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Intensive Reading:
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Vocabulary
Understanding
Developing an Interpretation
Critical Stance
Making Connections
Using Literary Elements
Editing and Revising
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Home  ›  Departments & Staff  ›  Departments  ›  Language Arts  ›  Teacher Web Sites  ›  Stuart Whiteside  ›  Intensive Reading  ›  Critical Stance

Critical Stance

 

Unit Name:        Demonstrating a Critical Stance              Est. # of Weeks: 2 weeks

 

Synopsis: The student will elaborate on nonfiction text and make judgments about the textís quality and themes. These strategies may also be applied within reading of fictional text.

 

STUDENT LEARNING GOALS

Content-Specific Powered Standards

1.2        Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

2.1        Students recognize how literary devices and conventions engage the reader.

2.3        Students recognize and appreciate that contemporary and classical literature has shaped human thought.

4.2        Students speak and write using standard language structures and diction appropriate to audience and task.

Interdisciplinary Standards (as appropriate)

 

 

 

 

Key Vocabulary

Inferences, explicit information, implicit information, authorís craft, literary terms, values, ethics.

 

 

Enduring Understandings

We learn to read texts for information, and then using that information we form opinions and take a personal stance.

Determining authorís craft or style and presentation can help a student to better understand the purpose (persuasive, informational, expository, satirical, etc.) of the text in order to form a strong interaction.

We must determine which information is implied and which is directly stated in the text in order to synthesize and use relevant information to include in a written response.

 

Essential Questions

Are the opinions and stance you developed well-supported by the text?

How can we decide what the authorís intent was when he/she wrote the article?

Was the author successful in communicating his/her thoughts, ideas, and feelings to the reader?

How do we recognize and utilize the information from the text to help us extend our understanding in a written response?

 

Learning Objectives / Grade Level Expectations

Students will:

                             Make inferences based on implicit and explicit information in the text; provide justification for those inferences.

                             Explain how personal beliefs and values influence the interpretation of text.

                             Understand how the authorís experience and beliefs influence the text.

                             Understand how the author uses literary devices, terms, and techniques to persuade, explain, and/or inform the reader about a topic.

                             Respond to multiple choice questions as well as compose answers to open-ended questions using information implied and stated from the text.

 

ASSESSMENT PLAN

Summative Assessment(s)

CAPT practice test.

 

 

 

 

Formative and Diagnostic Assessment(s)

Short CAPT multiple choice and open-ended questions.

Workbook exercises

Teacher observation

Student participation

LEARNING PLAN COMPONENTS

CARS workbooks

Academic Workout

Sixteen anthology

Selected short stories