PERSONAL GOALS:
Unit Objectives:Upon completion of Unit 1,
each of the following objectives
must be mastered:
√ starting point + end point /
SOS: I need help! /
I’m almost there. /
I know this so well, I could teach it! / Prove it…
RL 9-10.4: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I can define textual evidence as direct quotations from the text that support an idea.I can recognize that textual evidence can be narration and/or dialogue.
I can correctly cite textual evidence using MLA format.
I can choose relevant textual evidence that best supports my idea.
I can define inference as a conclusion based on evidence and my own reasoning.
I can infer the author’s main idea based on textual evidence.
RL.9-10.2: 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.
I can define theme as an author’s central idea or message.I can identify the five universal elements of plot in a given story.
I can compose an objective summary of a given text in my own words.
I can use my understanding and analysis of character, plot, setting, and language to determine theme.
Unit Objectives:
Upon completion of Unit 1,
each of the following objectives
must be mastered:
√ starting point + end point /
SOS: I need help! /
I’m almost there. /
I know this so well, I could teach it! / Prove it…
RL. 9-10.3: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.
I can understand what makes a character complex(flat vs. round; static vs. dynamic; protagonist vs. antagonist).
I can recognize and understand how the characters' development impacts plot/theme.
I can understand the difference between direct and indirect characterization and how it affects my reading of the text.
I can recognize and identify the connections between characters and theme.
I can determine the point of view of a text (first person, third person, limited, omniscient).
L.9-10.1:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(b.) Use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations.
I understand that sentence variety is important to writing and speech to make delivery more effective and create an interesting flow to writing and presentations.I can define an independent clause as a series of words that has a subject, verb, and expresses a complete thought.
*Remember: an independent clause is a sentence.
I can define a dependent clause as a series of words that has a subject and a verb, but it does NOT express a complete thought and CANNOT be a sentence.
Unit Objectives:
Upon completion of Unit 1,
each of the following objectives
must be mastered:
√ starting point + end point /
SOS: I need help! /
I’m almost there. /
I know this so well, I could teach it! / Prove it…
L.9-10.3: Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (a.) Write and edit work so that it conforms to the guidelines in a style manual (MLA) appropriate for the discipline and writing type.
I can recognize the differences in language choice that an author uses based on their purpose of the work, tone, and audience.I can make effective language choices in my own writing based on the purpose of my work, my intended writing style, and my audience.
I can edit my work to ensure my language choice is appropriate to the purpose and audience.
I can format my writing according to MLA guidelines for paper writing (heading, double-spaced, 1 inch margins, 12-point font, etc.).
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a.) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (b.) Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed.
I can prepare for a discussion by creating open-ended questions that are relevant and meaningful for the topic.Given a thought-provoking question, I can prepare for a discussion by supporting my thoughts with textual evidence.
I can participate in a discussion by responding to my peers (agreeing, disagreeing, adding additional textual evidence, etc.).
I can effectively collaborate with my peers in order to achieve a common goal.
I can take notes in an organized and efficient manner to aid in preparation and participation for class (both class notes and text annotation) by keeping an organized binder and updated assignment notebook.
Unit Objectives:
Upon completion of Unit 1,
each of the following objectives
must be mastered:
√ starting point + end point /
SOS: I need help! /
I’m almost there. /
I know this so well, I could teach it! / Prove it…
W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (a.) Engage and orient the reading by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (c.) Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. (e.) Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
I can define narrative as a story of events and experiences, both true (biography, memoir, etc.) and fictitious (short story, novel, etc.).I can write an introduction that includes relevant, descriptive, and appropriate characters, setting, and conflict.
I can write rising actions that develop the conflict as a series of related events that progresses the story.
I can write a climax that effectively moves the reader to the turning point of the story.
I can write falling actions and a resolution that appropriately closes the story with a reflection of what is experienced, observed, or resolved throughout the narrative.
I can write a cohesive narrative that includes all parts of the plot line.