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9-10.3: Examine and record character development. Have students do on their own or in small group. Then as a class, guide them through this process and see the growth in their development, help the students see this and provide them the analysis tools to grasp better understanding

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RI. 6
Focus on the CR in providing student with strategies to
-Answer the question with focus on making sure the answer is connected to the question.
-Focus on POV for audience
-Strategy and Resources(speeches and cross curricular support
-Identify all the phrases and strategies connected to the appeal and device. (for citing evidence)
-Chunking the speeches and matching the appeal and device while focusing on the impact to the audience with focus on correlation to POV and purpose
-Use a rating system for the impact (kinesthetic)

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RL3
-Skill: Character interaction/impact on one another
-Activity: Short story with multiple complex characters, character analysis, use character matrix.

RL6
-Skill: Recognizing aspects of culture AND how it affects various parts of the text
-Activity: Doing something with "Dead Man's Path" and how the colonization of Africa took away culture. Starting with culture explicitly being removed, then moving to examining a text from a different culture

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RL.9-10.6

Analyze a particular perspective or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Choose literature from around the world. Have students analyze the perspectives in each piece of literature. Look at how the cultural background affects the speaker’s perception.

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RL 9-10.6 SWBAT- Examine how the author's or character's cultural experiences found within the text influences their attitude toward an event, character, idea, or concept
Around the World Review:
-Focus on one place for a week (Africa, Asia, etc.)
- Start with an informational text, then fiction & poem
- review RL standards while putting an emphasis on the cultural experiences discussed in the RI texts

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Running ACECES Lessons hyperfocused on each letter for each day of a week, similar to what we did with 9th graders....Once we analyze our DCA#2 next week, we will layer reading objectives with these lessons.

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RL- 9-10.3  Create a map timeline where literary elements are used to describe how a character develops through a text as well as how the character responds to conflict to tie in a quick "theme trick."  How does a character respond to conflict?  What did the character  learn?  How does that tie to theme? Patterns and repetition of ideas?  What if___then___.

RL 9-10.6  Review cultural experience questions and use those stems. Look back over what we have read this year as our reading is so diverse that we are able to see commonalities for texts.  Tie the themes together and think like the writer.  How does background and cultural experience come into play?  Use the Canvas page for a reflective time as the page reflects the different authors we have read from this year. (Different lens activity-role play of authors) RACE writing-

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RL6
utilize connotation (that they are stronger in) to help them locate evidence related to the two reasonable answer choices

Ex. question 21: can you find words about how the author feels about internal richness or words about how the author feels about hastiness? Which has more polarized words?

RL5: Utilizing a tone wheel and annotating for how those feelings are created

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RL 10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
- examine a current cultural "hot topic" by analyzing two conflicting perspectives from a cultural standpoint.  Annotate and complete a graphic organizer.
-Tie in characterization and why the character has these traits/feelings
- Tone list, teach +/- connotation

RL 10.2 Determine a theme or central idea of a text and analyze in detail 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.
-Theme development chart w/ teacher modeling, guided practice, and independent assignment.
- Graphic organizer - topic, ideas presented about the topic, thematic statement.

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RL.9-10.3 Analyze how complex characters develop, interact with other characters, and advance the plot.
Guide students through the process below
- Identify the characters
- Which are complex characters
- What would happen if...
- the character was omitted
- the character did this instead of this
Then, have students go through the process with a partner.
Finally, complete the process indepentently.

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RL 9-10.3 Analyzing how a character develops over the text/ how it develops the theme (They have a better time identifying theme, but not how it is developed through items. CR based on this standard is what I'm going to try and focus on)
RL 9-10.6 Analyze a perspective or cultural experience (Students had an issue identifying and defining the sarcasm within the poem. Retouching base using 'Death Be Not Proud'

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RL.3
-Review character development and the why/how it affects the theme of the story
-Make sure they know how to determine theme

RL.6
-Authors purpose can be more then just inform, persuade, entertain