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COURSE OF STUDY UNIT PLANNING GUIDE FOR:

AP ENGLISH LANGUAGE AND COMPOSITION

5 CREDITS PREPARED BY: GRADE LEVEL: 11 MEREDITH GLASER

CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2017

DUMONT HIGH SCHOOL DUMONT, NEW JERSEY

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

AP English Language and Composition – Grade 11 – Full Year – 5 Credits (Weighted Course, AP Waiver/Acknowledgement form) AP English Language and Composition engages students in the careful reading and critical analysis of non-fiction prose and visual texts as well as thorough, thoughtful, and sophisticated written responses to essays, speeches, articles, cartoons, charts, and videos. Through the close reading of selected texts, students will deepen their understanding of the ways writers and speakers use rhetoric to influence their readers. As they read, students will consider a work’s speaker, audience, subject, and context or occasion, as well as style, structure, genre, rhetorical appeals of ethos, pathos, and logos, and rhetorical devices. In addition, students will be prepared to respond to all aspects of the AP English Language and Composition exam. COURSE REQUIREMENTS AND EXPECTATIONS A student will receive 5 credits for successfully completing course work. A grade of "D" or higher must be achieved in order to pass the course. The following criteria are used to determine the grade for the course: A. Class Work/ Homework - 10% of the grade Class work, including participation, attendance, and preparation for class, is vital to the success of students in AP Literature and Composition.

Accurate and thorough completion of class work and positive classroom participation will be assessed on a regular basis. B. Quizzes - 20% of the grade

Each marking period will have vocabulary quizzes as well as quizzes consisting of literature and poetry-based multiple-choice questions. C. Writing – 50% of the grade These assignments include timed, in-class writing in the style of the AP free-response questions, extended analytical, narrative, and expository writing, and written responses to visual and written texts. D. Cumulative AP Tests – 20% of the grade

Every marking period will have one cumulative AP style exam. The purpose of this exam is to assess the overall level of understanding of content in preparation for the end of year College Board AP English Literature and Composition exam.

E. Final Examination The final examinations will count as follows: Full-Year AP Course Weighting Quarter 1 22.5% of final grade Quarter 2 22.5% of final grade Quarter 3 22.5% of final grade Quarter 4 22.5% of final grade Final 10% of final grade Any work missed when a student has been absent is expected to be made up in a reasonable time. Usually one or two days are allowed for each day absent unless there are unusual circumstances, in which case the student is to make special arrangements with the teacher. Even if a student is present in school, but misses English class on a given day, he/she is required to submit all work and take all tests/quizzes scheduled for that day. Extra help is available. Ask your teacher where he/she will be when you are planning to come in for extra help. There is also additional tutoring provided by the National Honor Society.

UNIT 1 UNIT TITLE: Introduction to Rhetoric CHAPTERS/TOPIC COVERED: Ch. 1-4 UNIT LENGTH: 12 weeks

Performance Indicators (Standards and

Objectives)

Essential Questions

Activities (Approximate Time Frame)

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools

Objectives: SWBAT

• list and explain rhetorical appeals

• list, identify, and apply components of the rhetorical triangle

• analyze visual text in terms of rhetoric

• annotate and analyze a text without context

• analyze a speech in terms of rhetorical features

• explain application of rhetorical triangle (Argmo)

• write a synthesis essay in response to a prompt

• write an analysis essay in response to a prompt

• write an argument in response to a prompt

• apply vocabulary to a rhetorical situation

• structure an effective introduction, including a claim

How can the rhetorical triangle be used to analyze a text? How does analysis of a written text differ from the analysis of a visual text? How does effective rhetoric differ from ineffective rhetoric? How does one do a “close-reading” of a text? How does close-reading translate into writing an argument? How are various sources synthesized to write a thematic essay?

AP Lang expectations and Test/ Introduction to argument: 40 inspirational speeches; Introduction to the rhetorical triangle/analysis of Independence Day speech (3) Test on summer reading (1) Benchmark (1) Analysis of tray liners (2) Analysis of Noah Sweat on Whiskey (2) Soapstone: Lou Gehrig’s speech, Letter from Albert Einstein (1) Introduction to Argument/ Prezi (3 days) Ethos: LBJ speech to congress, excerpt from The Myth of the Latin Woman (1) Logos: excerpt from Slow Food Nation, excerpt from King Coal: Reigning in China (1) Pathos: Checkers speech, Order of the Day (1) Analysis of Q2: prompt, parce, conversation, discussion (2) Writing organization: claims, issues, evidence (3) Reading cartoons (2)

ArgMo (argumentative moment) PoMo (political moment) Socratic Seminar Debate Jigsaw Shared Inquiry Discussion Groups/ Cooperative Learning QFT Philosophical chairs Wiki responses Interrupted Reading Dialectical Journal

Vocabulary: Rhetorical triangle Rhetorical situation Discourse Annotation Ethos Pathos Logos Occasion Context Purpose Audience Speaker Subject Text Concession Counterargument Argument Claim Narrative metaphor Discussion

Socrative Kahoot SmartBoard Prezi Google docs Wiki The New York Times: Room for Debate The New York Times: The Learning Network “Great Speeches of the Twentieth Century” thelivingroomcandidate.org Americanrhetoric.com Conversations in American Literature Thank You for Arguing Language and Composition: the Art of Voice Writing America Practical Argument Current newspaper and periodical articles CollegeBoard released exams Wordle

• analyze a text for word choice

• analyze a text for purpose

• analyze a text for use and effect of rhetorical strategies

• differentiate between text and subtext, explaining the difference and purpose

• research, annotate, and summarize texts

• analyze prompts for direction on how to respond

• assess prompts • apply knowledge of

rhetoric to MC questions

• analyze MC questions for common stems

• peer edit student texts

• collaborate with teach on student texts

• revise and edit texts • integrate quotes

seamlessly into text Standards: NJSLS ELA-Literacy RL.11-12.1 Cite strong and thorough textual evidence and make relevant connections to

Synthesis Essay: articles and essays on Education (2) Rhetorical analysis of poem: “Rite of Passage” (1) Quarterly Cumulative Exam (2) Writing: Analysis

a) Argmo (on student chosen speech)

b) Precis of Sweat’s “Whiskey”

c) Journal writing on student chosen articles

d) Analysis essay based on AP Prompt

e) PoMo on political speech or article

f) Analysis of “Rite of Passage” as an argument

Expository: Reflection/ metawriting on synthesis essay Synthesis: based on summer assignment Argument: based on AP prompt, using speeches and articles from Unit 1 Narrative: Write a short narrative based on Nixon’s Checkers speech

Conversation Propaganda Refutation Ambiguity Text and Subtext Formative Summative Persona SOAPSTONE Alliteration Allusion Anaphora Antimetabole Chiasmus Antithesis Archaic diction Asyndeton Polysyndeton Inversion Juxtaposition Metaphor Oxymoron Parallelism Periodic sentence Personification Rhetorical question Synecdoche Zeugma

support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g. Shakespeare as well as other authors.) RI.11-12.1 Accurately cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.2 Determine two or more central ideas of a text and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI.11-12.3

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI.11-12.7 Integrate and evaluate multiple sources of information presented in

different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 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. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.) W.11-12.6 Use technology, including the Internet, to produce,

share, and update writing products in response to ongoing feedback, including new arguments or information. W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation (MLA or APA Style Manuals). W.11-12.9 Draw evidence from

literary or informational texts to support analysis, reflection, and research. W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL.11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone

used. SL.11-12.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.11-12.3 Apply knowledge of language to make effective choices for meaning or style, and to comprehend more fully when reading, writing, speaking or listening. L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Technology: 8.1.12.A.3 Collaborate in online courses, learning

communities, social networks or virtual worlds to discuss a resolution to a problem or issue. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills

acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired

outcome. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the Profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek

new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause

of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

UNIT 2 UNIT TITLE: U.S. Historical Documents TEXTS COVERED: The Declaration of Independence; The Preamble to the Constitution; The Bill of Rights; Lincoln’s Second Inaugural Address; Thomas Paine’s

Common Sense; Jefferson Davis’s Inaugural Address UNIT LENGTH: 4 weeks


Objectives)

Essential Questions




Digital Tools

Objectives: SWBAT

• Identify rhetorical devices and explain their purpose

• Identify rhetorical appeals and explain their purpose

• Identify rhetorical situation, specifically occasion and context, and explain how that informs the purpose of the text

• Analyze The Bill of Rights for contemporary relevance

• Identify the cause of each amendment based on its language

• Identify rhetorical and sound devices in Common Sense and explain their purpose

• Analyze The Declaration of Independence using SOAPSTONE

• Analyze Lincoln’s Second Inaugural

How do the writers of U.S. foundational texts use rhetorical techniques to persuade their audiences?

The Declaration of Independence (4) The Preamble to the Constitution (1) The Bill of Rights (2) Lincoln’s Second Inaugural Address (2) Excerpt from Thomas Paine’s Common Sense (4) Jefferson Davis’s Inaugural Address (1) Writing: Analysis


b) Precis of the Preamble


d) Analysis essay based on AP Prompt using the Declaration of Independence

e) PoMo on political speech or article

f) Compare and contrast Lincoln’s and Davis’s Inaugural addresses

Expository: Reflection/ metawriting on synthesis essay Synthesis: based on AP

ArgMo PoMo Socratic Seminar Debate Jigsaw Shared Inquiry Discussion Groups/ Cooperative Learning QFT Philosophical chairs Wiki responses Interrupted Reading Dialectical Journal Vocabulary: abstract ad populem argument allegory allusion anaphora aphorism apostrophe abstraction attitude audience cliché́ comparison/contrast complex sentence concrete evidence genre inversion loose sentence metonymy periodic sentence process analysis

Socrative Kahoot SmartBoard Prezi The New York Times: Room for Debate The New York Times: The Learning Network “Great Speeches of the Twentieth Century” thelivingroomcandidate.org Americanrhetoric.com Conversations in American Literature Thank You for Arguing Language and Composition: the Art of Voice Writing America Practical Argument Current newspaper and periodical articles and OpEds CollegeBoard released exams Wordle

Address for diction and word choice, allusion, and tone

• Analyze the differences between Lincoln’s and Davis’s inaugural addresses

RI.11-12.1 Accurately cite strong and thorough textual evidence (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI.11-12.2 Determine two or more central ideas of a text and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure: RI.11-12.4 Determine the meaning of words and phrases as they are used in a text,

prompt Argument: based on AP prompt, using texts from Unit 2 Narrative: Write a short narrative of Lincoln’s thoughts before writing his 2nd Inaugural address

rhetorical question synecdoche transition unity

including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. Integration of Knowledge and Ideas: RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.11-12.8 Describe and evaluate the

reasoning in seminal U.S. and global texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11-12.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) documents of historical and literary significance for their themes, purposes, and rhetorical features, including primary source documents relevant to U.S. and/or global history. RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level complexity or above with scaffolding as needed. W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 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. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-

12.) W.11-12.6 Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including new arguments or information. W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation (MLA or APA Style

Manuals). W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. SL.11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,

assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4 Present information, findings, and supporting evidence, clearly, concisely, and logically. The organization, development, and style are appropriate to task, purpose, audience. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or

expression. Technology: 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly

and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional

ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the

problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

UNIT 3 UNIT TITLE: Class in America Texts COVERED: The Great Gatsby, excerpt from “The Wasteland”, The Great Gatsby Curve and wealth distribution, Carnegie: “The Gospel of Wealth,” Horatio Alger: from Ragged Dick, Dalton “Horatio Alger,” Sklar: “The Growing Gulf between the Rich and the Rest of Us,” Sowell: “Income Confusion,” “Greed is Good” speech from Wall Street, dialogue from Keeping Up With the Kardashians, Blake

poems from Songs of Innocence and Experience UNIT LENGTH: 9 weeks


Objectives)

Essential Questions




Digital Tools

What determines class status? Can class status be changed? How does the American Dream promote or limit opportunity? What is the difference between class status and economic status?

The Great Gatsby (12) The Great Gatsby Curve (3) Carnegie: “The Gospel of Wealth” (1) Horatio Alger: from Ragged Dick/ Dalton “Horatio Alger” (2) Sklar: “The Growing Gulf between the Rich and the Rest of Us” (1) “Greed is Good” speech from Wall Street Sowell: “Income Confusion” (2) clip from Keeping Up With the Kardashians, cartoons (1) Blake poems from Songs of Innocence and Experience (2) Quarterly Cumulative Exam (2) Writing: Analysis


b) Precis of “The Gospel of Wealth”


d) PoMo on political speech or article

e) Analyze two of Blake’s poems as

ArgMo Socratic Seminar Debate Jigsaw Shared Inquiry Discussion Groups/ Cooperative Learning QFT Philosophical chairs Wiki responses Interrupted Reading Dialectical Journal Vocabulary: allusion - argumentation - coherence - description diction exposition figurative language hyperbole image/imagery irony metaphor mood narration oxymoron pacing paradox parallelism parody personification point of view/narrative mode rhetorical modes/modes of discourse

Socrative Kahoot SmartBoard Prezi The New York Times: Room for Debate The New York Times: The Learning Network “Great Speeches of the Twentieth Century” thelivingroomcandidate.org Americanrhetoric.com Conversations in American Literature Thank You for Arguing Language and Composition: the Art of Voice Writing America Practical Argument Current newspaper and periodical articles and OpEds CollegeBoard released exams

an argument about class

f) Expository: explain the relationship of the chart and graph to the themes in TGG

Synthesis: based on AP prompt using texts from Unit 3 Argument: based on AP prompt, using The Great Gatsby Narrative: rewrite the argument scene at the hotel from Gatsby’s perspective

• exposition • argumentation • Persuasion • narration

simile slanting style syntax

UNIT 4 UNIT TITLE: Body Image Texts COVERED: The Bluest Eye; articles, tweets, pictures of Serena Williams; Sullivan: “Michael”; Michael Jackson: before and after plastic surgery; 11 facts about body image; Gould: “Women’s Brains”; Edgarton and Jackson: “Redesigning Pocahontas”; Cruz: “Body Image Pressure Increasingly Affects Boys”; Clifton: “Homage to My Hips”; AMA charts on boys, body image, and binge drinking UNIT LENGTH: 5 weeks


Objectives)

Essential Questions




Digital Tools

Objectives: SWBAT

• Infer meaning from visual images

• Synthesize information from various sources into an argument

• Create an argument from outside information

• Assess an argument for strengths and weaknesses

How are our ideas of body image influenced by culture, media and environment, including people?

video: 11 facts about body image (1) The Bluest Eye (10) Articles, social media, pictures of Serena Williams (2) Sullivan: “Michael” Michael Jackson: before and after plastic surgery (1) Gould: “Women’s Brains” (1) Edgarton and Jackson: “Redesigning Pocahontas”

ArgMo Socratic Seminar Debate Jigsaw Shared Inquiry Discussion Groups/ Cooperative Learning QFT Philosophical chairs Wiki responses Interrupted Reading Dialectical Journal Vocabulary:

Socrative Kahoot SmartBoard Prezi The New York Times: Room for Debate The New York Times: The Learning Network “Great Speeches of the Twentieth Century” Thelivingroomcandidate.org Americanrhetoric.com Conversations in American Literature

• Analyze a literary text in rhetorical terms

• Analyze and explain a text according to rhetorical situation and rhetorical techniques

• Analyze and evaluate charts

• Analyze a literary text in terms of character development

• Analyze a poem as an argument, noting how poetic structure, syntax, diction, and devices are used to create an argument

Standards: RL.11-12.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the

(1) Cruz: “Body Image Pressure Increasingly Affects Boys” AMA charts on boys, body image, and binge drinking (1) Clifton: “Homage to My Hips” (1) Writing: Analysis


b) Precis of “Redesigning Pocahontas”



e) Analyze Clifton poem as an argument

Expository: explain the implications of the chart on boys and body image

Synthesis: based on AP prompt using texts from Unit 4 Argument: based on AP prompt, using The Bluest Eye Narrative: rewrite the scene with Claudia and Picola from Maureen’s perspective

ad hominem argument Analogy Anecdote appeal to ethos/appeal to ethics appeal to logos/ appeal to logic appeal to pathos/ appeal to emotion Begging the question causal relationship (cause-and-effect relationship) Colloquialism Conclusion Connotation Emphasis Essay Euphemism Example Generalization Logical fallacy Objective and subjective writing Red herring Sarcasm Satire Subordination Tone Understatement Voice

Thank You for Arguing Language and Composition: the Art of Voice Writing America Practical Argument Current newspaper and periodical articles CollegeBoard released exams

course of the text, including how they interact and build on one another to produce a complex account and provide an objective summary of the text. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure: RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.) RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic

resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas: RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RL.11-12.9 Demonstrate knowledge of and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) eighteenth-, nineteenth- and early twentieth-century foundational works of literature, including how two or more texts from the same period treat similar themes or topics.

RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding as needed. RI.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI.11-12.2 Determine two or more central ideas of a text and analyze their development and how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative,

connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.11-12.8 Describe and evaluate the reasoning in seminal U.S. and global texts, including the application of

constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text-complexity or above with scaffolding as needed. W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 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. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and

well-structured event sequences. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6 Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when

appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals). W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively SL.11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source. SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. SL.11-12.5 Make strategic use of digital media (e.g., textual,

graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 for specific expectations.) L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.4 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Technology: 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. 8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or

the environment and publish conclusions. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through

experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices,

and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

UNIT 5 UNIT TITLE: War TEXTS COVERED: The Things They Carried; Green: “Let Us Take Up the Sword”; Photo: “A Harvest of Death”; More Nurses Are Needed! (advertisement); Executive Order No. 9066; "In Response to Executive Order 9066" by Dwight Okita

UNIT LENGTH: 9 weeks


Objectives)

Essential Questions




Digital Tools

Objectives: SWBAT

• Identify major themes in fiction.

• Identify the literary devices an author uses to convey theme.

• Identify and explain the rhetorical argument in a literary text

• Fictionalize events from their own lives.

• Explain the difference between "facts" and "truth" in written work.

. RI.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves

How are we the stories we tell? What makes a story universal? What is the difference between "truth" and "fiction"? How can war change a person?

The Things They Carried (10 days) Green: “Let Us Take Up the Sword” Photo: “A Harvest of Death” (1 day) More Nurses Are Needed! (advertisement) Executive Order No. 9066 "In Response to Executive Order 9066" (2 days) AP Cumulative (2 days) AP review (10 days) Writing: Analysis


b) Precis of Executive Order No. 9066



e) Analysis of executive order 9066 and response poem

Expository: explain what is required of a soldier

Synthesis: based on AP prompt Argument: based on AP prompt, using The Things

ArgMo Socratic Seminar Debate Jigsaw Shared Inquiry Discussion Groups/ Cooperative Learning QFT Philosophical chairs Wiki responses Interrupted Reading Dialectical Journal Vocab: review

Socrative Kahoot SmartBoard Prezi The New York Times: Room for Debate The New York Times: The Learning Network “Great Speeches of the Twentieth Century” thelivingroomcandidate.org Americanrhetoric.com Conversations in American Literature Thank You for Arguing Language and Composition: the Art of Voice Writing America Practical Argument Current newspaper and periodical articles and OpEds CollegeBoard released exams

matters uncertain. RI.11-12.2 Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text. RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11-12.6 Determine an author's

They Carried Narrative: fictionalize an event from your life.

point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.11-12.8 Describe and evaluate the reasoning in seminal U.S. and global texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction at grade level text-complexity or above with scaffolding as needed. W.11-12.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 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. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style),

focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6 Use technology, including the Internet, to produce, share, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and

overreliance on any one source and following a standard format for citation. (MLA or APA Style Manuals). W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.

SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.) L.11-12.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when

considering a word or phrase important to comprehension or expression. Technology: 8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the

minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are

skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive

manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace,

understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to Introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

Modifications/Strategies for Student Populations: MS/HS ELA & SS *Interdisciplinary

**21st Century Themes and Skills

21st Century Themes &

Skills

Special Education/Gifted

ELL

At Risk of School Failure

Benchmarking

Career Skills 1. Guest Speakers* 2. Multimedia/Videos* 3. Interviews* 4. Resumes* 5. Letters 6. Public Speaking 7. Naviance

Communication

1. Presentations w/Visuals 2. Debates* 3. Speeches* 4. Dramatic Readings 5. Socratic Seminar 6. Rhetoric & Figurative

Language 7. Think-Pair-Share

Collaboration 1. Cooperative Projects 2. Peer Editing 3. Jig Saw 4. Reading Groups 5. Socratic Seminar

Creativity

1. Visual Interpretations 2. Dramatic Readings 3. Creative Writing

a. Modernized Versions of Text

b. Narratives

Special Education 1. Providing Notes/Modified

Notes a. PowerPoints b. Text with

Annotations 2. Providing Anchor Copies

with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Conferencing

a. Student b. Parent c. Guidance d. Administration e. CST

17. Tutoring/Extra Help

1. Word to Word Dictionaries

2. Bilingual Dictionaries

3. Total Physical Response

4. Native/Non-Native Speaker Groupings

5. Providing Notes/Modified Notes

a. PowerPoints b. Text with

Annotations 6. Providing Anchor

Copies with Rubrics 7. Guided Reading



8. Audio Books 9. Enhanced Digital

Texts 10. Modeling 11. Chunking 12. Scaffolding 13. Repeat/Rephrase 14. Manipulatives/

Visuals 15. Realia 16. Graphic Organizers 17. Study Guides

1. Providing Notes/ Modified Notes

a. PowerPoints b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading



4. Audio Books 5. Enhanced Digital

Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Priority Seating 17. Checking

Assignments Pads 18. Conferencing

a. Student b. Parent c. Guidance d. Administration

1. Pre and Post SGO Assessments

2. Study Island

c. Poems d. Drama

Critical Thinking

1. DBQs* a. SS in ELA* b. ELA in SS*

2. Text Analysis a. SS in ELA* b. ELA in SS*

3. Peer Review 4. Reading & Writing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology

1. PARCC Practice 2. SMART Board 3. iPads 4. SMART Response

Technology 5. Text to Speech 6. Podcasts 7. Virtual Field Trips 8. Quizlet 9. Socrative 10. Kahoot 11. Flubaroo 12. Wikis 13. Google Drive 14. Turnitin 15. Study Island 16. Virtual High School

Gifted 1. Self-Directed Learning

Independent Research* 2. Individualized Pacing 3. Supplemental Texts (Higher

Lexile Levels)* 4. Virtual High School

18. Portfolios 19. Modified Texts 20. Conferencing

a. Student b. Parent c. Guidance d. Administrati

on e. CST

21. Tutoring/Extra Help

e. CST 19. Tutoring/Extra Help

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