Reading Element Card Literary Text Grades 9-12

Latest revision as of 15:53, 3 November 2014

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

Grade 9-10 students:	Grade 11-12 students:
CCSS	CCSS
PI	PI
CCCs	CCCs
Specific 9-10^th grade CCCs would be listed here.	Specific 11-12^th grade CCCs would be listed here.
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.

1 Range of Reading Level and Text Complexity
2 Using Details to Describe Text & Describing the Central Message / Theme
3 Describing the Central Message / Theme
4 Analyzing Relationships
5 Analyzing Relationships
6 Recognizing Organization and Features of Text & Analyzing Relationships
7 Craft and Structure
8 Craft and Structure & Connecting Diverse Media and Formats
9 Analyzing Across Texts

[edit] 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.

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

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:

Code	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).

Discuss to Understand

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 the main points to the predictions
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.* Nonverbal students can answer questions using sentence strips or pictures.

Model to Understand

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."

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

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.

[edit] 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.	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.
Suggested Instructional Strategies: Write to Understand 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. Discuss to Understand 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.). Model to Understand 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.
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.

[edit] 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.
Essential Understanding: Identify theme of a text from a list. THEN Map a theme throughout text using evidence.	Essential Understanding: Identify theme of a text from a list. THEN Map a theme throughout text using evidence.
Suggested Instructional Strategies: Write to Understand 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. Discuss to Understand 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. Model to Understand 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. Sort to Understand Have students match key words/ideas to supporting details using sentence or picture strips in a small group.
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.

[edit] 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.
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.	Essential Understanding:
Suggested Instructional Strategies: Write to Understand 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 Discuss to Understand 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 (character) wanted to (motivating factor)? How does the character develop throughout the story? How does the character feel about the other characters in the story?
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.

[edit] 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.
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.	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.
Suggested Instructional Strategies: Discuss to Understand 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.
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.

[edit] 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.	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.	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.
Suggested Instructional Strategies: Write to Understand 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. Sort to Understand 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.*
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

* Refer to Instructional Resource Guide for full descriptions and examples of systematic instruction such as example/non-example.

[edit] 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 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. Discuss to Understand 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. Sort to Understand 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.
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.

[edit] 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.

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

'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.

Theme	American Texts	African Texts	Chinese Texts	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?

Sort to Understand

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.

Model to Understand

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.

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

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.

[edit] 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.	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
Suggested Instructional Strategies: Write to Understand 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. Discuss to Understand 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.
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.

Reading Element Card Literary Text Grades 9-12

Latest revision as of 15:53, 3 November 2014

Contents

[edit] Range of Reading Level and Text Complexity

[edit] Using Details to Describe Text & Describing the Central Message / Theme

[edit] Describing the Central Message / Theme

[edit] Analyzing Relationships

[edit] Analyzing Relationships

[edit] Recognizing Organization and Features of Text & Analyzing Relationships

[edit] Craft and Structure

[edit] Craft and Structure & Connecting Diverse Media and Formats

[edit] Analyzing Across Texts

Personal tools

Namespaces

Variants

Views

Actions

Search

Navigation

Toolbox

@@ Line 1: / Line 1: @@
 {{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 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]
+*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'''
@@ Line 17: / Line 20: @@
 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]
+*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]
-<u>[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]</u>
-<u>[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]</u>
-<u>[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]</u>
-'''NOTE: In addition to the full set of Reading Literary Text Element Cards, there are additional element cards provided that are related to the story, Daedalus and Icarus. These additional cards were completed for CCCs in the 3-5 grade band and are located at the end of this document after the 9-12 cards.'''
+[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]
-''' Grades K–2 Reading Element Card – Literary Text – ''Using Details to Describe Text'' '''
+[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]
-{|border=1
+[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]
-|width = "20%" |'''Grade K students: '''
-|width = "20%" |'''Grade 1 students: '''
-|width = "20%" |'''Grade 2 students: '''
+''' Grades 9-12 Reading Element Card – Literary Text – ''Using Details to Describe Text'' '''
-|-
+{|border=1
-| |'''CCSS '''
+|width = "50%" |'''Grade 9-10 students: '''
-| |'''CCSS '''
-| |'''CCSS '''
+|width = "50%" |'''Grade 11-12 students: '''
 |-
-| |'''PI'''
+||'''CCSS '''
-| |'''PI'''
+||'''CCSS '''
-| |'''PI'''
 |-
-| |'''CCCs'''
+||'''PI'''
-| |'''CCCs'''
-| |'''CCCs'''
+||'''PI'''
 |-
-| |''Specific K grade CCCs would be listed here.''
+||'''CCCs'''
-| |''Specific 1<sup>st</sup> grade CCCs would be listed here.''
+||'''CCCs'''
-| |''Specific 2<sup>nd</sup> grade CCCs would be listed here.''
 |-
-| |'''Essential Understanding:'''
+||''Specific 9-10<sup>th</sup> grade CCCs would be listed here.''
-| |'''Essential Understanding:'''
+||''Specific 11-12<sup>th</sup> grade CCCs would be listed here.''
-| |'''Essential Understanding:'''
+|-
+||'''Essential Understanding:'''
+||'''Essential Understanding:'''
 |-
-|  colspan=3|'''Suggested Instructional Strategies:'''
+|  colspan=2|'''Suggested Instructional Strategies:'''
 |-
-|  colspan=3|'''Suggested Scaffolds and Supports:'''
+|  colspan=2|'''Suggested Scaffolds and Supports:'''
-|-
 |}
 '''Explanations for corresponding line numbers'''
@@ Line 97: / Line 98: @@
-'''Grades 9–12 Reading Element Card – Literary Text – ''Range of Reading Level and Text Complexity'''''
+=='''Range of Reading Level and Text Complexity'''==
 {|border=1
-|width = "33%" |'''Grade 9-10 students: '''
+|width = "1000" |'''Grade 9-10 students: '''
-|width = "34%" |'''Grade 11-12 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.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.
 |-
-| |'''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.
 |-
-| |'''CCCs'''
+||'''CCCs'''
-| |'''CCCs'''
+||'''CCCs'''
 |-
@@ Line 124: / Line 125: @@
 |style="background-color:#95B3D7;"|11-12.RL.a1 Use a variety of strategies to derive meaning from a variety of texts.
 |-
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Use predicting to understand texts.
+<div style="text-align:center;">Use predicting to understand texts.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Make connections to understand texts.
+<div style="text-align:center;">Make connections to understand texts.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Use summarizing to understand texts.
+<div style="text-align:center;">Use summarizing to understand texts.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Use synthesizing to understand texts.
+<div style="text-align:center;">Use synthesizing to understand texts.</div>
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Use predicting to understand texts.
+<div style="text-align:center;">Use predicting to understand texts.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Make connections to understand texts.
+<div style="text-align:center;">Make connections to understand texts.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Use summarizing to understand texts.
+<div style="text-align:center;">Use summarizing to understand texts.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Use synthesizing to understand texts.
+<div style="text-align:center;">Use synthesizing to understand texts.</div>
 |-
 |colspan=2|'''Suggested Instructional Strategies: '''
-'''Write to Understand'''
+<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:
+*'''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:
-Code
-Meaning
-<nowiki>
-(-(
-I have a connection
-???
+{|class="ThickBorder"
-This part does not make sense
+| width=50|Code
-!!!
+| width=250|Meaning
-Wow! This was interesting. I want to share
-\#\#\#
+|-
-This is an important part
+||← →
-</nowiki>
-* '''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'').
-'''Discuss to Understand'''
+||I have a connection
-* '''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.
+||This part does not make sense
-* 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.
+|-
+||!!!
+||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.
-'''Model to Understand'''
+<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."
+*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
+*Reflective journals
-* Coding sheets
+*Coding sheets
-* Pencils/notebooks
+*Pencils/notebooks
-* Chapter books
+*Chapter books
-* Read aloud texts
+*Read aloud texts
-* Use a switch activated reading program that highlights text as it is read
+*Use a switch activated reading program that highlights text as it is read
-* 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
-** 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.)
+**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
+*Preview of the text, illustrations, and details, frontloading
-* Pictures, objects, or tactile representations to illustrate important information
+*Pictures, objects, or tactile representations to illustrate important information
-* Sentence strips that reflect text from the story
+*Sentence strips that reflect text from the story
-* Videos or story boards/cards of the story for visual supports
+*Videos or story boards/cards of the story for visual supports
-* PowerPoint stories that are modified to students reading level
+*PowerPoint stories that are modified to students reading level
-* Picture icons on graphic organizers to support non-readers and visual learners
+*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.)
+**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
+*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
-* Repeat same lessons/text over multiple times and days
+*Repeat same lessons/text over multiple times and days
 |-
@@ Line 210: / Line 224: @@
 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.
+:<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.
-=here=
-'''Grades 9–12 Reading Element Card – Literary Text – ''Using Details to Describe Text & Describing the Central Message / Theme''
+=='''Using Details to Describe Text & Describing the Central Message / Theme'''==
 {|border=1
-|width = "33%" |'''Grade 9-10 students: '''
+|width = "1000" |'''Grade 9-10 students: '''
-|width = "34%" |'''Grade 11-12 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.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.
 |-
-| |'''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).
+||'''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).
@@ Line 236: / Line 253: @@
 |-
-| |'''CCCs'''
+||'''CCCs'''
-| |'''CCCs'''
+||'''CCCs'''
 |-
@@ Line 244: / Line 261: @@
 |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.
 -12.RL.b2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text.
@@ Line 251: / Line 269: @@
 |-
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Match evidence to a provided summary.
+<div style="text-align:center;">Match evidence to a provided summary.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Identify a summary of the plot of the literary text.
+<div style="text-align:center;">Identify a summary of the plot of the literary text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Find evidence for a conclusion from a provided text.
+<div style="text-align:center;">Find evidence for a conclusion from a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Find evidence for a selected inference from a provided text.
+<div style="text-align:center;">Find evidence for a selected inference from a provided text.</div>
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Identify a summary of the plot of the literary text.
+<div style="text-align:center;">Identify a summary of the plot of the literary text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Find evidence for a conclusion from a provided text.
+<div style="text-align:center;">Find evidence for a conclusion from a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Find evidence for a selected inference from a provided text.
+<div style="text-align:center;">Find evidence for a selected inference from a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Identify the theme of a literary text.
+<div style="text-align:center;">Identify the theme of a literary text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Identify details to support the plot or theme of the text.
+<div style="text-align:center;">Identify details to support the plot or theme of the text.</div>
 |-
 |colspan=3|'''Suggested Instructional Strategies: '''
-'''Write to Understand'''
+<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.
+*'''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.").
+*'''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'''
+*'''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.
+#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.
+#First the students have to find out what the reading says.
-# Next they find information from the text that will help answer the question.
+#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.
+#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.
+#Students combine what the reading says and their thoughts to answer the question and thus create new meaning—the inference.
-'''Discuss to Understand'''
+<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.
+*'''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.).
+*'''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.).
-'''Model to Understand'''
+<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.
+*'''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.
+*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 '''
+|colspan=2 |'''Scaffolds and Supports'''
-* Highlighters
+*Highlighters
-* Task folders that include short paragraphs from text and student velcros/matches the inferences to the text.
+*Task folders that include short paragraphs from text and student velcros/matches the inferences to the 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
-* Repeat lessons multiple times
+*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.
-'''Grades 9–12 Reading Element Card – Literary Text – ''Describing the Central Message / Theme'''''''''''
+== '''Describing the Central Message / Theme'''==
 {|border=1
-|width = "33%" |'''Grade 9-10 students: '''
+|width = "1000" |'''Grade 9-10 students: '''
-|width = "34%" |'''Grade 11-12 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.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.
 |-
-| |'''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.
 |-
-| |'''CCCs'''
+||'''CCCs'''
-| |'''CCCs'''
+||'''CCCs'''
 |-
@@ Line 347: / Line 366: @@
 |-
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Identify theme of a text from a list.
+<div style="text-align:center;">Identify theme of a text from a list.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Map a theme throughout text using evidence.
+<div style="text-align:center;">Map a theme throughout text using evidence.</div>
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Identify theme of a text from a list.
+<div style="text-align:center;">Identify theme of a text from a list.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Map a theme throughout text using evidence.
+<div style="text-align:center;">Map a theme throughout text using evidence.</div>
 |-
 |colspan=3|'''Suggested Instructional Strategies:'''
-'''Write to Understand'''
+<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.
+*'''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.
+*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.
-'''Discuss to Understand'''
-* '''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.
-'''Model to Understand'''
+<u>'''Discuss 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.
+*'''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:
-* 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.
+**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.
-'''Sort to Understand'''
+<u>'''Sort to Understand'''</u>
-* Have students match key words/ideas to supporting details using sentence or picture strips in a small group.
+*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
+*Paper/crayons/markers
-* 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
-* Use motivating topics to first teach the skill/lesson. (if a student likes cars first complete the lesson using a passage about cars)
+*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.
-'''Grades 9–12 Reading Element Card – Literary Text – ''Analyzing Relationships'''''
+== '''Analyzing Relationships'''==
 {|border=1
-|width = "33%" |'''Grade 9-10 students: '''
+|width = "1000" |'''Grade 9-10 students: '''
-|width = "34%" |'''Grade 11-12 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: '''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:'''
 |-
-| |'''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: '''
 |-
-| |'''CCCs'''
+||'''CCCs'''
-| |'''CCCs'''
+||'''CCCs'''
 |-
@@ Line 427: / Line 451: @@
 ||
 |-
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Identify a reason that a character from a story makes a decision.
+<div style="text-align:center;">Identify a reason that a character from a story makes a decision.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-With prompting and support, create a timeline of events (i.e., beginning, middle, end) that happen to one complex character in a story.
+<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>
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
 |-
 |colspan=2|'''Suggested Instructional Strategies:'''
-'''Write to Understand'''
+<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.
+*'''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:
+**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]
-''' [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] '''
-'''Discuss to Understand'''
+<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:
+*'''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.
+**Describe the characters from the story.
-** Why do you think <u>    (character)         </u>wanted to <u>       (motivating factor)         </u>?
+**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 develop throughout the story?
-** How does the character feel about the other characters in 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.
+*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
-|-
 |}
 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.
-'''Grades 9–12 Reading Element Card – Literary Text –'''''' '''''Analyzing Relationships''
+=='''Analyzing Relationships'''==
 {|border=1
-|width = "33%" |'''Grade 9-10 students: '''
+|width = "1000" |'''Grade 9-10 students: '''
-|width = "34%" |'''Grade 11-12 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.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.)
 |-
-| |'''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.
 |-
-| |'''CCCs'''
+||'''CCCs'''
-| |'''CCCs'''
+||'''CCCs'''
 |-
@@ Line 504: / Line 527: @@
 |-
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Match the use of flashback to a provided text.
+<div style="text-align:center;">Match the use of flashback to a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Match the use of foreshadowing to a provided text.
+<div style="text-align:center;">Match the use of foreshadowing to a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Match the use of cliff hanger to a provided text.
+<div style="text-align:center;">Match the use of cliff hanger to a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Match the use of a red herring to a provided text.
+<div style="text-align:center;">Match the use of a red herring to a provided text.</div>
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-Match the use of flashback to a provided text.
+<div style="text-align:center;">Match the use of flashback to a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Match the use of foreshadowing to a provided text.
+<div style="text-align:center;">Match the use of foreshadowing to a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Match the use of cliff hanger to a provided text.
+<div style="text-align:center;">Match the use of cliff hanger to a provided text.</div>
-THEN
+<div style="text-align:center;">THEN</div>
-Match the use of a red herring to a provided text.
+<div style="text-align:center;">Match the use of a red herring to a provided text.</div>
 |-
 |colspan=3|'''Suggested Instructional Strategies:'''
-'''Discuss to Understand'''
+<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:
+*'''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?
+**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?
+**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?
+**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?
+**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.
+*'''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.
+*'''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.
+*'''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
+*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
-|-
 |}
 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.
-'''Grades 9–12 Reading Element Card – Literary Text – Recognizing Organization and Features of Text & Analyzing Relationships'''
+=='''Recognizing Organization and Features of Text & Analyzing Relationships'''==
 {|border=1
-|width = "33%" |'''Grade 9-10 students:'''
+|width = "1000" |'''Grade 9-10 students:'''
-|width = "34%" |'''Grade 11-12 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.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.11-12.5 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.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.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'''
 |-
-|style="background-color:#95B3D7;"|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;" 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.
@@ Line 590: / Line 614: @@
 -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.
-| |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>
-||'''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.
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
-||'''Essential Understanding:'''
+<div style="text-align:center;">Identify elements of a story's plot (e.g., exposition, rising action, climax, falling action, resolution).</div>
-Identify elements of a story's plot (e.g., exposition, rising action, climax, falling action, resolution).
+<div style="text-align:center;">THEN</div>
-THEN
+<div style="text-align:center;">Identify the author's effect (e.g., tension, suspense, surprise) for a text.</div>
-Identify the author's effect (e.g., tension, suspense, surprise) for a text.
+<div style="text-align:center;">THEN</div>
-THEN
+<div style="text-align:center;">Identify the overall meaning.</div>
-Identify the overall meaning.
+<div style="text-align:center;">THEN</div>
-THEN
+<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>
-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 style="text-align:center;">THEN</div>
-THEN
+<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>
-Given choices for alternatives to the ending of a provided text, discuss why an author chose the ending within the text.
 |-
 |colspan=2|'''Suggested Instructional Strategies:'''
-'''Write to Understand'''
+<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'''
-* '''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.
-'''Sort to Understand'''
+<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.<nowiki>*</nowiki>
+*Example/Non-example that illustrates character(s) feelings.*
 |-
 |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
-|-
 |}
-<nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instruction such as example/non-example.
+:<nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instruction such as example/non-example.
-'''Grades 9 – 12 Reading Element Card – Literary Text – ''Craft and Structure'''''
+== '''Craft and Structure'''==
 {|border=1
-|width = "33%" |'''Grade 9-10 students: '''
+|width = "1000" |'''Grade 9-10 students: '''
-|width = "34%" |'''Grade 11-12 students: '''
+|width = "1000" |'''Grade 11-12 students: '''
 |-
-| |'''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'''
 |-
 ||
 |style="background-color:#95B3D7;"|11-12.RL.d2 Define satire, sarcasm, irony.
 -12.RL.d3 Differentiate from what is directly stated in a text from what is meant.
 |-
-| |'''Essential Understanding:'''
+||'''Essential Understanding:'''
-| |'''Essential Understanding:'''
+||'''Essential Understanding:'''
 Choose from a given list examples of satire, sarcasm, and irony.
@@ Line 693: / Line 716: @@
 |colspan=2|'''Suggested Instructional Strategies: '''
-'''Write to Understand'''
+<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.
-'''Discuss to Understand'''
-* '''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.
-'''Sort to Understand'''
+<u>'''Discuss 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.
+*'''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
+*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
-|-
 |}
 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.
-'''Grades 9 – 12 Reading Element Card – Literary Text - Craft and Structure & Connecting Diverse Media and Formats'''
+== '''Craft and Structure & Connecting Diverse Media and Formats'''==
 {|border=1
-|width = "33%" |'''Grade 9-10 students: '''
+|width = "1000" |'''Grade 9-10 students: '''
-|width = "34%" |'''Grade 11-12 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.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 752: / Line 778: @@
 |-
-| |'''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").
-| |'''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").
@@ Line 761: / Line 787: @@
 |colspan=3|'''Suggested Instructional Strategies: '''
-'''Discuss to Understand'''
+<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.
-'''Theme'''
-'''American Texts'''
-'''African Texts'''
-'''Chinese Texts'''
-'''South American Texts'''
-Love
+{|class="ThickBorder"
+| width=150|'''Theme'''
+| width=150|'''American Texts'''
+| width=150|'''African Texts'''
+| width=150|'''Chinese Texts'''
-Family
+| width=150|'''South American Texts'''
-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?
-'''Sort to Understand'''
-* '''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.
-'''Model to Understand'''
-* '''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 '''
+||Love
-* 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.
-'''Grades 9–12 Reading Element Card – Literary Text –'''''' '''''Analyzing Across Texts''
+||
-{|border=1
-|width = "33%" |'''Grade 9-10 students: '''
-|width = "34%" |'''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).
+||Family
-| |'''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).
+||Nature of Work
-|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).
+||
-|-
+||
-| |'''Essential Understanding:'''
-Given an excerpt of text, match to source or reference material written about a similar theme.
-| |'''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
-|-
+||
-|colspan=3|'''Suggested Instructional Strategies: '''
-'''Write to Understand'''
-* '''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.
+|}
+*'''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.
-'''Discuss to Understand'''
-* '''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
+*Sorts
-* Graphic organizer
+*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
 |-
+|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.
-'''Supplemental Cards Specific to Daedalus and Icarus'''
-'''Grades 3–5 Reading Element Card – Literary Text – ''Describing the Central Message / Theme'''''
-{|border=1
-|width = "20%" |'''Grade 3 students: '''
-|width = "20%" |'''Grade 4 students: '''
-|width = "20%" |'''Grade 5 students: '''
-|-
-| |'''CCSS: '''
-| |'''CCSS: '''RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
-| |'''CCSS: '''RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
-|-
-| |'''PI: '''
-| |'''PI:''' E.RL.i Using evidence from the text to summarize or make and support inferences, opinions, and conclusions.
-| |'''PI: '''M.RL.c Summarizing and interpreting purpose or central ideas to derive a theme.
-|-
-| |'''CCCs'''
-| |'''CCCs'''
-| |'''CCCs'''
-|-
-||
-|style="background-color:#95B3D7;"|4.RL.i3 Use evidence from the text to summarize a story, poem or drama.
-| style="background-color:#95B3D7;"|5.RL.c1 Summarize a portion of text such as a paragraph or a chapter.
-.RL.c2 Summarize a text from beginning to end in a few sentences.
-|-
-| |'''Essential Understanding:'''
-| |'''Essential Understanding:'''
-Identify what happens in the beginning of a story.
-THEN
-Identify what happens at the end of a story.
-THEN
-Sequence what happens first, next, and last.
-THEN
-Sequence the beginning, middle and end of a story.
-THEN
- Identify a simple summary of a story, poem, or drama.
-| |'''Essential Understanding:'''
-Identify what happens in the beginning of a story.
-THEN
-Identify what happens at the end of a story.
-THEN
-Sequence what happens first, next, and last.
-THEN
-Sequence the beginning, middle and end of a story.
-Identify a simple summary of a story, poem, or drama.
-THEN
-With prompting and support, summarize a portion of the story.
-|-
-|colspan=3|'''Suggested Instructional Strategies: '''
-'''Write to Understand'''
-'''Use a Venn Diagram''': Compare and contrast how the characters in "Deadalus and Icarus" view their lives with King Midas.
-'''Use a Graphic Organizer''': Organize each character's risks and consequences (Thematic Study of Risks and Consequences).
-* '''Essential Understanding''': Using pictures, icons or objects (that represent characters, settings, plot) create a Story Map/Flowchart to demonstrate/sequence the beginning, middle and end of the story "Daedalus and Icarus."
-'''Sort to Understand'''
-'''Concept Sort''': Add details from the story to a Concept Board to investigate risks and consequences.
-* '''Essential Understanding:''' Using icons, pictures or objects-representing characters, setting and plot—identify and group items according to characters, setting and plot (for example: Daedalus-character; palace-setting, feathers-plot; etc).
-'''Discuss to Understand'''
-'''Discussing Character's Risks and Consequences: '''
-* ''Whole Groups: ''Why did Icarus and Daedalus risk their lives to leave the palace?
-* '''''Partner Share: '''''Icarus ignored his father's advice and flew too close to the sun. What was the consequence of this risk?
-* '''Essential Understanding:''' Using icons and pictures in a character tree, discuss and have students identify the risk that Daedalus took; identify the risk that Icarus took.
-'''Model to Understand'''
-'''Theme Study: '''Using a document camera and a copy of the story, model for your students how you would choose the main details in the story that support the overall theme of risk and consequences.
-* '''Essential Understanding''': Using a picture of Daedalus and Icarus by a Palace; a picture of Daedalus and Icarus flying; and a picture of Icarus flying too close to the sun; model for the your students the correct sequencing of first, then and last.
-|-
-|colspan=3 |'''Scaffolds and Supports '''
-* Realia/objects- feathers, seeds, water, wax and a lamp/hairdryer
-* Icons/pictures of characters, plot and settings
-* Highlighted text
-* Academic vocabulary on flashcards
-* Modified story (with main details and pictures)
-* Modified story with "picture it" icons to assist in reading
-|-
-|}
 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.
-'''Supplemental Cards Specific to Daedalus and Icarus'''
-'''Grades 3–5 Reading Element Card – Literary Text –'''''' '''''Describing the Central Message / Theme''
-{|border=1
-|width = "20%" |'''Grade 3 students: '''
-|width = "20%" |'''Grade 4 students: '''
+=='''Analyzing Across Texts'''==
-|width = "20%" |'''Grade 5 students: '''
-|-
-| |'''CCSS: '''
-RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
-RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
-| |'''CCSS: '''RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
-| |'''CCSS: '''RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text'''.'''
-|-
-| |'''PI: '''
-E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson).
-E.RL.i Using evidence from the text to summarize or make and support inferences, opinions, and conclusions.
-E.RL.k Identifying central ideas and key details to derive author's purpose, message or theme.
-| |'''PI:''' E.RL.k Identifying central ideas and key details to derive author's purpose, message or theme.
-| |'''PI: '''M.RL.c Summarizing and interpreting purpose or central ideas to derive a theme.
-|-
-| |'''CCCs'''
-| |'''CCCs'''
-| |'''CCCs'''
-|-
-| style="background-color:#95B3D7;"|2.RL.f5 Determine the central message, lesson or moral from fables and folktales from diverse cultures.
-.RL.i1 Identify the central message (theme), lesson, or moral within a story, folktale, or fable from diverse cultures.
-.RL.k2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
-.RL.k3 Use information in the text to determine and explain a lesson learned by a character or theme within the story.
-| style="background-color:#95B3D7;"|4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer.
-| style="background-color:#95B3D7;"|5.RL.c3 Determine the theme of a story, drama, or poem including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
-|-
-| |'''Essential Understanding:'''
-Identify the topic of a text or information presented in diverse media.
-THEN
-Identify a supporting detail of the topic in a text or information presented in diverse media.
-THEN
-With prompting and support, answer simple questions about the central message, lesson, or moral of a story, fable, or folktale (i.e., After reading this story, what happened to the character? So, what did the character learn? Then, what do you think was the lesson the author was trying to teach you?).
-| |'''Essential Understanding:'''
-Determine the topic of story or poem.
-THEN
-Identify details from text that support a topic.
-THEN
-Answer simple questions about the theme of a story, drama, or poem.
-| |'''Essential Understanding:'''
-Determine the topic of story or poem.
-THEN
-Identify details from text that support a topic.
-THEN
-Answer simple questions about the theme of a story, drama, or poem.
-THEN
-With prompting and support, answer questions about the relationship between a character and a challenge.
-|-
-|colspan=3|'''Suggested Instructional Strategies:'''
-'''Write to Understand'''
-'''Use a Graphic Organizer/Story/Character Web''':
-* Organize each character's risks and consequences (Thematic Study of Risks and Consequences)
-* Have students pick out details from the story to support the themes (Risks and Consequences)
-# '''Essential Understanding''': Using pictures, icons or objects (that represent characters, settings, plot) create a Story Map/Flowchart to identify details of the story "Daedalus and Icarus."
-'''Sort to Understand'''
-'''Concept Sort''': Add details from the story to a Concept Board to investigate risks and consequences
-* '''Essential Understanding:''' Using icons, pictures or objects-representing characters, setting and plot—identify and group items according to characters, setting and plot (for example: Daedalus-character; palace-setting, feathers-plot; etc)
-'''Discuss to Understand'''
-'''Discussing Character's Risks and Consequences: '''
-* '''''Whole Groups: '''''Why did Icarus and Daedalus risk their lives to leave the palace?
-* ''Partner Share: ''Icarus ignored his father's advice and flew too close to the sun. What was the consequence of this risk?
-* '''Essential Understanding:''' Using icons and pictures In a character tree, discuss and have students identify the risk that Daedalus took; identify the risk that Icarus took
-'''Model to Understand'''
-'''Theme Study: '''Using a document camera and a copy of the story, model for your students how you would choose the main details in the story that support the overall theme of risk and consequences
-* '''Essential Understanding''': Using a picture of Daedalus and Icarus by a Palace; a picture of Daedalus and Icarus flying; and a picture of Icarus flying too close to the sun; model for the your students the correct sequencing of first, then and last
-|-
-|colspan=3 |'''Scaffolds and Supports '''
-* Realia/objects- feathers, seeds, water, wax and a lamp/hairdryer
-* Icons/pictures of characters, plot and settings
-* Highlighted text
-* Academic vocabulary on flashcards
-* Modified story (with main details and pictures)
-* Modified story with "picture it" icons to assist in reading
-|-
-|}
-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.
-'''Supplemental Cards Specific to Daedalus and Icarus'''
-'''Grades 3–5 Reading Element Card – Literary Text – ''Analyzing Relationships'''''
 {|border=1
-|width = "20%" |'''Grade 3 students: '''
+|width = "1000" |'''Grade 9-10 students: '''
-|width = "20%" |'''Grade 4 students: '''
+|width = "1000" |'''Grade 11-12 students: '''
-|width = "20%" |'''Grade 5 students: '''
 |-
-| |'''CCSS: '''RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
+||'''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.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
-| |'''CCSS'''
+||'''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: '''E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions)'''.'''
+||'''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:''' E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).
+||'''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: '''
 |-
-| |'''CCCs'''
+||'''CCCs'''
-| |'''CCCs'''
+||'''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;"|3.RL.l1 Describe a character's traits in a story using details from the text and illustrations.
-. RL.l3 Explain a character's feelings in a story using the character's thoughts, words, and actions as evidence from the text.
-|style="background-color:#95B3D7;" |4.RL.l1 Describe character traits (e.g., actions, deeds, dialogue, description, motivation, interactions); use details from text to support description.
+|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).
 |-
-| |'''Essential Understanding:'''
+||<div style="text-align:center;">'''Essential Understanding:'''</div>
- Identify a character's trait from an illustration.
+<div style="text-align:center;">Given an excerpt of text, match to source or reference material written about a similar theme.</div>
-THEN
-Identify the thoughts, words, and actions that match to a character.
-| |'''Essential Understanding:'''
-Identify a character in text.
-THEN
-Identify a character's trait from an excerpt of a story.
-THEN
-Identify the thoughts, words, and actions that match to a character.
-| |'''Essential Understanding:'''
+||<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.
-'''Write to Understand'''
+[[Image:ECVenn1.JPG|400px|A Venn diagram with two sets for Text 1 and Text 2]]
-'''Use a Venn Diagram /Character Web/Flowchart''':
-* Organize each character's risks and consequences
-* Have students use details from the story to support each characters main thoughts and actions throughout the story
-'''Essential Understanding''': Using pictures, icons or objects (that represent characters, settings, plot) create a Story Map/Flowchart to identify what the characters do in "Daedalus and Icarus."
-* Have students sort icons into characters and non-characters
-'''Sort to Understand'''
+<u>'''Discuss to Understand'''</u>
-'''Story Chain''':
+*'''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.
-* Students summarize details in the story and then put them together in a chain to show character interaction and risk/consequences of actions
-* How do character's actions affect outcome of the story
-* '''Essential Understanding:''' Using icons, pictures or objects-representing characters, setting and plot—create a character story chain to show each character's risk and the resulting consequence
-'''Discuss to Understand'''
-'''Discussing Character's Risks and Consequences:'''
-''Whole Groups:''
-* ''''' '''''Why did Icarus and Daedalus risk their lives to leave the palace?
-* How did were their risks similar? How were their risks different?
-* ''Partner Share: ''Icarus ignored his father's advice and flew too close to the sun. What was the consequence of this risk? How does this compare to your own relationship with your father/parent?
-* '''Essential Understanding:''' Using icons and pictures In a character tree, discuss and have students identify the risk that Daedalus took; identify the risk that Icarus took
 |-
 |colspan=3 |'''Scaffolds and Supports '''
-* Realia/objects- feathers, seeds, water, wax and a lamp/hairdryer
+*Multiple source materials
-* Icons/pictures of characters, plot and settings
+*Graphic organizer
-* Highlighted text
+*Read aloud texts
-* Academic vocabulary on flashcards
+*Interactive white board
-* Modified story (with main details and pictures)
+*Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)
-* Modified story with "picture it" icons to assist in reading
+*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.
-'''Supplemental Cards Specific to Daedalus and Icarus'''
-'''Grades 3–5 Reading Element Card – Literary Text – ''Analyzing Relationships'''''
-{|border=1
-|width = "20%" |'''Grade 3 students: '''
-|width = "20%" |'''Grade 4 students: '''
-|width = "20%" |'''Grade 5 students: '''
-|-
-| |'''CCSS:''' RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
-| |'''CCSS: '''RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
-| |'''CCSS'''
-|-
-| |'''PI: : '''E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions)'''.'''
-| |'''PI:''' E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).
-| |'''PI: '''
-|-
-| |'''CCCs'''
-| |'''CCCs'''
-| |'''CCCs'''
-|-
-|style="background-color:#95B3D7;"|3.RL.l2 Explain a character's motivation in a story using the character's thoughts, words, and actions as evidence from the text.
-| style="background-color:#95B3D7;"|4.RL.l2 Describe character motivation (e.g., actions, thoughts, words); use details from text to support description.
-|-
-| |'''Essential Understanding:'''
-Identify a character's motivation in a story from a list.
-| |'''Essential Understanding:'''
-Identify a character's motivation in a story from a list.
-| |'''Essential Understanding:'''
-|-
-|colspan=3|'''Suggested Instructional Strategies: '''
-'''Write to Understand'''
-'''Use a Venn Diagram /Character Web/Flowchart''':
-* Organize each character's motivation for taking the risks that they took using details from the story
-* Have students use details from the story to support each characters main thoughts and actions throughout the story
-'''Sketch Character's Risks:'''
-* Have each student sketch each character in the moment the too their biggest risk during the story (based on details from the story must include- setting, character and another aspect of the plot/story)
-'''Essential Understanding''': Using pictures, icons or objects (that represent characters, settings, plot) create a character chart to demonstrate why each character took their risk (Daedauls-sad; Icarus- pride/excitement)
-* Have students sort icons into characters and non-characters
-'''Sort to Understand'''
-'''Story Chain''':
-* Students summarize details in the story and then put them together in a chain to show character motivation and risk/consequences of actions
-* How do character's actions affect outcome of the story
-* '''Essential Understanding:''' Using icons, pictures or objects-representing characters, setting and plot—create a character story chain to show each character's risk and the resulting consequence
-'''Discuss to Understand'''
-'''Discussing Character's Risks and Consequences: '''
-''Whole Groups:''
-* ''''' '''''Why did Icarus and Daedalus risk their lives to leave the palace?
-* How did were their risks similar? How were their risks different?
-* ''Partner Share: ''Icarus ignored his father's advice and flew too close to the sun. What was the consequence of this risk? How does this compare to your own relationship with your father/parent?
-* '''Essential Understanding:''' Using icons and pictures In a character tree, discuss and have students identify the risk that Daedalus took; identify the risk that Icarus took
-|-
-|colspan=3|'''Scaffolds and Supports '''
-* Realia/objects- feathers, seeds, water, wax and a lamp/hairdryer
-* Icons/pictures of characters, plot and settings
-* Highlighted text
-* Academic vocabulary on flashcards
-* Modified story (with main details and pictures)
-* Modified story with "picture it" icons to assist in reading
-|-
-|}
 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.