Content Standard(s):
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation. Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts R2. Use context clues to determine meanings of unfamiliar spoken or written words.
Unpacked Content
Teacher Vocabulary:
R2.
Context clues
Determine
Unfamiliar spoken words
Unfamiliar written words Knowledge:
R2. Students know:
Context clues in speech or text can provide the meaning of unfamiliar words.
There are different types of context clues, including inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
Context clues in text are often indicated by punctuation marks. Skills:
R2. Students are able to:
Use context clues to determine the meanings of unfamiliar words in speech.
Use context clues to determine the meanings of unfamiliar words in text. Understanding:
R2. Students understand that:
An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.
English Language Arts 2. Make complex inferences from the structure and content of a text, including comparison and contrast, problem and solution, cause and effect, and substantiated and unsubstantiated claims and evidence, to draw logical conclusions about the author's perspective.
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Teacher Vocabulary:
2.
Complex inferences
Text structure
Text content
Comparison and contrast
Problem and solution
Cause and effect
Substantiated claim
Unsubstantiated claim
Evidence
Logical conclusions
Author's perspective Knowledge:
2. Students know:
Authors use particular text structures to indicate their perspective.
A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
Problem and solution text structure describes a problem and how the problem was solved or could be solved.
Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
Substantiated claims will have relevant, credible supporting evidence, while unsubstantiated claims will not.
Inferences and conclusions can be drawn by analyzing and synthesizing information in text. Skills:
2. Students are able to:
Identify the structure and content of text.
Utilize text structure and content to make complex inferences and draw logical conclusions about an author's perspective. Understanding:
2. Students understand that:
Authors choose to use specific content and format their text in a particular structure to demonstrate their perspective on a topic.
English Language Arts 3. Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.
Unpacked Content
Teacher Vocabulary:
3.
Literary elements
Setting
Plot
Theme
Characters
Internal conflict
External conflict
Dialogue
Points of view
Text evidence Knowledge:
3. Students know:
Authors of prose and poetry use literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and/or enhance the meaning of the text.
An author's use of literary elements can indicate the author's purpose for writing the text.
Analysis of a text should be supported with text evidence from the writing. Skills:
3. Students are able to:
Identify the setting, plot, characters, theme, internal and external conflict, dialogue, and point of view in literary text.
Analyze how literary elements contribute to the meaning and purpose of literary text.
Support their analysis of literary elements with textual evidence.
Understanding:
3. Students understand that:
Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
Literary elements contribute to the meaning and purpose of literary text.
When they analyze a text, they should include text evidence to support their claims.
English Language Arts 8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.
a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently.
Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection;
b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary.
c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources.
Unpacked Content
Teacher Vocabulary:
8.
Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language
8a.
Narratives
Clear purpose
Narrative techniques
Sequence
8b.
Informative text
Explanatory text
Credible sources
Transitions
Precise vocabulary
8c.
Argument
Defend a position
Claim
Opposing claim
Counterclaims
Relevant evidence
Accurate sources
Credible sources Knowledge:
8. Students know:
A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.
8a.
A narrative is a piece of writing that tells a story, such as a memoir, a short story, or a personal narrative.
Narrative writing includes techniques, like dialogue, pacing, description, and reflection.
Events in narrative writing should be sequenced in a coherent manner, such as chronological, reverse chronological, or the inclusion of flashbacks.
8b.
Informative or explanatory text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources.
Informative or explanatory text has an organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
Informative or explanatory writing should include academic, content-specific technical word meanings.
Words that indicate transitions.
8c.
The purpose of argumentative writing is to defend an opinion.
Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, distinguishing the claim from opposing claims, acknowledging counterclaims, and a concluding statement.
Evidence to support the argument must be collected from various accurate and credible sources. Skills:
8. Students are able to:
Produce clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.
8a.
Write a narrative with a coherent sequence of plot events and a clear purpose.
Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.
8b.
Gather credible information and data from multiple sources.
Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words.
8c.
Write an argument to defend a position.
Gather evidence from accurate and credible sources to support the claim.
Include a claim and relevant evidence in argumentative writing.
Acknowledge alternate or opposing claims in argumentative writing.
Present counterclaims and supporting reasons in argumentative writing. Understanding:
8. Students understand that:
There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.
8a.
Narrative writing can take many forms, but there should be a coherent sequence of events.
Literary techniques are tools that can be used to create a piece of narrative writing.
Literary techniques in narrative writing contribute to the overall meaning and purpose of the text.
8b.
Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary.
They must gather their information and data about the topic from multiple credible research sources.
Using credible information/data can support a writer's ideas and claims.
Writers elaborate on details included in the text by using formal academic, content-specific technical words.
8c.
To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources.
An argument can be more effective if a writer acknowledges opposing viewpoints and counterclaims.
English Language Arts 10. Engage in coherent and collaborative discussions about prose and poetry by evaluating the use of literary devices and elements.
Unpacked Content
Teacher Vocabulary:
10.
Coherent discussion
Collaborative discussion
Prose
Poetry
Literary devices
Literary elements Knowledge:
10. Students know:
The purpose of collaborative discussions related to prose and poetry.
Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
Generally accepted rules for discussions.
Literary text often includes literary devices such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
Literary elements within a story include the theme, plot, and point of view.
Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language. Skills:
10. Students are able to:
Participate in coherent and collaborative discussions about prose and poetry.
Identify and discuss literary devices and elements in poetry and prose.
Evaluate how prose and poetry use literary devices and elements for an intended purpose. Understanding:
10. Students understand that:
Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
They can discuss the use of literary elements and devices in prose and poetry to better understand the literal and figurative meaning of the text.
Active participation in discussions requires students to listen and respond to others' thoughts and ideas.
