Rhetorical devices are used to solidify an author’s is not said help us evaluate purpose and point of view. informational/persuasive texts? Consulting other resources on the same topic can What strategies can be inform a understanding of an informational reader’s applied to eliminate confusion text. when reading A reader must determine the validity of an argument. informational/persuasive texts? An informational text must be evaluated for validity. How does a reader Historical documents present themes and ideas just differentiate between fact and as fiction does. opinion? Unit Learning Goals Targeted Skills Be able to determine an Cite textual evidence to support analysis of claim in a text and author’s informational text analyze how the claim is Analyze development of the main idea in supported by the author and informational text Define specialized vocabulary developed over the course of Determine the author’s point of view and explain the text how it influences the presentation of ideas Be able to make a claim about Identify what the author does not say and explain the text and cite strong why evidence from the text as Evaluate clarity and accuracy if information through support close text studies and investigation of other sources. Analyze in detail how an Identify and explain persuasive devices/strategies author's ideas or claims are Explain how the author uses the conventions of developed and refined by informational texts particular sentences, Identify and explain logical fallacies paragraphs, or larger portions Identify specific claims in a text and how they are of a text (e.g., a section or supported Evaluate the effectiveness of the text chapter). Effectively write an informational text Analyze seminal U.S. Explain the conventions of mechanics and syntax documents of historical and used by the writer and to what effect literary significance (e.g., Be able to support or refute an claim by author’s Washington's Farewell using evidence from the text. This can be oral or Address, the Gettysburg written. Address, Roosevelt's Four Be able to evaluate several informational Freedoms speech, King's sources on the same subject and develop a "Letter from Birmingham Jail"), claim. This claim can then be argued in written including how they address context using textual evidence as support. related themes and concepts. Be able to participate in small and large group Delineate and evaluate the discussions using evidence from the text to argument and specific claims support ideas. in a text, assessing whether Be able to give constructive responses to peers’ the reasoning is valid and the ideas during small and large group discussion
is not said help us evaluate informational/persuasive texts? What strategies can be applied to eliminate confusion when reading informational/persuasive texts? How does a reader differentiate between fact and opinion? Rhetorical devices are used to solidify an author’s purpose and point of view. Consulting other resources on the same topic can inform a reader’s understanding of an informational text. A reader must determine the validity of an argument. An informational text must be evaluated for validity. Historical documents present themes and ideas just as fiction does. Unit Learning Goals Be able to determine an author’s claim in a text and analyze how the claim is supported by the author and developed over the course of the text Be able to make a claim about the text and cite strong evidence from the text as support 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). Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the Targeted Skills Cite textual evidence to support analysis of informational text Analyze development of the main idea in informational text Define specialized vocabulary Determine the author’s point of view and explain how it influences the presentation of ideas Identify what the author does not say and explain why Evaluate clarity and accuracy if information through close text studies and investigation of other sources. Identify and explain persuasive devices/strategies Explain how the author uses the conventions of informational texts Identify and explain logical fallacies Identify specific claims in a text and how they are supported Evaluate the effectiveness of the text Effectively write an informational text Explain the conventions of mechanics and syntax used by the writer and to what effect Be able to support or refute an author’s claim by using evidence from the text. This can be oral or written. Be able to evaluate several informational sources on the same subject and develop a claim. This claim can then be argued in written context using textual evidence as support. Be able to participate in small and large group discussions using evidence from the text to support ideas. Be able to give constructive responses to peers’ ideas during small and large group discussion