View source for Reading Element Card Literary Text Grades 9-12

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'''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 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 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 https://wiki.ncscpartners.org/index.php/Content_Modules] 


'''Websites for additional information'''

[http://aim.cast.org/ http://aim.cast.org]

[http://www.inspiration.com/community/lessons-and-ideas http://www.inspiration.com/community/lessons-and-ideas]

[http://www.edhelper.com/ www.edhelper.com]

[http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension]

[http://learnzillion.com/ http://learnzillion.com]

[http://www.teacherspayteachers.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/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/LL_Over.htm]

[https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf]


''' Grades 9-12 Reading Element Card – Literary Text – ''Using Details to Describe Text'' '''

{|border=1
|width = "50%" |'''Grade 9-10 students: '''

|width = "50%" |'''Grade 11-12 students: '''

|-
||'''CCSS '''

||'''CCSS '''

|-
||'''PI'''

||'''PI'''

|-
||'''CCCs'''

||'''CCCs'''


|-
||''Specific 9-10<sup>th</sup> grade CCCs would be listed here.''

||''Specific 11-12<sup>th</sup> grade CCCs would be listed here.''

|-
||'''Essential Understanding:''' 

||'''Essential Understanding:'''

|-
|  colspan=2|'''Suggested Instructional Strategies:'''

|-
|  colspan=2|'''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 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/ 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 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
<nowiki>*</nowiki>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'''==


{|border=1
|width = "1000" |'''Grade 9-10 students: '''

|width = "1000" |'''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'''

|-
|style="background-color:#95B3D7;"|9-10.RL.a1 Use strategies to derive meaning from a variety of texts and mediums.

|style="background-color:#95B3D7;"|11-12.RL.a1 Use a variety of strategies to derive meaning from a variety of texts.
|-
||<div style="text-align:center;">'''Essential Understanding:'''</div>
<div style="text-align:center;">Use predicting to understand texts.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Make connections to understand texts.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Use summarizing to understand texts.</div>
<div style="text-align:center;">THEN</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;">Use predicting to understand texts.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Make connections to understand texts.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Use summarizing to understand texts.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Use synthesizing to understand texts.</div>

|-
|colspan=2|'''Suggested Instructional Strategies: '''

<u>'''Write to Understand'''</u>
*'''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=50|Code

| width=250|Meaning

|-
||← →

||I have a connection

|-
||???

||This part does not make sense

|-
||!!!

||Wow! This was interesting. I want to share

|-
||###

||This is an important part

|}

*'''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.
*'''Activate Prior Knowledge'''
**Free write about a time when…(choose an emotion that the main character feels in the story)
**Circle map about the setting (for example; in "The Sniper" it is set during the Irish Civil War, so a circle map about war).
**Tree Map; list the background information (for example; in "The Sniper" the Civil War is between the Republicans and the Free Staters)
*Draw/create a descriptive scene in the text (e.g., the path taken to help Jews escape to Switzerland in ''Number the Stars'').

<u>'''Discuss to Understand'''</u>
*'''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. Students may discuss themes and relate them to their own lives or to movies they are familiar with.
*Summarize using a theme board showing main points in the plot (written language and photos) then comparing'''<u> the main points to the predictions'''</u>
*Teacher or students read a brief summary of the story together before beginning to read the story daily, until the story is finished.
*Identify setting on a map/globe etc…
*Role play scenes in the story with the students.
*Pose questions for discussion such as…"What do you think will happen?" "What conflict does the minor conflict cause for the main character?" "How do you think the main character will resolve the conflict?" "What do the character's actions tell you about themselves?" "Were you surprised to learn…..?" What traits does the character have?
*'''Small Group Direct Instruction:''' Teacher can re-read literature and have students follow along. Teacher can ask basic questions about the literature. Students can refer to their graphic organizer to answer questions using the system of least prompts.<nowiki>*</nowiki> Nonverbal students can answer questions using sentence strips or pictures.

<u>'''Model to Understand'''</u>
*As teacher reads aloud, model thought process and questions that a good reader might ask. "As I was reading, I came to the word/phrase ___ that I don't know. I will look at the rest of the paragraph to help me understand what it might mean."

|-
|colspan=2 |'''Scaffolds and Supports '''
*Reflective journals
*Coding sheets
*Pencils/notebooks
*Chapter books
*Read aloud texts
*Use a switch activated reading program that highlights text as it is read
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
**Highlight WH questions with different colors and then highlight the answers with same corresponding color in the text. (The student can be more independent in filling out a graphic organizer or character map or simply answering questions during a discussion.)
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate important information
*Sentence strips that reflect text from the story 
*Videos or story boards/cards of the story for visual supports
*PowerPoint stories that are modified to students reading level
*Picture icons on graphic organizers to support non-readers and visual learners
**Student can show comprehension by sequencing the events or ideas in the story or poem. Depending on the ability of the students you can use chaining and have student add 1 or 2 cards to the sequence instead of all of them at one time.)
*Peer support, collaborative grouping
*Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding
*Repeat same lessons/text over multiple times and days

|-
|colspan=2|'''Additional Resources'''
Karen Haag's Website: [http://www.liketoread.com/ www.liketoread.com]

|}
:<nowiki>*</nowiki> 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'''==

{|border=1
|width = "1000" |'''Grade 9-10 students: '''

|width = "1000" |'''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'''

|-
| style="background-color:#95B3D7;"|910.RL.b2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries of text.

|style="background-color:#95B3D7;"|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.

|-
||<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;">THEN</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;">Find evidence for a conclusion from a provided text.</div>
<div style="text-align:center;">THEN</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;">Identify a summary of the plot of the literary text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Find evidence for a conclusion from a provided text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Find evidence for a selected inference from a provided text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Identify the theme of a literary text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Identify details to support the plot or theme of the text.</div>

|-
|colspan=3|'''Suggested Instructional Strategies: '''

<u>'''Write to Understand'''</u>
*'''Story Coding: '''Provide the students with a copy of the text the students for students to mark. Give students an example of an inference, summary, or conclusion. Next, provide students with a highlighter. Ask students to find THE piece of evidence that provides the strongest support for the inference, conclusion, or summary. 
*'''Inference Chart:''' Word or Quote in Book + What I already Know = Inference: Have students write select quotes or words from the book. Next to quote have students write what that quote means based on background knowledge and lastly they write what that infers (e.g., "dog shampoo" Next to it student writes what they know about dog shampoo. "People usually have dog shampoo to wash a dog", in the last box have students write the inference, "this person must have a dog.").
*'''Graphic Organizer'''
#Teach students to make inferences using an "It Says, I Say, And So" Graphic Organizer''' '''"It Says – I Say – And so…" Use the graphic organizer to model the process. Then have students complete the graphic organizer using the steps below.
#First the students have to find out what the reading says.
#Next they find information from the text that will help answer the question.
#Then they add, in their own words, their thoughts about what the reading says.
#Students combine what the reading says and their thoughts to answer the question and thus create new meaning—the inference. 

<u>'''Discuss to Understand'''</u>
*'''Think, Pair, Share: '''Provide students with an inference, opinion, or conclusion. Ask students to individually find the strongest piece of evidence from the text to support the inference, summary, or conclusion. Then, the student meets with a peer to share their findings. After the pairs share, a couple teams can share with the rest of the class.
*'''Small Group instruction: '''Teacher reads a selection from text and asks students what the text infers? Teacher can provide 2-3 choices for answers (1 that is correct and 2 that are completely unrelated on answer cards in the center of the table.).

<u>'''Model to Understand'''</u>
*'''Think Aloud: '''To model how to support inferences/summaries/conclusions using evidence from a text, the teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop explain how pieces of evidence support the inferences/summaries/conclusions.
*Write main events and characters in the story on the board or chart paper and the students fill in and add details about the event. Students can write the details or pictures of the details can be provided by teacher and the students can place the details with the correct main event or character.

|-
|colspan=2 |'''Scaffolds and Supports'''
*Highlighters
*Task folders that include short paragraphs from text and student velcros/matches the inferences to the text.
*Read aloud texts
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate 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
*Picture icons on graphic organizers to support non-readers and visual learners
*Peer support, collaborative grouping
*Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding
*Repeat lessons multiple times

|}

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'''==

{|border=1
|width = "1000" |'''Grade 9-10 students: '''

|width = "1000" |'''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'''

|-
| style="background-color:#95B3D7;"|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.

| style="background-color:#95B3D7;"|1112.RL.c1 Determine two or more themes or central ideas of a text. 
1112.RL.c2 Determine how the theme develops.


|-
||<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;">THEN</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;">Identify theme of a text from a list.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Map a theme throughout text using evidence.</div>

|-
|colspan=3|'''Suggested Instructional Strategies:'''

<u>'''Write to Understand'''</u>
*'''Sketch-to-Stretch: '''Sketch-to-stretch is a way for students to capture the theme of a story through drawing. After the students have completed reading a story, they can draw a visual representation about the theme the author is trying to convey. They can use examples and details from the text to inform their drawings.
*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.


<u>'''Discuss to Understand'''</u>
*'''Determining the Theme: '''As students are reading particular sections of text—or, after reading a text—ask a series of questions to help students determine the theme. The teacher can help facilitate this by asking questions such as:
**What is this story really about?
**What do you think the author wants you to learn from this story?
**What lessons do you think the characters learned?
*Relate themes from book to the lives of the students or to movies they are familiar with.
*'''One Sentence Summations:''' Have students work in small group and read short selection from text. Using peer mediated instruction, students can generate a list of ideas about the selection. Using all of the entire ideas students write one sentence that summarizes the paragraph. Teacher can model this process with the whole class before groups begin the one sentence summation.


<u>'''Model to Understand'''</u>
*'''Think Aloud: '''To model determining a theme, a teacher should read aloud a book in front of the class. Then, at the end of the story, the teacher should demonstrate what he/she believes the theme to be.
*Highlight key phrases and words in the text, for example, words that demonstrate a theme or the central idea. Have students write the highlighted words on index cards while teacher writes the word on chart paper or the board. Below each word or phrase teacher will write/model supporting words and phrases and students will copy.


<u>'''Sort to Understand'''</u>
*Have students match key words/ideas to supporting details using sentence or picture strips in a small group.

|-
|colspan=3 |'''Scaffolds and Supports '''
*Paper/crayons/markers
*Read aloud texts
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate 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
*Picture icons on graphic organizers to support non-readers and visual learners
*Peer support, collaborative grouping
*Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding
*Use motivating topics to first teach the skill/lesson. (if a student likes cars first complete the lesson using a passage about cars)

|}

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'''==

{|border=1
|width = "1000" |'''Grade 9-10 students: '''

|width = "1000" |'''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'''

|-
| style="background-color:#95B3D7;"|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. 
||
|-
||<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;">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;">'''Essential Understanding:'''</div>

|-
|colspan=2|'''Suggested Instructional Strategies:'''

<u>'''Write to Understand'''</u>
*'''Character Maps:''' Characters in stories are developed in four different ways: 1) description of their physical appearance, 2) description of their actions, 3) dialogue, and 4) inner monologue. Using a graphic organizer, students can draw a picture of a character in the middle of a web. Then, extending from the character drawing, students can offer words that describe how the character looks, what the character does throughout the story, what the character says, and/or how the character feels. Students should also graph character motives for certain decisions that they made in the story. The teacher can chart this thinking by creating a class character map using the whiteboard, or students can create their own character maps in personal notebooks.
**For an example of a completed character map based on All Quiet of the Western Front go here: [http://www.cliffsnotes.com/literature/a/all-quiet-on-the-western-front/character-map| http://www.cliffsnotes.com/literature/a/all-quiet-on-the-western-front/character-map]


<u>'''Discuss to Understand'''</u>
*'''Grand Conversations:  '''To delve deeper into various story characters, the teacher can conduct a grand conversation with the class. Sitting in a circle, or sitting within a small group, the teacher can pose questions about the character that the students would answer. Questions may include:
**Describe the characters from the story.
**Why do you think <u>(character)</u> wanted to <u>(motivating factor)</u>?
**How does the character develop throughout the story?
**How does the character feel about the other characters in the story?

|-
|colspan=2|'''Scaffolds and Supports '''
*Labeling events in the story using sentence strips with beginning, middle, end. Or first, next, then, etc.
*Visual time line with pictures.
*Interactive whiteboard
*Read aloud texts
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate 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
*Picture icons on graphic organizers to support non-readers and visual learners
*Peer support, collaborative grouping
*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. 



=='''Analyzing Relationships'''==

{|border=1
|width = "1000" |'''Grade 9-10 students: '''

|width = "1000" |'''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'''

|-
|style="background-color:#95B3D7;"|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.

|style="background-color:#95B3D7;"|11-12.RL.d4 Interpret how literary devices advance the plot, affect the tone or pacing of a work.


|-
||<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;">THEN</div>
<div style="text-align:center;">Match the use of foreshadowing to a provided text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Match the use of cliff hanger to a provided text.</div>
<div style="text-align:center;">THEN</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;">Match the use of flashback to a provided text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Match the use of foreshadowing to a provided text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Match the use of cliff hanger to a provided text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Match the use of a red herring to a provided text.</div> 

|-
|colspan=3|'''Suggested Instructional Strategies:'''

<u>'''Discuss to Understand'''</u>
*'''Grand Conversations:  '''To delve deeper into how the use of literary techniques within a text advances the plot, affects the tone/pacing, or reveals aspects of a character conduct a grand conversation with the class. 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?
**How does the author use flashback to let us know some of the backstory of a character's life?
**What symbols does the author include within the story that give us clues about the character?
**Why does the author slow down the story here? Why does the author speed up the story here?
*'''Activate Prior Knowledge''': Teacher asks questions to activate students' prior knowledge.
*'''Connect to Real Life''': Teacher will ask questions to help students connect the specific events from text to real life. Teacher may provide model.
*'''Small Group Instruction''': In a small guided reading group, teacher will lead the discussion to help students develop their understanding and explanation of literary techniques.

|-
|colspan=3 |'''Scaffolds and Supports '''
*Common text
*Read aloud texts
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate 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
*Picture icons on graphic organizers to support non-readers and visual learners
*Peer support, collaborative grouping
*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. 



=='''Recognizing Organization and Features of Text & Analyzing Relationships'''==

{|border=1
|width = "1000" |'''Grade 9-10 students:'''

|width = "1000" |'''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.


||'''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'''

|-
|style="background-color:#95B3D7;" rowspan=2|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.

|style="background-color:#95B3D7;"|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).

|- 
| 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.

|-
||<div style="text-align:center;">'''Essential Understanding:'''</div>
<div style="text-align:center;">Identify the author's effect (e.g., tension, suspense, surprise) for a text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Identify evidence from the text that contributes to either mystery, tension, or surprise.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">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.</div>


||<div style="text-align:center;">'''Essential Understanding:'''</div>
<div style="text-align:center;">Identify elements of a story's plot (e.g., exposition, rising action, climax, falling action, resolution).</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Identify the author's effect (e.g., tension, suspense, surprise) for a text.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Identify the overall meaning.</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">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?").</div>
<div style="text-align:center;">THEN</div>
<div style="text-align:center;">Given choices for alternatives to the ending of a provided text, discuss why an author chose the ending within the text.</div>

|-
|colspan=2|'''Suggested Instructional Strategies:'''

<u>'''Write to Understand'''</u>
*Provide a timeline to illustrate the occurrence of events in the text.

'''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:
**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?
**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?
*'''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>
*'''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.*

|-
|colspan=2|'''Scaffolds and Supports '''
*Common texts
*Cliff notes of original texts
*Read aloud texts
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate 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
*Picture icons on graphic organizers to support non-readers and visual learners
*Peer support, collaborative grouping
*Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

|}
:<nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instruction such as example/non-example.



== '''Craft and Structure'''==


{|border=1
|width = "1000" |'''Grade 9-10 students: '''

|width = "1000" |'''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'''

|-
||
|style="background-color:#95B3D7;"|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.

|-
|colspan=2|'''Suggested Instructional Strategies: '''

<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.


<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. 


<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.

|-
|colspan=2|'''Scaffolds and Supports '''
*Examples of satire, sarcasm, and irony
*Sorts
*Read aloud texts
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate 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
*Picture icons on graphic organizers to support non-readers and visual learners
*Peer support, collaborative grouping
*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. 



== '''Craft and Structure & Connecting Diverse Media and Formats'''==

{|border=1
|width = "1000" |'''Grade 9-10 students: '''

|width = "1000" |'''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'''

|-
|style="background-color:#95B3D7;"|9-10.RL.e1 Compare and contrast works from different cultures with a common theme.

|style="background-color:#95B3D7;"|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").

|-
|colspan=3|'''Suggested Instructional Strategies: '''

<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. 

{|class="ThickBorder"

| width=150|'''Theme'''

| width=150|'''American Texts'''

| width=150|'''African Texts'''

| width=150|'''Chinese Texts'''

| width=150|'''South American Texts'''

|-
||Love

||

||

||

||

|-
||Family

||

||

||

||

|-
||Nature of Work

||

||

||

||

|}


*'''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:
**What makes stories poems, and plays different?
**How are stories, poems, and plays similar?


<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.


<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.

|-
|colspan=3 |'''Scaffolds and Supports '''
*Sorts
*Chart paper or interactive whiteboard
*Read aloud texts
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate 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
*Picture icons on graphic organizers to support non-readers and visual learners
*Peer support, collaborative grouping
*Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

|-
|colspan=3|'''Additional Resources'''
eHow\~Compare Contrast Activities.
o	[http://www.ehow.com/list_5805766_compare-contrast-activities-middle-school.html 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 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'''==

{|border=1
|width = "1000" |'''Grade 9-10 students: '''

|width = "1000" |'''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'''

|-
|style="background-color:#95B3D7;"|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).

|style="background-color:#95B3D7;"|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).

|-
||<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;">'''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;">THEN</div>
<div style="text-align:center;">Given provided categories for comparison, outline information from two texts on a similar theme</div>

|-
|colspan=3|'''Suggested Instructional Strategies: '''
<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.

[[Image:ECVenn1.JPG|400px|A Venn diagram with two sets for Text 1 and Text 2]]

<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.

|-
|colspan=3 |'''Scaffolds and Supports '''
*Multiple source materials
*Graphic organizer
*Read aloud texts
*Interactive white board
*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
*Graphic organizers
*Highlighted text
*Preview of the text, illustrations, and details, frontloading
*Pictures, objects, or tactile representations to illustrate 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
*Picture icons on graphic organizers to support non-readers and visual learners
*Peer support, collaborative grouping
*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.