How does the way in which information is presented to us affect our understanding of that information? Unit Learning Goals Targeted Skills Be able to use evidence from Be able to develop written responses to the text to support a claim questions by using evidence from the about the literature text to support an answer. Determine the theme of a text Be able to write a literary analysis paper. and evaluate its development Be able to write a comparative analysis using over the course of a story two or more stories. Students will use textual Be able to identify thematic evidence from multiple stories to support their and structural relationships claims. among 2 or more pieces of Be able to evaluate and respond to literary literature criticism. Evaluate how complex Be able to sustain literary-based discussion in characters develop over the both small group and whole group settings and course of a story and how elaborate on discussion by making specific their traits and motivation reference to the text affect the plot Be able to learn new words and determine their Analyze how a story or key meanings in context scene from a story changes Conduct a character analysis by evaluating when presented in a different what a character says, does and what other context characters say about him or her Analyze how a cultural Demonstrate a command of Standard English in experience is reflected in a writing and discussion work of literature Respond constructively to advance a discussion Analyze how an author draws and build on the input of others on source material in a Evaluate another in student’s response specific work discussion by evaluating their rhetoric and evidence Be able to use narrative writing skills to continue or change the ending of a story OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments Conferencing individual/small group Cooperative groups
How does the way in which information is presented to us affect our understanding of that information? Unit Learning Goals Be able to use evidence from the text to support a claim about the literature Determine the theme of a text and evaluate its development over the course of a story Be able to identify thematic and structural relationships among 2 or more pieces of literature Evaluate how complex characters develop over the course of a story and how their traits and motivation affect the plot Analyze how a story or key scene from a story changes when presented in a different context Analyze how a cultural experience is reflected in a work of literature Analyze how an author draws on source material in a specific work Targeted Skills Be able to develop written responses to questions by using evidence from the text to support an answer. Be able to write a literary analysis paper. Be able to write a comparative analysis using two or more stories. Students will use textual evidence from multiple stories to support their claims. Be able to evaluate and respond to literary criticism. Be able to sustain literary-based discussion in both small group and whole group settings and elaborate on discussion by making specific reference to the text Be able to learn new words and determine their meanings in context Conduct a character analysis by evaluating what a character says, does and what other characters say about him or her Demonstrate a command of Standard English in writing and discussion Respond constructively to advance a discussion and build on the input of others Evaluate another student’s response in discussion by evaluating their rhetoric and evidence Be able to use narrative writing skills to continue or change the ending of a story OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM Evidence of Learning Formative Assessments Conferencing individual/small group Cooperative groups
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