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10-3-R-1
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last edited
by michener.erin@gmail.com 5 years, 6 months ago
Standard 3: Critical Reading and Writing
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Students will apply critical thinking skills to reading and writing.
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For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents).
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READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives. |
10.3.R.1 Students will evaluate the extent to which historical, cultural, and/or global perspectives affect author’s stylistic and organizational choices in grade-level literary and informational genres. |
Student Actions
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Teacher Actions
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- Students will examine grade-appropriate texts of different time periods, cultures, and perspectives.
- Students will determine how historical, cultural, and/or global perspectives affects the author’s style and organization.
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- Teachers provide students with opportunities to read a variety of texts.
- Teachers provide students with feedback on their responses to the reading selections.
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Supporting Resource
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Teacher Insights
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This standard addresses the idea that students are thoroughly considering how the world around the author impacts the text.
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These outside influences could be historical events, social and cultural norms and viewpoints, and prominent cultural theories, philosophies, and movements (for example, Romanticism and Feminism).
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Different literary periods and theories may be helpful; for more information on these: The Literature Network.
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Based on that context, authors may make many rhetorical and style choices regarding the arrangement of the idea(s) or argument(s), the syntax, and the diction.
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All of these choices are made for different effects including appeals to ethos, pathos, and/or logos.This standard is essentially asking students to conduct a rhetorical analysis that focuses on the rhetorical situation of the text.
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Example: Using a text that takes place during the Jim Crow era, students could consider whether there was something in the author’s world (racism, the Great Depression, poverty, being raised by a single father) that affected the character development, the way in which the characters speak, the figurative language that is present, the plot conflicts, the archetypes, and/or the themes.
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Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.
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10-3-R-1
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