conversations about L.9-10.5.a choices on the meaning texts and tone of his letter? End-of-Unit: Determine meanings of unknown vocabulary Students write a formal, Independently preview response to text in preparation for the following prompt: supported analysis Identify similar central Paraphrase and quote ideas in Letters to a relevant evidence from Young Poet and Black a text Swan Green. How do Rilke and Mitchell develop these similar ideas? Unit 3: pair of star-crossed lovers” “A Romeo and Mid-Unit: Read closely for textual 20 RL.9-10.2 by William Juliet details RL.9-10.3 Students write a RL.9-10.4 Shakespeare response to Annotate texts to RL.9-10.5 the following prompt: support comprehension RL.9-10.7 W.9-10.2.a, c, f and analysis How does SL.9-10.1.b, c Shakespeare’s Engage in productive L.9-10.4.a, b, c development of the evidence-based L.9-10.5.a characters of Romeo discussions about text and Juliet refine a Collect and organize central idea in the content from the text to play? support analysis in End-of-Unit: writing Students a formal, Analyze an author’s multi-paragraph craft response to the following prompt: Select either Romeo or Juliet. How does Shakespeare develop this character as a tragic hero(ine)? Note: Bold text indicates targeted standards that will be assessed in the module.
conversations about texts Determine meanings of unknown vocabulary Independently preview text in preparation for supported analysis Paraphrase and quote relevant evidence from a text L.9-10.5.a choices on the meaning and tone of his letter? End-of-Unit: Students write a formal, response to the following prompt: Identify similar central ideas in Letters to a Young Poet and Black Swan Green. How do Rilke and Mitchell develop these similar ideas? Unit 3: “A pair of star-crossed lovers” Romeo and Juliet by William Shakespeare 20 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based discussions about text Collect and organize content from the text to support analysis in writing Analyze an author’s craft RL.9-10.2 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.7 W.9-10.2.a, c, f SL.9-10.1.b, c L.9-10.4.a, b, c L.9-10.5.a Mid-Unit: Students write a response to the following prompt: How does Shakespeare’s development of the characters of Romeo and Juliet refine a central idea in the play? End-of-Unit: Students a formal, multi-paragraph response to the following prompt: Select either Romeo or Juliet. How does Shakespeare develop this character as a tragic hero(ine)? Note: Bold text indicates targeted standards that will be assessed in the module.