Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Evidence
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3 - Cite (Textual evidence to support explicit text)
5 - Support (Inferences)
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3 - I can cite textual evidence that most strongly supports an analysis of what text says explicitly
5 - I can supports inferences drawn from text.
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A. Analyzing evidence requires considering role in the argument and looking a couple of lines above and below it.
B. Make a prediction based upon that which you think the author would agree.
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A.1 How might I recognize the strongest supporting evidence ?
B.1 How can I be confident that my inferences are correctly drawn?
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Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Determine (Central idea)
4 - Analyze (Development)
3 - Include (Support relationship)
2 - Provide (Objective summary)
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3 - I can determine a central idea of a text.
4 - I can analyze the central idea’s development over the course of the text.
3 - I can include the central idea’s relationship to supporting ideas.
2 - I can provide an objective summary of the text.
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A. Ideas are developed and supported in text, with each idea building on or linking to a previous one.
B. Objective text summary includes a general statement about key points and their relationship.
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A.1 How are ideas related in text?
B.1 How do I make an objective summary of text?
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Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Connections
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4 - Analyze (Connections)
4 - Analyze (Distinctions)
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4 - I can analyze how a text makes connections among individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4 - I can analyze how a text makes distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
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A. Texts make connections or distinctions by comparison, analogy or categories.
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A.1 How does a text show connections?
A.2 How does a text show distinctions?
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Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Impact
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2 - Determine (Meanings)
2 - Include (Figurative meaning)
2 - Include (Connotative meaning)
2 - Include (Technical meaning)
4 - Analyze (Impact on meaning)
4 - Analyze (Impact on tone)
2 - Include (Analogies)
2 - Include (Allusions to other texts)
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2 - I can determine the meaning of words as they are used in a text.
2 - I can determine the meanings of phrases as they are used in a text.
2 - I can include figurative, connotative, and technical meanings.
4 - I can analyze the impact of a specific word choice on meaning.
4 - I can analyze the impact of a specific word choice on tone.
2 - I can include analogies in analyzing impactor allusions to other texts.
2 - I can include allusions to other texts in analyzing impact.
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A. Analogies and allusions impact meanings of phrases depending on context.
B. Tone may be determined by analyzing figurative or connotative meanings and specific word choice.
C. Analogies or allusions require readers to interpret beyond the literal words of the text to find meaning.
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A.1 How can meanings in a context be affected by word choice?
B.1 How can I recognize tone?
C.1 How might analogies or allusions affect the text?
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Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Detailed Structure
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4 - Analyze (Paragraph structure)
2 - Include (Role in developing)
2 - Include (Role in refining)
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4 - I can analyze in detail the structure of a specific paragraph in a text.
2 - I can include the role of particular sentences in developing a key concept.
2 - I can include the role of particular sentences in refining a key concept.
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A. Structure analysis includes identifying role of sentences in refining and developing key concepts.
B. Key concepts are developed sentence by sentence with 'hooks' to link ideas.
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A.1 How do I analyze text structures of specific paragraphs?
B.1 How does text build as it refines or develops concepts?
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Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Determine (Point of view or purpose)
4 - Analyze (Acknowledgement)
4 - Analyze (Response to conflicting evidence or viewpoints)
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2 - I can determine an author’s point of view or purpose in a text.
4 - I can analyze how the author acknowledges to conflicting evidence or viewpoints.
4 - I can analyze how the author responds to conflicting evidence or viewpoints.
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A. Authors acknowledge and respond to conflicting evidence or viewpoints based on their own background or agenda.
B. To determine author purpose, look at tone of description, consider the intended audience and identify if focus is to persuade, inform or entertain.
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A.1 Why do I study author viewpoints?
B.1 How might the purpose of the author be revealed in a text?
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Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Different Mediums
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4 - Evaluate (Advantages)
4 - Evaluate (Disadvantages)
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4 - I can evaluate the advantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
4 - I can evaluate the disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
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A. Certain topics are presented better by certain media than others; presenters determine impact desired to enhance content or purpose.
B. Audio enhancement allows for imagination whereas visual displays might fill gaps for readers with limited background.
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A.1 How do I know the best media for presenting certain topics?
B.1 What are the advantages and disadvantages of presenting with audio enhancement?
B.2 How do I know the best media for presenting certain topics.
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Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Delineate (Argument)
2 - Delineate (Claims)
4 - Evaluate (Argument)
4 - Evaluate (Claims)
4 - Assess (Reasoning soundness)
4 - Assess (Evidence relevance)
4 - Assess (Evidence sufficiency)
2 - Recognize (Introduction of irrelevant evidence)
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2 - I can delineate the argument in a text.
2 - I can delineate the specific claims in a text.
4 - I can evaluate the argument in a text.
4 - I can evaluate the specific claims in a text.
4 - I can assess whether the reasoning is sound.
4 - I can assess whether the evidence is relevant.
4 - I can assess whether the evidence is sufficient.
2 - I can recognize when irrelevant evidence is introduced.
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A. Evaluation of evidence and claims reveals relevance, soundness, and sufficiency.
B. To determine conclusion, ask what the point is; if there is no point, there is no argument.
C. With each premise, ask what evidence is given for the point; with fallacies, premises fail to provide adequate support.
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A.1 Why do I evaluate evidence and claims?
B.1 How do I assess reasoning and evidence in argument?
C.1 How do I test premises?
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Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
4 - Analyze (Conflicting information)
2 - Identify (Disagreement on matters of fact, interpretation)
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4 - I can analyze a case in which two or more texts provide conflicting information on the same topic.
2 - I can identify where the texts disagree on matters of fact or interpretation.
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A. Conflicting information may include disagreement on matters of fact or interpretation.
B. It is possible for interpretation of similar facts to differ; proper facts may be given with faulty interpretation.
C. Quality materials with shoddy workmanship will not produce the desired result.
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A.1 How can conflicting information in two texts be analyzed?
B.1 How might texts disagree on matters of fact or interpretation?
C.1 How might reasoning in text presentation be compared to building?
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By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Literary Nonfiction
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1 - Read (Literary nonfiction)
2 - Comprehend (Literary nonfiction)
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1 - I can read literary nonfiction at the high end of the sixth through the eighth grade level.
2 - I can comprehend literary nonfiction at the high end of the sixth through the eighth grade level.
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A. Graduating eighth graders need to achieve grade 6-8 level complexity, preferably at the high end.
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A.1 How difficult a level must I achieve by year’s end?
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