Suggested Learning Targets for Common Core State Standards



Buncombe County Schools

Learning Targets for ELA Common Core State Standards

2012-2013

Grade 12 Reading Literature

|Grade Specific Standard |Learning Targets |Activities/Strategies |Resources |Formative Assessment Suggestions |

| |(I can statements) |(What strategies/activities could we use to |(What text could we use to teach this |(What are ways to formatively check for |

| | |teach this learning target?) |learning target?) |understanding while teaching this learning |

| | | | |target?) |

|RL1. Cite strong and thorough |1a. I can use evidence from the text |-Quote journal (give theme, find quotes to |MacBeth |-Exit ticket response |

|textual evidence to support |to defend my conclusion of literal |support) | | |

|analysis of what the text says|and inferential understandings. |samples of quote journals: DERLS – Dual Entry |Beowulf |-Quote quiz that student work in groups to give |

|explicitly as well as | |Response Log or “Grendel Monster and Beowulf | |significance of the quotes |

|inferences drawn from the |1b. I can recognize and judge an |Speeches” – see att. on ELA moodle |Use free download of desktop tool | |

|text, including determining |author’s purpose in using ambiguity. | | for quick matching game set| |

|where the text leaves matters | |-Poster that gives quotes and images |up. | |

|uncertain. | | | for matching game. | |

| | |-Exit ticket response | | |

|RL2. Determine two or more |2a. I can analyze how the interaction|-Class discussion |-MacBeth |-Conflict t-chart |

|themes or central ideas of a |between two or more themes or central| | | |

|text and analyze their |ideas reveals the richness of a text.|-Thinking map (tree map that they categorize |-Beowulf |-Class discussion |

|development over the course of| |ideas from given list) | | |

|the text, including how they |2b. I can analyze how connections | |-Romantic Poets |-Thumbs up/down on themes |

|interact and build on one |between themes or central ideas help |-Pinpoint patterns (senses, colors, symbols) | | |

|another to produce a complex |me understand the text as a whole. |in text…leading to theme |-Canterbury Tales |Writing assignment that relates themes from |

|account; provide an objective | | | |texts to 21st Century/current culture. |

|summary of the text. |2c. I can objectively summarize the |-Conflict t-chart |-Importance of Being Ernest | |

| |text with increased precision. | | |Beowulf VOKI assignment – ELA moodle |

| | |Macbeth theme chart – ELA moodle |-Frankenstein | |

|RL3. Analyzing the impact of |I can defend my position about how |-T-chart (name device, give quote, |-Beowulf |-Exit ticket |

|the author’s choices and |the author’s choices of literary |significance) | | |

|regarding how to develop and |elements impact purpose and audience.| |-MacBeth |-Journal entries |

|relate elements of a story or | |-Flow (or flee) chart showing plot | | |

|drama (e.g., where a story is | | |-Canterbury Tales |-T-chart |

|set, how the action is | |-Symbolic portraits of a character | | |

|ordered, how the characters | | | |-Character intro activities (interviews, choose |

|are introduced and developed).| |-character thumbprints | |your own adventure in dealing with choices made)|

| | | | | |

| | | | |Macbeth Goanimate activity – ELA moodle. |

| | | | | |

|RL4. Determine the meaning of|4. a. I can use context clues to |-Word wall |-Beowulf |-Exit ticket |

|words and phrases as they are |determine the author’s intention when| | | |

|used in the text, including |using a word with multiple meanings |-T-chart |-Canterbury Tales |-Journal entries |

|figurative and connotative |in increasingly complex texts. | | | |

|meanings; analyze the impact | |-Frayer Model |-Poetry | |

|of specific word choices on |4b. I can analyze how the author’s | | | |

|multiple meanings or language |word choice produces a particular |-Class discussion | | |

|that is particularly fresh, |tone or effect in increasingly | | | |

|engaging, or beautiful. |complex texts. |-Search and find: highlight important aspects | | |

|(Include Shakespeare as well | |of a text | | |

|as other authors.) |4c. I can select passages (or | | | |

| |sentences) in my reading that contain|Put information in a graphic | | |

| |powerful or beautiful language and |organizer & revise. | | |

| |analyze the author’s purpose for | | | |

| |including that language. | | | |

|RL5. Analyze how an author’s | 5a. I can analyze how the author’s |-sticky notes to locate in the text |-“A Modest Proposal” |-Class discussion |

|choices concerning how to |choice in structure affects the | | | |

|structure specific parts of a |meaning of the text and contributes |-T chart (lit device, quote, |-Macbeth |-exit tickets |

|text (e.g., the choice of |to the aesthetic appeal in |significance/analysis) | | |

|where to begin or end a story,|increasingly complex texts. | |-Canterbury Tales |-drafting formal literary analysis |

|the choice to provide a | |-journal entry | | |

|comedic or tragic resolution) | | |-Sonnets (turn) |-turn and talk |

|contribute to its overall | |-Class discussion | | |

|structure and meaning as well | | |Sir Gawain and the Green Knight | |

|as its aesthetic impact. | |-Rewriting text to show alternative aspects | | |

|RL6. Analyze a case in which |6. I can analyze the impact of |-T chart |-Canterbury Tales |-Political cartoon exit ticket |

|grasping point of view |literary techniques such as irony, | | | |

|requires distinguishing what |satire, and sarcasm noting how these |-Political cartoons group analysis |-“A Modest Proposal” |-RAFT writing |

|is directly stated in a text |devices develop characterization or | | | |

|from what is really meant |point of view. |-Video examples- watch, journal about specific|Macbeth |-Skit |

|(e.g., satire, sarcasm, irony,| |examples, discuss | | |

|or understatement). | | | |-Write your own satire |

| | |-KWL chart | | |

| | | | |-Satirical pamphlets |

| | |-Tree Map | | |

|RL7. Analyze multiple |7. I can evaluate the different |-T chart |-Macbeth |-Defending your character picture |

|interpretations of a story, |interpretations of a source text | |Videos: Polanski vs.PBS versions | |

|drama, or poem (e.g., recorded|recognizing the creator’s vision or |-Double Bubble Thinking Map | |-Journal writing |

|or live production of a play |intention. | |-Beowulf | |

|or recorded novel or poetry) | |-Character comparison picture | |-Discussion on artistic liberties in film |

|evaluating how each version | | |-Canterbury Tales |versions of literature |

|interprets the source text. | |-journal writing | | |

|(Include at least one play by | | | |Paideia seminar – defend arguments on varying |

|Shakespeare and one play by an| | | |student interpretations of text. |

|American dramatist.) | | | | |

|8. Not applicable to | | | | |

|literature | | | | |

|RL9. Demonstrate knowledge of|9a. I can analyze how historical time|-T chart (3 columns) | |-Discussion |

|18th-, 19th-, and early |periods influence the theme or topic | | | |

|20th-century foundational |of a text. |-Double bubble | |-exit slip |

|works of American literature, | | | | |

|including how two or more |9b. I can evaluate the presentation |-Foldable | |-Sentence summary |

|texts from the same period |of similar themes and topics in | | | |

|treat similar themes or |multiple texts from the same time |-Tree Map | |-emulating writing style in a short sample |

|topics. |period. | | | |

| | |- SOAPStone | | |

| | | | | |

| | |- feature analysis chart | | |

|RL10. By the end of grade 11,|10a. I can independently apply |-Scaffolding with Thinking Maps |-Canterbury Tales to “A Modest Proposal”|-Write your own summary |

|read and comprehend |appropriate reading strategies to | | | |

|literature, including stories,|comprehend difficult texts. |-Translation versions |-Sonnets to full dramas |-Cartoon recreation |

|dramas, and poems, in the | | | | |

|grades 11-CCR text complexity |10b. I will choose and read texts of | | | |

|band proficiently, with |increasing complexity independently. | | | |

|scaffolding as needed at the | | | | |

|high end of the range. | | | | |

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