| MI: English Language Arts 6-12 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 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. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 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. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.3a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.9-10.3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.9-10.3c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W.9-10.3d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.9-10.3e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
| Mid-Unit Assessment Task: What is the main lesson of your story? After identifying the main lesson in a childhood narrative, write a revision plan based on a close rereading of your first draft, setting goal(s) to write and revise your narrative under the influence of the mentor. Post-Unit Assessment Task: After reading narratives about childhood that explore what children learn, students will write personal narratives that show what they learned to do, or who they learned to be, as they grew up. Stories may not be literally true in every detail, but the stories will be located in the time and space of students' childhoods. Students will also write a reflection that examines the ways their writing has been impacted by experimenting with and developing a narrative. Possible prompt: What can children do aside from learning to be tough, which is only a temporary or at best a partial answer? After reading stories of childhood that explore what children learn, write a narrative that relates what you learned to do or be as you grew up. Stories may not be literally true in every detail but will be located in the time and space of your childhood. Use stylistic devices (e.g. imagery, tone, humor, suspense) to develop a narrative. Student Work Artifact - see below | Developing a sense of being a storyteller Discovering significance of personal narratives Establishing a writing community Finding the significance of the story Sequencing Workshopping writing |
| | Print Resources Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents. Portsmouth, NH: Boynton/Cook, 1998. Print. Fletcher, Ralph. A Writer’s Notebook. New York: HarperCollins, 1996. Print. Fletcher, Ralph and JoAnn Portalupi. Writing Workshop. New York: Heinemann. 2001. Print. Kooser, Ted. Delights & Shadows. Port Townsend, WA: CopperCanyon Press, 2004. Print. Murray, Donald.Crafting a Life in Essay, Story, Poem. Portsmouth, NH: Boynton/Cook, 1996. Print. Wroblewski, David. Edgar Sawtelle. New York: Ecco. 2008. Print. Web Resources Fletcher, Ralph. Ralph Fletcher. Web. 22 July 2010. http://www.ralphfletcher.com Soto, Gary. “The Bike.” Web. 1 May 2014. http://www.english7ramsey.pbworks.com/w/file/46149044/The%20Bike%20by%20Gary%20Soto.pdf Cormier, Robert. “The Moustache.” Web. 22 July 2010. http://www.nexuslearning.net/books/holt-eol2/Collection%202/the%20moustache.htm Kooser, Ted. Ted Kooser. Web. 22 July 2010. http://tedkooser.net/ “Teenink.” Web. 22 July 2010. http://www.teenink.com |
