- RL-5.1 Cite the evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
- RL-6.1 Determine one or more themes and analyze the development and relationships to character, setting, and plot over the course of a text; provide an objective summary.
- RL-9.1 Determine the figurative and connotative meanings of words and phrases as they are used in text; analyze the impact of specific word choices on meaning and tone, including analogies texts.
- RL-11.1 Analyze how the author’s development of perspectives of the characters and the reader create suspense or humor.
- RL-12.2 Analyze the author’s choice of structures within the text and draw conclusions about how they impact meaning.
- RL-13.1 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility.
- RL-13.2 Read independently for sustained periods of time to build stamina.
- RI-7.1 Explain how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.
- RI-11.1 Explain how the author’s ideas or claims are supported through the use of text features and structures.
English Strategies students worked on their introductions to Anne Frank. Most students were able to get through the introductory material and take the interactive tour of Anne’s hiding place. Students who didn’t complete the work will have to do so at home, in the morning, or during lunch.
English Studies students finished up act one scene one of The Diary of Anne Frank, looking at all the steps they’ll have to take for the acting mini-project they’ll embark on next week.