fact/opinion, bias, figurative, connotative, and technical meanings in newspapers, periodicals, historical documents, and electronic texts through research of popular media


into the lesson Extensions

Select and analyze an historical document and outline the development of language.


Questions






Craft and Structure





support lesson



5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and

engaging. 3.1.11-12.E.3 3.1.11-12.A.1

Reading Persuasive Texts: Analyzing an Argument Argument, Claim, Support, Reasons, Evidence, Counterargument Recognizing Persuasive Techniques b.. Appeals by Association, Emotional Appeals, and Word Choice

Analyzing Logic and Reasoning

c. Inductive Mode of Reasoning, Deductive Mode of Reasoning, Faulty Reasoning Assess the author’s use of







Quizzes Class discussion Journal Writing Writing Prompts

Comprehension Questions






Craft and Structure





support lesson



6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

3.1.11-12.G.5 3.1.11-12.H.7

Identify point of view Identify and analyze rhetorical

devices Identify rhetoric and rhetorical

devices used in text Critique how the author’s use of

point of view and rhetoric advance his/her idea(s)

Modifications Comprehension

support-model how to break down long, complicated sentences into shorter, simpler ones

Extensions Write a newspaper

article for the period/text being studied. The articles should summarize the author’s key points and the student should slant their view to be for or against the author’s


Questions







Areas of Focus / Instructional Activities(Students should know / Students

should be able to do)





3.1.11-12.G.17 3.1.11-12.H.9

Analyze the author’s perspective through various mediums




Modifications Provide students with

audio and visual representations

Extensions Conduct and interview


Questions



3.1.11-12.G.17 3.1.11-12.G.24

Examine the Author’s Argument: Analyzing an Argument

a. Argument, Claim, Support, Reasons, Evidence, Counterargument

Recognizing Persuasive Techniques

b.. Appeals by Association, Emotional Appeals, and Word Choice

Analyzing Logic and Reasoning c. Inductive Mode of Reasoning, Deductive Mode of Reasoning, Faulty Reasoning Analyze the use of credible


Modifications

Complete a cluster diagram reviewing the main points in the text

Concept support with modeling


techniques employed Write a

counterargument


Questions

http://curriculalessons.suite101.com/article.cfm/how_to_identify_authors_purpose_in_




Craft and Structure

Areas of Focus / Instructional Activities(Students should know / Students

should be able to do)



that support lesson



9. 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”), including how they address related themes and concepts.

3.1.11-12.G.25

Analyze and examine the influence of historical context







Question







Key Ideas/Details






1. Cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

3.1.9-10.A.2 3.1.9-10.E.1 3.1.9-10.G.16

Review Making Inferences and develop an inference chart based on text

Discuss and debate

interpretations of the text Examine textual evidence that

supports interpretations

Identify and examine the interrelationships between and among ideas/concepts within the text

Modifications Preteach Academic

Vocabluary Provide Key Ideas

then have students find details

Concept Support-Making Inferences Graphic Organizer: It Says, I Say, and So

Extensions Students Brainstorm

and list textual evidence and determine its significance


Questions

Textbook McDougal Littell Literature 11th grade Reading for Developing Effective Writing HSPA Language Arts Review Text Write for College




Craft and Structure


Options for Modification/Extensions How will I differentiate *Select Graphic Organizers that support lesson



2. Determine two or more themes or central ideas of a text and analyze in detail their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

3.1.11-12.G.12 3.1.11-12.G.13 3.1.11-12.G.14

Identify and interpret theme Utilize making inferences to

determine the theme(s) of the text

Analyze and examine the

themes/central ideas of a text Describe development of the

themes/ central idea

Evaluate structure of text and how the theme is developed

Compare/contrast themes found

in text

Modifications Making connections:

text to life and complete graphic organizer

Reader Response Starters

Extensions Pretend that he or she

is one of the main characters in the story and write a diary account of daily thoughts and activities, based on the theme presented in the text

Analysis Frame: Theme

Students use notable quotes from the time period/author/text and consider how the quote is relevant to the text’s theme

Individually or with teacher, students will construct an objective summary including the theme/central idea presented in the text

Respond to open-

ended writing prompt


Questions




Craft and Structure





support lesson



3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

3.1.11-12.G.11 3.1.11-12.G.12 3.1.11-12.G.13

Examine and Evaluate the Author’s Craft:

Elements of Plot a. Exposition-setting &

characters b. Conflict:

Internal/External c. Rising Action d. Climax e. Falling Action f. Resolution

Modifications Character Analysis


Review and label the parts of plot onto the plot pyramid

Extensions Character Analysis


Plot pyramid- chart out text onto pyramid

Analysis Frame Graphic organizer


Questions




Craft and Structure





4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is fresh, engaging, or beautiful. (Include Shakespeare as well as other authors).

3.1.11-12.C.1 3.1.11-12.F.5 3.1.11-12.G.7 3.1.11-12.G.9 3.1.11-12.G.10 3.1.11-12.G.11


Evaluate the mood/tone of a text.

Analyze diction and repetition Identify and demonstrate

knowledge of figurative language found in the text and create original examples of figurative language

Identify and examine Parallelism



Read Aloud

Extensions Synthesize the

author’s use of vocabulary that contributes to the tone

Write a short essay describing the mood and tone of the text


Questions





Craft and Structure





that support lesson



5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

3.1.11-12.A.2 3.1.11-12.E.1 3.1.11-12.G.11

Analyze narrative elements a. plot b. patterns of organization

1. Chronological Order

2. Order of Importance

3. Cause & Effect

Examine the relationship between the parts of the text and its content

Analyze elements of an author’s

style Identify and evaluate the

structure ( in relation to genre) as it coincides with the author’s style and how he chose to tell the story/relate the information

Literary elements

Modifications Use models as

concrete examples Echoing a partner

during individual work Extensions

Beat the Author Strategy to analyze craft/structure/skills

Graphic Organizer- Structure Chart: What Happens When and develop questions based on textual events

Discuss how the author’s choices affect the meaning of the text.


Questions





Craft and Structure





that support lesson



6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

3.1.11-12.G.6 3.1.11-12.G.8

Discuss, demonstrate, and diagram the various types of point of view

Analyze point of view as found

in the text

Identify and analyze character traits and motives

Distinguish literary concepts

and their effect on meaning.

Identify, analyze, and interpret irony (dramatic and situational)

Identify, analyze, and interpret

sarcasm and understatement

Modifications Retellings and Point of

view strategy: to understand and analyze point of view

Activate prior knowledge- Making Connections Chart- students identify point of view in their favorite story, novel, or movie

Introduce students to verbal irony before introducing dramatic and situational irony



Evaluate an argument presented in the text in which point of view, irony, sarcasm, and /or understatement play a vital role.

Explain how the point of view affects the plot and the meaning of the text.

Class Discussion Journal Writings Writing Prompts Comprehension

Questions Quizzes











7. Analyze multiple representations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

3.1.11-12.G.11 3.1.11-12.G.14 3.1.11-12.H.1




movies Extensions


Write a compare/contrast essay


Questions


9. Demonstrate knowledge of eighteenth, nineteenth, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topic.

3.1.11-12.G.2 3.1.11-12.G.4 3.1.11-12.G.14

Analyze historical context Identify and interpret allusions,

repetition, and imagery Identify and examine the theme

in a text Discuss how the author conveys

the theme Examine and evaluate whether

or not the theme(s) are still relevant today




illustrating the theme presented in the text

Analyze repetition –pair within teams

Compare and contrast themes presented at different historical periods

Quizzes class discussion journal writings,











By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11– CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.








texts independently

Journal writings Class discussions Writing prompts Quizzes Unit exams District

assessments




Grade level: 12 Content: Reading: Informational Text NJCCCS: STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.


Key Ideas/Details






1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including and determining where the text leaves matters uncertain.

3.1.11-12.G.15 3.1.11-12.G.18

Distinguish interrelationships between and among ideas and concepts

Identify, examine, evaluate, and key ideas, main idea, and supporting details

Making Inferences


Extensions Graphic Organizers


Questions





Craft and Structure





that support lesson



4. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

3.1.11-12.A.2 3.1.11-12.G.15 3.1.11-12.G.21 3.1.11-12.G.22


Analyze descriptive details Identify and analyze persuasive

techniques

Modifications Graphic Organizers Provide concept

support-reading strategies

Extensions

Graphic Organizers Analyze and evaluate

and a central idea from the text and write a three paragraph essay


Questions





Craft and Structure





support lesson



5. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

3.1.11-12.G.14 3.1.11-12.G.15 3.1.11-12.G.18




Patterns of Organization: o Order of Importance o Chronological Order o Cause-Effect o Compare-and-Contrast


Extensions Graphic Organizers Analyze a quotation

from one of the characters and explain how it depicts the evolution of the character and his/her ideals.


Questions





Craft and Structure






4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., How Madison defines faction in Federalist No. 10).

3.1.11-12.F.5 3.1.11-12.G.5 3.1.11-12.G.9 3.1.11-12.G.23


Differentiate between fact/opinion, bias, figurative, connotative, and technical meanings in newspapers, periodicals, historical documents, and electronic texts through research of popular media


into the lesson Extensions

Select and analyze an historical document and outline the development of language.


Questions






Craft and Structure





support lesson



5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and

engaging. 3.1.11-12.E.3 3.1.11-12.A.1

Reading Persuasive Texts: Analyzing an Argument Argument, Claim, Support, Reasons, Evidence, Counterargument Recognizing Persuasive Techniques b.. Appeals by Association, Emotional Appeals, and Word Choice


c. Inductive Mode of Reasoning, Deductive Mode of Reasoning, Faulty Reasoning Assess the author’s use of





Extensions Construct a multi-

paragraph that supports the author’s idea/claim

Quizzes Class discussion Journal Writing Writing Prompts

Comprehension Questions






Craft and Structure





support lesson



6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

3.1.11-12.G.5 3.1.11-12.H.7

Identify point of view Identify and analyze rhetorical

devices Identify rhetoric and rhetorical

devices used in text Critique how the author’s use of

point of view and rhetoric advance his/her idea(s)

Modifications Comprehension

support-model how to break down long, complicated sentences into shorter, simpler ones

Extensions Write a newspaper

article for the period/text being studied. The articles should summarize the author’s key points and the student should slant their view to be for or against the author’s


Questions













3.1.11-12.G.17 3.1.11-12.H.9

Analyze the author’s perspective through various mediums




Modifications Provide students with

audio and visual representations

Extensions Conduct an interview


Questions





Craft and Structure





support lesson




3.1.11-12.G.17 3.1.11-12.G.24

Examine the Author’s Argument:

Analyzing an Argument a. Argument, Claim, Support, Reasons, Evidence, Counterargument

Recognizing Persuasive

Techniques b.. Appeals by Association, Emotional Appeals, and Word Choice


c. Inductive Mode of Reasoning, Deductive Mode of Reasoning, Faulty Reasoning

Analyze the use of credible


Modifications

Complete a cluster diagram reviewing the main points in the text

Concept support with modeling


techniques employed Write a

counterargument


Questions

http://curriculalessons.suite101.com/article.cfm/how_to_identify_authors_purpose_in_




Craft and Structure





support lesson



9. 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”), including how they address related themes and concepts.

3.1.11-12.G.25

Analyze and examine the influence of historical context







Question

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