Demonstrating Understanding of Richard Wright's Rite of Passage

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

9, 10, 11, 12

Overview

After reading Richard Wright's short novel Rite of Passage, students will demonstrate their understanding of plot, character, and conflict by writing recommendations for the protagonists' future to a juvenile court system judge. Students are guided through the development of these recommendations, including attention to counterarguments based on potential prevailing attitudes in the justice system at the time.

English Language Arts (2021) Grade(s): 9

ELA21.9.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation

Knowledge

Students know:

Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:

Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:

Literary texts can be understood on both a literal and figurative level.

English Language Arts (2021) Grade(s): 9

ELA21.9.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

Students know:

Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions.

Skills

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 9

ELA21.9.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

Students know:

The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:

Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process.

Understanding

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 9

ELA21.9.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 9

ELA21.9.11
Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

Vocabulary

Collaborative discussions
Perspectives
Relevant information
Commentary

Knowledge

Students know:

The format and process for respectful, collaborative discussions.
Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.

Skills

Students are able to:

Participate in a class discussion in a respectful and collaborative environment.
Use evidence to support perspectives in a collaborative discussion.

Understanding

Students understand that:

Using evidence to support a perspective is necessary in a respectful, collaborative discussion.

English Language Arts (2021) Grade(s): 10

ELA21.10.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation

Knowledge

Students know:

Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:

Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:

Literary texts can be understood on both a literal and figurative level.

English Language Arts (2021) Grade(s): 10

ELA21.10.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

Students know:

Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions.

Skills

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 10

ELA21.10.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

Students know:

The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:

Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process.

Understanding

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 10

ELA21.10.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 10

ELA21.10.11
Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

Vocabulary

Collaborative discussions
Perspectives
Relevant information
Commentary

Knowledge

Students know:

The format and process for respectful, collaborative discussions.
Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.

Skills

Students are able to:

Participate in a class discussion in a respectful and collaborative environment.
Use evidence to support perspectives in a collaborative discussion.

Understanding

Students understand that:

Using evidence to support a perspective is necessary for a respectful, collaborative discussion.

English Language Arts (2021) Grade(s): 11

ELA21.11.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation

Knowledge

Students know:

Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:

Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:

Literary texts can be understood on both a literal and figurative level.

English Language Arts (2021) Grade(s): 11

ELA21.11.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

Students know:

Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions.

Skills

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 11

ELA21.11.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

Students know:

The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:

Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process.

Understanding

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 11

ELA21.11.11
Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Compose
Edit
Short products
Extended products
Writing development
Writing organization
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
The skills required by the writing process.
The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended writing products.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development and organization of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 11

ELA21.11.14
Participate in collaborative discussions involving multiple cultural and literary perspectives, responding to, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary.

Vocabulary

Collaborative discussions
Cultural perspectives
Literary perspectives
Relevant, appropriate evidence
Commentary

Knowledge

Students know:

The format and process for respectful, collaborative discussions.
Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion.
Methods for responding, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary.

Skills

Students are able to:

Participate in a class discussion in a respectful and collaborative environment.
Respond to, contribute to, build upon, or question the ideas of others in a collaborative discussion.
Use relevant, appropriate evidence to support perspectives in a collaborative discussion.

Understanding

Students understand that:

Using evidence to support a perspective is necessary for a respectful, collaborative discussion.
There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.

English Language Arts (2021) Grade(s): 12

ELA21.12.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation

Knowledge

Students know:

Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:

Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:

Literary texts can be understood on both a literal and figurative level.

English Language Arts (2021) Grade(s): 12

ELA21.12.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

Students know:

Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions.

Skills

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 12

ELA21.12.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

Students know:

The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:

Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process.

Understanding

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 12

ELA21.12.11
Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Compose
Edit
Revise
Short products
Extended products
Writing development
Writing organization
Writing style
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
The skills required by the writing process.
The development, organization, and style of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose, edit, and revise short and extended writing products.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing process is a series of steps that improve writing over time.
The writing task, purpose, and audience should be considered in the development, organization, and style of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 12

ELA21.12.14
Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.

Vocabulary

Collaborative discussions
Pairs
Diverse groups
Whole class settings

Knowledge

Students know:

The format and process for respectful, collaborative discussions in a variety of settings.
Methods for expressing their ideas, contributing to and building upon others' ideas, and questioning the ideas of others.

Skills

Students are able to:

Participate in a collaborative discussion in pairs, diverse groups, and whole class settings.
Express their own ideas, contribute to and build upon others' ideas, or question the ideas of others.

Understanding

Students understand that:

They can better understand a topic or text by discussing their ideas with others.
There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.

CR Resource Type

Lesson/Unit Plan

Resource Provider

ReadWriteThink

License Type

Custom

http://readwritethink.org/classroom-resources/lesson-plans/demonstrating-unders…

Custom License Type (URL)

http://www.readwritethink.org/util/legal.html

Owner (Author)

raulstoncg

Demonstrating Understanding of Richard Wright's Rite of Passage

Learning Resource Type

Subject Area

Grade(s)

Overview

ELA21.9.R2 Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.R3 Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.R5 Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.9 Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.11 Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.R2 Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.R3 Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.R5 Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.9 Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.11 Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

Vocabulary

Knowledge

Skills

Understanding

ELA21.11.R2 Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Knowledge

Skills

Understanding

ELA21.11.R3 Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Knowledge

Skills

Understanding

ELA21.11.R5 Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.11.11 Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Knowledge

Skills

Understanding

ELA21.11.14 Participate in collaborative discussions involving multiple cultural and literary perspectives, responding to, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

ELA21.9.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

ELA21.9.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

ELA21.9.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

ELA21.9.11
Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

ELA21.10.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

ELA21.10.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

ELA21.10.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

ELA21.10.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

ELA21.10.11
Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary.

ELA21.11.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

ELA21.11.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

ELA21.11.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

ELA21.11.11
Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

ELA21.11.14
Participate in collaborative discussions involving multiple cultural and literary perspectives, responding to, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary.

ELA21.12.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

ELA21.12.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

ELA21.12.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

ELA21.12.11
Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

ELA21.12.14
Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings.