1. Students effectively manage individual roles and limited class time to prepare a final group product.
This learning target best relates to NYS Standard 4: Language for Social Interaction because students will need to
· engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners’ needs and skillfully addressing them
· express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation
2. Students annotate literature books to aid comprehension and analysis of a primary text.
This learning target ideally relates to all four NYS Standards: Language for Information and Understanding, Literary Response and Expression, Critical Analysis and Evaluation, and Social Interaction. Annotation is a process that can be applied variously by individual students and can provide, thusly, great opportunities for differentiation but, when endeavored by a proficient or masterful reader, it should span all four standards. Accordingly, students will do all of the following with some degree of variation by individual:
· use a combination of techniques (e.g., previewing, use of advance organizers, structural cues) to extract salient information from texts
· make distinctions about the relative value and significance of specific data, facts, and ideas
· make perceptive and well developed connections to prior knowledge
· evaluate writing strategies and presentational features that affect interpretation of the information
· use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and omparison/contrast
· support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument
(^ Standard 1)
· read and view independently and fluently across many genres of literature from many cultures and historical periods
· identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work
· recognize and understand the significance of a wide range of literary elements and techniques, (including figurative language, imagery, allegory, irony, blank verse, symbolism, stream-of-consciousness) and use those elements to interpret the work
· understand how multiple levels of meaning are conveyed in a text
· evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition
· present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, the period, and literary tradition, and drawing on their personal experiences and knowledge
(^ Standard 2)
· make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight they place on particular arguments and criteria
· present orally and in writing well-developed analyses of issues, ideas, and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, debates, thesis/support papers, literary critiques, and issues analyses
· make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position
(^ Standard 3)
· engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners’ needs and skillfully addressing them
· express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation
(^ Standard 4)
3. Students summarize the main events, ideas and themes of a primary text.
This learning target best relates to NYS Standard 2: Language for Literary Response and Expression because students will need to
· read and view independently and fluently across many genres of literature from many cultures and historical periods
· identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work
· present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, the period, and literary tradition, and drawing on their personal experiences and knowledge
· produce literary interpretations that explicate the multiple layers of meaning
4. Students use textual information to support analysis of major characters.
This learning target best relates to NYS Standard 3: Language for Critical Analysis and Evaluation because students will need to
· present orally and in writing well-developed analyses of issues, ideas, and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, debates, thesis/support papers, literary critiques, and issues analyses
· make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position
5. Students evaluate the author’s use of specific literary devices to convey the theme of the work.
This learning target best relates to NYS Standards 2 and 3: Language for Literary Response and Expression as well as Critical Analysis and Evaluation because students will need to
· read and view independently and fluently across many genres of literature from many cultures and historical periods
· identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the work
· present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, the period, and literary tradition, and drawing on their personal experiences and knowledge
· produce literary interpretations that explicate the multiple layers of meaning
(^ Standard 2)
· present orally and in writing well-developed analyses of issues, ideas, and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, debates, thesis/support papers, literary critiques, and issues analyses
· make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position
(^ Standard 3)
6. Students work cooperatively with peers to prepare a final group product.
This learning target best relates to NYS Standard 4: Language for Social Interaction because students will need to
· engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners’ needs and skillfully addressing them
· express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation
7. Students clearly and effectively present a critical review of their literary works to their peers without relying upon summary.
This learning target best relates to NYS Standard 4: Language for Social Interaction because students will need to
· engage in conversations and discussions on academic,technical, and community subjects, anticipating listeners’ needs and skillfully addressing them
· express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation
· use appropriately the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.
· use a variety of print and electronic forms for social communication with peers and adults
· make effective use of language and style to connect the message with the audience and context
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