cultural experience reflected in a work of Students create cause and effect graphic literature from outside the United States, drawing on a wide reading of world Instructional Strategies: literature. Reading: Students will examine and identify conflicts/problems Demonstrate command of the Students will identify cause and conventions of standard English effect capitalization, punctuation, and spelling Students identify setting, when writing. characters and plot Students will make text to self connections Analyze how complex characters (e.g., those with multiple or conflicting Writing motivations) develop over the course of a Students will write a problem a text, interact with other characters, and typical teenager would have advance the plot or develop the theme. Students will write a solution using modals to another student’s problem Acquire and use accurately general Modals include academic and domain-specific words and He should phrases, sufficient for reading, writing, He must speaking, and listening at the college and He mustn’t career readiness level; demonstrate He can independence in gathering vocabulary He could knowledge when considering a word or phrase important to comprehension or students create a comic of a expression. folktale/myth/legend Students create story map Students summarize a story Initiate and participate effectively in a range of collaborative discussions Speaking and Listening: in groups, and teacher-led) with Students will work in partners to diverse partners on grades 9-10 topics, discuss questions about the text texts, and issues, building on others' ideas *Why did... and expressing their own clearly and *What's this part about... persuasively. *How is this (fill in detail) like this (fill in detail)... *What would happen if... *Why... *Who is... *What does this section (fill in detail) mean... *Do you think that...
Students create cause and effect graphic Instructional Strategies: Reading: Students will examine and identify conflicts/problems Students will identify cause and effect Students identify setting, characters and plot Students will make text to self connections Writing Students will write a problem a typical teenager would have Students will write a solution using modals to another student’s problem Modals include He should He must He mustn’t He can He could students create a comic of a folktale/myth/legend Students create story map Students summarize a story Speaking and Listening: Students will work in partners to discuss questions about the text *Why did... *What's this part about... *How is this (fill in detail) like this (fill in detail)... *What would happen if... *Why... *Who is... *What does this section (fill in detail) mean... *Do you think that... cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Initiate and participate effectively in a range of collaborative discussions in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.