Name:__________________________________________________________ Date:_______________ Period:_______
Unit 3 Goals:
Unit 3: Self-Image
Major Text: A Separate Peace
Upon completion of Unit 3, each of the following objectives must be mastered:
Unit Objectives
√ starting point
+ end point
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Resources
WEEK 1:
L.9-10.L.4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of strategies.
RL.9-10.1:Key ideas and details: cite strong textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
I can infer the meaning of a word by using
context clues.
I can recognize the part-of-speech of a word by
using context clues.
I can define unknown vocabulary word by using
print and digital resources.
I can write a sentence by applying knowledge of
word meaning with previously unknown words
I can write a grammatically correct sentence
using a vocabulary word and context clues.
I can define textual evidence as support for my
opinions found in readings.
I can identify what a direct quotations is (text
or dialogue) in a text.
I can pull quotations or specific examples, from a
text to support an idea.
I can cite my evidence using MLA format.
I can summarize an extended portion of the text
(chapter, whole work, etc.) by identifying the
main points.
WEEK 2:
L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling and
writing. 1. Uses a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses. 2. Use a colon to introduce a list or quotation.
RL.9-10.2: Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over
the course of the text including how it emerges and is shaped and refined by specific details: provide and
objective summary of the text.
Unit Objectives
I can identify a colon and a semi-colon.
I can use a colon to introduce a list.
I can use a colon to introduce a quotation.
I can use a semi colon to combine two independent
clauses.
I can define inference as coming to a conclusion
on what I’m reading using textual evidence from
the reading and my background knowledge.
I can determine the universal idea or subject of a
passage (i.e. love, friendship, competition, etc.),
given plot elements, characterization, quotes, etc.
WEEK 3:
L. 9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking:
1. Use parallel structure
RL.9-10.1:Key ideas and details: cite strong textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
I can identify evidence from the text that
effectively supports a claim.
I can identify the difference between direct
quotations and narration in a text.
I can use evidence in a formal essay by quote
weaving.
I can cite my evidence using MLA format.
I can weave a quote into a written passage.
I can infer the author’s intent or purpose (plot,
elements, characterization, use of language,
diction, etc.) using textual evidence and my
background knowledge.
WEEK 4:
RL.9-10.1:Key ideas and details: cite strong textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.2: Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over
the course of the text including how it emerges and is shaped and refined by specific details: provide and objective
summary of the text.
Unit Objectives
I can define inference as coming to a conclusion
on what I’m reading using textual evidence and my
background knowledge.
I can paraphrase information by putting an
example from the text and put it in my own words.
I can identify what a direct quotations is (text
or dialogue) in a text.
I can support my inferences about a text with
evidence from the text. In other words, I can
pull quotations or specific examples to support an
idea.
I can summarize what the text says explicitly.
I can examine the overall plot elements, events,
characterizations, quotes, etc., of a novel to
determine the theme.
I can find textual evidence that supports the
theme of a novel.
WEEK 5 and 6:
W. 9-10.1: Text Types and purposes: Write an argument to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
I can create an MLA formatted document.
I can write an argumentative claim that responds
to a prompt.
I can write an interpretation of textual evidence
in order to explain how my evidence proves my
claim
I can use transition words and phrases to move
from one topic to author throughout an essay.
I can structure an essay using an introductory
paragraph, body paragraphs, and a conclusion.