1. Common Core Standard 9-10.RL.Key Ideas and Details
“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.”
Core Purpose: Analyze a character's development during the progression of the plot.

2. Analysis of Character Development Grade Level
By (date), after reading grade-level literature, (name) will write an organized and focused essay of (250 words) to explain and interpret a character's development, including an introductory paragraph containing the title of the book, a brief introduction to the character whose development will be the focus of the essay, and a thesis statement that states the character's change in motivation, personality, or emotions and the intensity of that change; (2) body paragraphs that cite and comment on conflicts or experiences that lead to that change; (2) relevant citations from the text that support claims; and a conclusion that summarizes the purpose of the essay for (3 out of 4) texts.

3. Mild Level of Support
By (date), after reading grade-level literature and receiving a rubric that explains the suggested content for each paragraph of the essay (e.g. "Paragraph 1 should contain a thesis statement that includes the title of the book, the author, the character who is the focus of the essay, and the point about the character's development that the essay will aim to prove."), (name) will write an essay of (250 words) to explain and interpret a character's development, including an introductory paragraph containing the title of the book, a brief introduction to the character whose development will be the focus of the essay, and a thesis statement that states the character's change in motivation, personality, or emotions and the intensity of that change; (2) body paragraphs that cite and comment on conflicts or experiences that lead to that change; (2) relevant citations from the text that support claims; and a conclusion that summarizes the the purpose of the essay for (3 out of 4) texts.

4. Moderate Level of Support
By (date), after reading instructional-level literature and receiving (5) chronological excerpts from the reading that show progression in a character's development and a playlist containing (10) songs, (name) will listen to the songs on the playlist and assign one song to each excerpt that best matches the tone and mood of the song to the emotion experienced by the character (e.g. an aggressive, rock song for a scene where the character is angry or violent, a peaceful, classical selection when the character is feeling relaxed or content, and an upbeat, pop song when the character is feeling playful or energetic) and write (1-2) sentences to (3) short-answer questions about how the music selected for each excerpt reflects changes in the character's feelings between two excerpts (e.g. "How do the character's feelings change between excerpts 1 and 2?" for (3 out of 4) texts.

5. Intense Level of Support
By (date), after reading or listening to (3) chronological excerpts (2 or 3) sentences in length from instructional-level literature that show progression in a character's development, (name) will draw images or select images from a set of picture cards items that best represent the way a character feels in each excerpt (i.e. a smiley face and flowers for a happy, a frowning face and rain for a sad, the color red and lightening bolts for an angry) and will verbally express (his/her) reasoning for the selections and the changes (he/she) notices in the way the character feels from the first excerpt to the second and from the second excerpt to the third for (3 out of 4) texts.

6. CCSS: Writing 9-10.W.2 Text Types and Purposes
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
2.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

7. Writing Complex Ideas Clearly & Accurately: Grade Level
By (date), when given a set of art pieces, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work by including the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art.

8. Mild Level of Support
By (date), when given a set of art pieces, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work by including the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art.

9. Moderate Level of Support
By (date), when given a set of art pieces and a paragraph template for each body paragraph, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work that includes the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art.

10. Intense Level of Support
By (date), when given a set of art pieces, (student) will choose (1) art piece, imagine they are the curator in a museum, and describe the art to a visitor who is looking at the art, including who the artist is, what time period they worked in, and at least (2) details about the art piece.

11. CCSS: 9th Grade Math 9-12.S.ID.1
Core Purpose
Represent data with dot plots, histograms, and box plots.
9-12.S.ID.1 Summarize, represent, and interpret data on a single count or measurement variable
Represent data with plots on the real number line (dot plots, histograms, and box plots).*

12. Grade Level: Plotting Data
By (date), when given (5) problems involving constructing graphical displays (e.g. dot plots, histograms, and box plots) to describe sets of data values, (name) will correctly solve (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team.

13. Mild Level of Support
By (date), when given (5) problems involving constructing graphical displays (i.e. dot plots, histograms, and box plots) to describe sets of data values, using a graphic organizer (e.g. Plotting Data ), (name) will correctly solve (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team.

14. Moderate Level of Support
By (date), when given (5) problems involving identifying graphical displays to describe sets of data values, using a graphic organizer (e.g. Plotting Data ), (name) will select the correct graphical display from four, fixed, pictorial answer choices, for (4 out of 5) problems. Example 1: Make a dot plot of the last four digits of the cell phone number for every student in the class. Example 2: Create a histogram for the heights in inches of the students in the class. Example 3: Construct a box plot of the weights of players on the NBA basketball team.

15. Intense Level of Support
By (date), when given (5) problems involving constructing graphical displays to describe sets of data values, using a graphic organizer (e.g. Plotting Data ) and the aid of digital media (e.g. boxplot or histogram ), (name) will correctly solve (4 out of 5) problems. Example 1: Create a histogram for the heights in inches of the students in the class. Example 2: Construct a box plot of the weights of players on the NBA basketball team.