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11th Grade Student Proficiency Levels: Standard 2 Rgd Proc
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last edited
by Jason Stephenson 5 years, 6 months ago
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11th Grade Introduction
11th Grade Proficiency Levels
Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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READING: Students will read and comprehend increasingly complex literary and informational texts.
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Understanding
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Objectives
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Approaching
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11.2.R.1
Students can summarize, paraphrase, and synthesize while maintaining meaning and logical sequence of events, within and between texts.
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11.2.R.1
Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
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Developing
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11.2.R.1
Students can use a single text to summarize, paraphrase, and synthesize ideas while maintaining meaning and logical sequence of events.
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11.2.R.1
Students can use a single text to organize ideas to summarize, paraphrase, and synthesize ideas while maintaining meaning and logical sequence of events, with guidance.
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11.2.R.2
Students can identify how characteristics of genres support the author’s purpose with guidance.
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11.2.R.2
Students can analyze the effectiveness of genres in supporting the author’s purpose with guidance.
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11.2.R.2
Students can evaluate details in different genres to make connections to author’s purpose.
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11.2.R.2
Students will evaluate details in literary and non-fiction/informational texts to connect how genre supports the author’s purpose.
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*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. |
Instructional Guidance
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Developing |
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Distribute copies of “I Hear America Singing.”
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Using a document camera, read “I Hear America Singing” as a class.
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Work together as a class to briefly summarize the main points of the poem and the speaker’s tone.
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Because students may confuse paraphrases and summaries, review the differences. The poetic paraphrase tries to restate every word or phrase in a new way. The goal in a paraphrase is to clarify the content by re-seeing and re-creating each word in every line. Thus, paraphrases may actually be longer than the original source (if that length makes the original easier to understand).
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Work together as a class to paraphrase the poem.
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Approaching |
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Distribute copies of “On the Pulse of the Morning.”
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With partners or small groups, students should summarize and paraphrase the poem, clearly showing the different methods.
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Discuss the poem as a class, comparing it to “I Hear America Singing.”
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Understanding |
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Distribute copies of “I, Too, Sing America.”
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Students should summarize and paraphrase the poem, clearly showing the different methods.
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Work to complete a Venn Diagram that compares and contrasts all three poems.
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Discuss what overall inference can you make about the perspectives of America expressed in these poems (synthesis).
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Deeper
Acquisition
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Have students write poems in response to one of the three poets as Hughes did to Whitman. Students should focus on tone (anger, sarcasm, humor, sadness, etc.) and emphasize their own backgrounds and life experiences through point of view.
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Homepage
11th Grade Introduction
11th Grade Proficiency Levels
11th Grade Student Proficiency Levels: Standard 2 Rgd Proc
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