Elizabeth K. Johnston
Appendix: Implementing District Standards
New Haven Curriculum Power Standards (grades 9 and 10)
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1.2.f:
Identify and discuss underlying significant themes
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2.1.c: Explain and explore aesthetic reactions to text
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3.1.b: Listen to or read a variety of genres to use as models for writing
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The first three power standards, or learning objectives, will be implemented initially during the reading process. As students read and analyze a variety of children’s books, fables, vignettes, and novels, they are asked to record their responses to these texts, and decide which devices evoked those responses. Additionally, as they learn to identify and understand an author’s choices, they discover the underlying themes or issues during class discussion and journal writing.
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2.4.c: Discuss how the experiences of a reader influence the interpretation of a text
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This learning objective is less quantifiable, but equally as important to our unit. Once students learn to openly explore their reactions to a variety of texts, they can ;earn to analyze those reactions; it’s the next step in an order of thinking, They must learn to evaluate everything they bring to the table as a reader, everything they are, and attempt to understand how that influences their reading of a piece. This is the beginning of reading like a writer.
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2.1.d: Analyze (and utilize) literary conventions and devices in order to contribute to meaning and appeal
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3.1.a: Use oral language with clarity, voice and fluency to communicate a message
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3.1.d: Write to delight in the imagination
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3.2.f: Publish and/or present final products in a myriad of ways
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These four learning objectives are implemented most during the writing phrase. With each type of story that students work on, they’ll learn to apply literary conventions and devices. They will be better equipped to do this after having analyzed other writers’ craft. In terms of oral language, students will have read fables, picture books, and vignettes aloud to the class, or play recordings of these readings.
