Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Students use writing and/or analyze Students know: Students understand/ are able to: Level IV Students will: speaking to: EERL.9-10.3. Describe how characters develop and interact with other complex characters authors use specific identify complex characters characters. characters purposefully analyze how complex Ex. Chart interactions between characters that lead to changes in a motivation analyze the motivations of complex characters develop character’s behavior. how characters can help characters Ex. Describe how the main character (e.g., Winnie in Tuck Everlasting) develop how characters interact to develop theme develops throughout the story (e.g., she wants freedom, fears death, accepts analyze how characters further a theme further the plot and develop and how interactions with other characters (e.g., the Tucks) impact eternity) interact how characters can have the theme the change. conflicting motivations Students understand that plot and advance the plot character development and motivation Level III Students will: techniques for analyzing in a story are dynamic and lead to a EERL.9-10.3. Describe interactions between characters. develop the theme elements of a story or better understanding of other Ex. Select a word(s) to describe how two characters interact, (e.g., Tom and drama perspectives and cultures. Alex support one another). Ex. Select a word(s) to describe what one character did in response to (e.g., did Tom do when Alex another’s action “What ran away?”). Level II Students will: EERL.9-10.3. Identify the things characters do when they interact. Ex. Given three choices, identify what two characters in a story do when they are together (e.g., Tom and Alex get into trouble together.). Level I Students will: EERL.9-10.3. Identify words that describe characters. Ex. From a choice of descriptive words, choose one that describes a character, (e.g., Tom tall or “Was short?”). Ex. Identify the gender of characters or animals in the story (e.g., “Is a girl or a [character’s name] boy?”).
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/or speaking to: analyze how complex characters develop how characters interact to further the plot and develop the theme analyze complex characters motivation develop interact advance the plot develop the theme Students know: authors use specific characters purposefully how characters can help develop theme how characters can have conflicting motivations techniques for analyzing elements of a story or drama Students understand/ are able to: identify complex characters analyze the motivations of complex characters analyze how characters further a theme Students understand that plot and character development and motivation in a story are dynamic and lead to a better understanding of other perspectives and cultures. Level IV Students will: EERL.9-10.3. Describe how characters develop and interact with other characters. Ex. Chart interactions between characters that lead to changes in a character’s behavior. Ex. Describe how the main character (e.g., Winnie in Tuck Everlasting) develops throughout the story (e.g., she wants freedom, fears death, accepts eternity) and how interactions with other characters (e.g., the Tucks) impact the change. Level III Students will: EERL.9-10.3. Describe interactions between characters. Ex. Select a word(s) to describe how two characters interact, (e.g., Tom and Alex support one another). Ex. Select a word(s) to describe what one character did in response to another’s action (e.g., “What did Tom do when Alex ran away?”). Level II Students will: EERL.9-10.3. Identify the things characters do when they interact. Ex. Given three choices, identify what two characters in a story do when they are together (e.g., Tom and Alex get into trouble together.). Level I Students will: EERL.9-10.3. Identify words that describe characters. Ex. From a choice of descriptive words, choose one that describes a character, (e.g., “Was Tom tall or short?”). Ex. Identify the gender of characters or animals in the story (e.g., “Is [character’s name] a girl or a boy?”).
9-ELA-Pacing-Guide-Version-3.docx