€¦ · Web viewChoose evidence that is detailed and complete to best support your analysis of...

Mrs. Olivia Hardison - ELA Student Name: __________________Studybook Due the last Monday of regular class - Project Grade x3

Standard Ri.1 - Citing Evidence in Informational TextLearning Target: Choose evidence that is detailed and complete to best support your analysis of what the text says directly and indirectly.

Student Version (on board):

What this means to me:

Essential Questions:EQ 1: What piece of evidence best supports the main idea of the text?

EQ 2: What inferences can you make about the text? Provide support.

EQ 3: What facts are presented in the text?

Words to know (copy in your own words): 1. Infer (inference) - a conclusion derived from logical reasoning

following an investigation of available evidence. 2. Evidence - the available body of facts or information indicating

whether a belief or proposition is true or valid.3. Analysis - a detailed examination of the components of a subject to

understand its meaning and/or nature as a whole.4. Explicit(ly) - stated clearly and directly5. Emphasis - special importance, value, or prominence given to

something.6. Convey - make (an idea, impression, or feeling) known or

understandable to someone.


7. Thorough - complete with regard to every detail.8. Irrelevant - Information that is not connected or does not apply.

Graphic Organizer Ri.1Inference (my educated guess) Evidences (two quotes)

Ri.1 Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.


1. What did I learn this week about this standard (what do you have to do/know)?

2. How well did I do with this standard? Think about what you knew before this week and what you know now.

3. How do you know the evidence you choose is the best?

4. What am I still confused about or still need to work on?

Notes, thoughts, ideas, reminders, etc.

Standard RL.1 - Citing EvidenceLearning Target: Choose evidence that is detailed and complete to best support your analysis of what the text says directly and indirectly.




Essential QuestionsEQ 1: What piece of evidence best supports the theme of the text?

EQ 2: What inferences can you make about the text? Provide support.

Words to know (copy in your own words): 1. Infer (inference) - a conclusion derived from logical reasoning

following an investigation of available evidence. 2. Evidence - the available body of facts or information indicating

whether a belief or proposition is true or valid.3. Analysis - a detailed examination of the components of a subject to

understand its meaning and/or nature as a whole.4. Explicit(ly) - stated clearly and directly5. Emphasis - special importance, value, or prominence given to

something.6. Convey - make (an idea, impression, or feeling) known or

understandable to someone.

Graphic Organizer RL.1My inferences(conclusions about the text)

What the text says explicitly - relating to inferences

Connection between inference and explicit statements


RL .1 Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.

1. What did I learn this week about this standard (what do you have to do/know)?


2. How well did I do with this standard? Think about what you knew before this week and what you know now.

3. How do you know the evidence you choose is the best?

4. What am I still confused about or still need to work on?


Standard Ri.2 Learning Target: Determine a central idea and analyze its development including how it emerges and is shaped and refined by details. Write an objective summary.Student Version (on board):



Essential Questions:EQ 1: What is the central idea?

EQ 2: What details (events/ideas) reveal the central idea?

EQ 3: Write an objective summary (no opinion) 5-7 sentences.

Words to know:1. Objective summary - a short summary that includes the text’s main

ideas, without your opinion of the text or it’s topics.2. Analyze - to critically examine the components of a subject to

understand its meaning and/or nature as a whole. 3. Central (main) idea - the unifying concept within an informational text

to which other elements and ideas relate.4. Ideas - thoughts or suggestions about a topic.5. Details - events, facts, ideas, explanations that explain or add to the

topic.6. Effective - successful in producing a desired or intended result.7. Develop(ed) - begin to grow or change, become more elaborate, or

understandable. 8. Reveal - make (previously unknown or secret information) known to

others.Graphic Organizer - Standard Ri.2Topics/Subjects Key Details Main/central Idea



● What did I learn this week about this standard (what do you have to do/know)?


● How well did I do with this standard? Think about what you knew before this week and what you know now.

● How do you figure out the main idea in a text?

● What am I still confused about or still need to work on?


Standard RL.2 - Finding theme in LiteratureLearning Target : Determine a theme and analyze its development including how it emerges and is shaped and refined by details. Write an objective summary.Student Version (on board):



Essential Questions:EQ 1: What is the theme?

EQ 2: How do the characters advance the theme?

EQ 3: Where does the theme emerge (become clear)? Where is it refined (made better/clearer)? Quote the example.

Words To Know (copy down in your own words): 1. Theme - The life lesson that you learn, and the characters teach you.

It is the moral or lesson that the story teaches you. 2. Analyze - Breakdown to study in detail.3. Frame story - A story that contains two plots. 4. Plot Structure - The way the text is organized or presented.5. Emerge - Become clear or visible for the first time. 6. Refine - Improve or make better.7. Series - A number of things, events, or people of a similar kind or

related nature coming one after another.8. Event - An occurrence or thing that happens that is of importance.

Graphic Organizer - Standard RL.2Subjects Explanation Theme


RL .2 Ri.1 Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.




● How do you figure out what the theme is in the text?



Standard RL .3Learning Target: Analyze how complex characters develop over the course of the text, interact with others, and advance the plot or develop the theme. Student Version (on board):


Essential Questions:


EQ 1: What is a complex character?

EQ 2: How do the complex character(s) interact or affect one another?

EQ 3: How do the complex character(s) move the plot forward, or develop the theme?

Words to know:1. Complex character - a character who changes by the end of the text;

has multiple personality traits.2. Character Development - process of creating a believable character

in fiction by giving the character depth and personality.3. Direct character development - The author directly tells you about the

character and who/how they are. Example: Leo is greedy and rude.4. Indirect character development - You are given examples of what the

character says, thinks, does, and feels to help you figure out who/how they are. Example: Leo ate all of his family’s supper and told them to buy their own next time.

5. Suspense - the sense of anticipation or worry that the author makes the reader feel.

6. Tension - the element in a novel that evokes emotions such as worry, anxiety, fear and stress on the part of both the reader and the characters in a novel.

7. Reveal - make (previously unknown or secret information) known to others.

8. Interact - act in such a way as to have an effect on another; act reciprocally.

Graphic Organizer RL .3Complex Character Name

How they changed and personality traits

Interactions with other characters

How they advance the plot (move it

How they develop the theme (what


(influence, tension, words, actions)

forward) are they doing to teach you the lesson)

RL .3 - Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.



● How do you know which character is complex?




Standard Ri.3Learning Target: Analyze how the author unfolds a series of events or ideas (introduction, order, development, and connections between them).Student Version (on board):


Essential Questions: EQ 1: What ideas/events are presented?

EQ 2: What order are the ideas/events in?


EQ 3: How do the events/ideas connect?

Words to know: 1. Event - a thing that happens; an occurrence.2. Series - a set of related things. 3. Connection - a relationship in which a person, thing, or idea is linked

or associated with something else.4. Comparison - The representing of one thing or person as similar to or

like another.5. Distinction - a difference or contrast between similar things or people.6. Text structure - how the information within a written text is organized.

a. cause /effect - since, because, as a result ofb. problem/solution - as a result of, because of, due toc. Sequence = order - first, lastly, before, finallyd. Chronological = datese. descriptive/spatial - for example, in addition, for instancef. Compare/contrast - similar, alike, different

i. *** sometimes people interchange sequence and chronological, and sometimes they separate the two. Be sure to examine the text and answer choices if asked about this one!

Graphic Organizer Ri .3Ideas/Events in order Development of ideas

and events (changes/additional info)

Connections between ideas and events





● How do you figure out the text structure?




Standard Ri.4Learning Target: Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone. Student Version (on board):


Essential Question:EQ 1: What is the tone of the text? How do you know?


EQ 2: What is the meaning of the text? Provide support (a quote).

EQ3: What key words impact the meaning and tone of the text? List at least five words and explain your answer.

Words to Know:1. Connotation (connotative) - The feeling a word creates. 2. Tone - The author’s attitude towards the subject of which they write. 3. Influence - the capacity to have an effect on something or someone.4. Phrases - a small group of words representing an idea.5. Types of tone - formal, informal, bitter, frustrated, annoyed, optimistic,

pessimistic, etc. 6. Context clues - hints that an author gives to help define a difficult or

unusual word. The clue may appear within the same sentence as the word to which it refers, or it may follow in a preceding sentence.

Graphic Organizer - Standard Ri.4Keywords Meaning Tone





● How do find the meaning of words in a text?

● How do you figure out tone in the text?



Notes, thoughts, ideas, reminders, etc. - Copy Down the 4 types of context clues

Standard RL .4Learning Target: Determine the meaning of words and phrases as they are used in a text; analyze the impact of specific word choices on meaning and tone.



Essential Questions:EQ 1: What is the tone of the text?

EQ 2: What words/phrases revealed the tone?


EQ 3: Choose five connotative words from the text. What is their meaning in this particular text and how do they influence the text?

Words to know:1. Simile - a figure of speech involving the comparison of one thing with

another thing of a different kind, used to make a description more emphatic or vivid.

2. Metaphor - a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable.

3. Personification - the attribution of a personal nature or human characteristics to something nonhuman, or the representation of an abstract quality in human form.

4. Impact - have a strong effect on someone or something.5. Repetition - a literary device that repeats the same words or phrases

a few times to make an idea clearer and more memorable.6. Imagery - an author's use of vivid and descriptive language to add

depth to their work. It appeals to human senses to deepen the reader's understanding of the work.

7. Hyperbole - exaggerated statements or claims not meant to be taken literally.

8. Diction - the choice and use of words and phrases in speech or writing

9. Dialect - the language used by the people of a specific area, class, district, or any other group of people (spelling, sounds, grammar and pronunciation).

Graphic Organizer RL .4Words Context Clues -

Name which one you use.

Meaning of the word in the text

Impact on meaning/tone of the text overall.


RL.4 - Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.



● How do connotative words influence the meaning and tone?




Standard RL.5Learning Target: Analyze how the structure and the order of events/time creates mystery, tension, and/or surprise.



Essential Questions:EQ 1: How does the author organize the text (what is the text structure)?

EQ 2: What devices are used to manipulate time (flashback, reverse order, foreshadowing, speeds up/slows down “telling” of events, plot twist, cliff hangers). Give an example.

EQ 3: What effects do these things (structure, order, and time) have on the reader (mystery, tension, suspense, and/or surprise)? Give an example.


Words to know:1. Tension - the element in a novel that evokes emotions such as worry,

anxiety, fear and stress on the part of both the reader and the characters in a novel.

2. Mystery - something that is difficult or impossible to understand or explain.

3. Curiosity - a strong desire to know or learn something.4. Suspense - a state or feeling of excitement or anxious uncertainty

about what may happen.5. Surprise - The feeling of amazement due something unexpected or

unintended. 6. Flashback - a scene in a movie, novel, etc., set in a time earlier than

the main story.7. Plot Twist - a literary technique that introduces a radical change in the

direction or expected outcome of the plot in a work of fiction.8. Foreshadowing - a warning or indication of (a future event).

Graphic Organizer RL.5Events - Write what happened in the beginning, middle, and end.

Where time was manipulated (beginning, middle, end). Give the example.

Device used (flashback, foreshadowing, plot twist, cliff hanger).

Feeling created (mystery, tension, suspense, or surprise). Explain.

Beginning


Middle

End

RL.5 - Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.



● What kind of events or text features create mystery or tension between characters, and surprise for the reader?




Standard Ri.5Learning Target: Analyze how an author’s ideas or claims are developed and refined by particular (specific) sentences, paragraphs, or larger portions (chapters, sections) of the text.



Essential Questions:EQ 1: What idea(s) are presented? Provide evidence.

EQ2: What is the author’s claim (statement) about the idea(s)? Provide evidence.

EQ 3: What two paragraphs, chapters, and/or sections develop or clarify the claim the most?


EQ 4: Which sentence from those two paragraphs, etc. refine or build the claim the best?

Words to know: 1. Refine - improve (something) by making small changes, in particular

make (an idea, theory, or method) more subtle and accurate.2. Clarify - make (a statement or situation) less confused and more

clearly comprehensible.3. Claim - an assertion of the truth of something, typically one that is

disputed or in doubt.4. Ideas - a thought or suggestion.5. Text Structure - how the information within a written text is organized.

This strategy helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic.

Graphic Organizer Ri.5Idea presented (topics, thoughts, suggestions)

Author’s claim about the idea AND evidence (quotes).

Explanation as to how it develops or refines the claims/ideas.


Ri.5 - Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.



● What does an author need in order to develop and refine their ideas and claims?




Standard RL.6 Learning Target: Analyze a particular perspective or cultural experience reflected in a text from outside of the US.



Essential Questions:EQ 1: What culture is being represented? How does culture influence the text?

EQ 2: How is this culture different from your own? What did you learn about the culture from the text?

EQ 3: How do these differences in culture affect perspectives on life? Explain using text evidence.


Words to know:1. Perspective - a particular attitude toward or way of regarding

something; a point of view.2. Culture - the customs, arts, social institutions, and achievements of a

particular nation, people, or other social group.3. Influence - the capacity to have an effect on the character,

development, or behavior of someone or something, or the effect itself.

4. Tolerance - the ability or willingness to tolerate something, in particular the existence of opinions or behavior that one does not necessarily agree with.

Graphic Organizer RL .6Cultural Detail - Description of culture’s tradition, values, ideas, etc.

Effect - Influence/impact on characters, plot, POV

Perspective of the character on life or the topic


RL .6 - Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.



● Why does culture matter when analyzing point of view (how someone sees things)?




Standard Ri.6Learning Target: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.



Essential Questions:EQ 1: What is the topic in the text?

EQ 2: What does the author think about the topic of which they are writing (POV)?

EQ 3: What was the author’s purpose (PIE)? What was his intention (what did they want to happen)?

Words to know: 1. Rhetoric - the art of effective or persuasive speaking or writing,

especially the use of figures of speech and other compositional techniques.

2. Point of view - a particular attitude or way of considering a matter.3. Purpose - the reason for which something is done or created or for

which something exists. - PIE = persuade, inform, entertain.4. Intention - an aim or plan; goal.


Graphic Organizer Ri.6Connotative Words

Rhetorical Remarks(persuasive language or things that appeal to your emotions)

Author’s Purpose (why they wrote the text)

Author’s Point of View (how they feel about the subject of which they wrote)


Ri.6 - Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.



● How do authors use rhetoric to convince you of their ideas?



Standard L.4


Learning Target: Determine and/or clarify the meaning of unknown and multiple meaning words and phrases based on content and reading level.



Essential Questions: EQ1: What words are you unfamiliar with? Describe one of the four context clues you can use to help you understand the word. Write down what you think the word means.

EQ2: Find two words that have multiple meanings. What are the meanings of the word? Which way did the author use it? How do you know?

Words to know:1. Context clues - hints that an author gives to help define a difficult or

unusual word. The clue may appear within the same sentence as the word to which it refers, or it may follow in a preceding sentence.

2. Multiple-meaning words and phrases - words that have the same spelling and usually sound alike, but have different meanings.

3. Word relationships (synonyms, antonyms, homophones) - The way words are connected.

4. Reference materials - various sources that provide background information or quick facts on any given topic.

5. Word parts - prefixes (the beginning of a word), roots (the middle of a word), and suffixes (the end of a word).

6. Context - The background or surrounding events and ideas that give meaning to a word or topic.

Graphic Organizer L.4


Words

What I think it means

Context Clues (include the type)

Actual Denotative Meaning

Antonyms/Synonyms/Homophones (word relationships)

Word parts (break the word down)


L.4 - Notes, reminders, discussions, thoughts, questions, what you learned, what you still need help with, insights, epiphanies, reflections, confusions, connections to other targets, etc.



● How does context help you understand the way an author uses a word?



Standard L.5Learning Target: Demonstrate an understanding of figurative language and nuances in word meanings.

● Focus point: Interpret figures of speech in context and analyze their role in the text.




Essential Questions: EQ1: What figures of speech are used? Give five examples and explain their meaning.

EQ2: What is the impact or effect of those two figures of speech?

EQ3: How did they add to your interpretation or the meaning of the text?

Words to know:1. Figurative language - a word or phrase that does not have its normal

everyday, literal meaning.2. Figures of speech - a word or phrase used in a non-literal sense for

rhetorical or vivid effect.3. Interpret - explain the meaning of (information, words, or actions).4. Nuance - a subtle difference in or shade of meaning, expression, or

sound.5. Connotation - the feeling or emotion that a word invokes, along with

its literal meaning.6. Denotation - The actual dictionary definition of a word; literal

meaning.Graphic Organizers - L.5aFigurative language and Figures of speech


Purpose/Meaning

Effect on text w/evidence

Connotation/denotation

L.5bWord Choice


Denotation

Positive Connection

Negative Connection

Standard - Ri. 8 - 8th grade only!Learning Target: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.Student Version (on board):



Essential QuestionsEQ 1: What claims or arguments are presented in the text?

EQ 2: Is there evidence presented or just opinion? If there is evidence, is it relevant and is it enough to prove the argument? Justify your answer.

EQ 3: What evidence or information is irrelevant? How so?

Words to Know: 1. Argument - Value statement(s) supported by evidence whose

purpose is to persuade or explain.2. Delineate - To describe something precisely.3. Evaluate - To determine the quality or value after careful analysis or

investigation.4. Assess - To evaluate or determine the value or quality of something.5. Reasoning - An explanation or justification for a claim, action, or

value statement; the process of thinking through an argument, forming judgements, and drawing conclusion using a process of logic.

6. Relevant - Closely related or connected to the given topic. 7. Sufficient - Good enough; adequate. 8. Irrelevant - Not related to or connected to the given topic;

unnecessary information.

Graphic Organizer Ri 8.8


Argument/Claims

Relevant Evidence

Irrelevant Evidence


Why it is/is not sufficient

Level 1 - Recall List, identify, describe


Level 2 - Apply Skills and Concepts: Summarize, interpret, organize, predictLevel 3 - Strategic Thinking: Critique, hypothesize, compare/contrast, investigate, reviseLevel 4 - Extended Thinking: Design, connect, reflect, synthesize,apply, critique, analyze, create, prove, support

Reflection: a form of personal response to experiences, situations, events or new information. A 'processing' phase where thinking and learning take place.

Literary Terms, elements, and figurative language

1. Alliteration - the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

2. Allegory - a story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one.

3. Allusion - an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference.

4. Rhetoric - Persuasive speaking and writing used to convince the audience.

5. Oxymoron - a figure of speech in which apparently contradictory terms appear in conjunction (e.g. faith unfaithful kept him falsely true).

6. Paradox:a seemingly absurd or self-contradictory statement or proposition that when investigated or explained may prove to be well


founded or true. "In a paradox, he has discovered that stepping back from his job has increased the rewards he gleans from it."

7. Pun - a joke exploiting the different possible meanings of a word or the fact that there are words that sound alike but have different meanings. “The pigs were a squeal (if you'll forgive the pun)."

8. Simile - a figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid (e.g., as brave as a lion, crazy like a fox).

9. Personification - the attribution of a personal nature or human characteristics to something nonhuman, or the representation of an abstract quality in human form.

10. Hyperbole - exaggerated statements or claims not meant to be taken literally.

11. Metaphor - a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. “The girl is a brave and courageous lioness.”

12. Symbolism - A figure of speech where an object, person, or situation has another meaning other than its literal meaning. The actions of a character, word, action, or event that have a deeper meaning in the context of the whole story.

13. Imagery - visually descriptive or figurative language, especially in a literary work.

14. Onomatopoeia - the formation of a word from a sound associated with what is named (e.g. cuckoo, sizzle ).

15. Idiom - a group of words established by usage as having a meaning not deducible from those of the individual words (e.g., rain cats and dogs, see the light ).


16. Irony - the expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect.

a. Dramatic Irony - When the reader knows things that the character(s) do not.

b. Situational Irony - The opposite of what is expected is what HAPPENS.

c. Verbal Irony - The opposite of what is meant is what is SAID.

17. Sarcasm - the use of irony to mock or convey contempt.

18. Euphemism - a mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing.

19. Anecdote - a short amusing or interesting story about a real incident or person.

20. Diction - the choice and use of words and phrases in speech or writing.

21. Dialect - a particular form of a language which is peculiar to a specific region or social group. “This novel is written in the dialect of Trinidad."

22. Foreshadow - a literary device in which a writer gives an advance hint of what is to come later in the story. Foreshadowing often appears at the beginning of a story, or a chapter.

23. Flashback - interruptions that writers do to insert past events in order to provide background or context to the current events of a narrative.


24. Conflict - any struggle between opposing forces. Usually, the main character struggles against some other force. This type of conflict is what drives each and every story.

a. Man vs. man - two people against one another; usually a protagonist and an antagonist.

b. Man vs. nature - external struggle positioning the character against an animal or a force of nature, such as a storm or tornado or snow.

c. Man vs. self - internal struggle. A character must overcome his own nature or make a choice between two or more paths - good and evil; logic and emotion.

d. Man vs. society - when a protagonist has a strong belief against the majority of the community or surroundings and decides to act on it. Since this type of conflict is between a character and an outside group, it is classified as an external conflict.

25. Exposition - a literary device used to introduce background information about events, settings, characters, or other elements of a work to the audience or readers. ... Exposition is crucial to any story, for without it nothing makes sense.

26. Rising Action - a series of relevant incidents that create suspense, interest, and tension in a narrative. In literary works, a rising action includes all decisions, characters' flaws, and background circumstances that together create turns and twists leading to a climax.

27. Climax - the highest or most intense point in the development or resolution of something.

28. Falling Action - occurs right after the climax, when the main problem of the story resolves. Falling action wraps up the narrative, resolves its loose ends, and leads toward the closure.


29. Resolution - part of the story's plot where the main problem is resolved or worked out. The resolution occurs after the falling action and is typically where the story ends.

30. Tone - An attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words, or the viewpoint of a writer on a particular subject. The tone can be formal, informal, serious, comic, sarcastic, sad, or cheerful, or it may be any other existing attitude.

31. Mood - the emotional feeling or atmosphere that a work of literature produces in a reader.

32. Setting - the place or type of surroundings where something is positioned or where an event takes place. This also includes the mood. “Cozy waterfront cottage in a peaceful country setting."

33. Plot - the main events of a play, novel, movie, or similar work, devised and presented by the writer as an interrelated sequence. Storyline.

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