NYS Common Core ELA & Literacy Curriculum
10.1.2
Grade 10 • Module 1 • Unit 2 • Lesson 7
Lesson 7
Introduction
In this Mid-Unit Assessment, students craft a formal, multi-paragraph response to the following prompt:
How has Hundert developed over the course of the text thus far? Students review their annotated texts,
lesson Quick Writes, completed tools, and discussion notes to organize their ideas. Students then
develop their responses to the 10.1.2 Mid-Unit Assessment prompt. Student responses are assessed
using the 10.1.2 Mid-Unit Text Analysis Rubric.
For homework, students continue to read their Accountable Independent Reading (AIR) texts through
the lens of a new focus standard (RL.9-10.3 or RI.9-10.3) and prepare for a 3–5 minute discussion of
their texts based on that standard. Additionally, students read pages 182–187 of “The Palace Thief”
(from “And so I was preparing to end my days” to “Should I have spoken up to the senator?”), box
unfamiliar words and look up their definitions.
Standards
Assessed Standard(s)
RL.9-10.3
Analyze how complex characters (e.g., 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.
W.9-10.2.a, b
Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization,
and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
are appropriate to task, purpose, and audience.
L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.9-10.2.c
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Spell correctly.
Addressed Standard(s)
None.
Assessment
Assessment(s)
Student learning is assessed via a multi-paragraph response. Students respond to the following
prompt, citing textual evidence and inferences drawn from the text.

How has Hundert developed over the course of the text thus far?
 Student responses will be assessed using the 10.1.2 Mid-Unit Text Analysis Rubric.
High Performance Response(s)
A High Performance Response should:

Include an introductory paragraph that introduces the topic (e.g., Ethan Canin’s “The Palace Thief”
is a short story about a teacher named Hundert who teaches ancient history at an elite boarding
school. Told from Hundert’s point of view, Canin’s story revolves around the narrator’s attempts to
“mold” (p. 163) the ideals and character of his students, particularly Sedgewick Bell. Although
Hundert is committed to molding the character and ideals of his students, in his interactions with
Bell he repeatedly fails to live up to his own “code of morals” (p. 172).).

Analyze Hundert’s development over the course of the text (see examples below).
A High Performance Response may include the following evidence in support of a multi-paragraph
analysis:

Canin introduces the character of the narrator by describing his classroom as “a tribute to the lofty
ideals of man, which I hoped would inspire my boys, and at the same time to the fleeting nature of
human accomplishment, which I hoped would temper their ambition with humility” (pp. 156–157).
This description establishes the important role Hundert sees himself playing in the lives of his
students. He believes that the examples of history he teaches his students will help them to
become future leaders, men with great ambitions who also possess humility. Hundert’s
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
interactions with Senator Bell reinforce Hundert’s idealistic self-perception. When Hundert meets
with the senator to discuss Sedgewick’s inappropriate behavior, the senator challenges Hundert by
asking him, “What’s the good of what you’re teaching them boys?” (p. 163) Hundert responds with
confidence, explaining, “When they read of the reign of Augustus Caesar … when they learn that
his rule was bolstered by commerce, a postal system, and the arts … then they understand the
importance of character and high ideals” (p. 164). Hundert’s response to the senator’s question
emphasizes his belief that he will shape the character of his students for the better. He declares to
Senator Bell, “It’s my job, sir, to mold your son’s character” (p. 163).

Although Hundert says he wants to “mold” (p. 163) his students, he repeatedly compromises his
“own code of morals” (p. 172) in his interactions with Sedgewick. Hundert describes Sedgewick as
“a boor and a bully, a damper to the illumination of the eager minds of my boys” (p. 159), but he
admits to taking “a special interest” in him (p. 164) over the course of his first term at St.
Benedict’s. Hundert’s exact motivations for cheating on Sedgewick’s behalf remain unclear. He
may have helped Sedgewick because after meeting with the senator and realizing what a “tyrant”
Sedgewick’s father is, Hundert’s “heart warmed somewhat toward young Sedgewick” (p. 164). On
the other hand, Hundert describes Sedgewick as one of “the honeyed morsels of a teacher’s
existence, those students who come, under one’s own direction, from darkness into the light” (p.
164), suggesting that he may have decided to cheat on Sedgewick’s behalf in an effort to meet his
expectations of himself as a teacher. Whatever his reasons, Hundert recognizes that by deciding to
cheat on Sedgewick’s behalf he fails to follow “one of the cardinal rules of teaching” (p. 165).
Despite his lofty goals for both himself and Sedgewick, Hundert compromises his own “code of
morals” (p. 172) by giving Sedgewick a grade he does not deserve.

Hundert’s “first mistake” (p. 165) leads to many more; Hundert reflects, “In a position of moral
leadership, of course, compromise begets only more compromise” (p. 169). Hundert continues to
ignore his own “code of morals” (p. 172) when, after realizing that Sedgewick is cheating during
the “Mr. Julius Caesar” competition, the headmaster intimidates him and causes him to remain
silent. Hundert describes his “act of omission” by comparing himself to “a soldier” who is simply
following the orders of “his captain” (p. 172), suggesting that while he knows right from wrong, he
is too weak to act according to this knowledge. Hundert reflects, “What had happened was that
instead of enforcing my own code of morals, I had allowed Sedgewick Bell to sweep me summarily
into his” (p. 172). Hundert’s failure to live up to his own ideals leaves him powerless to shape
Sedgewick’s character for the better. He states, “I did not know at the time what an act of
corruption I had committed, although what is especially chilling to me is that I believe that
Sedgewick Bell, even at the age of thirteen, did” (p. 172). Even Hundert’s attempt to correct the
situation by asking a question that only the other contestant in the competition, Deepak Mehta,
could know, is another compromise. Although Hundert does not allow Sedgwick to win, he only
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
prevents him from doing so by manipulating the competition in Deepak’s favor.

Although the “Mr. Julius Caesar” competition causes Hundert to reflect upon his own failings, it
does not prompt him to change his behavior. Hundert continues to compromise his “code of
morals” (p. 172) in the days that follow the “Mr. Julius Caesar” competition. Hundert compares his
struggle to meet his own ideals as a “battle” that he is constantly fighting (p. 172), but he cannot
bring himself to report Sedgewick’s behavior to the disciplinary committee. While still trying “to
marshal [his] resolve” to report Sedgewick (p. 173), Hundert receives a threatening call from
Senator Bell, who confronts him with the fact that he used a question that was not on the study
outline. Hundert ends his description of the interaction by noting, “And thus young Sedgewick Bell
and I began an uneasy compact that lasted out his days at St. Benedict’s” (pp. 173–174). The
phrase “uneasy compact” makes it clear that rather than living by his own “code of morals” (p.
172), Hundert has once again been intimidated into compromising his ideals. Hundert recognizes
his own weakness when he says, “[N]o sooner had I resolved to confront the senator than it
became perfectly clear to me that I lacked the character to do so” (p. 173). Hundert’s weakness is
evident again many years later when he realizes that because of his lack of “conviction” (p. 182) he
lost the opportunity to be the headmaster at St. Benedict’s. In his reflection on this loss, Hundert
directly connects this recent failure to his “first mistake” (p. 164) when he says, “It was as though
Sedgewick Bell had risen, all these years later, to drag me down again” (p. 182). Despite his
awareness of his own failings, again and again, Hundert allows others to manipulate him, causing
him to compromise his own “code of morals” (p. 172).
Vocabulary
Vocabulary to provide directly (will not include extended instruction)

None.*
Vocabulary to teach (may include direct word work and/or questions)

None.*
Additional vocabulary to support English Language Learners (to provide directly)

None.*
*Because this is not a close reading lesson, there is no specified vocabulary. However, in the process of returning to the text,
students may uncover unfamiliar words. Teachers can guide students to make meaning of these words using the strategies
outlined in L.9-10.4.a-d.
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
Lesson Agenda/Overview
Student-Facing Agenda
% of Lesson
Standards & Text

Standards: RL.9-10.3, W.9-10.2.a,b, W.9-10.4, L.9-10.1, L.9-10.2.c

Text: “The Palace Thief” from The Palace Thief by Ethan Canin, pages 155–182
Learning Sequence
1.
2.
3.
4.
Introduction of Lesson Agenda
Homework Accountability
10.1.2 Mid-Unit Assessment
Closing
1.
2.
3.
4.
Materials

Copies of the 10.1.2 Mid-Unit Assessment for each student

Copies of the 10.1.2 Mid-Unit Text Analysis Rubric and Checklist for each student
Learning Sequence
How to Use the Learning Sequence
Symbol Type of Text & Interpretation of the Symbol
10%
no
symbol



Percentage indicates the percentage of lesson time each activity should take.
Plain text indicates teacher action.
Bold text indicates questions for the teacher to ask students.
Italicized text indicates a vocabulary word.
Indicates student action(s).
Indicates possible student response(s) to teacher questions.
Indicates instructional notes for the teacher.
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5%
10%
75%
10%
NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
Activity 1: Introduction to Lesson Agenda
5%
Begin by reviewing the agenda and assessed standards for this lesson: RL.9-10.3, W.9-10.2.a, b, W.910.4, L.9-10.1, and L.9-10.2.c. In this lesson, students complete the 10.1.2 Mid-Unit Assessment, in
which they write a multi-paragraph response discussing how Hundert’s character has developed over
the course of the text.
 Students look at the agenda.
Activity 2: Homework Accountability
10%
Instruct students to take out their responses to the first part of the previous lesson’s homework
assignment. (Review and expand your notes, tools, and annotations in preparation for the 10.1.2 MidUnit Assessment.) Instruct students to form pairs and share how they reviewed and expanded their
materials for the 10.1.2 Mid-Unit Assessment.
 Students discuss how they reviewed and organized their materials for the Mid-Unit Assessment.
 Students demonstrate completion of their homework by having all materials organized and
accessible for the assessment.
Instruct students to take out their responses to the second part of the previous lesson’s homework
assignment. (Write an introductory paragraph to the 10.1.2 Mid-Unit Assessment prompt: How has
Hundert developed over the course of the text thus far? Edit for proper grammar, capitalization,
punctuation, and spelling according to standards L.9-10.1, L.9-10.2 and L.9-10.2.c.)
 Students share the drafts of their introductions in pairs.
 See the High Performance Response at the beginning of this lesson for a sample student
introduction.
Lead a brief whole-class discussion of questions or comments that students have about their
introductions, or the process of drafting an introduction.
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
Activity 3: 10.1.2 Mid-Unit Assessment
75%
Explain to students that because it is a formal writing task, the 10.1.2 Mid-Unit Assessment should
include an introductory statement that introduces the topic of their responses, and well-organized
textual evidence that supports their analysis. Remind students to use standard grammar, capitalization,
punctuation, and spelling.
Instruct students to write a multi-paragraph response to the following prompt:
How has Hundert developed over the course of the text thus far?
Remind students to use their notes, annotated texts, and lesson Quick Writes to write their responses
and to use this unit’s vocabulary wherever possible in their written responses.
Distribute and review the 10.1.2 Mid-Unit Text Analysis Rubric and Checklist. Remind students to use the
10.1.2 Mid-Unit Text Analysis Rubric and Checklist to guide their written responses.
 Consider reminding students that demonstrating command of the conventions of standard English
grammar and usage when writing or speaking demonstrates their application of L.9-10.1.
 Consider reminding students that demonstrating command of the conventions of standard English
capitalization, punctuation, and spelling when writing demonstrates their application of L.9-10.2.
 If necessary, consider reviewing the components of W.9-10.4, which include producing clear,
coherent writing that employs organization and style appropriate to the task, purpose, and
audience.
 Students follow along, reading the 10.1.2 Mid-Unit Assessment Prompt and the 10.1.2 Mid-Unit
Text Analysis Rubric and Checklist.
 Display the prompt for students to see, or provide the prompt in hard copy.
Ask students if they have any remaining questions about the assessment prompt.
 Students independently craft a multi-paragraph response to the prompt using evidence from
the text.
 See the High Performance Response at the beginning of this lesson.
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
Activity 4: Closing
10%
Display and distribute the homework assignment. For homework, instruct students to read their AIR
texts through the lens of a new focus standard, RL.9-10.3 or RI.9-10.3, and prepare for a 3–5 minute
discussion based on that focus standard.
Introduce RL.9-10.3 and RI.9-10.3 as focus standards to guide students’ AIR, and model what applying
these focus standards looks like. For example, RL.9-10.3 asks students to “Analyze how complex
characters (e.g., 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.” Students who have read
“The Palace Thief” might suggest that Hundert’s interaction with the senator advances the plot of “The
Palace Thief” because the senator’s insulting treatment of Hundert leads Hundert to empathize with
Sedgewick. Hundert’s newfound sympathy for Sedgewick is in part what drives him to cheat on
Sedgewick’s behalf, enabling Sedgewick to participate in the “Mr. Julius Caesar” competition.
 Students listen.
Also for homework, instruct students to read pages 182–187 of “The Palace Thief” (from “And so I was
preparing to end my days” to “Should I have spoken up to the senator?”). Direct students to box any
unfamiliar words and look up their definitions. Instruct them to choose the definition that makes the
most sense in context and write a brief definition above or near the word in the text.
 Students follow along.
Homework
Continue to read your Accountable Independent Reading text through the lens of focus standard (RL.910.3 or RI.9-10.3 and prepare for a 3–5 minute discussion of your text based on that standard.
In addition, read pages 182–187 of “The Palace Thief” (from “And so I was preparing to end my days” to
“Should I have spoken up to the senator?”) and box any unfamiliar words and look up their definitions.
Choose the definition that makes the most sense in context, and write a brief definition above or near
the word in the text.
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
10.1.2 Mid-Unit Assessment
Text-Based Response
Your Task: Rely on your reading and analysis of “The Palace Thief” to write a well-developed response to
the following prompt:
How has Hundert developed over the course of the text thus far?
Your writing will be assessed using the 10.1.2 Mid-Unit Text Analysis Rubric.
Guidelines
Be sure to:
 Closely read the prompt
 Address all elements of the prompt in your response
 Paraphrase, quote, and reference relevant evidence to support your claim
 Organize your ideas in a cohesive and coherent manner
 Maintain a formal style of writing
 Follow the conventions of standard written English
CCSS: RL.9-10.3, W.9-10.2.a, b, W.9-10.4, L.1, and L.2.c
Commentary on the Task:
This task measure RL.9-10.3 because it demands that students:

Analyze how complex characters (e.g., 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.
This task measures W.9-10.2.a, b because it demands that students:

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
o
Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
This task measures W.9-10.4 because it demands that students:

Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
This task measures L.9-10.1 because it demands that students:

Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
This task measures L.9-10.2.c because it demands that students:

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
o
Spell correctly.
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NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
10.1.2 Mid-Unit Text Analysis Rubric
/
(Total points)
Criteria
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Content and Analysis
Skillfully analyze how complex
characters develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme.
Accurately analyze how complex
characters develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme.
With partial accuracy, analyze how
complex characters develop over the
course of a text, interact with other
characters, and advance the plot or
develop the theme.
Inaccurately analyze how complex
characters develop over the course of
a text, interact with other characters,
and advance the plot or develop the
theme.
Thoroughly and skillfully develop the
topic with well-chosen, relevant, and
sufficient facts, extended definitions,
concrete details, quotations, or other
information and examples appropriate
to the audience’s knowledge of the
topic. (W.9-10.2.b)
Develop the topic with relevant and
sufficient facts, extended definitions,
concrete details, quotations, or other
information and examples appropriate
to the audience’s knowledge of the
topic. (W.9-10.2.b)
Partially develop the topic with weak
facts, extended definitions, details,
quotations, or other information and
examples appropriate to the
audience’s knowledge of the topic.
(W.9-10.2.b)
Minimally develop the topic, providing
few or irrelevant facts, extended
definitions, details, quotations, or
other information and examples
appropriate to the audience’s
knowledge of the topic. (W.9-10.2.b)
The extent to which the response
analyzes how complex characters
develop over the course of a text,
interact with other characters,
and advance the plot or develop
the theme.
CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters
(e.g. 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.
Command of Evidence and
Reasoning
The extent to which the response
develops the topic with wellchosen, relevant, and sufficient
facts, extended definitions,
concrete details, quotations, or
other relevant information and
examples appropriate to the
audience’s knowledge of the
topic.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory
texts to examine and convey
complex ideas, concepts, and
information clearly and accurately
through the effective selection,
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NYS Common Core ELA & Literacy Curriculum
Criteria
Grade 10 • Module 1 • Unit 2 • Lesson 7
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Skillfully introduce a topic; effectively
organize complex ideas, concepts, and
information to make important
connections and distinctions; when
useful to aiding comprehension,
skillfully include formatting, graphics,
and multimedia. (W.9-10.2.a)
Introduce a topic; organize complex
ideas, concepts, and information to
make important connections and
distinctions; when useful to aiding
comprehension, include formatting,
graphics, and multimedia. (W.910.2.a)
Somewhat effectively introduce a
topic; organize complex ideas,
concepts, and information, making
limited connections and distinctions;
when useful to aiding comprehension,
somewhat effectively include
formatting, graphics, and multimedia.
(W.9-10.2.a)
Lack a clear topic; illogically arrange
ideas, concepts and information,
failing to make connections and
distinctions; when useful to aiding
comprehension, ineffectively include
formatting, graphics, and multimedia.
(W.9-10.2.a)
organization, and analysis of
content.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with wellchosen, relevant, and sufficient
facts, extended definitions,
concrete details, quotations, or
other information and examples
appropriate to the audience’s
knowledge of the topic.
Coherence, Organization, and
Style
The extent to which the response
introduces a topic, organizes
complex ideas, concepts, and
information to make important
connections and distinctions;
when useful to aiding
comprehension, includes
formatting, graphics, and
multimedia.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory
texts to examine and convey
complex ideas, concepts, and
information clearly and accurately
through the effective selection,
organization, and analysis of
content.
CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize
complex ideas, concepts, and
information to make important
connections and distinctions;
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NYS Common Core ELA & Literacy Curriculum
Criteria
Grade 10 • Module 1 • Unit 2 • Lesson 7
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Consistently demonstrate clear and
coherent writing in which the
development, organization, and style
thoroughly and skillfully address the
task, purpose, and audience.
Demonstrate clear and coherent
writing in which the development,
organization, and style are
appropriate to the task, purpose, and
audience.
Inconsistently demonstrate clear and
coherent writing in which the
development, organization, and style
are appropriate to the task, purpose,
and audience.
Rarely demonstrate clear and
coherent writing in which the
development, organization, and style
are appropriate to the task, purpose,
and audience.
Demonstrate skillful command of
conventions with no grammar or
usage errors.
Demonstrate command of
conventions with occasional grammar
or usage errors that do not hinder
comprehension.
Demonstrate partial command of
conventions with several grammar or
usage errors that hinder
comprehension.
Demonstrate insufficient command of
conventions with frequent grammar
or usage errors that make
comprehension difficult.
Spell correctly with no errors. (L.910.2.c)
Often spell correctly with occasional
errors that do not hinder
comprehension. (L.9-10.2.c)
Occasionally spell correctly with
several errors that hinder
comprehension. (L.9-10.2.c)
Rarely spell correctly with frequent
errors that make comprehension
difficult. (L.9-10.2.c)
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
Coherence, Organization, and
Style
The extent to which the response
demonstrates clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing
in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
Control of Conventions
The extent to which the response
demonstrates command of the
conventions of standard English
grammar and usage.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing
or speaking.
Control of Conventions
The extent to which the response
is spelled correctly.
File: 10.1.2 Lesson 7, v2 Date: 5/26/15 Classroom Use: Starting 5/2015
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13
NYS Common Core ELA & Literacy Curriculum
Criteria
4 – Responses at this Level:
Grade 10 • Module 1 • Unit 2 • Lesson 7
3 – Responses at this Level:
2 – Responses at this Level:
CCSS.ELA-Literacy.L.9-10.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.L.9-10.2.c
Spell correctly.



A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1.
A response that is totally copied from the text with no original writing must be given a 0.
A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0
File: 10.1.2 Lesson 7, v2 Date: 5/26/15 Classroom Use: Starting 5/2015
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14
1 – Responses at this Level:
NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 1 • Unit 2 • Lesson 7
10.1.2 Mid-Unit Text Analysis Checklist
Assessed Standards:
Does my writing…
✔
Analyze how complex characters develop over the course of
a text, interact with other characters, and advance the plot
or develop the theme? (RL.9-10.3)

Command of Evidence
and Reasoning
Develop the topic with well-chosen and relevant textual
evidence? (W.9-10.2.b)

Coherence, Organization,
and Style
Introduce a topic? (W.9-10.2.a)

Organize complex ideas, concepts, and information to make
important connections and distinctions? (W.9-10.2.a)

When useful to aiding comprehension, include formatting,
graphics, and multimedia? (W.9-10.2.a)

Demonstrate clear and coherent writing in which the
development, organization, and style that are appropriate to
task, purpose, and audience? (W.9-10.4)

Demonstrate command of the conventions of standard
English grammar and usage? (L.9-10.1)

Demonstrate accurate spelling? (L.9-10.2.c)

Content and Analysis
Control of Conventions
File: 10.1.2 Lesson 7, v2 Date: 5/26/15 Classroom Use: Starting 5/2015
© 2015 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
15