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Standard |
Product/Outcome |
I Can… |
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CCS Reading 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. |
Summative Assessment: Students will create a persuasive essay or multimedia project, citing specific textual evidence. |
Figure out the meaning of the novel and use examples from the book to support my points. |
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CCS Reading 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
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Formative Assessment: Students will produce theme map in a Readers Notebook
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Identify the theme of a novel and explain how the author delivers the message of the novel. |
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CCS Reading 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
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Formative Assessment: Students will describe the character of Boo Radley and the changes in the way Jem and Scout view him. |
Describe the impact that one character has on other characters in a novel. |
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CCS Reading 6 Assess how point of view or purpose shapes the content and style of a text. |
Students will analyze why Harper Lee chose to tell the story from a young girls point of view. |
Analyze why an author chose to tell a story from a certain point of view. |
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CCS Reading 9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |
Summative Assessment Students will create a theme presentation comparing 3 texts with similar themes. |
Compare the themes of two or more texts. |
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CCS |
Students will read a novel |
Read independently |
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CCS Writing 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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Summative Assessment Students choosing option 2-5 will write a persuasive argument, supporting claims with evidence from the text. |
Write a persuasive essay |
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CCS Writing 2 Write informative/explanatory texts to convey complex information clearly and accurately through the effective selection and organization of content.
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Students will produce a Readers Notebook |
Convey information about what I have read |
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CCS Writing 4 Produce clear and coherent writing in which the development, organization and style are appropriate to talk, purpose and audience. |
Summative Assessment Students will create an essay or presentation appropriate for a designated purpose/audience. |
Write a clear, organized piece thats appropriate for the audience |
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CCS Writing 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Students will use the internet and other technology to produce writing and to view/listen to specific articles and websites related to To Kill A Mockingbird. |
Use technology to communicate in writing with others |
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CCS Writing 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |
Summative Assessment: Students will write a persuasive essay or create a presentation drawing on evidence from To Kill A Mockingbird |
Write a persuasive essay or create a presentation about a novel. |
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CCS Speaking and Listening 2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.
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Formative Assessment Students will evaluate information presented in diverse online resources relating to the novel. |
Evaluate online information. |
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CCS Speaking and Listening 5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
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Students will create podcasts of their poems. |
Create a podcast of a poem. |
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CCS Language 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
Students will produce journal writing and essays, demonstrating command of standard grammar. |
Use standard English grammar when writing. |
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CCS Language 2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. |
Students will produce journal writing and essays, demonstrating command of standard capitalization, punctuation and spelling. |
Use Standard English capitalization, punctuation, and spelling when writing. |
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CCS Reading: Literature Grade 9-10: 2 Determine a theme or central idea of a text, including how it Emerges and is shaped and refined by specific details; provide an objective summary of the text. |
Formative Assessment: Students will produce theme map in a Readers Notebook
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Determine the theme of a novel. |
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CCS Reading: Literature Grade 9-10: 3 Analyze how complex characters (e.g., those with multiple or conflicting motivations develop over the course of a text, interact with other characters, and advance the plot or develop the theme. |
Formative Assessment Students will describe the character of Boo Radley and the changes in the way Jem and Scout view him and how it impacts the theme of the novel. |
Describe how a character can change over the course of a novel and how it impacts theme. |
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CCS Reading: Literature Grade 9-10: 10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. |
Students will read and comprehend To Kill A Mockingbird during their 9th grade year |
Read a novel at my grade level, on my own, and understand it. |