10th Grade English


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[RI] READING INFORMATION

ELA-10.RI.06

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-10.RI.06 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.

Student Learning Targets:

Knowledge Targets

  • I can determine an author’s point of view or purpose in a text.

Reasoning Targets

  • I can analyze how an author uses rhetoric to advance the point or purpose.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

Craft and Structure

  • RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

  • RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

  • RI9-10.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices advance or detract from the effectiveness of the text.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

  • insightfully analyze meaning and impact of words (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

  • recognize subtext and how it contributes to meaning, tone, and purpose

  • compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

-
Proficient

The student can

  • determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.

  • relates the author’s word choice and language to the overall effect on meaning and tone.

  • analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

  • determine an author’s point of view or purpose and possible biases in a text.

  • analyze how an author uses rhetoric to advance point of view or purpose.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

  • identify when an author uses purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

  • identify the author’s point of view and purpose.


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RI.07

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-10.RI.07 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

Integration of Knowledge and Ideas

  • RI.9-10.7 -- 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.    

  • RI.9-10.8 -- 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.

  • RI.9-10.9  -- 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.how authors draw on other texts in a specific work (e.g., allusion, direct reference), including how they address related themes and/or concepts.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. 

-
Proficient

The student can

  • analyze various accounts of the same subject and determine which details are emphasized in each medium.     

  • evaluate the advantages and disadvantages of presenting a subject in different mediums.

  • identify the side of an argument, its claims and relevant evidence.

  • determine the credibility of the author and his/her purpose.

  • recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

  • analyze the power and purpose of allusions and direct references.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes as the student:

  • identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

  • identifies the side of an argument and supporting evidence.

  • Identifies what constitutes credibility.

  • distinguishes between fact and opinion.

  • recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RI.08

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-10.RI.08 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.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

Integration of Knowledge and Ideas

  • RI.9-10.7 -- 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.    

  • RI.9-10.8 -- 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.

  • RI.9-10.9  -- 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.how authors draw on other texts in a specific work (e.g., allusion, direct reference), including how they address related themes and/or concepts.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. 

-
Proficient

The student can

  • analyze various accounts of the same subject and determine which details are emphasized in each medium.     

  • evaluate the advantages and disadvantages of presenting a subject in different mediums.

  • identify the side of an argument, its claims and relevant evidence.

  • determine the credibility of the author and his/her purpose.

  • recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

  • analyze the power and purpose of allusions and direct references.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes as the student:

  • identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

  • identifies the side of an argument and supporting evidence.

  • Identifies what constitutes credibility.

  • distinguishes between fact and opinion.

  • recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RI.09

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-10.RI.09 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.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can analyze foundational U.S. documents for their themes, purposes, and rhetorical features.

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 

Proficiency Scale

Measurement of Progress

Integration of Knowledge and Ideas

  • RI.9-10.7 -- 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.    

  • RI.9-10.8 -- 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.

  • RI.9-10.9  -- 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.how authors draw on other texts in a specific work (e.g., allusion, direct reference), including how they address related themes and/or concepts.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. 

-
Proficient

The student can

  • analyze various accounts of the same subject and determine which details are emphasized in each medium.     

  • evaluate the advantages and disadvantages of presenting a subject in different mediums.

  • identify the side of an argument, its claims and relevant evidence.

  • determine the credibility of the author and his/her purpose.

  • recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

  • analyze the power and purpose of allusions and direct references.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes as the student:

  • identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

  • identifies the side of an argument and supporting evidence.

  • Identifies what constitutes credibility.

  • distinguishes between fact and opinion.

  • recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


[RL] READING LITERATURE

ELA-10.RL.01

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-10.RL.01 Read closely to comprehend texts of grade-level appropriate complexity.          

a. Determine what the text says explicitly and implicitly          

b. Provide an objective summary of the text

Student Learning Targets:

Knowledge Targets

  • I can identify inferred and literal meanings.
  • I can explain the difference between explicit and implicit.
  • I understand how much evidence is needed to support my conclusions or claims.
  • I can distinguish between text that provides strong support and text that is not related, uncertain, or is insufficient or unreliable as evidence.

Reasoning Targets

  • I can insightfully analyze texts, showing that I can make meaning from details that are directly stated as well as from those that are implied.
  • I can draw conclusions from a text and support my thoughts with specific and cited textual references.

Skills (Performance) Targets

  • I can use textual evidence that is convincing and complete to support my ideas.
  • I can cite from the text in a formal citation as well as in a verbal reference.
  • I can closely read a text, looking for patterns, use of figurative language, character development, etc. in order to express and support my conclusions.
  • I can take part in small or large group discussions where I can cite specific textual evidence in order to discuss the meaning of a work of literature.

Product Targets

  • I can write a explanation and/or provide a verbal explanation of conclusions I have drawn after a close read of a text.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

  • RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

  • elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • making inferences

    • analyzing the development of theme(s) and/or central idea(s)

    • analyzing the impact of the author’s choices on setting, plot, and characterization.

  • accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

  • moves beyond summary to analysis.
-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

  • summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
  • recognizes or recalls specific terminology that relates to literature, such as:
    • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.02

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-10.RL.02 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

Student Learning Targets:

Knowledge Targets

  • I can define theme as a universal truth that run throughout a piece of literature.
  • I can define objective and subjective.
  • I can determine what details are necessary to include in an objective summary.
  • I can determine a theme.

Reasoning Targets

  • I can analyze themes as they relate to a specific story and its characters.
  • I can support my analysis by showing how my determined theme progresses throughout the literary work.

Skills (Performance) Targets

  • I can differentiate between theme and plot.
  • I can summarize a written passage without editorializing.
  • I can collect and cite details and evidence to support a theme or central idea of a text.

Product Targets

  • I can write or verbalize an objective summary.
  • I can produce a written work or spoken statements reveal literary analysis of theme.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

  • RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

  • elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • making inferences

    • analyzing the development of theme(s) and/or central idea(s)

    • analyzing the impact of the author’s choices on setting, plot, and characterization.

  • accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

  • moves beyond summary to analysis.
-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

  • summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
  • recognizes or recalls specific terminology that relates to literature, such as:
    • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.03

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Key Ideas and Details

ELA-10.RL.03 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

Student Learning Targets:

Knowledge Targets

  • I can identify different types of characters (static, dynamic, round, flate) and the role they play in the plot.

Reasoning Targets

  • I can explain the role of complex characters in a text
  • I can analyze how complex characters develop over the course of a text.
  • I can analyze how characters develop through their interactions with others.
  • I can analyze how complex characters advance the plot of a text and/or contribute to the development of the theme.

Skills (Performance) Targets

  • I can

Product Targets

  • I can produce writing or speaking evidence that reveals my understanding of how characters propel the plot forward and contribute to them and/or how characters develop throughout the course of a text.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

  • RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

  • elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • making inferences

    • analyzing the development of theme(s) and/or central idea(s)

    • analyzing the impact of the author’s choices on setting, plot, and characterization.

  • accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

  • moves beyond summary to analysis.
-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

  • summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
  • recognizes or recalls specific terminology that relates to literature, such as:
    • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.04

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.04  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).

Student Learning Targets:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood and tone in different genres of literature.
  • I understand figurative language, word relationships, and nuances in word meaning.
  • I know the difference between connotative and denotative meanings of words, and I understand how connotative meanings shape tone.

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can take part in a conversation, in large or small group settings, where I am expected to discuss how word choice and selection of detail influence setting and tone.

Product Targets

  • I can write a paper that asks me to analyze how word choice influences the meaning of a work of fiction.

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- 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).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  The student can

  • insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
Progressing

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.  The student can

  • identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.05

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.05 Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Student Learning Targets:

Knowledge Targets

  • I can define figurative language.
  • I can define connotation and denotation.
  • I can define tone.
  • I can determine the difference between formal and informal tone.

Reasoning Targets

  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can determine the tone of a piece of literature.

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- 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).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  The student can

  • insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
Progressing

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.  The student can

  • identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-10.RL.06

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.06 Analyze how cultural experiences influence particular points of view in diverse works of literature.

Student Learning Targets:

Knowledge Targets

  • I can define point of view.

Reasoning Targets

  • I can analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on world literature.
  • I can analyze multiple texts of world literature to gain insight into point of view of other societies and cultures.

Skills (Performance) Targets

  • I can determine an author's point of view in a text.

Product Targets

  • I can 

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- 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).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  The student can

  • insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
Progressing

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.  The student can

  • identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
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Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary



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