12RIT-Key+Ideas+&+Details

RI-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== 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. Determine central ideas or themes for the text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
 * ===**Common Core Standard**===
 * AS:**
 * RI. 12.1**
 * RI. 12.2**
 * RI. 12.3**
 * MP:** 1. Makes sense of problems and perseveres in solving them. ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology**===
 * Standard**

HS.SI.1 Evaluate resources needed to solve a problem.

HS.SI.2 Evaluate resources for point of view, bias, values, or intent of information.

HS.SI.1.3 Evaluate content for relevance to the assigned task.

HS.SE.1.1Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette.

HS.SE.1.2 Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior).

|| ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * RI. 12.1** Understand
 * RI. 12.2** Analysis
 * RI. 12.3** Evaluation ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * RI. 12.1**
 * Read and comprehend grade-level text.
 * Review literary terms relating to poetry, drama, and fiction.
 * Review textual evidence.
 * Examine patterns within a text, focusing on words, syntax, etc.
 * Make a judgment regarding the explicit and implicit patterns in a text.
 * Formulate a response that links evidence to judgment.
 * Analyze sections of text that are unclear.
 * Justify how evidence supports claim or judgment.
 * Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * RI. 12.2 **
 * Review theme.
 * Explain unbiased summary.
 * Define //universal theme// and its application.
 * Read and comprehend grade-level text.
 * Examine patterns throughout the text, focusing on theme development.
 * Show the development of each theme throughout the course of the text.
 * Determine two or more theme statements based on specific details located in the text.
 * Evaluate two or more themes within the text to determine their relationship and how they interact together to produce the text.
 * Formulate an unbiased/independent response regarding the theme or central idea.
 * Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
 * RI. 12.3 **
 * Read and comprehend grade-level text.
 * Analyze plot structure.
 * Evaluate how author’s choice of structural devices impacts plot development, elements (such as climax, motivation, and conflict), setting, and characters.
 * Justify the effectiveness of the author’s choices.
 * Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed.)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== Ambiguity Inference Implicit Explicit Syntax Claim Judgment Tone Mood Theme Universal theme Central idea Objective Unbiased Analysis Conflict (internal and external) Point-of-view Characterization (direct and indirect) Summary Paraphrase Elements of plot structure (i.e. setting, conflict, character, climax) Motivation Tone Mood Syntax Diction Structure Theme Rhetorical and/or literary terms as related to piece(s) of literature (i.e. plot, foreshadowing, characterization, syntax, fallacy, logic, etc.)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**===

**Seminar and Essay ** Read //Macbeth //. How does the play illustrate the demise of the Great Chain of Being? What does the play say about the divine right of kings? What does it reveal about fate and free will? Use textual evidence from the play to support your response in an original, concise thesis statement. (RL.11-12.1, RI.11-12.1)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Macbeth //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">and excerpts from //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Prince //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">by Machiavelli. How do Machiavelli’s principles apply to the play? What is Shakespeare saying about Machiavelli’s approach to attaining and maintaining political power? Consider the quote “it is better to be feared than to be loved.” Is this true for Macbeth? Use textual evidence from both texts to support an original, concise thesis statement.

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Henry IV, Part I. //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> How does Falstaff reflect the new ideas of the Renaissance regarding chivalry and honor? How does the play illustrate the demise of the Great Chain of Being? What does the play say about the divine right of kings? Use textual evidence from the play to support your response in an original, concise thesis statement. (RL.11-12.1, RI.11-12.1)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== > In this lesson from EDSITEment, students reflect on the Holocaust from the point of view of those who actively resisted Nazi persecution. Students will learn how the Holocaust happened and understand the devastation suffered by its victims; examine the evidence of resistance to the Holocaust that has been preserved in official documents and by oral tradition; reflect on the responsibilities of individuals when confronted with social policies that violate human rights; consider the significance of the Holocaust in society today. **(RI.1, RI.2, RI.3, RI.6)**
 * Holocaust and Resistance
 * Bibiomania Text, Study Guides, and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Cliff Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Spark Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Discovery Education Literature Lesson Plans Discovery Education Literature Lesson Plans
 * Purdue University Online Writing Lab The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===