Sophomore Honors English 2017-2018

Learning Goals

Current Learning Goals for Identity Unit

Identity Unit:  

Persepolis by Marjane Satrapi and

Ceremony by Leslie Marmon Silko

Essential Questions:

  • How can people form a positive identity or self-concept when society classifies them as others?

  • How do traumatic events shape one’s self-concept and identity development?

  • How do individual losses reflect or relate to the larger social losses of the community?

Learning Goals:

  1. I can analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

  2. I can 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. 

  3. I can 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.

  4. I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  5. I can 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.

  6. I can analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

  7. I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  8. I can conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem.

  9. I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners about grade level topics, texts, and issues, building on others' ideas and expressing my own clearly and persuasively.

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