Reading Standards for Literature
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. The texts used in this unit include those at a high school level and beyond.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Students will do this when responding to the core and independent novel of this unit.
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Students will do this when responding to the core and independent novels of this unit.
Reading Standards for Informational Text
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Students will be responding to nonfiction articles and excerpts.
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. Students summarize the text they have read and cite evidence to support the central idea.
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. All these skills will be necessary while reading the texts.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Students will be writing a piece of narrative fiction during the final section of this unit.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. The written responses and reflections in this unit provide plenty of opportunities for this standard.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Students will have an opportunity to peer conference their vignettes.
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Students will practice these skills while putting together their presentations on historical feminist figures.
Research to Build and Present Knowledge
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. This standard applies to the short research on feminism.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Same as above.
Draw evidence from literary or informational texts to support analysis, reflection, and research. There are multiple opportunities at the end of each part of the unit.