Buncombe County Schools
Learning Targets for ELA Common Core State Standards
2012-2013
Grade 10 Reading Literature

Grade Specific Standard
RL.9-10.1.
	Learning Targets
(I can statements)	Activities/Strategies
(What strategies/activities could we use to teach this learning target?)	Resources
(What text could we use to teach this learning target?)	Formative Assessment Suggestions
(What are ways to formatively check for understanding while teaching this learning target?)	
RL1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	1a. I can discern which lines of text best support my analysis of what text says directly.

1b. I can infer meaning from a text.

1c. I can discern which lines of text best support my inference.
	Read fictional texts and complete teacher directed activities or apply to SSR texts.

Highlighting/Underlining

Double Entry Journal (Inferencing or explaining lines of important meaning)

Post-it Notes

Flow Map combined with Tree Map:  Chart plot events on Flow Map using lines from the text and classify which part of the plot each event/description represents.

Frayer Model

-Define setting
-Write words to describe 
  setting
-Graphic rep. of setting
-textual lines	Short Stories

Novels

Memoirs

Plays

Poetry

student-generated Thinking Maps

textbook or novel in unit

	Flow/Tree Map

Frayer Model
-Students can tag lines with sticky notes during reading.

Exit Card
-Explain how the setting contributes to the overall story 

Summary Statement
	
RL2. 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.
	2a. I can analyze how a theme emerges and develops throughout a text by using key details.

2b. I can provide a summary of the text without including personal opinion. 
	Close reading of text in small groups.  While in groups, students would look for details supporting theme.

Class Critique: students will present textual evidence to class to be critiqued.

Affinity Chart—classifying strongest and weakest textual evidence

Flee or Flow Map:  trace and cite the details/ quotes to support the theme as it emerges in the work

Theme Quote Illustrations/Pictures

Feature Analysis Chart Analysis	-Literary Non-fiction

Short Stories

Song Lyrics
	Class Critique

Feature Analysis Chart

Affinity Chart

Gallery Walk/ Thesis Baseball

Triple Column Notes 
Student’s opinion/ Author’s opinion/ Textual support of author’s opinion from the song lyrics)	
RL3. Analyze how complex characters (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.
	3a. I can define and identify complex (i.e., dynamic and round) characters within increasingly complex texts. 

3b. I can analyze complex characters’ development and their interactions with other characters within increasingly complex texts. 

3c. I can cite textual evidence to analyze how a character’s feelings, motivations and interactions advance the plot or develop the theme. 
	Tag text with sticky notes to identify lines that present character motivations.

Multi-flow map that establishes the cause effect patterns in the play based on character relationships.

T-chart on characters

Circle Map:  Choose character(s) and brainstorm on character feelings, history, interactions with others, etc.

WebQuest to explore a German soldier’s point of view and to establish background for motivation	Opening of movie Hitch
for motivation and plot development

Julius Caesar Focus on the motivations of Cassius and Brutus.  These can be compared and contrasted as well.
	Sticky note tagging

Multi-flow map 

T-chart

Exit card on character motivation

Summarize a scene focusing on character motivations.

Flow/Flee Map:  Establish sequence of events and classify dynamic shifts in character thinking that influences plot development.

RL 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).	4a. I can read increasingly complex texts using context clues to determine word meanings.

4b. I can determine both the figurative & connotative meanings of significant words in a text.

4c. I can analyze the purpose and impact of diction on the overall tone or meaning of a text of increasing difficulty.

	Highlight/ underline sensory images.  (e.g., color references, sounds)

Deconstruct excerpts from various texts.

Identify word connotations (+/-)

Students create poster/ poem to demonstrate their use of words to create a specific tone.

Student writing Slam poetry.

Say What- Students skim for unfamiliar words before they read and define them.	Japanese Haiku/ Tonka poetry—repetition

Night- the repetitive use of the word “night”

Julius Caesar- Marc Antony speech to the crowd
	Highlight/ underline sensory images.  (e.g., color references, sounds)

Deconstruct excerpts from various texts.

Students create poster/ poem to demonstrate their use of words to create a specific tone.

Student writing Slam poetry—look for evidence of words with tone.

Frayer Model of “figurative” and “connotative”	
RL5. Analyze how the author’s choices concerning how to structure a text, order events within it (e.g., parallel plots) and manipulate time (pacing, flashbacks) create such effects as mystery, tension, or surprise.
	5a. I can identify the impact of textual structures such as parallel plots and flashbacks.

5b. I can analyze how the authors use of textual structure creates certain effects such as mystery, tension, or surprise.

Choose elements that apply to the piece of text.  Example: I can analyze the author’s use of parallel plot to create suspense.	Text-Coding: Students code text with sticky notes or highlighters to indicate where flashbacks occur.

Plot Diagram: Class creates a plot diagram on the board/wall that illustrates where twists, turns, and surprise endings fall in a plot.

Say Something: Students read in pairs, stopping at intervals to identify and make inferences about plot, pacing, suspense and mystery. Students can use a list of sentence starters to prompt dialogue when needed.

Timeline: Groups create parallel time lines that illustrate the parallel plots of Beatrice/Benedick and Hero/ Claudio in Much Ado About Nothing.

Style Grid: Students hold and organize their thinking on a grid – the vertical columns designate the beginning, middle, and end of the text. The horizontal columns are separated into events, flashbacks, and pacing. At the bottom of the chart is a summary statement where students synthesize their text evidence into an explanation of how these author choices create the desired effect.
	Much Ado @ Nothing (film)

The God’s Must Be Crazy (film)

Things Fall Apart

“Early Autumn” by Langston Hughes

Oedipus the King by Sophocles

Julius Caesar by Shakespeare	Text-Coding stickies/notes

Timeline

Style Grid

Teacher monitoring during “Say Something”

Exit Slip: Name three ways an author builds suspense, tension, or mystery.

Essay: How does the author utilize character and culture to build tension in this section of Things Fall Apart?

Story board/ Pop-up book with “Oedipus the King”

Three Column Chart:
Term/ Definition/ Why it is Important	
RL 6. Analyze 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.	6a. I can analyze the author’s choice of point of view in a work of literature.
 
6b. I can identify the cultural perspective in a piece of literature and how it affects the overall work.
	Proverbs from different cultures

Academic Vocabulary: Culture, Cultural Experience, Cultural Point of View

Collect proverbs from culture

Compare tenants of the religions of Buddhism’s Four Noble Truths to Ten Commandments

I can retell a fairy tale from a different point of view

Recreate different cultural experiences
	Things Fall Apart

“Anansi” folktales

Flood story of:
-Gilgamesh
-Hebrew
-Popol Vu (Mayan)
	- Frayer Model for cultural point of view (center: point of view, quad 1: cultural setting, quad 2: customs of cultural, quad 3: character motivations, quad 4: what characters do and feel)

-  Double Bubble/ Venn Diagram comparison of point of view
	
RL 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.
	7a. I can analyze the representation of a key scene in two different mediums. 

7b. I can accurately compare and contrast representations in two different mediums noting what is emphasized or absent from each.	Create a Double Bubble Map comparing & contrasting the representation of a major character from a text and an accompanying film.

Create a foldable of film terms (lighting, photography, sound).

View clips of same scene from identical films, noting costumes, setting, speech (modern v. “classic” versions)

Academic Vocabulary: Medium, Representation, Treatment	Painting Gassed by John Sargents

Painting by Picasso, Guernica

Slaughter of the Innocents painting

Fall of Icarus painting

Thematic film pairings	Analyzing  Two Different Medium Venn Diagram

Feature Analysis Chart

Exit Cards of things in common between different resources.
	
R 8. Not applicable to literature.
					
RL9. Analyze how an author draws on and transforms source material in a specific work.
	9a. I can recognize when source material has been adapted in a text. 

9b. I can analyze the author’s use and adaptation of allusions (source materials) to enhance the text or create meaning. 
	T- chart

Comparison/ Contrast

Theme Chart

Double Entry Journal
	- Biblical Story:  Abraham & Isaac

- “The Parable of the Old 
  Man and the Young” by 
  Wilfred Owen

- Cosby Show “Julius 
  Caesar Rap”

- “The Second Coming” 
   by Yeats

- Things Fall Apart by 
  Chinua Achebe
	- Double Bubble

- Venn Diagram

- Theme Chart

- Exit Card

RL 10. Read and comprehend complex literary texts independently and proficiently.
	10a. I can determine and apply appropriate reading strategies to interpret difficult texts independently.
	Compare companion texts 

Comprehension Strategies
 - Thinking Maps
 - Questioning
 - Making inferences
 - Connecting
 - Repairing misconceptions
 - Read/ Pair/ Share
 - Chunking	Any texts read throughout the course as well as SSR
	Double Bubble Map

Comparison/ Contrast Chart

Feature Analysis

Self- Assessment