Interpreting Texts, Making Meaning: Starting Small

Appendix

The following Content Standards from the State Board of Education ⁷⁶ will be applied for this curriculum: Reading Standards for Literature 6-12: Grades 11-12, 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Writing Standards 6-12: Grades 9-10, 1. And, write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence: a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence; b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases; c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; e. Provide a concluding statement or section that follows from and supports the argument presented.