Unit 2 Learning Objectives
Week 1
Reading
Week 2
Reading
Week 3
Reading
Week 4
Reading
Week 5
Reading
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.
- Determine an author’s point of view or purpose in a text.
- Trace the argument and specific claims in a text.
- With some guidance and support from peers and adults, develop writing as needed by planning.
- Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- 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)
- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
- Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
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.
- Determine an author’s purpose in a text.
- Evaluate the argument and specific claims in a text.
- With some guidance and support from peers and adults, develop writing as needed by planning.
- Draw evidence from informational text.
- 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.
- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
- Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Week 3
Reading
- Determine a central idea of a text.
- Determine how a central idea of a text is conveyed through particularly details.
- 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.
- Conduct short research projects to answer a question.
- Gather relevant information from multiple print and digital sources.
- Assess the credibility of each source.
- 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.
- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
- Explain how interpretation 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.
- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech
- Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
- Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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.
- Draw on several sources and refocus the inquiry when appropriate.
- 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.
- 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.
- Draw evidence from informational text.
- Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks, purposes, and audiences.
- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
- Explain how interpretation (of information presented in diverse media and formats) contributes to a topic, text, or issue under study.
- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
- Ensure that pronouns are in the proper case (subjective, objective, possessive).
- Use intensive pronouns (e.g., myself, ourselves).
- Recognize and correct inappropriate shifts in pronoun number and person.
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
- Spell correctly.
- Vary sentence patterns for meaning, reader/listener interest, and style.
Week 5
Reading
- Explain how the author’s point of view or purpose is conveyed in the 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.
- With some guidance and support from peers and adults, strengthen writing as needed by revising, editing, rewriting, or trying a new approach.
- Use technology, including the Internet, to produce and publish writing
- Use technology, including the Internet, to interact and collaborate with others
- Demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
- Quote or paraphrase the data and conclusions of others while avoiding plagiarism.
- Providing basic bibliographic information for sources.
- Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes
- Use appropriate eye contact, adequate volume, and clear pronunciation.
- Include multimedia components and visual displays in presentations to clarify information.
- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
- Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
- Recognize variations from standard English in their own and others' writing and speaking, and Identify and use strategies to improve expression in conventional language.
- Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
- Spell correctly.
- Maintain consistency in style and tone.