COGNITIVE
LEVEL / REMEMBER (B1) / UNDERSTAND (B2) / APPLY (B3) / ANALYZE (B4) / EVALUATE (B5) / CREATE (B6)
QUESTION
CUES/
VERBS / Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognize, Match, Reproduce, Memorize, Draw, Select, Recite / Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalize, Summarize / Show, Solve, Use, Illustrate, Construct, Complete, Examine, Classify, Choose, Interpret, Make, Put together, Apply, Calculate, Modify / Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Identify, Explain, Separate, Categorize, Model / Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Determine, Estimate, Weigh, Value, Defend / Create, Invent, Compose, Predict, Plan, Construct, Design, Imagine, Propose, Formulate, Combine, Elaborate, Write
Standard/Essential Knowledge and Skills:
English 8. 6: The student will read, comprehend, and analyze a variety of nonfiction texts.
a) Draw on background knowledge and knowledge of text structure to understand selections. (B2)
b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. (B3)
c) Analyze the author’s qualifications, viewpoint, and impact. (B4)
d) Analyze the author’s use of text structure and word choice. (B4)
e) Analyze details for relevance and accuracy. (B4)
f) Differentiate between fact and opinion. (B2)
g) Identify the main idea. (B2)
h) Summarize the text identifying supporting details. (B2)
i) Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. (B2)
j) Identify cause and effect relationships. (B2)
k)Evaluate,organize, and synthesize information for use in written and oral formats. (B5, B4, B3)
l) Use reading strategies to monitor comprehension throughout the reading process. (B3)
To be successful with this standard, students are expected to
  • activate prior knowledge before reading by use of:(B3)
small-group or whole-class discussion;
anticipation guides; and
preview of key vocabulary.
  • recognize an author’s use of connotations and persuasive language, to convey a viewpoint.(B4)
  • determine an author’s point of view or purpose in a text.(B3)
  • analyze how the author acknowledges and responds to conflicting evidence or viewpoints.(B4)
  • analyze and record information, using text structures (organizational patterns), including:(B4)
 cause and effect;
 comparison/contrast;
 enumeration or listing;
 sequential or chronological;
 concept/definition;
 generalization; and
 process.
  • analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.(B4)
  • usestrategies for summarizing, such as the following:(B3)
deletetrivia and redundancy;(B3)
substitute a general term for a list; and(B3)
find or create a main idea statement. (B3)
  • read and follow directions.(B1)
  • usetext structures such as the following to enhance comprehension and note taking:
boldface and/or italics type;
type set in color;
underlining;
indentation;
sidebars;
illustrations, graphics, and photographs;
headings and subheadings; and
footnotes and annotations.
  • analyze an author’s choice of details by examining:(B3, B1)
accuracy;
placement;
thoroughness;
relevance; and
effectiveness.
  • analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.(B4, B1)
  • analyzetwo or more texts with conflicting information on the same topic and identify how the texts disagree. (B3, B2)
  • distinguish between subjective and objective writing.(B2)
  • use graphic organizers to record clues in the text and inferences or conclusions made by the reader as a result of those clues.(B3)

Vocabulary: comprehend, analyze, nonfiction, variety, text structure, inferences, conclusions, explicit, implied, evidence, support, qualifications, viewpoint, impact, word choice, relevance, accuracy, differentiate, fact, opinion, identify, main idea, summarize, organizational pattern, transitional, cause and effect, evaluate, synthesize, format, strategies, monitor, activate, anticipation, preview, connotation, convey, determine, point of view, purpose, acknowledge, respond, conflicting, enumeration, sequential chronological, concept, generalization, process, contribute, delete, trivia, redundancy, enhance, sidebar, subheading, footnotes, annotations, thoroughness, subjective, objective
Assessment Type and Cognitive Level:
Formative:
Summative: / Homework Assignments:
Monday
Tuesday
Wednesday
Thursday
Friday
DATE / MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
Daily Objective
Hook/ Essential Question
Learning Plan, Activities,
Planned Questions
Conditions / Criteria for Success
Differentiation
(Above, On, and/or Below Grade Level) / A
O
B
Closure
Reflection