Reading Element Card Literary Text Grades 9-12
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Reading Literary text | Reading Literary text | ||
Vocabulary Acquisition and Use | Vocabulary Acquisition and Use | ||
− | * Access these guide here: [https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides] | + | *Access these guide here: [https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides] |
'''NCSC Content Modules''' | '''NCSC Content Modules''' | ||
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Vocabulary Use and Acquisition | Vocabulary Use and Acquisition | ||
Narrative Writing | Narrative Writing | ||
− | * Access all Content Modules here: [https://wiki.ncscpartners.org/index.php/Content_Modules https://wiki.ncscpartners.org/index.php/Content_Modules] | + | *Access all Content Modules here: [https://wiki.ncscpartners.org/index.php/Content_Modules https://wiki.ncscpartners.org/index.php/Content_Modules] |
'''Websites for additional information''' | '''Websites for additional information''' | ||
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− | | |'''CCSS ''' | + | ||'''CCSS ''' |
− | | |'''CCSS ''' | + | ||'''CCSS ''' |
− | | |'''CCSS ''' | + | ||'''CCSS ''' |
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− | | |'''PI''' | + | ||'''PI''' |
− | | |'''PI''' | + | ||'''PI''' |
− | | |'''PI''' | + | ||'''PI''' |
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− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
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− | | |''Specific K grade CCCs would be listed here.'' | + | ||''Specific K grade CCCs would be listed here.'' |
− | | |''Specific 1<sup>st</sup> grade CCCs would be listed here.'' | + | ||''Specific 1<sup>st</sup> grade CCCs would be listed here.'' |
− | | |''Specific 2<sup>nd</sup> grade CCCs would be listed here.'' | + | ||''Specific 2<sup>nd</sup> grade CCCs would be listed here.'' |
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− | | |'''Essential Understanding:''' | + | ||'''Essential Understanding:''' |
− | | |'''Essential Understanding:''' | + | ||'''Essential Understanding:''' |
− | | |'''Essential Understanding:''' | + | ||'''Essential Understanding:''' |
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− | | |'''CCSS:''' RL.9-10.10 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. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. | + | ||'''CCSS:''' RL.9-10.10 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. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. |
− | | |'''CCSS: '''RL.11-12.10 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. | + | ||'''CCSS: '''RL.11-12.10 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. |
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− | | |'''PI: '''H.RL.a Flexibly using strategies to derive meaning from a variety of texts and mediums. | + | ||'''PI: '''H.RL.a Flexibly using strategies to derive meaning from a variety of texts and mediums. |
− | | |'''PI: '''H.RL.a Flexibly using strategies to derive meaning from a variety of texts and mediums. | + | ||'''PI: '''H.RL.a Flexibly using strategies to derive meaning from a variety of texts and mediums. |
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− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
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|style="background-color:#95B3D7;"|11-12.RL.a1 Use a variety of strategies to derive meaning from a variety of texts. | |style="background-color:#95B3D7;"|11-12.RL.a1 Use a variety of strategies to derive meaning from a variety of texts. | ||
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− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Use predicting to understand texts.</div> | <div style="text-align:center;">Use predicting to understand texts.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
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<div style="text-align:center;">Use synthesizing to understand texts.</div> | <div style="text-align:center;">Use synthesizing to understand texts.</div> | ||
− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Use predicting to understand texts.</div> | <div style="text-align:center;">Use predicting to understand texts.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
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*'''Story Coding:''' Provide the students with a copy of the text the students for students to mark. Students should then create a coding system to help them mark and understand the text. The coding system might look something like this: | *'''Story Coding:''' Provide the students with a copy of the text the students for students to mark. Students should then create a coding system to help them mark and understand the text. The coding system might look something like this: | ||
− | {| | + | {|class="ThickBorder" |
| width=15|Code | | width=15|Code | ||
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*'''Reflective Monitoring:''' As students read a text, they can record thoughts/questions/wonderings about the text in a reflective journal. After each day of reading the text, they should spend the last 5 minutes to do a quick write reflection about what they just read. This is a way for them to keep track of their thinking as they continue to read. | *'''Reflective Monitoring:''' As students read a text, they can record thoughts/questions/wonderings about the text in a reflective journal. After each day of reading the text, they should spend the last 5 minutes to do a quick write reflection about what they just read. This is a way for them to keep track of their thinking as they continue to read. | ||
− | * Create a summary of each chapter by arranging sentence strips with key details in written and visual form in order on a chart for each chapter. Use these summaries to review what has previously been read. | + | *Create a summary of each chapter by arranging sentence strips with key details in written and visual form in order on a chart for each chapter. Use these summaries to review what has previously been read. |
*'''Activate Prior Knowledge''' | *'''Activate Prior Knowledge''' | ||
**Free write about a time when…(choose an emotion that the main character feels in the story) | **Free write about a time when…(choose an emotion that the main character feels in the story) | ||
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− | | |'''CCSS: '''RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | + | ||'''CCSS: '''RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
− | | |'''CCSS: '''RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. | + | ||'''CCSS: '''RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
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− | | |'''PI:''' | + | ||'''PI:''' |
H.RL.b Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). | H.RL.b Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). | ||
− | | |'''PI:''' | + | ||'''PI:''' |
H.RL.b Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). | H.RL.b Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). | ||
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− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
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− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Match evidence to a provided summary.</div> | <div style="text-align:center;">Match evidence to a provided summary.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
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<div style="text-align:center;">Find evidence for a selected inference from a provided text.</div> | <div style="text-align:center;">Find evidence for a selected inference from a provided text.</div> | ||
− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Identify a summary of the plot of the literary text.</div> | <div style="text-align:center;">Identify a summary of the plot of the literary text.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
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− | | |'''CCSS: '''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. | + | ||'''CCSS: '''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. |
− | | |'''CCSS: '''RL.11-12.2 Determine two or more themes or 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 produce a complex account; provide an objective summary of the text. | + | ||'''CCSS: '''RL.11-12.2 Determine two or more themes or 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 produce a complex account; provide an objective summary of the text. |
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− | | |'''PI: '''H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | + | ||'''PI: '''H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. |
− | | |'''PI: '''H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | + | ||'''PI: '''H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. |
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− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
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− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Identify theme of a text from a list.</div> | <div style="text-align:center;">Identify theme of a text from a list.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
<div style="text-align:center;">Map a theme throughout text using evidence.</div> | <div style="text-align:center;">Map a theme throughout text using evidence.</div> | ||
− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Identify theme of a text from a list.</div> | <div style="text-align:center;">Identify theme of a text from a list.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
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− | | |'''CCSS: '''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. | + | ||'''CCSS: '''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. |
− | | |'''CCSS:''' | + | ||'''CCSS:''' |
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− | | |'''PI: '''H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | + | ||'''PI: '''H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. |
− | | |'''PI: ''' | + | ||'''PI: ''' |
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− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
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− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Identify a reason that a character from a story makes a decision.</div> | <div style="text-align:center;">Identify a reason that a character from a story makes a decision.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
<div style="text-align:center;">With prompting and support, create a timeline of events (i.e., beginning, middle, end) that happen to one complex character in a story.</div> | <div style="text-align:center;">With prompting and support, create a timeline of events (i.e., beginning, middle, end) that happen to one complex character in a story.</div> | ||
− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
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|colspan=2|'''Scaffolds and Supports ''' | |colspan=2|'''Scaffolds and Supports ''' | ||
− | * Labeling events in the story using sentence strips with beginning, middle, end. Or first, next, then, etc. | + | *Labeling events in the story using sentence strips with beginning, middle, end. Or first, next, then, etc. |
− | * Visual time line with pictures. | + | *Visual time line with pictures. |
− | * Interactive whiteboard | + | *Interactive whiteboard |
− | * Read aloud texts | + | *Read aloud texts |
− | * Interactive white board | + | *Interactive white board |
− | * Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) | + | *Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) |
− | * Graphic organizers | + | *Graphic organizers |
− | * Highlighted text | + | *Highlighted text |
− | * Preview of the text, illustrations, and details, frontloading | + | *Preview of the text, illustrations, and details, frontloading |
− | * Pictures, objects, or tactile representations to illustrate the key details | + | *Pictures, objects, or tactile representations to illustrate the key details |
− | * Sentence strips that reflect text from the story that supports the key details | + | *Sentence strips that reflect text from the story that supports the key details |
− | * Videos or story boards/cards of the story for visual supports | + | *Videos or story boards/cards of the story for visual supports |
− | * Picture icons on graphic organizers to support non-readers and visual learners | + | *Picture icons on graphic organizers to support non-readers and visual learners |
− | * Peer support, collaborative grouping | + | *Peer support, collaborative grouping |
− | * Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding | + | *Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding |
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− | | |'''CCSS: '''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). | + | ||'''CCSS: '''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). |
− | | |'''CCSS: '''RL.11-12.4 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 particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) | + | ||'''CCSS: '''RL.11-12.4 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 particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) |
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− | | |'''PI: '''H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. | + | ||'''PI: '''H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. |
− | | |'''PI: '''H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. | + | ||'''PI: '''H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. |
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− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
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− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Match the use of flashback to a provided text.</div> | <div style="text-align:center;">Match the use of flashback to a provided text.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
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<div style="text-align:center;">Match the use of a red herring to a provided text.</div> | <div style="text-align:center;">Match the use of a red herring to a provided text.</div> | ||
− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Match the use of flashback to a provided text.</div> | <div style="text-align:center;">Match the use of flashback to a provided text.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
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|colspan=3 |'''Scaffolds and Supports ''' | |colspan=3 |'''Scaffolds and Supports ''' | ||
− | * Common text | + | *Common text |
− | * Read aloud texts | + | *Read aloud texts |
− | * Interactive white board | + | *Interactive white board |
− | * Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) | + | *Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) |
− | * Graphic organizers | + | *Graphic organizers |
− | * Highlighted text | + | *Highlighted text |
− | * Preview of the text, illustrations, and details, frontloading | + | *Preview of the text, illustrations, and details, frontloading |
− | * Pictures, objects, or tactile representations to illustrate the key details | + | *Pictures, objects, or tactile representations to illustrate the key details |
− | * Sentence strips that reflect text from the story that supports the key details | + | *Sentence strips that reflect text from the story that supports the key details |
− | * Videos or story boards/cards of the story for visual supports | + | *Videos or story boards/cards of the story for visual supports |
− | * Picture icons on graphic organizers to support non-readers and visual learners | + | *Picture icons on graphic organizers to support non-readers and visual learners |
− | * Peer support, collaborative grouping | + | *Peer support, collaborative grouping |
− | * Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding | + | *Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding |
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− | | |'''CCSS: '''RL.9-10.5 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. | + | ||'''CCSS: '''RL.9-10.5 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. |
− | | |'''CCSS:''' | + | ||'''CCSS:''' |
RL.11-12.3 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). | RL.11-12.3 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). | ||
RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of 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. | RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of 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. | ||
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− | | |'''PI: '''H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. | + | ||'''PI: '''H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. |
− | | |'''PI: ''' | + | ||'''PI: ''' |
H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | ||
H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work'''.''' | H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work'''.''' | ||
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− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
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− | | |11-12.RL.d1 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning. | + | | style="background-color:#95B3D7;"|11-12.RL.d1 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning. |
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<u>'''Write to Understand'''</u> | <u>'''Write to Understand'''</u> | ||
− | * Provide a timeline to illustrate the occurrence of events in the text. | + | *Provide a timeline to illustrate the occurrence of events in the text. |
'''Discuss to Understand''' | '''Discuss to Understand''' | ||
− | * '''Grand Conversations: '''To delve deeper into 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) creates such effects as mystery, tension, or surprise engage the class in a grand conversation. Sitting in a circle, or sitting within a small group, the teacher can pose questions that address this issue. Questions may include: | + | *'''Grand Conversations: '''To delve deeper into 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) creates such effects as mystery, tension, or surprise engage the class in a grand conversation. Sitting in a circle, or sitting within a small group, the teacher can pose questions that address this issue. Questions may include: |
− | ** What does the author do to reveal the true nature of a character? | + | **What does the author do to reveal the true nature of a character? |
− | ** Why does the author slow down the story here? Why does the author speed up the story here? | + | **Why does the author slow down the story here? Why does the author speed up the story here? |
− | ** How does the author use flashback to let us know some of the backstory of a character's life? | + | **How does the author use flashback to let us know some of the backstory of a character's life? |
− | ** How would you describe the mood of the story? How does the author use structure to intensify that mood? | + | **How would you describe the mood of the story? How does the author use structure to intensify that mood? |
− | * '''Book Clubs: '''Gather students in a small group to have a conversation about a common text. The group should determine what chapters will be read and when. Then, they gather periodically to share their thoughts about the book. | + | *'''Book Clubs: '''Gather students in a small group to have a conversation about a common text. The group should determine what chapters will be read and when. Then, they gather periodically to share their thoughts about the book. |
<u>'''Sort to Understand'''</u> | <u>'''Sort to Understand'''</u> | ||
− | * '''Concept Sort:''' Students will match concept to words/emotions that belong to each concept (e.g., surprise=she could not believe it!, words or phrases showing suspense or tension). | + | *'''Concept Sort:''' Students will match concept to words/emotions that belong to each concept (e.g., surprise=she could not believe it!, words or phrases showing suspense or tension). |
− | * Example/Non-example that illustrates character(s) feelings.* | + | *Example/Non-example that illustrates character(s) feelings.* |
|- | |- | ||
|colspan=2|'''Scaffolds and Supports ''' | |colspan=2|'''Scaffolds and Supports ''' | ||
− | * Common texts | + | *Common texts |
− | * Cliff notes of original texts | + | *Cliff notes of original texts |
− | * Read aloud texts | + | *Read aloud texts |
− | * Interactive white board | + | *Interactive white board |
− | * Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) | + | *Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) |
− | * Graphic organizers | + | *Graphic organizers |
− | * Highlighted text | + | *Highlighted text |
− | * Preview of the text, illustrations, and details, frontloading | + | *Preview of the text, illustrations, and details, frontloading |
− | * Pictures, objects, or tactile representations to illustrate the key details | + | *Pictures, objects, or tactile representations to illustrate the key details |
− | * Sentence strips that reflect text from the story that supports the key details | + | *Sentence strips that reflect text from the story that supports the key details |
− | * Videos or story boards/cards of the story for visual supports | + | *Videos or story boards/cards of the story for visual supports |
− | * Picture icons on graphic organizers to support non-readers and visual learners | + | *Picture icons on graphic organizers to support non-readers and visual learners |
− | * Peer support, collaborative grouping | + | *Peer support, collaborative grouping |
− | * Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding | + | *Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding |
|} | |} | ||
Line 676: | Line 676: | ||
|- | |- | ||
− | | |'''CCSS: ''' | + | ||'''CCSS: ''' |
− | | |'''CCSS: '''RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). | + | ||'''CCSS: '''RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). |
|- | |- | ||
− | | |'''PI: ''' | + | ||'''PI: ''' |
− | | |'''PI: '''H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance''' '''the plot or affect the tone or pacing of the work. | + | ||'''PI: '''H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance''' '''the plot or affect the tone or pacing of the work. |
|- | |- | ||
− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
|- | |- | ||
Line 697: | Line 697: | ||
|- | |- | ||
− | | |'''Essential Understanding:''' | + | ||'''Essential Understanding:''' |
− | | |'''Essential Understanding:''' | + | ||'''Essential Understanding:''' |
Choose from a given list examples of satire, sarcasm, and irony. | Choose from a given list examples of satire, sarcasm, and irony. | ||
Line 706: | Line 706: | ||
<u>'''Write to Understand'''</u> | <u>'''Write to Understand'''</u> | ||
− | * '''Reader's Notebooks: '''Encourage students to maintain a Reader's Notebook. The notebook can contain many things (e.g. responses to texts, a list of texts read, letters to the teacher about readings, resources). Create a section in the notebook that defines different terms. Help students to define satire, sarcasm, and irony and write the definitions in their reader's notebook. Then, ask students to find examples of satire, sarcasm, and irony to include within the notebook. It could be drawings, advertisements, photographs, links to video clips, or textual examples to illustrate each term. | + | *'''Reader's Notebooks: '''Encourage students to maintain a Reader's Notebook. The notebook can contain many things (e.g. responses to texts, a list of texts read, letters to the teacher about readings, resources). Create a section in the notebook that defines different terms. Help students to define satire, sarcasm, and irony and write the definitions in their reader's notebook. Then, ask students to find examples of satire, sarcasm, and irony to include within the notebook. It could be drawings, advertisements, photographs, links to video clips, or textual examples to illustrate each term. |
<u>'''Discuss to Understand'''</u> | <u>'''Discuss to Understand'''</u> | ||
− | * '''Grand Conversations: '''Engage in a conversation about satire, sarcasm, and irony. Show several examples of each. Then, engage the class in a conversation about the terms. Help students differentiate from what is directly stated in a text to what is meant. | + | *'''Grand Conversations: '''Engage in a conversation about satire, sarcasm, and irony. Show several examples of each. Then, engage the class in a conversation about the terms. Help students differentiate from what is directly stated in a text to what is meant. |
<u>'''Sort to Understand'''</u> | <u>'''Sort to Understand'''</u> | ||
− | * Create a sort with the categories '''satire, sarcasm, '''and '''irony. '''On other sorting cards have examples of each. Then, ask students to analyze each example to determine whether it's an example of satire, sarcasm, or irony. | + | *Create a sort with the categories '''satire, sarcasm, '''and '''irony. '''On other sorting cards have examples of each. Then, ask students to analyze each example to determine whether it's an example of satire, sarcasm, or irony. |
|- | |- | ||
|colspan=2|'''Scaffolds and Supports ''' | |colspan=2|'''Scaffolds and Supports ''' | ||
− | * Examples of satire, sarcasm, and irony | + | *Examples of satire, sarcasm, and irony |
− | * Sorts | + | *Sorts |
− | * Read aloud texts | + | *Read aloud texts |
− | * Interactive white board | + | *Interactive white board |
− | * Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) | + | *Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) |
− | * Graphic organizers | + | *Graphic organizers |
− | * Highlighted text | + | *Highlighted text |
− | * Preview of the text, illustrations, and details, frontloading | + | *Preview of the text, illustrations, and details, frontloading |
− | * Pictures, objects, or tactile representations to illustrate the key details | + | *Pictures, objects, or tactile representations to illustrate the key details |
− | * Sentence strips that reflect text from the story that supports the key details | + | *Sentence strips that reflect text from the story that supports the key details |
− | * Videos or story boards/cards of the story for visual supports | + | *Videos or story boards/cards of the story for visual supports |
− | * Picture icons on graphic organizers to support non-readers and visual learners | + | *Picture icons on graphic organizers to support non-readers and visual learners |
− | * Peer support, collaborative grouping | + | *Peer support, collaborative grouping |
− | * Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding | + | *Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding |
|} | |} | ||
Line 746: | Line 746: | ||
|- | |- | ||
− | | |'''CCSS: '''RL.9-10.6 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. | + | ||'''CCSS: '''RL.9-10.6 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. |
− | | |'''CCSS: '''RL.11-12.7 Analyze multiple interpretations 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.) | + | ||'''CCSS: '''RL.11-12.7 Analyze multiple interpretations 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.) |
|- | |- | ||
− | | |'''PI: '''H.RL.e Analyzing and comparing two or more works (e.g., by the same author, from the same time period, from different cultures, presented in different forms, with similar universal themes) using given criteria. | + | ||'''PI: '''H.RL.e Analyzing and comparing two or more works (e.g., by the same author, from the same time period, from different cultures, presented in different forms, with similar universal themes) using given criteria. |
− | | |'''PI: '''H.RL.e Analyzing and comparing two or more works (e.g., by the same author, from the same time period, from different cultures, presented in different forms, with similar universal themes) using given criteria. | + | ||'''PI: '''H.RL.e Analyzing and comparing two or more works (e.g., by the same author, from the same time period, from different cultures, presented in different forms, with similar universal themes) using given criteria. |
|- | |- | ||
− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
|- | |- | ||
Line 766: | Line 766: | ||
|- | |- | ||
− | | |'''Essential Understanding:''' | + | ||'''Essential Understanding:''' |
Categorize all story elements for two given texts based upon a common theme (i.e., match the setting of texts to "setting"; characters in texts to "character"). | Categorize all story elements for two given texts based upon a common theme (i.e., match the setting of texts to "setting"; characters in texts to "character"). | ||
− | | |'''Essential Understanding:''' | + | ||'''Essential Understanding:''' |
Categorize all story elements for a source text and either a story, drama, or poem written from the source text (i.e., match the setting of a text to "setting"; characters in a text to "character"). | Categorize all story elements for a source text and either a story, drama, or poem written from the source text (i.e., match the setting of a text to "setting"; characters in a text to "character"). | ||
Line 776: | Line 776: | ||
<u>'''Discuss to Understand'''</u> | <u>'''Discuss to Understand'''</u> | ||
− | * '''Thematic Study:'''''' '''To compare and contrast works from different cultures with a common theme, conduct a thematic study with the students noticing the various differences among the cultures. As you read texts from each culture, compare and contrast how each culture addresses the theme. | + | *'''Thematic Study:'''''' '''To compare and contrast works from different cultures with a common theme, conduct a thematic study with the students noticing the various differences among the cultures. As you read texts from each culture, compare and contrast how each culture addresses the theme. |
− | {| | + | {|class="ThickBorder" |
| width=20|'''Theme''' | | width=20|'''Theme''' | ||
Line 823: | Line 823: | ||
− | * '''Thematic Study Part 2: '''To compare and contrast works from different cultures with a common theme, conduct a thematic study with the students noticing the various differences among the cultures. As you read texts from each culture, compare and contrast how each culture addresses the theme. | + | *'''Thematic Study Part 2: '''To compare and contrast works from different cultures with a common theme, conduct a thematic study with the students noticing the various differences among the cultures. As you read texts from each culture, compare and contrast how each culture addresses the theme. |
− | * '''Grand Conversations: '''To delve deeper into what authors do when they write stories, poems, and plays, have a conversation with a small group or whole class of students. Questions may include: | + | *'''Grand Conversations: '''To delve deeper into what authors do when they write stories, poems, and plays, have a conversation with a small group or whole class of students. Questions may include: |
− | ** What makes stories poems, and plays different? | + | **What makes stories poems, and plays different? |
− | ** How are stories, poems, and plays similar? | + | **How are stories, poems, and plays similar? |
<u>'''Sort to Understand'''</u> | <u>'''Sort to Understand'''</u> | ||
− | * '''Genre Sort: '''After reading several stories, poems, and plays, create a genre sort for the students that has multiple elements (e.g. characters, setting, plot, scenes, acts, rhymes, stanzas) written on sort cards. Next, create three categories: '''Stories, Poems, and Plays'''. Ask students to sort the cards into the three categories to show their understanding of the differences among the genres. | + | *'''Genre Sort: '''After reading several stories, poems, and plays, create a genre sort for the students that has multiple elements (e.g. characters, setting, plot, scenes, acts, rhymes, stanzas) written on sort cards. Next, create three categories: '''Stories, Poems, and Plays'''. Ask students to sort the cards into the three categories to show their understanding of the differences among the genres. |
<u>'''Model to Understand'''</u> | <u>'''Model to Understand'''</u> | ||
− | * '''Think Aloud: '''To model your knowledge about genres, talk aloud as you read various stories, poems, and plays. As you read a story, you may say, "Oh, this man is a character. That's how I know this is a story because stories have characters." Or, you may say, "Oh, these have rhyming phrases and stanzas. That's how I know this is a poem." Or, you may say, "This has acts and scenes. That's how I know this is a play." Continue to talk aloud as you read. | + | *'''Think Aloud: '''To model your knowledge about genres, talk aloud as you read various stories, poems, and plays. As you read a story, you may say, "Oh, this man is a character. That's how I know this is a story because stories have characters." Or, you may say, "Oh, these have rhyming phrases and stanzas. That's how I know this is a poem." Or, you may say, "This has acts and scenes. That's how I know this is a play." Continue to talk aloud as you read. |
|- | |- | ||
|colspan=3 |'''Scaffolds and Supports ''' | |colspan=3 |'''Scaffolds and Supports ''' | ||
− | * Sorts | + | *Sorts |
− | * Chart paper or interactive whiteboard | + | *Chart paper or interactive whiteboard |
− | * Read aloud texts | + | *Read aloud texts |
− | * Interactive white board | + | *Interactive white board |
− | * Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) | + | *Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) |
− | * Graphic organizers | + | *Graphic organizers |
− | * Highlighted text | + | *Highlighted text |
− | * Preview of the text, illustrations, and details, frontloading | + | *Preview of the text, illustrations, and details, frontloading |
− | * Pictures, objects, or tactile representations to illustrate the key details | + | *Pictures, objects, or tactile representations to illustrate the key details |
− | * Sentence strips that reflect text from the story that supports the key details | + | *Sentence strips that reflect text from the story that supports the key details |
− | * Videos or story boards/cards of the story for visual supports | + | *Videos or story boards/cards of the story for visual supports |
− | * Picture icons on graphic organizers to support non-readers and visual learners | + | *Picture icons on graphic organizers to support non-readers and visual learners |
− | * Peer support, collaborative grouping | + | *Peer support, collaborative grouping |
− | * Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding | + | *Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding |
|- | |- | ||
Line 873: | Line 873: | ||
|- | |- | ||
− | | |'''CCSS: '''RL.9-10.9 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). | + | ||'''CCSS: '''RL.9-10.9 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). |
− | | |'''CCSS: '''RL11-12.9 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 topics.. | + | ||'''CCSS: '''RL11-12.9 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 topics.. |
|- | |- | ||
− | | |'''PI: '''H.RL.f Analyzing and critiquing a range of literature using given criteria (e.g., use of source material or medium, authenticity of time/place). | + | ||'''PI: '''H.RL.f Analyzing and critiquing a range of literature using given criteria (e.g., use of source material or medium, authenticity of time/place). |
− | | |'''PI: '''H.RL.f Analyzing and critiquing a range of literature using given criteria (e.g., use of source material or medium, authenticity of time/place). | + | ||'''PI: '''H.RL.f Analyzing and critiquing a range of literature using given criteria (e.g., use of source material or medium, authenticity of time/place). |
|- | |- | ||
− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
|- | |- | ||
Line 893: | Line 893: | ||
|- | |- | ||
− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Given an excerpt of text, match to source or reference material written about a similar theme.</div> | <div style="text-align:center;">Given an excerpt of text, match to source or reference material written about a similar theme.</div> | ||
− | | |<div style="text-align:center;">'''Essential Understanding:'''</div> | + | ||<div style="text-align:center;">'''Essential Understanding:'''</div> |
<div style="text-align:center;">Given provided categories for comparison, outline information from two texts on a similar topic.</div> | <div style="text-align:center;">Given provided categories for comparison, outline information from two texts on a similar topic.</div> | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
Line 904: | Line 904: | ||
|colspan=3|'''Suggested Instructional Strategies: ''' | |colspan=3|'''Suggested Instructional Strategies: ''' | ||
<u>'''Write to Understand'''</u> | <u>'''Write to Understand'''</u> | ||
− | * '''Venn Diagram Study: '''Use a Venn Diagram to compare 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 topics. | + | *'''Venn Diagram Study: '''Use a Venn Diagram to compare 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 topics. |
[[Image:ECVenn1.JPG|400px|A Venn diagram with two sets for Text A and Text B]] | [[Image:ECVenn1.JPG|400px|A Venn diagram with two sets for Text A and Text B]] | ||
− | < | + | <u>'''Discuss to Understand'''</u> |
− | * '''Grand Conversations: '''To delve deeper into how an author draws on source material in a specific work engage the class in a grand conversation. Sitting in a circle, or sitting within a small group, the teacher can pose questions that address this issue. | + | *'''Grand Conversations: '''To delve deeper into how an author draws on source material in a specific work engage the class in a grand conversation. Sitting in a circle, or sitting within a small group, the teacher can pose questions that address this issue. |
|- | |- | ||
|colspan=3 |'''Scaffolds and Supports ''' | |colspan=3 |'''Scaffolds and Supports ''' | ||
− | * Multiple source materials | + | *Multiple source materials |
− | * Graphic organizer | + | *Graphic organizer |
− | * Read aloud texts | + | *Read aloud texts |
− | * Interactive white board | + | *Interactive white board |
− | * Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) | + | *Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) |
− | * Graphic organizers | + | *Graphic organizers |
− | * Highlighted text | + | *Highlighted text |
− | * Preview of the text, illustrations, and details, frontloading | + | *Preview of the text, illustrations, and details, frontloading |
− | * Pictures, objects, or tactile representations to illustrate the key details | + | *Pictures, objects, or tactile representations to illustrate the key details |
− | * Sentence strips that reflect text from the story that supports the key details | + | *Sentence strips that reflect text from the story that supports the key details |
− | * Videos or story boards/cards of the story for visual supports | + | *Videos or story boards/cards of the story for visual supports |
− | * Picture icons on graphic organizers to support non-readers and visual learners | + | *Picture icons on graphic organizers to support non-readers and visual learners |
− | * Peer support, collaborative grouping | + | *Peer support, collaborative grouping |
− | * Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding | + | *Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding |
|} | |} | ||
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. |
Revision as of 14:28, 27 October 2014
BACK TO Element Cards
Teaching Literary Text All of the CCCs in this document relate to teaching literary or narrative text. Page 2 of this document provides a template of an Element Card and a line by line explanation of its components. Each Element Card contains related CCCs within a grade band (i.e., K-2, 3-5, 6-8, 9-12) and suggestions as to how the CCCs may be taught, supported and scaffolded. The suggested strategies are commonly used by general educators and may need to be modified to meet the needs of students with disabilities. Many of the instructional strategies will be strengthened when used in combination with systematic instruction such as a system of least prompts or time delay. An Instructional Resource Guide is provided on the NCSC wiki (https://wiki.ncscpartners.org/index.php/Main_Page ) and contains information on how to use specific systematic instruction strategies when teaching academics. The strategies, supports and scaffolds listed on the Element Cards are suggestions and not intended to be an exhaustive list. Below are some additional resources that may be helpful:
NCSC Curriculum Resource Guides Reading Literary text Vocabulary Acquisition and Use
- Access these guide here: https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides
NCSC Content Modules Author's purpose and Point of View Main Idea, Theme, and Details Summarizing and Inferencing Text Structure Vocabulary Use and Acquisition Narrative Writing
- Access all Content Modules here: https://wiki.ncscpartners.org/index.php/Content_Modules
Websites for additional information http://aim.cast.org http://www.inspiration.com/community/lessons-and-ideas www.edhelper.com http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://learnzillion.com http://www.teacherspayteachers.com https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/writing/LW_Test/LW_TeST_O.htm https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/LL_Over.htm https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf
Grades K–2 Reading Element Card – Literary Text – Using Details to Describe Text
Grade K students: | Grade 1 students: | Grade 2 students: |
CCSS | CCSS | CCSS |
PI | PI | PI |
CCCs | CCCs | CCCs |
Specific K grade CCCs would be listed here. | Specific 1st grade CCCs would be listed here. | Specific 2nd grade CCCs would be listed here. |
Essential Understanding: | Essential Understanding: | Essential Understanding: |
Suggested Instructional Strategies: | ||
Suggested Scaffolds and Supports: |
Explanations for corresponding line numbers
- Strand and Instructional Family: The Instructional Families group the CCCs into easily interpretable visuals that illustrate the areas of curricular emphasis within and across grades by ELA CCSS Anchors and Anchor Standards. https://wiki.ncscpartners.org/index.php/Instructional_Families
- Common Core State Standard (CCSS): A set of national standards that provide a consistent, clear understanding of what students are expected to learn. http://www.corestandards.org/
- Progress Indicators (PI): The PIs come directly from the Learning Progression Framework (LPF) and provide the sequence for instruction within strands. http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf
- Core Content Connectors (CCCs): The CCCs represent the eligible content for instruction and assessment for students who participate in the alternate assessment based upon alternate achievement standards. The CCC cells are color coded to represent the Instructional Family.
- Essential Understandings: The Essential Understandings (EUs) identify the fundamental concepts and skills that students use to address the content described in a reading CCC at a specific grade level. These EUs are in a suggested progression which reflects one potential path to reach the content targets within the CCCs. Since students differ in how they learn and demonstrate their understanding, instructional decisions should be made by the teacher to meet the needs of each student.
- Suggested Strategies: Suggested instructional strategies to teach the specific concepts and skills of the CCC
- Suggested Supports and Scaffolds: Suggested supports and scaffolds for students to be able to demonstrate what they know and can do
*Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty.
Range of Reading Level and Text Complexity
Grade 9-10 students: | Grade 11-12 students: | ||||||||||
CCSS: RL.9-10.10 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. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. | CCSS: RL.11-12.10 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. | ||||||||||
PI: H.RL.a Flexibly using strategies to derive meaning from a variety of texts and mediums. | PI: H.RL.a Flexibly using strategies to derive meaning from a variety of texts and mediums. | ||||||||||
CCCs | CCCs | ||||||||||
9-10.RL.a1 Use strategies to derive meaning from a variety of texts and mediums. | 11-12.RL.a1 Use a variety of strategies to derive meaning from a variety of texts. | ||||||||||
Essential Understanding:
Use predicting to understand texts.
THEN
Make connections to understand texts.
THEN
Use summarizing to understand texts.
THEN
Use synthesizing to understand texts.
|
Essential Understanding:
Use predicting to understand texts.
THEN
Make connections to understand texts.
THEN
Use summarizing to understand texts.
THEN
Use synthesizing to understand texts.
| ||||||||||
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
| |||||||||||
Scaffolds and Supports
| |||||||||||
Additional Resources
Karen Haag's Website: www.liketoread.com |
- * Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as the use of a system of least prompts.
Using Details to Describe Text & Describing the Central Message / Theme
Grade 9-10 students: | Grade 11-12 students: | |
CCSS: RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | CCSS: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. | |
PI:
H.RL.b Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). |
PI:
H.RL.b Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | |
CCCs | CCCs | |
910.RL.b2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries of text. | 11-12.RL.b1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of the plot, purpose or theme within a text.
11-12.RL.b2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text. 11-12 RL.b3 Use evidence to support conclusions about ideas not explicitly stated in the text. 11-12.RL.c3 Provide/create an objective summary of a text. | |
Essential Understanding:
Match evidence to a provided summary.
THEN
Identify a summary of the plot of the literary text.
THEN
Find evidence for a conclusion from a provided text.
THEN
Find evidence for a selected inference from a provided text.
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Essential Understanding:
Identify a summary of the plot of the literary text.
THEN
Find evidence for a conclusion from a provided text.
THEN
Find evidence for a selected inference from a provided text.
THEN
Identify the theme of a literary text.
THEN
Identify details to support the plot or theme of the text.
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Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Describing the Central Message / Theme
Grade 9-10 students: | Grade 11-12 students: | |
CCSS: 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. | CCSS: RL.11-12.2 Determine two or more themes or 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 produce a complex account; provide an objective summary of the text. | |
PI: H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | PI: H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | |
CCCs | CCCs | |
910.RL.c1 Determine the theme or central idea of a text.
910.RL.c2 Determine how the theme develops. 910.RL.c3 Determine how key details support the development of the theme of a text. |
1112.RL.c1 Determine two or more themes or central ideas of a text.
1112.RL.c2 Determine how the theme develops.
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Essential Understanding:
Identify theme of a text from a list.
THEN
Map a theme throughout text using evidence.
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Essential Understanding:
Identify theme of a text from a list.
THEN
Map a theme throughout text using evidence.
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Suggested Instructional Strategies:
Write to Understand
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Scaffolds and Supports
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Analyzing Relationships
Grade 9-10 students: | Grade 11-12 students: |
CCSS: 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. | CCSS: |
PI: H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. | PI: |
CCCs | CCCs |
9-10.RL.c4 Identify character with multiple or conflicting motivations(i.e., a complex character).
9-10.RL.c5 Delineate how a complex character develops over the course of a text, interacts with other characters, and advances the plot or develops the theme. |
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Essential Understanding:
Identify a reason that a character from a story makes a decision.
THEN
With prompting and support, create a timeline of events (i.e., beginning, middle, end) that happen to one complex character in a story.
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Essential Understanding:
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Suggested Instructional Strategies:
Write to Understand
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Scaffolds and Supports
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Analyzing Relationships
Grade 9-10 students: | Grade 11-12 students: | |
CCSS: 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). | CCSS: RL.11-12.4 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 particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) | |
PI: H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. | PI: H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. | |
CCCs | CCCs | |
8.RL.k2 Explain how the use of literary techniques within a text advances the plot or reveal aspects of a character.
9-10.RL.d2 Interpret how literary devices advance the plot, affect the tone or pacing of a work. |
11-12.RL.d4 Interpret how literary devices advance the plot, affect the tone or pacing of a work.
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Essential Understanding:
Match the use of flashback to a provided text.
THEN
Match the use of foreshadowing to a provided text.
THEN
Match the use of cliff hanger to a provided text.
THEN
Match the use of a red herring to a provided text.
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Essential Understanding:
Match the use of flashback to a provided text.
THEN
Match the use of foreshadowing to a provided text.
THEN
Match the use of cliff hanger to a provided text.
THEN
Match the use of a red herring to a provided text.
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Suggested Instructional Strategies:
Discuss to Understand
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Scaffolds and Supports
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Recognizing Organization and Features of Text & Analyzing Relationships
Grade 9-10 students: | Grade 11-12 students: |
CCSS: RL.9-10.5 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. | CCSS:
RL.11-12.3 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). RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of 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. |
PI: H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work.
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PI:
H.RL.c Identifying and analyzing how interrelationships of literary elements and point of view influence development of plot and subplots, complex characters (motivations, interactions, archetypes) or universal themes. H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. |
CCCs | CCCs |
9-10.RL.d1 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. | 11-12.RL.c4 Analyze the author's choices about what is developed and included in the text and what is not developed and included related to story elements.
11-12.RL.c5 Analyze author's choices about how to relate elements of the story (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
11-12.RL.d1 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning. | |
Essential Understanding:
Identify the author's effect (e.g., tension, suspense, surprise) for a text.
THEN
Identify evidence from the text that contributes to either mystery, tension, or surprise.
THEN
Given two different sequences of events from the story- one from the story and one alternative, discuss why the author chose the sequence within the text.
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Essential Understanding:
Identify elements of a story's plot (e.g., exposition, rising action, climax, falling action, resolution).
THEN
Identify the author's effect (e.g., tension, suspense, surprise) for a text.
THEN
Identify the overall meaning.
THEN
Given story elements for a text, discuss why author would select the information in each element over other choices (e.g., "Why did the author in Lord of the Flies put the boys on an island instead of an apartment building in a city?").
THEN
Given choices for alternatives to the ending of a provided text, discuss why an author chose the ending within the text.
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Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
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Scaffolds and Supports
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- * Refer to Instructional Resource Guide for full descriptions and examples of systematic instruction such as example/non-example.
Craft and Structure
Grade 9-10 students: | Grade 11-12 students: |
CCSS: | CCSS: RL.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). |
PI: | PI: H.RL.d Recognizing and interpreting how use of literary language, literary devices (e.g., hyperbole, paradox, analogies, allusion), genre structures, or discourse style (e.g., sarcasm, satire, humor, irony) advance the plot or affect the tone or pacing of the work. |
CCCs | CCCs |
11-12.RL.d2 Define satire, sarcasm, irony.
11-12.RL.d3 Differentiate from what is directly stated in a text from what is meant. | |
Essential Understanding: | Essential Understanding:
Choose from a given list examples of satire, sarcasm, and irony. |
Suggested Instructional Strategies:
Write to Understand
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Scaffolds and Supports
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Craft and Structure & Connecting Diverse Media and Formats
Grade 9-10 students: | Grade 11-12 students: | |||||||||||||||||||||
CCSS: RL.9-10.6 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. | CCSS: RL.11-12.7 Analyze multiple interpretations 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.) | |||||||||||||||||||||
PI: H.RL.e Analyzing and comparing two or more works (e.g., by the same author, from the same time period, from different cultures, presented in different forms, with similar universal themes) using given criteria. | PI: H.RL.e Analyzing and comparing two or more works (e.g., by the same author, from the same time period, from different cultures, presented in different forms, with similar universal themes) using given criteria. | |||||||||||||||||||||
CCCs | CCCs | |||||||||||||||||||||
9-10.RL.e1 Compare and contrast works from different cultures with a common theme. | 11-12.RL.e1 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live productions of a play or recorded novel or poetry) evaluating how each version interprets the source text. | |||||||||||||||||||||
Essential Understanding:
Categorize all story elements for two given texts based upon a common theme (i.e., match the setting of texts to "setting"; characters in texts to "character"). |
Essential Understanding:
Categorize all story elements for a source text and either a story, drama, or poem written from the source text (i.e., match the setting of a text to "setting"; characters in a text to "character"). | |||||||||||||||||||||
Suggested Instructional Strategies:
Discuss to Understand
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Scaffolds and Supports
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Additional Resources
eHow\~Compare Contrast Activities. o http://www.ehow.com/list_5805766_compare-contrast-activities-middle-school.html Compare & Contrast activities using Blooms Taxonomy o http://www.minds-in-bloom.com/2011/12/10-ways-to-compare-and-contrast.html |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Analyzing Across Texts
Grade 9-10 students: | Grade 11-12 students: | |
CCSS: RL.9-10.9 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). | CCSS: RL11-12.9 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 topics.. | |
PI: H.RL.f Analyzing and critiquing a range of literature using given criteria (e.g., use of source material or medium, authenticity of time/place). | PI: H.RL.f Analyzing and critiquing a range of literature using given criteria (e.g., use of source material or medium, authenticity of time/place). | |
CCCs | CCCs | |
9-10.RL.f1 Analyze how an author draws on 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). | 11-12.RL.f1 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 topics (historical reflection, social, morals). | |
Essential Understanding:
Given an excerpt of text, match to source or reference material written about a similar theme.
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Essential Understanding:
Given provided categories for comparison, outline information from two texts on a similar topic.
THEN
Given provided categories for comparison, outline information from two texts on a similar theme
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Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
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Scaffolds and Supports
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.