Unit 1 Learning Objectives
Learning Objectives are organized by weekly distribution.
Week 1
Reading
Week 2
Reading
Week 3
Reading
Week 4
Reading
Week 5
Reading
Week 1
Reading
- Cite textual evidence to support the analysis of what the text says explicitly.
- Cite textual evidence to support the analysis of inferences drawn from the text.
- Explain how an author develops the point of view of the narrator or speaker in a text.
- With some guidance and support from peers and adults, develop writing as needed by planning.
- Introduce claim(s) and organize the reasons and evidence clearly.
- Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Ensure that pronouns are in the proper case (subjective, objective, possessive).
- Use intensive pronouns (e.g., myself, ourselves).
- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
- Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
Week 2
Reading
- Cite textual evidence to support the analysis of what the text says explicitly.
- Cite textual evidence to support the analysis of inferences drawn from the text.
- Explain how an author develops the point of view of the narrator or speaker in a text.
- With some guidance and support from peers and adults, develop writing as needed by planning.
- Introduce claim(s) and organize the reasons and evidence clearly.
- Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
- Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Week 3
Reading
- Determine a theme or central
idea of a text.
- Cite textual evidence to support the analysis of what the text says
explicitly.
- Cite textual evidence to support the analysis of inferences drawn from the text.
- Introduce claim(s) and organize the reasons and evidence clearly.
- Support claim(s) with clear
reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text.
- Write routinely over shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
- Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful, thrifty).
- Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases.
- Gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
- Review the key ideas expressed
and demonstrate understanding of multiple perspectives through reflection and
paraphrasing.
- Delineate a speaker’s
argument and specific claims.
- Distinguish claims that are supported by reasons and evidence from claims that are not.
Week 4
Reading
- Provide a summary of the text distinct from personal opinions or judgments
- Cite textual evidence to support the analysis of what the text says explicitly.
- Cite textual evidence to support the analysis of inferences drawn from the text.
- Use words, phrases and clauses to clarity the relationships among claim(s) and reasons.
- Establish and maintain statement or section.
- Provide a concluding statement or section that follows from the argument presented.
- With some guidance and support from peers and adults, strengthen writing as needed by revising, editing, rewriting, or trying a new approach.
- Draw evidence from literary text.
- Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
- Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
- Explain how interpretation (of information presented in diverse media and formats) contributes to a topic, text, or issue under study.
- Delineate a speaker’s argument and specific claims.
- Distinguish claims that are supported by reasons and evidence from claims that are not.
Week 5
Reading
- Explain how an author develops the point of view of the narrator or speaker in a text.
- Cite textual evidence to support the analysis of what the text says explicitly.
- Cite textual evidence to support the analysis of inferences drawn from the text.
- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- Produce clear and coherent writing in which the style is appropriate to task, purpose, and audience.
- With some guidance and support from peers and adults, strengthen writing as needed by revising, editing, rewriting, or trying a new approach.
- Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
- Delineate a speaker’s argument and specific claims.
- Distinguish claims that are supported by reasons and evidence from claims that are not.