Appendix
Learning Goals
To increase students’ repertoire of cognitive and metacognitive strategies for approaching a variety of non-fiction texts
To promote the ability to analyze and interpret informational texts
To develop student ability to read and comprehend a variety of non-fiction texts with a similar fluency as they do fiction
Common Core State Standards
W.9-10. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1–3.) should demonstrate command of Language standards 1–3 up to and including grades 9–10.) A focus on journaling, letter writing and other writing will hone student’s skills while developing familiarity and comfort with a variety of types of writing.
L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. The acquisition of appropriate and respectful terminology to discuss identity will allow students to more respectfully converse about issues relating to identity. Students will also become quite conversant with the sub-genres related to non-fiction and be able to identify them in subsequent exposures.
RI. 9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Dyads, Socratic Seminars, and all of the other exercises in this unit are intended to force students to cite evidence from the text to support their inferences. Habitual use of the phrase “evidence from the text” will accustom students to using quotes and paraphrases to support their inferences.
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