SYRACUSE CITY SCHOOL DISTRICT Grade 10 Unit 03 Hybrid

Revised: 4/7/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade 10 Unit 03 Hybrid
Literary and Informational Text
Personal Transformation and Identity
Reading Standards: RL.10.2, RL.10.4,RL.10.5
Reading for Information Standards: RI.10.2, RI.10.4, RI.10.5, RI.10.8
Embedded Speaking & Listening Standards: SL.10.1a-d, SL.10.3, SL.10.4, SL.10.6
Unit Overview
This hybrid unit asks students to read deeply across a variety of both literary and informational texts with an emphasis on poetry. Students
interpret, analyze, and evaluate narratives, poetry, and drama, while making connections to other texts, including informational texts. Students
learn and apply methods of literary analysis throughout the unit paying particular attention to authors’ use of literary devices and figurative
language. Students are asked to consider how an author crafts the structure of a text to produce a particular effect. In addition, students need
to determine the figurative and connotative meanings of words and consider the significant influence of the author’s word choice as a whole on
the text’s tone or overall meaning.
This unit provides teachers with thoughtful, explicit, and logically sequenced teaching points which will support the development of daily lesson
plans and instruction designed to meet the needs of diverse learners. Students will develop the skills necessary to comprehend and analyze
increasingly complex levels of text through the use of a variety of texts that address issues of personal and social identity that are aligned to
grade level content and curriculum.
Teachers will provide explicit instruction and guided practice opportunities for students addressing the learning standards for the reading of both
literary and informational text. This unit emphasizes specifically the students’ ability to determine the central idea in a text and analyze its
development over the course of the text, analyze how an author organizes and supports the ideas in a text from the sentence to the chapter
level, determine author’s point of view and/or purpose in a text, and evaluate claims in text for validity and effectiveness.
Finally, students will be expected to produce an original piece of writing that demonstrates their ability to examine and explain a current social
issue regarding personal and/ or social identity clearly and accurately through the effective selection, organization, and analysis of relevant
sources.
Implementation Dates:
Reading Unit: January 4-29, 2016
Writing Unit: February 1-12, 2015
Page 1
Concept 1
Concept 2
Analyzing
Analyzing Author’s
Theme/Central Idea
Word Choice
Development
Outcome(s):
Outcome(s):
 Readers explain
 Readers analyze
how a theme
the importance
emerges and is
word choice has
shaped using
on the tone and
textual evidence
meaning of a
 Readers
text
determine and
trace the central
idea of an
informational
text using textual
evidence
Teaching Point(s):
Teaching Point(s):
3.1, 3.2, 3.3, 3.4, 3.5, &
3.7, 3.8, 3.9, & 3.10
3.6
Concept 3
Effects of Structure on a
Text
Concept 4
Analyzing an Author’s
Claims
Concept 5
Strength of Arguments
Outcome(s):
 Readers know
how an author’s
choice of
structure affects
the reader’s
experience
Outcome(s):
 Readers analyze
how the author
develops an
idea or claim in
specific sections
of a given text
Outcome(s):
 Readers
examine an
author’s
arguments
and/or claims to
determine the
strength of the
given arguments
Teaching Point(s):
3.11, 3.12, & 3.13
Teaching Point(s):
3.14
Teaching Point(s):
3.15 & 3.16
CCLS:
RL. 10.2 & RI.10.2
Embedded Writing
Assessment #1: click
here
CCLS:
RL.10.5
Embedded Writing
Assessment #3: click
here
CCLS:
RI.10.5
Embedded Writing
Assessment #4: click
here
CCLS:
RI.10.8
Embedded Writing
Assessment #5: click
here
CCLS:
RL.10.4 & RI.10.4
Embedded Writing
Assessment #2: click
here
Page 2
CCLS
Coded Standard
Concept Elaboration

RL.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
text
RL.10.4 DETERMINE the meaning of words
and phrases as they are used in the
text, including figurative and
connotative meaning; 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).












RL.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.
RI.10.2
DETERMINE a central idea of a text
and analyze 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 text.








●
●
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●
Assessment Questions
Understand that theme can be applied to various texts as
opposed to a lesson learned by one character in one book
Have a sophisticated bank of possible themes
Examine a text through different points of view
Recognize the origins of a specific theme within a text
Locate/recognize subsequent examples of developing
theme
Distinguish between an objective and subjective summary
In a well-developed paragraph,
identify one literary device that the
author of the poem, “You don’t
know, or do you?” uses and explain
how the use of this device
contributes to the poem’s overall
meaning. Use specific evidence
from the poem to support your
answer.
Be able to define figurative and connotative Meaning
Differentiate between figurative and connotative meaning
Implement strategies for identifying unfamiliar vocabulary
within a sentence (e.g., context clues)
Define the concept of "cumulative impact"
Understand how language has changed and evolved over
time
Define and differentiate between:
-Formal Tone
-Informal Tone
In addition, students must be able to differentiate between
the impact that a word has on the meaning of a work and
how all the words' meanings impact the meaning of a work
Write a well-developed paragraph
that explains how the author’s use
of specific words and phrases in “In
Strangers Glances at Family,
Tensions Linger” reveals her attitude
towards the topic. Use specific
evidence from the text to support
your answer.
Define structure, flashback, sequence, parallel plots, pacing
Understand how various aspects of the structure of a
text create effects such as mystery, tension and surprise.
Define: mystery, tension, surprise
Identify and understand how the order of events and time
affects a text.
Analyze how an author's choices create effects such as
mystery, tension or surprise
Write a critical essay that develops
a theme/central idea about
identity that is evident in both the
poem and article. Explain how this
theme/central idea is developed in
each, using evidence from both
texts to support your answer.
Be able to define and identify the central idea
Assessed in Checks for
Be able to identify specific, supporting details
Understanding
Recognize the origins of a specific central idea within a
3.3, 3.4, 3.5, 3.6
text
Locate/recognize subsequent examples of developing
central idea
Distinguish between an objective and subjective summary
Page 3
CCLS
RI.10.4
Coded Standard
Concept Elaboration
Assessment Questions
Be able to define and analyze figurative meaning, connotative Assessed in Checks for
DETERMINE the meaning of words
meaning, technical meaning, tone
Understanding
and phrases as they are used in a

Differentiate
between
figurative,
connotative,
and
3.9, 3.10
text, including figurative,
technical
meaning
connotative, and technical
Implement strategies for identifying unfamiliar
meanings; ANALYZE the cumulative 
vocabulary within a sentence (e.g., context clues)
impact of specific word choices on

Define the concept of "cumulative impact"
meaning and tone (e.g., how the
In addition, students must be able to differentiate
language of a court opinion differs
between the impact that a word has on the meaning
from that of a newspaper).
of a work and how all the words' meaning impact the
meaning of the work
●
Differentiate meanings of different types of texts (e.g.,
newspaper vs. court document)
RI.10.5
ANALYZE in detail how an author’s
ideas or claims are developed
and refined by particular
sentences, paragraphs, or larger
portions of a text (e.g., a section or
chapter).

●
●
●
●
Identify author’s ideas or claims
Identify development of an author’s ideas or claims
Analyze how author’s ideas or claims are developed
Analyze how author’s ideas or claims are refined
Support analysis with text-based evidence
Assessed in Checks for
Understanding 3.11, 3.13, 3.14
RI.10.8
DELINEATE and EVALUATE the
argument and specific claims in a
text, ASSESSING whether the
reasoning is valid and the
evidence is relevant and sufficient;
IDENTIFY false statements and
fallacious reasoning.

●
●
Identify arguments in a text
Identify claims in a text
Determine if text based evidence is sufficient and
relevant using examples
Evaluate text based arguments and claims using
other sources of evidence (e.g., texts and multimedia
sources)
Identify vocabulary and text structures that can
mislead or persuade the reader
Evaluate reasoning presented by author
The author of “In Strangers’
Glances at Family, Tensions
Linger” makes the argument that
despite her family’s efforts to be
colorblind, society frequently
reminds them of racial
differences.
- In what ways does the
author support this
argument? Use specific
evidence from the text to
support your answer.
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Speaking and Listening Standards:
SL.10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9-10 topics, texts, and issues, building on others; ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of
Page 4
alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own
views and understanding and make new connections in light of the evidence and reasoning presented.
SL.10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identify and fallacious reasoning or exaggerated or distorted
evidence.
SL.10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
the organization, and development, substance, and style are appropriate to purpose, audience, and task.
SL.10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Embedded Writing Standards:
W.10.9: Draw information from literary or informational texts to support analysis, reflection, and research.
W.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.
Assessment Links
Unit Assessment (Modified Unit Assessment for Beginner ELL)
Rubrics and Scoring Guide Links
Unit Assessment Rubric- click here
Recommended Literary Texts
Text:
Long Way Gone: Memoirs of a Boy Soldier (Beah)
Support Text: Two Kinds, Amy Tan (Glencoe, pg 90) Lexile 810
Poems about Boy Soldiers:
Letter From a Child Soldier – click here
Boy Soldier by Fred D’Aguiar – click here
Poems about Personal Transformation & Identity:
IF (Kipling) – click here
The Buried Life (Arnold) – click here
Release (Stormwolf) – click here
Or – click here
Video
Child Soldiers – click here
KONY 2012 – click here
Movie Clips
Blood Diamond
Recommended Informational Texts
Mini-Biography:
Ishmael Beah – click here
Amy Tan – (Glencoe, pg 88)
Teacher Resources:
Long Way Gone: Memoirs of a Boy Soldier – click here
Poetry…Do I Dare (excellent resource) – click here
Articles & Lessons:
Armed Child – click here
Child Soldier – click hereZAG
Justice and Fairness Module – click here
British Red Cross Child Soldier Resources – click here
Child Soldiers International – click here
Human Rights Watch – click here
The Red Hand Day Campaign Resource Pack – click here
We Are Family, Chang Rae Lee (TIME article) Glencoe pg 612
Related Links for Long Way Gone – click here
Glencoe Every Day Use
Page 5



Big Ideas
It is important to understand the relationship between identity 
and transformation.
There are factors in the world society that impact the
construction of social identity.
Common themes/central ideas occur throughout various
types of texts.
Vocabulary
Alliteration
Assimilation
Assonance
Consonance
Cultural Context
End Rhyme
Imagery
Internal Rhyme
Metaphor
Onomatopoeia
Pluralism
Rhyme
Simile
Symbol
Review
Word Choice
Tone
Central Idea
Impact
Theme






Essential Questions
How do authors use personal transformation and social identity in poetry,
memoir, and informational text to influence the way a reader views the
world.
Anchor Charts
Annotation Codes – click here
QAR Chart
Word Choice
Tone
Argument/Claim
Valid/Invalid
*Glencoe pages 592-93
Vocabulary Strategies: click
here
Standard/Outcome
RL.10.2
Readers explain how a
theme emerges and is
shaped using textual
evidence
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1c
SL.10.1d
Teaching Points
Checks for Understanding
Supports and Scaffolds
Instructional Resources & Tools
3.1 Readers identify
textual evidence of
where the theme
emerges by
highlighting and
discussing relevant
chunks of text
Possible Activities:
Stop &Jot or Turn & Talk:
 How does the
message change from
when it starts to when
it finishes?
 What are three (or
more) pieces of
textual evidence from
the story that support
the theme?
Where does the author begin
sending the message to his/her
audience?
Think/Pair/Share Sentence Starters:
“Often in life…”
“Throughout history…has been an
issue”
“Sometimes people feel like…but
they know they should…”
“The theme of ________ is supported
by…”
Long Way Gone: Memoirs of a
Boy Soldier – Major Themes –
click here
Page 6
Long Way Gone: Memoirs of a
Boy Soldier – Blogspot on
Theme – click here
Long Way Gone: Memoirs of a
Boy Soldier – Blogspot on Plot –
click here
Standard/Outcome
Teaching Points
SL.10.3
SL.10.4
Checks for Understanding

Supports and Scaffolds
Stop and Think chart
Pg. 52 - Click Here
Instructional Resources & Tools
Long Way Gone: Memoirs of a
Boy Soldier – Blogspot on
Character – click here
Long Way Gone: Memoirs of a
Boy Soldier – Blogspot on
Setting – click here
3.2 Readers
recognize how a
theme develops
throughout a given
text by:
 Identifying the
patterns
 Using specific
textual evidence
from the text to
support
Possible
Activities/Formative
Assessments:
 What messages does
an author send to the
audience?
 How does the message
change from when it
starts to when it
finishes?
 What are three pieces
(or more) of textual
evidence from the story
that support the
theme?
 Turn and talk (during
read aloud) when
specific theme is
revealed
 Stop and jot (during
read aloud) when
textual evidence is
revealed to support
theme
 Graphic organizers
 Response journals
Where does the author begin
sending the message to his/her
audience?
Think/Pair/Share Sentence Starters:
“Often in life…”
“Throughout history…has been an
issue”
“Sometimes people feel like…but
they know they should…”
“The theme of ________ is supported
by…”
Character quotations – in small
groups students receive a quotation
and discuss its meaning relating
theme (see below or Character
Quotes in Resources)
1. What theme do you think plays the
most significant role in the book "A
long way gone”? Is there any
particular reason why you think so?
2. Can you make any connections
with A Long Way Gone to other
books/articles that have similar
themes?
3. What would you be afraid of the
most if you were in Ismael's situation?
4. Which theme can you relate to?
5. What theme do you think was most
obvious to find in the story?
6. Has there been a time that you lost
hope?
Character Quotes – click here
“These days I live in three worlds: my dreams,
and the experiences of my new life, which
trigger memories from the past.”p. 20
“Things changed rapidly in a matter of
seconds and no one had any control over
anything. We had yet to learn these things
and implement survival tactics, which was
what it came down to.” p. 29
“When I was very little, my father used to say,
"If you are alive, there is hope for a better day
and something good to happen. If there is
nothing good left in the destiny of a person,
he or she will die." pg. 54
Page 7
Long Way Gone: Memoirs of a
Boy Soldier – Blogspot on
Theme – click here
Standard/Outcome
RL.10.2
Readers explain how a
theme emerges and
shaped using textual
evidence
Teaching Points
Checks for Understanding
3.3 Readers
recognize the point
within a given text
where to support an
author’s purpose by
citing textual
evidence
Possible Activities:
Graphic Organizer (Threecolumn chart/bubble map,
etc.) that track central
idea from beginning to
end
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1c
SL.10.1d
SL.10.3
SL.10.4
Response journals
Citation Table (pg. 63)
Click Here
3.4 Readers
recognize at what
point the author
develops the central
idea from the
beginning to the
end by using textual
evidence to track it
throughout the text
Possible
Activities/Formative
Assessments:
Quick Writes/Journal
Think/Pair/Share
With a partner look over a
poem or short piece of
text. Trace the
development of theme by
highlighting and presenting
your findings. Ask yourself,
What is this starting to be
about? What ideas are
recurring and seem to be
critical?
Journal/Quick Writes:
“The author starts
discussing the central idea
of….at the point where…”
“The author continues to
mention the central idea
by writing…”
Page 8
Supports and Scaffolds
Quick Writes/Journal Entry:
How does the author develop the
central idea?
How does the author support the
central idea?
Sentence Starters:
- “The central idea of the article
is…”
- “The author starts discussing the
central idea of … at the point
where…”
- “The author continues to
mention the central idea by
writing…”
Graphic Organizers (cause/effect
frame, compare/contrast frame,
goal/action/outcome frame,
problem/solution frame,
proposition/support frame) that
track central idea from beginning to
end
G.I.S.T. Statement (Generating
Interactions Between Schemata and
Text) See SIOP book in resources
M.V.P. (most valuable point) pg. 67
(See Strategic Reading in Content
Areas)
Instructional Resources & Tools
Text Tagging
Strategies to Engage the Mind
of the Learner by Rachel
Billmeyer
Improving Adolescent Literacy
Content Area Strategies at
Work
By Douglas Frey and Nancy
Frey
Citation Table (pg 63)
Graphic Organizer website
Text Tagging - Strategies to
Engage the Mind of the
Learner by Rachel Billmeyer
Improving Adolescent Literacy
Content Area Strategies at
Work by Douglas Frey and
Nancy Frey
Making Content
Comprehensible for English
Learners: The SIOP Model by
Jana Echevarria, Maryellen
Vogt, & Deborah Short
(Graphic Organizers in Checks
for Understanding) - Strategic
Reading in the Content AreasPractical Applications for
Creating a Thinking
Environment by Rachel
Billmeyer
Standard/Outcome
Teaching Points
Checks for Understanding
Supports and Scaffolds
Instructional Resources & Tools
www.readwritethink.org
RL.10.2 & RI.10.2
RL.10.2: Readers explain
how a theme emerges
and is shaped using
textual evidence from
the given text
3.5 Readers connect
similar
themes/central
ideas across fiction
& non-fiction texts
by citing the
commonalities
between the texts
RI.10.2: Readers will
determine and trace
the central idea of
informational text and
provide specific details
that support it.
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1c
SL.10.1d
SL.10.3
SL.10.4
3.6 Readers
recognize how a
theme/central idea
emerges and
develops
throughout different
texts (with similar
themes) by:
 Identifying the
patterns
 Using textual
Possible Activities:
Comparing Informative
and Narrative Text
 Read the two passages
and highlight the
similarities and
differences between
the two structures Can you make any
connections with A
Long Way Gone to an
article that have similar
themes?
 Base the comparison
on the selected
characteristics:
o Theme
o Support
o Examples
Mental dispositions needed
to comprehend
 Create a Venn
diagram to display
your thinking and
summarize what you
have learned
Compare/Contrast Venn
Diagram
Formative
Assessment/Writing Prompt:
Describe how the authors
develop the theme/central
idea of ____ in the two
pieces of literature. What
do the authors do that is
alike? How are they
Page 9
QAR Strategy – teach students Right
There and Think and Search
questions for providing textual
evidence
QAR - click here
See page 60 – Guide to
creating text dependent
questions - click here
Strategic Reading in the
Content Areas-Practical
Applications for Creating a
Thinking Environment by
Rachel Billmeyer (pg. 46)
Making Content
Comprehensible for English
Learners: The SIOP Model by
Jana Echevarria, Maryellen
Vogt, & Deborah Short
Sentence Starters:
 “Both authors have a theme/
central idea that is about…”
 “Some things the authors do that
are the same in both texts are
….”
 “These two themes/central ideas
interrelate with each other…”
Strategic Reading in the
Content Areas-Practical
Applications for Creating a
Thinking Environment by
Rachel Billmeyer (pg. 46)
Standard/Outcome
Teaching Points
evidence from
the text to
support
RL.10.4
Readers will analyze the
importance word
choice has on the tone
and meaning of a text
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1d
SL.10.3
SL.10.4
Checks for Understanding
Supports and Scaffolds
Instructional Resources & Tools
different?
-orAnalyze how both texts
address similar themes and
concepts regarding ______.
3.7 Readers
determine the
meaning of
unknown words and
phrases by pausing
after reading a
chunk of text and
discussing context
clues.
Possible Activity:
Double-Entry
Journal/Graphic Organizer:
Column 1: Groups of words
with meaning
Column 2: Explanation of
impact on tone/meaning
Sentence Starters:
 “The author says…and means… I
know this because…”
 “I’m noticing a pattern in these
words; they all…”
 “When I read this passage it
makes me think…”
3.8 Readers identify
figurative language
and its effect(s) on
meaning and/or
tone by picking out
the words with
double meanings
and explaining the
connections to
tone.
Possible Activities:
Turn & Talk or Think/Pair
Share:
-Have students provide
examples of tone from text
-Identify figurative
language within the text
-Discuss the impact
figurative language has on
tone
Sentence Starters:
-“The author says…and means…”
-“I’m noticing a pattern in these
words; they all…”
-“When I read this passage it makes
me think…”
Twenty Five Quick Formative
Assessments for a
Differentiated Classroom by
Judith Dodge
Strategies to Engage the Mind
of the Learner by Doug Lemov
If by Rudyard Kipling – click
here
Nothing Gold Can Stay by
Robert Frost – click here
“I do, We do, You do” with a Read
Aloud/Think Aloud
Meaning and Tone Table:
Create Phrase/Sentence
Alternatives to display an
understanding of the
cumulative impact word
choice has on meaning or
tone pg. 68 Click Here
3.9 Readers
examine the effect
an author’s word
choice has on the
meaning and/or
Meaning and Tone Table:
Create Phrase/Sentence
Alternatives to display an
understanding of the
cumulative impact word
Page 10
Graphic Organizer using Frayer
Model for new
concepts/vocabulary
Strategic Reading in the
Content Areas by Rachel
Billmeyer
Sentence Starters:
Shades of Meaning Strategy
Standard/Outcome
Teaching Points
Checks for Understanding
tone of a text by
reading different
types of
informational texts
on the same topic.
choice has on meaning or
tone Pg. 68 Click Here
3.10 Readers
examine the
meaning of words
and phrases in a
text by asking “Why
did the author
choose this work
instead of another
one?”
Possible Activities:
Three Columns Chart:
Word, Definition,
Figurative/connotative
and/or technical meanings
Supports and Scaffolds


“The author uses the
word…because…”
“Even though both authors write
about…one author
uses...language and the other
author uses… language”
Record key words form the text on a
graphic organizer that categorizes
and provides a contextual clue for
each (Carr, 1985)
Pg. 34 Click Here
Stop and Think chart
Pg. 67 Click Here
Sentence Starter:
-“The author uses the
word…because…”
RL 10.5 Readers will
know how an author’s
choice of structure
affects the reader’s
experience
3.11 Readers
determine how an
author uses literary
techniques related
to time to establish a
setting. They do this
by noticing how the
author uses
flashback,
anecdote, figurative
language, imagery
and dialogue
Quick Write:
Choose a literary element
used by the author in a
poem. Show how the
author uses the element to
develop the poem.
Formative Assessment
What is the significance of
flashback, anecdote, etc.
in the given text?
 How does the author
create ___________,
etc.?
 How does the order of
Page 11
Use plot structure template to review
structure by labeling in small groups
and sharing with whole group.
Use Everyday Use (Glencoe) to
review and teach flashback,
anecdote, figurative language,
imagery, and dialogue.
Instructional Resources & Tools
From 50 Content Area
Strategies for Adolescent
Literacy by Rachel Billmeyer
Literacy Strategies for
Vocabulary Development
Strategies to Engage the Mind
of the Learner by Rachel
Billmeyer
Strategic Reading in the
Content Areas by Rachel
Billmeyer
Shades of Meaning Strategy
From 50 Content Area
Strategies for Adolescent
Literacy by Rachel Billmeyer
Literacy Strategies for
Vocabulary Development
Strategies to Engage the Mind
of the Learner by Rachel
Billmeyer
Plot Structure Template – click
here
Standard/Outcome
Teaching Points
Checks for Understanding
Supports and Scaffolds
Instructional Resources & Tools
the text help to
develop the
__________?
RL 10.5 Readers will
know how an author’s
choice of structure
affects the reader’s
experience
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1b
SL.10.1c
SL.10.1d
SL.10.1e
SL.10.3
SL.10.4
SL.10.6
3.12 Readers
determine if the
author’s choices
concerning structure
affects mystery,
tension, or surprise
within a piece of
text by asking “What
is the author trying
to say in this
section? What
evidence supports
his/her claim?
Quick Write:
Choose an example of a
literary effect that is used in
Every Day Use. Explain
how that effect is used by
providing textual
evidence.
Possible Activities:
Turn and Talk: when does
mystery, tension, or surprise
arise?
3.13 Readers
examine how a
claim is developed
by asking “What is
the author trying to
say in this section?
What evidence
supports his/her
claim?”
Possible Actvities:
Socratic Seminar
Students will be broken up
into small groups. Each
group will be given a
chunk of informational text
and asked to identify the
point the author is making
and how, with specific
textual evidence, it is
supported.
Sentence Starters:
- “The author makes the
Break down texts and make
supported inferences about why the
author uses specific elements to
create literary effects.
Comprehension Strategies for
NonFiction Text
Scaffolding Questions:
“Why might the author have used
the literary effect of ________ in this
specific part of the text?” “What
does he/she want the reader to
think about, connect to, or
consider?”
Sentence Starters:
“Because the author
waited until…it surprised
me that … happened.”
“The author starts
like…because…”
“The author uses the
literary technique of …
to…”
Page 12
Graphic Organizer:
Claims filled in and students find
evidence -or- evidence filled in and
students fill in claims
25 Quick Formative
Assessments for a
Differentiated Classroom by
Judith Dodge
Socratic Seminar:
click here
Graphic Organizer:
click here
Standard/Outcome
RI. 10.5
Readers will analyze
how the author
develops an idea or
claim in specific
sections of a given text
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1b
SL.10.1c
SL.10.1d
SL.10.1e
SL.10.3
SL.10.4
SL.10.6
Teaching Points
3.14 Readers
examine how a
claim is clarified by
identifying specific
sentences,
paragraphs or larger
portions of a text
that support it
Checks for Understanding
claim...”
- “This chunk of
text...supports the point
of...by...”
Discussion Starters:
-What is the author saying
in this section of the text?
-How does the use specific
evidence to support his/her
point?
Possible Activities:
Close Read. Students read
an appropriately complex
text with varying levels
of independence and
support. As students finish
reading they are
introduced to a focus
question related to a text.
Students return to the text
for further study. Through
text analysis, students
develop viewpoints as to
how the text
explicitly responds to the
focus question as well as
inferences which may be
drawn.
Discussion Web - Students
discuss a text and analyze
in small groups. Each group
draws a conclusion about
what the text says
explicitly, what inferences
can be
made and what particular
sentences, paragraphs, or
larger portions of text
support their conclusion
(Alvermann, 1991).
Page 13
Supports and Scaffolds
QAR Strategy – teach students Right
There and Think and Search
questions for providing textual
evidence
Instructional Resources & Tools
QAR - click here(see Pg. 5)
See page 60 – Guide to
creating text dependent
questions Click Here
Standard/Outcome
RI.10.8
Readers will examine
an author’s arguments
and/or claims to
determine the strength
of the given arguments
and/or claims
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1c
SL.10.1d
SL.10.3
SL.10.4
Teaching Points
3.15 Readers will
describe and
evaluate the
argument and
claims in a given
text by determining
if there is enough
strong evidence as
support by marking
the text
Checks for Understanding
Supports and Scaffolds
Instructional Resources & Tools
Pg. 67 click here
Online Discussion Forum.
Students utilize an online
discussion forum to
engage in the discussion
web. For example, a blog is
created for an assigned
text. Student “blog
facilitators” post specific
sentences, paragraphs, or
larger portions of text within
the blog and the
remaining students add
comments to
each post as a way to
engage in an online text
analysis.
Save the Last Word for Me.
Students are given a
specific amount of time to
read through a text. While
reading, students highlight
specific claims made by
the author. When time has
expired, students record a
certain number of
sentences from their
collection of highlighted
claims. As this task is
completed, students
organize into
predetermined small
groups and discuss
their recorded claims. Each
student reads one of the
sentences that he or she
selected aloud, then listens
to the other student’s
responses to that
sentence,
Exit Slip. Students analyze specific
excerpts from the texts they have
been
reading closely. Students are given
a certain amount of time to
complete a
brief summary explaining how the
excerpts compare and contrast.
Prior to leaving the class, students
turn in a brief comparison of the
specific
claims or arguments the authors
attempt to make.
Upgrade. Students submit their exit
slip in digital form (e.g., blog post
comment. The teacher studies and
organizes the exit slips for diagnostic
purposes providing quality
feedback that moves learning
forward.
Sentence Starters:
 “The author is making the
argument_____________.
Reading Opposing
Perspectives to Form and
Opinion Strategy from
Strategies that Work p. 137-139
Page 14
YouTube video: Evaluating
Arguments
Online Resources: Evaluating
Arguments
Standard/Outcome
Teaching Points
Checks for Understanding
and then explains his or her
own response. This strategy
can be adapted so
that students record and
discuss valid reasoning,
relevant evidence, false
statements and fallacious
reasoning. (Vaughan &
Estes, 1986).
3.16 Readers
evaluate the
strength of an
argument or claim
as well as identify
false evidence by
asking, “Does the
evidence support or
conflict with the
author’s viewpoint?”
Formative
Assessment/Writing
prompt: Is the
argument/claim
________________ false? Use
evidence from the text to
support your answer.
Give students a list of
claims and/or arguments
that are valid and invalid
(false) and have students
explain why they are
invalid or valid.
 An argument/claim is
false when___________.”
 “I agree/disagree with
the author’s argument
__________ because….”
Page 15
Supports and Scaffolds
Evidence of this is
seen____________.”
 “A claim or argument is valid
when….”
 “A claim or argument is invalid
when….”
 “There is not enough evidence
to support the
argument________. This can be
seen____________.”
 “There is enough evidence to
support the argument ________.
Some of the evidence
is____________.”
Mark up the text:
 Underline arguments/claims
 Circle evidence that supports
Mark up the text:
 Underline arguments/claims
 Circle evidence that supports
Highlight false evidence
Instructional Resources & Tools
Reading Opposing
Perspectives to Form and
Opinion Strategy from
Strategies that Work p. 137-139
YouTube video: Evaluating
Arguments
Online Resources: Evaluating
Arguments