Discipline:  English/Language Arts

Grade Level: 10

Course: Sophomore English 

©Literacy Design Collaborative. September 2011

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Good Readers and Good Writers
What
Task?
  • Background to Share with Students
    • No matter what you choose to do in life, you will need the lifelong skills of being a good reader and good writer. In order to become a good writer, you must study good writers. And, in order to do that, you must read. We will examine four different writers and their views on reading and writing. You will then have the opportunity to discuss what you believe are the qualities of a good reader and writer.

      “One never tires of what is well-written, style is life! It is the very blood of thought! Do not read, as children do, to amuse yourself, or like the ambitious, for the purpose of instruction. No, read in order to live.”       

      —Gustave Flaubert

  • Task/Text
  • Content Standards
    • Standards Source: Number: Content Standards:

      Kentucky Core Academic Standards

      SL 9-10 1

      Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues building on others’ ideas and expressing their own clearly and persuasively.

      L 9-10 1

      Demonstrate command of the conventions of standard English grammar and usage when speaking and writing.

      L9-10 2

      Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • Reading Standards for Argumentation
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • 1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • 2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • 4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • 10- Read and comprehend complex literary and informational texts independently and proficiently.
      • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • Assess how point of view or purpose shapes the content and style of a text.
      • Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
      • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Argumentation
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • 1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • 9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • 10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
      • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.
      • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
      • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • Teaching Task Rubric
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