Month
September
Standards
1.1.4
1.1.5
2.1.6
2.2.1
3.1.1
4.1.2
Unit
Summarizing
Objectives
Essential
Questions
Students Will Be Able
To:
 Use quotations,
paraphrases, and
summaries
 Record and
summarize
information using
organizational
tools.
 Use increasingly
complex reading
texts to find main
ideas, supporting
details and practice
summarizing.
 Develop
information with
appropriate
supporting material
 Use the writing
process to develop
effective summary
1. What is the
purpose of
summarizing?
2. What is
quoting,
paraphrasing
and
summarizing?
3. Why use
quotations,
paraphrases,
and
summaries?
4. What are the
differences
among
quoting,
paraphrasing,
and
summarizing?
5. How and
when are
quotation
marks used?
Recommended
Skills,
Strategies, and
Activities
Teach/Model
-Double Journal
Entry
-Story Retell
-Think Aloud
-Predicting
-Jigsaw
-Paragraph
Shrinking
Self-Monitoring
Skills
-Re-read
Questioning
Chart
-Think Aloud
Vocabulary
Strategies
-Student
vocabulary
journal
-Interactive word
wall
Writing
Strategies
-prewriting
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
-Journal
-Quick Write
-Paraphrasing
-Quoting
-Prewriting
activities (e.g.,
brainstorming,
Assessment
-Graphic organizer
-Ticket Out
-Journals
-Quiz
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-Guided Writing
Resources
Summarizing:
Paraphrasing and
Summarizing
-Quoting, Paraphrasing,
and Summarizing
http://owl.english.purdue.e
du/owl/resource/563/01/
--Paraphrasing
http://owl.english.purdue.e
du/owl/resource/619/1
-Paraphrasing Exercise
http://owl.english.purdue.e
du/owl/resource/619/02/
-Paragraphing Graphic
Organizer
http://www.learningthroug
hlistening.org/SiteData/im
ages/paragraphlarge/035eb026c02e8a0be
b06f637cc5ad804/paragra
ph-large.gif
Summarizing Graphic
Organizers:
-Summarizing
-Double-Entry Journal
-Paraphrasing
Main Idea:
Paragraph-Writing Rubric
http://teachers.teachnology.com/cgibin/para.cgi
-Conversations Across
Time Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1236
freewriting, note
taking, outlining,
and
paragraphing)
September/
October
October
1.1.1
1.1.4
2.1.2
3.1.1
4.1.1
1.1.4
1.2.3
2.1.6
3.1.1
Main Idea
Sequencing
Main Idea Graphic
Organizers:
-Reciprocal Teaching
Strategy Worksheet
-Main Idea Graphic
Organizer
-What’s the Big Idea?
-Main Idea
Students Will Be Able
To:
 Construct thesis/topic
idea statement
 SWBAT support
thesis/main idea
with supporting
details
 SWBAT compose
paragraph utilizing
topic sentence and
supporting detail
sentences
 SWBAT utilize
rubric to self-assess
writing
 Use the writing
process to develop
main idea
1. What is the
purpose of
utilizing a
main idea?
2. How does the
ability to
compose the
main idea
assist us in
writing?
3. Why is
important to
be able to
support the
main idea
with details?
4. How can a
rubric help
focus writing?
Teach/Model
-Think Aloud
-Concept Map
-Storyboarding
Self-Monitoring
Skills
Self-assessment
Vocabulary
Strategies
-Prefixes,
Suffixes, &
Word Families
--Interactive
words wall
Writing
Strategies
-Journal
-Quick Write
-Write Topic
Sentence for
Paragraph
-Prewriting
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
-Ticket Out
-Journals
-Quiz
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-Rubric
-Guided Writing
Students Will Be Able
To:
 Develop ideas in
writing sentences
1. What is the
purpose of
being able to
sequence the
Teach/Model
-Chain of Events
-Storyboarding
-Fill in Timeline
-Ticket Out
-Journals
-Quiz
-Writing Samples
Sequencing:
-Paragraphing Graphic
Organizer
http://www.learningthroug
hlistening.org/SiteData/im
ages/paragraphlarge/035eb026c02e8a0be
b06f637cc5a804/paragrap
h-large.gif
Sequencing Graphic
Organizers:
-Event Map
-Story Map
-History Frame
-Sequence Chart
-Beginning-Middle-End
-Chronological Order
-Sequencing
Cause/Effect:
-Key Concept Synthesis
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1239
-Questions Only Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1246
-Text Structure
http://www.adlit.org/strate
gies/23336
-Paragraphing Graphic
Organizer
3.2.3




November
1.1.4
1.2.3
2.1.2
2.2.2
3.1.3
3.1.4
4.1.1

Cause/ Effect


that are in logical
order of
order and organized
events?
2.
How can
Utilize effectively
transition
transitional words
words be used
or phrases that
to effectively
make text cohesive
convey
(e.g., finally, in
sequence in
addition, and in
my writing?
contrast)
3. Why is it
Use a timeline to
important to
clarify the order of
organize
events in writing
similarities
Use organizational
and
tools (flow chart,
differences in
sequence webs,
a writing
etc.) to indicate the
piece?
order of events.
Students Will Be
Able To
Present ideas using
cause and effect
Organize
information
according to
compare/contrast
structure
Incorporate a
timeline to clarify
the order of events
in a text.
Utilize the writing
process to compose
cause/effect writing
1. What is the
purpose of
understanding
cause and
effect?
2. How does the
cause relate to
the effect in
my writing?
3. How can I
clarify cause
and effect in
writing?
-Story Mapping
Self-Monitoring
Skills
-Re-read
Questioning
Chart
-Think Aloud
Vocabulary
Strategies
-Interactive word
wall
-word families
-Analogies
Writing
Strategies
- Journal
-Quick Write
-listing
-Prewriting
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-Guided Writing
Teach/Model
-Text Structure
-T-Chart
-Double Entry
Journal
Self-Monitoring
Skills
-rubric
-self-assessment
Vocabulary
Strategies
-Frayer Model
Writing
Strategies
-Double Entry
Journal
-Ticket Out
-Journals
-Quiz
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-Guided Writing
-Cause/effect writing
sample
http://www.learningthroug
hlistening.org/SiteData/im
ages/paragraphlarge/035eb026c02e8a0be
b06f637cc5ad804/paragra
ph-large.gif
Cause and Effect
Worksheets:
-Text Analysis Activity
Cause/ Effect Graphic
Organizers:
-Variety of Cause/Effect
Organizers
-T- Chart
-Herringbone
-Cause and Effect Chain
-Event and Causes
-Problem/ Solutions
-Events and Consequences
-Cause and Effect
Fact/Opinion:
-Metaphor Analysis
Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1243
-Paragraphing Graphic
Organizer
http://www.learningthroug
hlistening.org/SiteData/im
ages/paragraphlarge/035eb026c02e8a0be
b06f637cc5ad804/paragra
ph-large.gif
Fact & Opinion Graphic
Organizers:
-Facts vs. Opinion
-Fact or Opinion?
Author’s Bias/Purpose:
-Quick Write
--Writing
Workshop
-Prewriting
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
November
1.1.4
1.2.3
2.1.2
2.1.4
3.2.2
4.1.2
4.2.1
Fact/ Opinion
December
1.1.4
1.2.3
2.1.2
Author’s
Purpose/ Bias
Students Will Be Able
To:
 Differentiate facts
from opinions.
 Support opinion
with fact(s) in
writing
 Use the writing
process to develop
and compose
persuasive essay
writing sample
1. Why is the
ability to
understand
fact from
opinion so
important?
2. How can I
effectively
use facts to
support my
opinion?
Teach/Model
-Key Words (i.e.
all, best, most)
-Know Your
Newspaper
-Fact/ Opinion
Sort
Self-Monitoring
Skills
-rubric
Vocabulary
Strategies
-Context Clues
Writing
Strategies
-Journal
-Guided Writing
-Change Opinion
to Fact and Fact
to Opinion
-Prewriting
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
-Ticket Out
-Journals
-Quiz
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-Guided Writing
-Fact/Opinion Writing
sample

1. Who is my
intended
audience?
Teach/Model
-Different
Perspectives
-Ticket Out
-Journals
-Quiz

Students Will Be
Able To:
Understand
-Questions Only Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1246
Author’s Bias/Purpose
Graphic Organizers:
-Author Says/ I Say
-CEI: Claim, Evidence,
Interpretation
-Four Square Perspective
-Different Perspectives
Outline
Literary
Element/Devices:
-Socigrams
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1249
-Metaphor Analysis
Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1243
-Questions Only Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1246
-Literature Circles/ Focus
Groups
http://www.abcteach.com/
directory/basics/reading/lit
erature_circles/
-Interactive Plot Map
http://www.readwritethink.
org/files/resources/interact
ives/plot-diagram/
Literary Element Graphic
Organizers:
-Character Map/ Getting
2.1.4
3.2.2
4.1.2
4.2.1
audience
Recognize how
bias affects writing
style
Establish and
maintain a focused
purpose to
communicate with
an authentic
audience by
applying a suitable
tone and allow
voice to emerge
when appropriate
Utilize text
references to
explain author’s
purpose, author’s
message,
supporting
evidence or logical
predictions
2. How can I use
tone to
maintain a
focused
purpose in my
writing?
3. How can I use
textual
evidence to
establish an
author’s bias?
-Purpose,
Audience,
Persona,
Argument
(PAPA)
Self-Monitoring
Skills
- Connect Prior
Knowledge to
Text
Vocabulary
Strategies
-Context Clues
Writing
Strategies
-Double Entry
Journal
-Quick Write
-Writer’s
Workshop
-Prewriting
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-Guided Writing
Students Will Be
Able To
 Understand
different literary
devices that are
used the
composition in the
original pieces
 Apply
comprehensive
understanding of
setting, theme,
imagery,
characterization
1. What is the
importance of
understanding
different
literary
element/devic
es and how
are they used?
2. Why is the
application of
setting,
theme,
imagery,
characterizati
Teach/Model
-Visualization
-Writing Circles/
Writing Focus
Groups
-Word Choice/
Background
Information
-Literary
Elements Map
Self-Monitoring
Skills
-Self Assessment
Vocabulary
-Ticket Out
-Journals
-Quiz
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-Guided Writing



December/
January
1.1.4
1.1.3
1.1.6
2.1.3
3.1.1
3.2.2
4.2.2
Literary
Elements/
Devices
Into Character
-Relationship Web
-Plot Diagram
-Read, View, Compare
map
-Story Pyramid
Compare and Contrast:
-Key Concept Synthesis
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1239
-Paragraphing Graphic
Organizer
http://www.learningthroug
hlistening.org/SiteData/im
ages/paragraphlarge/035eb026c02e8a0be
b06f637cc5ad804/paragra
ph-large.gif
Compare and Contrast
Graphic Organizers:
-Venn Diagram
-Compare and Contrast
Diagram
-Graphic Organizer for
Classification
-3-Way Venn Diagram
-ABC Graphic Organizer
-Comparison Notes
Inferencing:
-Inferential Reading
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1239
-Key Concept Synthesis
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1239
Inferencing Graphic
Organizers:


and conflict to
writing
Compose original
pieces utilizing
literary elements
Understand the
impact word choice
has on a reader’s
interpretation of a
text.
3.
4.
February
1.1.4
1.2.3
2.1.2
2.1.4
3.2.2
4.1.2
4.2.1
Compare and
Contrast
Students Will Be Able
To

Compare and
contrast
information on one
topic from two
different sources.

Determine
similarities and
differences in
objects, settings,
events, or
characters.
 Demonstrate ability
to compare and
contrast
1.
2.
3.
on and
conflict in
writing so
important?
How can I
write about an
author’s use
of literary
elements in a
text?
How can I use
literary
elements to
increase the
depth and
scope of my
writing?
Why is the
ability to
compare and
contrast so
important to
understand a
text?
How can I
effectively
utilize
compare and
contrast
signal words
in writing?
Why is
separating
similarities
and
differences
and arranging
attributes
important in
writing?
-Prediction Chart
-Prediction Guide
-Observation Chart
-Noting Details
-Drawing Conclusions
-Predicting Outcomes
-Making Inferences
-Reading for Details
-Double Entry Journals
-Inference Notes
Strategies
-Concept/
Definition Map
Writing
Strategies
-Journal
-Quick Write
-Writer’s
Workshop
-Prewriting
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
Teach/Model
-Predicting
-Activating Prior
Knowledge
-Double Entry
Journals
-Role/Audience/
Format/Topic
(RAFT)
-QuestionAnswer
Relationships
(QAR)
-Paraphrase
-Jigsaw
Self-Monitoring
Skills
-Reread
-Context Clues
-B/D/A Chart
Vocabulary
Strategies
-Word Tree
-Interactive word
wall
-Ticket Out
-Journals
-Quiz
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
Guided Writing
-Controlling Idea
composition
Listening Passage/ Note
Taking:
-Listening to Voice
Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1242
-Parallel Note-taking
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1244
Note Taking Graphic
Organizers:
-Academic Notes
-Cornell Notes
-Summary Notes
-Reciprocal Notes
-Q Notes
-Pyramid Notes
-Pre-Reading notes
-Interactive Notes
-Discussion Notes
Interpreting
Graphs/Charts:
-Reading and Interpreting
Graphs Worksheets
http://www.galeschools.co
m/research_tools/pdf/HS
Worksheet.pdf
-Commonly made
March
1.1.4
1.1.5
1.1.6
1.2.3
2.1.2
2.1.4
2.2.2
3.1.1
3.1.2
3.1.3
3.2.2
4.1.1
Students Will Be Able
To:
 Explain
conclusions based
on support ,
evidence and prior
knowledge
 Choose terms
carefully for
accuracy and
clarity of meaning
in writing
Inference
1. What does it
mean to
infer?
2. How can
writing
clearly and
descriptively
help readers
understand
inference?
3. How does
paraphrasing
assist us in
makes
inferences?
Writing
Strategies
-Journal
-Quick Write
-Prewriting
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
-Guided Writing
Teach/Model
-Predicting
-Activating Prior
Knowledge
-Double Entry
Journals
-Role/Audience/
Format/Topic
(RAFT)
-QuestionAnswer
Relationships
(QAR)
-Paraphrase
-Jigsaw
Self-Monitoring
Skills
-Reread
-Context Clues
-B/D/A Chart
Vocabulary
Strategies
-Word Tree
-Interactive word
wall
Writing
Strategies
-Journal
-Quick Write
-Prewriting
mistakes
http://www.galeschools.co
m/research_tools/src/interp
ret_graph.htm
-Use DBQ Documents
from Regentsprep.org
http://www.regentsprep.or
g/regents/global/essays/ind
ex.cfm
-Ticket Out
-Journals
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
Literary in the Content
Areas:
-Interactive Notebooks
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1240
-Character Quote Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=916
-Frame of Reference
Activity
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1238
-Key Concept Synthesis
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=1239
Literacy in Content Area
Graphic Organizers:
-Question Generator
-CSR Learning Log
-Book Summary Organizer
-Alphabet Brainstorming
-Show-U-Know
-One Sentence Summary
Study Skills:
-Regentsprep.org
http://www.regentsprep.or
April
April
1.1.4
1.1.5
1.2.4
2.1.6
3.1.2
3.1.3
1.1.4
3.1.2
Students Will Be Able
To:
 Restate text by
notetaking or
summarizing.
 Synthesize audible
information into
writing
 Effectively use
different note
taking strategies.
1.
2.
3.
Listening
Passage/ NoteTaking
Interpreting
Charts/ Graphs
Students Will Be Able
To:
 Record information
into charts/ graphs
related to a specific
topic.
 Interpret and use
information from a
graph and related
text to state the
1.
2.
activities (e.g.,
brainstorming,
freewriting, note
taking, outlining,
and
paragraphing)
-Guided Writing
What is the
Teach/Model
purpose of
- Pre-Test
note-taking?
-Interpret DBQ
How can I
Documents
isolate
-Using
relevant
Manipulatives/
information
Real Life to
from a
Chart/ Graph
listening
-Peer Tutoring
passage?
Self-Monitoring
How can
Skills
effective note -Stop and
taking help
Review
organize ideas Vocabulary
for writing?
Strategies
-Vocabulary
Overview Chart
Writing
Strategies
-Journal
-Data Report
Writing
Strategies
-Regents-based
writing samples
Why is the
Teach/Model
ability to
-Predicting
interpret
-Stop and review
charts and
-Activating Prior
graphs
Knowledge
important?
-Paraphrase
How can I
Self-Monitoring
write bout
Skills
charts, graphs -Reread
and tables?
-Context Clues
-Ticket Out
-Journals
-Quiz
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-Compositions based on
listening and note taking
-Ticket Out
-Journals
-Quiz
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
g/regents.cfm
-Study Guides and
Strategies
http://www.studygs.net/
-Castle Learning
https://castlelearning.com/r
eview/login/login.aspx
-Archived Regents Exams
http://www.nysedregents.o
rg/
Tools and Strategies for
Teaching Vocabulary
-Standards-based
Vocabulary Instruction
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=2033
-Prefixes, Suffixes, &
Word Families
-Types of Context Clues
-Vocabulary by Analogy
-Vocabulary Self
Collection Strategies
-Frayer Model
-Vocabulary Overview
Chart Strategy
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=2140
-Interactive Word Wall
-Student Word Journals
Vocabulary Graphic
Organizers:
-Analogy Charting
-Word Family Tree
-Vocabulary Overview
Chart
-Concept/ Definition Map
-Etymology/ Variations
Organizer
May
1.1.1
1.1.4
2.1.2
3.1.2
4.1.1
Literacy in
Content Area
main idea and
relationship of data
displayed.
 Read, interpret, and
make predictions
using charts,
graphs, diagrams,
maps, or other
graphic
representations
 Produce expository
writing based on
infographics
Students Will Be Able
To:
 Activate prior
knowledge and
inferring skills
when writing about
content specific
texts.
 Deconstruct text
using contentspecific examples
and the writing
process
 Produce expository
writing based on
visual and orally
transcribed data
1. How is
writing about
an expository
text different
from writing
about a
narrative text?
2. What are the
specific skills/
strategies that
can be used to
accurately
write about
content area
texts?
Vocabulary
Strategies
-Interactive word
wall
-Vocabulary
Overview Chart
Writing
Strategies
-Journal
-Quick Write
-Guided Writing
-Data Report
-Infographic
deconstruction
-Expository writing
sample based on
infographic data
Teach/Model
-Direct
Instruction
-Predicting
-Stop and review
-Activating Prior
Knowledge
Self-Monitoring
Skills
-Connect Prior
Knowledge to
Text
Vocabulary
Strategies
-Content
Vocabulary
Strategies
Writing
Strategies
-Journal
-Learning Logs
-Multigenre
Report
-DBQ
-Controlling Idea
-Writer’s
Workshop
-Word Problems
-Ticket Out
-Journals
-Quiz
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-School and State-Based
assessment practice
-Word Map
-Alpha Boxes
Resources for those skills
embedded into all units:
Tools and Strategies for
Teaching Vocabulary
(Integrated into all units.)
-Standards-based
Vocabulary Instruction
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=2033
-Prefixes, Suffixes, &
Word Families
-Types of Context Clues
-Vocabulary by Analogy
-Vocabulary Self
Collection Strategies
-Frayer Model
-Vocabulary Overview
Chart Strategy
http://web001.greece.k12.n
y.us/academics.cfm?subpa
ge=2140
Vocabulary Graphic
Organizers:
-Analogy Charting
-Word Family Tree
-Vocabulary Overview
Chart
-Concept/ Definition Map
-Etymology/ Variations
June
1.1.4
Study Skills/
Test Prep
Students Will Be Able
To:
 employ various test
taking strategies to
improve their
scores
 take accurate notes
to ensure full
understanding of
key concepts
 maximize study
time through
planning
 use different
strategies to
remember key
concepts
 classify material
that belongs
together to better
understand
concepts presented
and studied
1. What are
study skills
and why are
they
important?
2. How can
taking
accurate notes
improve
concept
understanding
, grades, and
test scores?
3. What are
effective
strategies for
taking
accurate
notes?
4. What are
different ways
to classify
information to
be remember
key concepts?
Teach/Model
- Pre-Test
Test Taking
-Process of
Elimination
-Essay Planning
Chart
-Multiple Choice
Wording
Breakdown
Time
Management
-Study Schedule
-Daily/Weekly
Organizer
Note Taking
-Cornell Notes
-Two Column
Notes
-Outlines
-Highlighting
Classifying/
Remembering
Concepts
-Concept
Mapping
-5 Ws Chart
-Ticket Out
-Journals
-Quiz
-Writing Samples
-Portfolio
-Student/Teacher
Conference
-Unit Test
-Dramatic Response/
Presentation
-School and State-Based
assessment practice
Organizer
-Word Map
-Alpha Boxes
Unit
Standards
Summarizing
1.1.4 Students make distinctions about the relative value and significance of specific data, facts, and ideas
1.1.5 Students make perceptive and well developed connections to prior knowledge
2.1.6. Students evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition.
2.2.1. Students 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
3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical
texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism
4.1.2. Students express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the
conversation
Main Idea
Sequencing
1.1.1. Students interpret and analyze complex informational texts and presentations, including technical manuals, professional journals,
newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area
courses
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret
the work
3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical
texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism
4.1.1. Students engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners' needs
and skillfully addressing them
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and
effect, and comparison/contrast
2.1.6. Students evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition.
3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical
texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism
3.2.3. Students monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience
Cause/ Effect
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and
effect, and comparison/contrast
2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret
the work
2.2.2. Students produce literary interpretations that explicate the multiple layers of meaning
3.1.3. Students make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight
they place on particular arguments and criteria (e.g., one critic condemns a biography as too long and rambling; another praises it for its
accuracy and never mentions its length)
3.1.4. Students evaluate and compare their own and others' work with regard to different criteria and recognize the change in evaluations
when different criteria are considered to be more important.
4.1.1. Students engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners' needs
and skillfully addressing them
Fact/ Opinion
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas.
1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect,
and comparison/contrast.
2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the
Author’s
Purpose/ Bias
Literary
Elements/
Devices
Compare and
Contrast
work.
2.1.4. Students understand how multiple levels of meaning are conveyed in a text.
3.2.2. Students make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their
position.
4.1.2. Students express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the
conversation.
4.2.1. Students use a variety of print and electronic forms for social communication with peers and adults.
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect,
and comparison/contrast
2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the
work
2.1.4. Students understand how multiple levels of meaning are conveyed in a text
3.2.2. Students make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their
position
4.1.2. Students express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the
conversation
4.2.1. Students use a variety of print and electronic forms for social communication with peers and adults
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
1.1.3. Students use a combination of techniques (e.g., previewing, use of advance organizers, structural cues) to extract salient information
from texts
1.1.6. Students evaluate writing strategies and presentational features that affect interpretation of the information.
2.1.3. Students 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
3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical texts
and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism
3.2.2. Students make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their
position
4.2.2. Students make effective use of language and style to connect the message with the audience and context
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and
effect, and comparison/contrast
2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret
the work
2.1.4. Students understand how multiple levels of meaning are conveyed in a text
3.2.2. Students make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt
their position
4.1.2. Students express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the
conversation
4.2.1. Students use a variety of print and electronic forms for social communication with peers and adults
Inferencing
Listening
Passage/ NoteTaking
Interpreting
Charts/ Graphs
Literacy in
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
1.1.5. Students make perceptive and well developed connections to prior knowledge
1.1.6. Students evaluate writing strategies and presentational features that affect interpretation of the information.
1.2.3. Students use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and
effect, and comparison/contrast
2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret
the work
2.1.4. Students understand how multiple levels of meaning are conveyed in a text
2.2.2. Students produce literary interpretations that explicate the multiple layers of meaning
3.1.1. Students analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical
texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism
3.1.2. Students evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g.,
using both Poe's elements of a short story and the elements of ''naturalist fiction'' to evaluate a modern story)
3.1.3. Students make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight
they place on particular arguments and criteria (e.g., one critic condemns a biography as too long and rambling; another praises it for its
accuracy and never mentions its length)
4.1.1. Students engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners' needs
and skillfully addressing them
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
1.1.5. Students make perceptive and well developed connections to prior knowledge
1.2.4. Students support interpretations and decisions about relative significance of information with explicit statement, evidence, and
appropriate argument
2.1.6. Students evaluate literary merit based on an understanding of the genre, the literary elements, and the literary period and tradition.
3.1.2. Students evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g., using
both Poes elements of a short story and the elements of naturalist fiction to evaluate a modern story)
3.1.3. Students make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight they
place on particular arguments and criteria (e.g., one critic condemns a biography as too long and rambling; another praises it for its accuracy
and never mentions its length)
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
3.1.2. Students evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g., using
both Poes elements of a short story and the elements of naturalist fiction to evaluate a modern story)
1.1.1. Students interpret and analyze complex informational texts and presentations, including technical manuals, professional journals,
Content Area
Study Skills/ Test
Prep
newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject area
courses
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas
2.1.2. Students identify the distinguishing features of different literary genres, periods and traditions and use those features to interpret the
work
3.1.2. Students evaluate the quality of the texts and presentations from a variety of critical perspectives within the field of study (e.g., using
both Poes elements of a short story and the elements of naturalist fiction to evaluate a modern story)
4.1.1. Students engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners needs and
skillfully addressing them
1.1.4. Students make distinctions about the relative value and significance of specific data, facts, and ideas