Standards+for+Unit

**__Writing and Oral Communication __** || W:SL:1 |||||||||||| Students demonstrate command of the structures of sentences, paragraphs, and text by… || 10:1:3 |||||| Recognizing organizational structures within paragraphs or within texts. || 10:1:4 |||||| Applying a format and text structure appropriate to a purpose, audience and context. || W:RC:1 |||||||||||| In response to literary or informational text, students show understanding of plot/ideas/ concepts by… || 10:1:3 |||||| Connecting what has been read to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas or themes. || W:RC:2 |||||||||||| In response to literary or informational text read aloud, students make and support analytical judgments about text by… || 10:2:1 |||||| Establishing an interpretive claim/assertion in the form of a theses when responding to a given prompt. || 10:2:2 |||||| Making inferences about the relationship(s) among content, events, characters, setting, theme or author’s craft. || 10:2:3 |||||| Using specific details and references to text or relevant citations to support theses, interpretations, or conclusions. || 10:2:4 |||||| Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information. || W:EW:1 |||||||||||| In written narratives, students organize and relate a story line/plot/series of events by… || 10:1:4 |||||| Using a variety of effective literary devices to enhance meaning. || W:EW:2 |||||||||||| Students demonstrate use of narrative strategies to engage the reader by… || 10:2:4 |||||| Using voice appropriate to purpose. || 10:2:5 |||||| Maintaining focus. || W:EW:3 |||||||||||| In writing poetry, students demonstrate awareness of purpose by… || 10:3:1 |||||| Writing poems in a variety of voices for a variety of audiences. || 10:3:2 |||||| Writing poems that express speaker’s moods, thoughts or feelings. || W:EW:4 |||||||||||| In writing poetry, students use language effectively by… || 10:4:1 |||||| Selecting vocabulary according to purpose and for effect on audience. || 10:4:2 |||||| Using rhyme, rhythm, meter, literary elements or figurative language. || 10:4:3 |||||| Selecting and manipulating words, phrases, or clauses for connotation/shades of meaning and impact. || W:IW:1 |||||||||||| In informational writing, students organize ideas/concepts by… || 10:1:1 |||||| Using a text structure appropriate to focus/controlling idea or thesis. || 10:1:2 |||||| Selecting appropriate and relevant information to set context. || W:IW:2 |||||||||||| In informational writing, students effectively convey purpose by… || 10:2:1 |||||| Establishing a topic. || 10:2:2 |||||| Starting and maintaining a focus/controlling idea/thesis. || 10:2:4 |||||| Establishing an authoritative voice. || W:IW:3 |||||||||||| In informational writing, students demonstrate use of a range of elaboration strategies by… || 10:3:1 |||||| Including facts and details relevant to focus/controlling idea or theses and excluding extraneous information. || W:C:1 |||||||||||| In independent writing, students demonstrate command of appropriate English conventions by… || 10:1:1 |||||| Applying rules of standard English usage to correct grammatical errors. || 10:1:4 |||||| Applying appropriate punctuation to various sentence patterns to enhance meaning. || W:HW:1 |||||||||||| Successful student writers learn thought their own experiences with writing that writing is a recursive rather than a liner process, and that not all pieces of writing will be published. Classroom time for writing instruction will provide ample opportunities for prewriting activities, drafting multiple versions, revising, teacher and peer conferences, self-assessments, and sharing of writing. || W:HW:2 |||||||||||| Demonstrates the habit of writing extensively by… || 10:2:1 |||||| Writing with frequency, including in-school, out-of-school, and during the summer. || 10:2:2 |||||| Sharing thoughts, observations or impressions. || 10:2:3 |||||| Generating topics for writing. || 10:2:4 |||||| Writing in a variety of genres. || W:OC:1 |||||||||||| In oral communication, students demonstrate interactive listening by… || 10:1:2 |||||| Summarizing, paraphrasing, questioning, or contributing to information presented. || 10:1:4 |||||| Participating in large and small group discussions showing respect for a range of individual ideas. || 10:1:5 |||||| Reaching consensus to solve a problem, make a decision, or achieve a goal. || W:OC:2 |||||||||||| In oral communication, students make oral presentations by… || 10:2:3 |||||| Including smooth transitions, supporting theses with well-chosen details and providing a coherent conclusion. || 10:2:4 |||||| Effectively responding to audience questions and feedback. || 10:2:5 |||||| Using a variety of strategies of address (eye contact, speaking rate, volume, articulation etc.) to communicate effectively. || 10:2:6 |||||| Using tools of technology to enhance message. || **__Reading __** || R:F&A |||||||||||| Reads grade-level appropriate material with… || 10:1:2 |||||| Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading. || 10:1:3 |||||| Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue. || R:V:1 |||||||||||| Students identify the meaning of unfamiliar vocabulary by… || 10:1:1a |||||| Using strategies to unlock meaning (e.g., prior knowledge of word structure) including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words. || R:LT:1 |||||||||||| Demonstrate initial understanding of elements of literary texts by… || 10:1:1 |||||| Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action. || 10:1:4 |||||| Identifying the characteristics of a variety of types/genres of literary text. || R:LT:2 |||||||||||| Analyze and interpret elements of literary texts, citing evidence where appropriate by… || 10:2:2 |||||| Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time. || 10:2:3 |||||| Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots). || 10:2:5 |||||| Explaining how the author’s purpose (e.g., to entertain, inform or persuade) message or theme (which may include universal themes) is supported within the text. || R:LT:3 |||||||||||| Analyze and interpret author’s craft, citing evidence where appropriate by … || 10:3:1 |||||| Demonstrating knowledge of author’s style or use of literary elements and devices (i.e., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, or use of punctuation) to analyze literary works. || R:LT:4 |||||||||||| Generates a personal response to what is read through a variety of means by… || 10:4:1 |||||| R:LT:10:4.1: Comparing stories or other texts to related personal experience, prior knowledge, or to other books. || 10:4:2 |||||| Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective). || R:IT:1 |||||||||||| Demonstrate initial understanding of informational texts (expository and practical texts) by… || 10:1:2 |||||| Using information from the text to answer questions; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or, to interpret maps, charts, timelines, tables, or diagrams. || 10:1:3 |||||| Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining. || 10:1:4 |||||| Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information. || R:IT:2 |||||||||||| Analyze and interpret informational text, citing evidence as appropriate by… || 10:2:1 |||||| Explaining connections about information within a text, across texts, or to related ideas. || 10:2:2 |||||| Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) || 10:2:3 |||||| Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant. || 10:2:4 |||||| Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across texts || 10:2:5 |||||| Making inferences about causes and/or effects. || R:B:1 |||||||||||| Demonstrates the habit of reading widely and extensively by… || 10:1:2 |||||| Reading from a wide range of genres/ kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary, informational, and practical/functional texts). || 10:1:3 |||||| Reading multiple texts for depth of understanding an author, a subject, a theme, or genre. || R:B:3 |||||||||||| Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by… || 10:3:1 |||||| Identifying and evaluating potential sources of information. || 10:3:2 |||||| Evaluating and selecting the information presented, in terms of completeness, relevance, and validity. || 10:3:3 |||||| Organizing, analyzing, and interpreting the information. || 10:3:4 |||||| Drawing conclusions/judgments and supporting them with evidence. || **__Technology Standards __** || SPO:9-12:A |||||||||| Providing opportunities to develop safe and appropriate skills and awareness in a wide range of traditional and contemporary technologies. || 1 |||||||| Select and use appropriate measuring tools to accurately gather, manipulate, and communicate information. || SPO:9-12:B |||||||||| Providing opportunities to plan, develop, operate, control, and maintain a variety of technological systems such as medical, agricultural, biological, energy and power, information and communication, transportation, manufacturing, construction, and engineering. || 1 |||||||| Design, schedule, manage and assess technical processes and systems. || SPO:9-12:C |||||||||| Preparing students to recognize, use and prepare technical information in order to engineer solutions to problems related to a variety of technological systems. || 1 |||||||| Demonstrate those technical skills needed to find, use and communicate information effectively in a technological world. || SPO:9-12:E |||||||||| Promoting an appreciation for the interdependency of technology and other disciplines. || 1 |||||||| Exhibit an understanding of the relationship between academic concepts and practices to their applications in a technological setting. || SPO:9-12:F |||||||||| Increasing understanding of the relationships between technology, individuals, and society. || 1 |||||||| Evaluate the effects of technology’s development on society through time. || 2 |||||||| Evaluate examples of how technological systems and processes have developed to satisfy human needs and wants. || SPO:9-12:G |||||||||| Providing an introduction to the impact technology has on society and the environment. || 1 |||||||| Describe technology’s impact on society and the environment, and its capacity to enhance or destroy the human condition and quality of life. ||
 * =__Standards Applicable to this Unit __=
 * State Standards:** || || ||
 * State Standards:** || || ||

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