1 Grades 9-10 Learning Targets and I Can Statements Quarter 1 Provide an objective summary of the text. I can identify first person point of view. I can identify third person-limited point of view. I can identify third person-omniscient point of view. I can identify third person-objective point of view. I can identify direct characterization. I can identify indirect characterization through speech, thoughts, effect, actions, and looks. I can identify setting: time, place, mood, and atmosphere. I can identify conflict: internal, external; character vs. character, society, nature technology, time. I can identify plot: exposition, rising action, climax, falling action, resolution. I can identify theme: the central and dominating idea in a literary work; a message or moral implicit in any work of art. Analyze how complex character (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 identify protagonist/antagonist. I can identify round/flat characters. I can identify dynamic/ static characters. Determine (identify) the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. I can identify context clues through hints that the author gives to help define a difficult or unusual word. I can identify context clues through types of context clues; synonym, antonym, example, explanation. Identify literary elements that have an impact on meaning and tone (e.g. how the language evokes a sense of time and place, how it sets formal or informal tone). I can identify tone in a text. I can identify mood in a text. I can identify imagery through visual, auditory, gustatory, olfactory, tactile clues. I can identify figurative language in a text: simile, metaphor, personification, hyperbole, onomatopoeia, irony (situational, dramatic, verbal), symbol/ symbolism, idiom, oxymoron, paradox understatement, allusion (religious, historical, scientific, literary, mythological, artistic).
2 Identify and analyze how an author s choices, concerning how to structure a text, order events within it (e.g. parallel plots), manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise. I can identify and analyze the structure of text as sequential/ chronological, cause/ effect, problem/ solution, climatic, comparison/ contrast. I can identify and analyze flashback. I can identify and analyze flash-forward. I can identify and analyze in medias res. I can identify and analyze suspense. I can identify and analyze foreshadowing. I can identify and analyze frame story. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. I can engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. I can use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences events, and/or characters. I can create a smooth progression of experiences or events. I can use a variety of techniques to sequence events so that they build on one another to create a coherent whole. I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. I can provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. I can make connections between main idea and real-world application. Develop and strengthen writing as need by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. I can use pre-writing elements to plan: brainstorming, graphic organizers (mapping, clustering, Venn diagramming), free writing, outline structure of a paper. I can develop clear and focused ideas in writing. I can use organization to enhance and showcases the central idea or theme. I can revise writing for: ideas, organization, and evaluation of voice. I can edit writing for: punctuation, writing conventions, sentence fluency, and word choice.
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 and listening. I can utilize denotation and connotation of words to influence choice. I can use strategies for deriving word meanings. Demonstrate understandings of figurate language, word relationships, and nuances in word meanings. I can analyze how group-specific language can create a better sense of voice (i.e. slang, jargon, colloquialism, and idiom). Demonstrate independence in gathering vocabulary knowledge when considering a word or phrases important to comprehension or expression. I can use resource materials to develop vocabulary. I can apply a working knowledge of root-words. Initiate and participate effectively in a range of collaborative discussion with diverse partners building on others ideas and expressing their own clearly and persuasively. I can take clear and through notes. I can explicitly draw on preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. I can work with peers to set rules for collegial discussions and decision-making (e.g. informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed. I can propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas. I can actively incorporate others into the discussion. I can clarify, verify, or challenge ideas and conclusions. I can respond thoughtfully to diverse perspectives, summarize points of agreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluation the credibility and accuracy of each source. I can analyze credible sources from multiple sources.
4 Evaluate a speaker s point of view, reasoning and use of evidence and rhetoric, identifying any fallacious points. I can analyze a speaker s point of view. I can identify fallacy in an argument. Present information, findings, and supporting evidence clearly, concisely, logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. I can present information, findings and evidence clearly, concisely, and logically. I can present a line of reasoning which is organized, developed, substantial, and stylistically appropriate. Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. I can use digital media in presentations to add interest. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. I can adapt speech to a variety of contexts and tasks when appropriate. QUARTER 2 Provide an objective summary of the text that includes title and author, topic, author s thesis, and main points I can identify the title and author in a text of nonfiction. I can summarize a topic in a text of nonfiction. I can identify the author s thesis in a text of nonfiction. I can identify the main points in a text of nonfiction. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings and tone (e.g. how the language of a court opinion differs from that of a newspaper. I can use context clues to determine definition of words and phrases. determine the meaning of figurative language. understand the connotative meaning of language. determine the technical meanings of language. identify the tone of language used in text.
5 Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance the point of view or purpose. I can use rhetoric to identify diction syntax tone detail Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and unbiased and the evidence is relevant and sufficient. I can identify and analyze gender bias cultural bias religious bias age bias racial bias political bias socioeconomic bias Write the informative texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. I can introduce a topic, organize complex ideas, concepts, and information to make important connections and distinctions, including formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension. I can develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, and concrete details, quotation, or other information and examples appropriate to the audience s knowledge of the topic. I can use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. I can use precise language and domain-specific vocabulary. I can establish and maintain a formal style and objective tone/ develop voice. I can provide a concluding statement or section that follows from and supports the information or explanation presented. I can make connections between main idea and real-world application. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. I can write a topic sentence. I can write using a 3-part pattern. I can write a concluding sentence.
6 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. I can use prewriting elements (brainstorming, graphic organizers, free writing, outline structure of a paper). I can develop ideas. I can organize writing to enhance and showcase the central idea or theme. I can revise for ideas, organization and evaluation of voice. I can edit for punctuation, conventions, sentence fluency, and word choice. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem. I can conduct research to answer a question or solve a problem. Narrow or broaden the inquiry when appropriate. I can narrow or broaden an inquiry when necessary. Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format of citation. I can cite strong and thorough textual evidence in MLA format to support analysis of what the text says explicitly. to support inferences drawn from the text. Draw conclusions from literary or informational texts to support analysis, reflection, and research. I can draw conclusions from literary text to support analysis, reflection, and research. I can draw conclusions from informational texts to support analysis, reflection, and research. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. I can use parallel structures of phrases and clauses. I can use various types of phrases and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. I can use capitalization, punctuation, and spelling when writing.
7 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 and listening. I can use denotation and connotation of words to influence choice. I can use strategies for deriving word meanings. Determine or clarify the meaning of unknown and multiple-meaning words and phrases. I can use context as a clue to the meaning of a word or phrase. I can identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. analyze, analysis, analytical). I can consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. I can verify the preliminary determination of the meaning of a word or phrase. Implement correct usage. Acquire and use accurately general academic and domain-specific prefix, suffix, and root vocabulary. I can acquire and use general academic vocabulary accurately. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrases important to comprehension or expression. I can use resource materials to develop vocabulary. Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source. I can integrate multiple sources of information. I can evaluate the credibility and accuracy of sources. Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. I can use digital media in presentations.