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Character Analysis (Unit 3)

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  • Preview of ELA10.1.3.pdf - page 1
Subject English Language Arts — Reading Standards for Fiction, Reading Standards for Informational Text, Writing
Grade Level Grades 9-12
Resource Type Lesson Plan
Standards Alignment
NGA Center/CCSSO
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Standards
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"Students analyze how Tan develops central ideas through the interactions between complex characters. Students continue their analysis of how authors shape and refine central ideas."
Aligned to CCSS:
RL.9-10.1, RL.9-10.2 RL.9-10.3, RL.9-1-.4
RI.9-10.1, RI.9-10.2, RI.9-10.3, RI.9-10.6
W.9-10.1; W.9-10.2.b, d; W.9-10.4; W.9-10.9
SL.9-10.1.a, c, e; SL.9-10.4
L.9-10.1.a, L.9-10.2, L.9-10.4.a, L.9-10.5

This resource is provided through EngageNY, using the Creative Commons license:
http://creativecommons.org/licenses/by-nc-sa/3.0/us/

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Lesson Plan
February 13, 2020
6.0 MB
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Standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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 an objective summary of the text.
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.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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