Modified Region 2 Curriculum Map

Curriculum Map: K. Keener Cycle: 3, 2010-2011 Course: English Regents Prep Unit

TIME FRAME

Benchmark One Benchmark Two Benchmark Three Benchmark Four Benchmark Five

Theme/Focus/ Big Idea

The Cove: Situational Analysis Reading Skill: Inferencing and Author’s craft choices M.C. Focus

Paragraph Building M.C. Focus

Socratic Seminar and The Critical Lens *Like Water for Chocolate

Putting it all together for the Regents

Standards CCS and NYS

2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 3. Evaluate a speakerʼs 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. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 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.

Key Ideas and Details RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Writing Nonfiction: 1. W.9-10.2. 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. 2. 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. 3. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audienceʼs knowledge of the topic. 4. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 5. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 6. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 7.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).

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 othersʼ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well- reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Writing Nonfiction: 1. W.9-10.2. 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. 2. 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. 3. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audienceʼs knowledge of the topic. 4. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 5. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 6. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 7.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).

Essential Questions

EQ: What can documentaries teach us about building an argument?

EQ: How has technology change communication?

EQ: What is culture? How do poems, short fiction and pieces of art convey culture?

EQ: How are love and sacrifice related?

EQ: How are love and sacrifice related?

Modified Region 2 Curriculum Map

What students should know (Content)

Two different note-taking style: Cornell and Process notes Paradigms Structure of editorials How to use mentor texts to guide writing Many layers/players involved in complex situations like Taijin

Vocabulary Lists Comprehension strategies Journalistic Formats

Literary Elements Paragraph Development Elements Writing Expectations for Rubric

Socratic Seminar Expectations Open/closed questions Literary Elements How to determine an author’s purpose Magic realism

Literary Elements Responding to a Critical Lens Organizing a Critical Lens Essay Using effective textual evidence

What students should be able to do (Skills) Blooming skills – higher order terminology (synthesize, analyze, evaluate)

Remember: Review notes Understand: Note summaries Applying and analyzing: Develop paradigm-based explanations for the behavior of the different players in The Cove Evaluating: Write an editorial

Remember: M.C. questions Understand: M.C. question Apply: Writing activities post reading Analyze: Feature stories Evaluate: Editorials Ongoing: Journals with vocabulary practice

Remember: Annotate Understand: Annotate Apply: Use textual evidence, determine literary elements Analyze: Determining importance Evaluate: Ranking exemplars

Remember: Annotate Understand: Annotate Apply: Discuss author’s purpose Analyze: Discuss author’s craft choices

Evaluate: Compare to other magic realism author’s/painter’s and develop criteria for effective magic realism.

Remember: Annotate Understand: Double-entry journals Apply: textual evidence and literary element i.d. Analyze: link books to ideas in a quote Evaluate: Ranking exemplars

Evidence (Formal, Informal, & Performance Based Assessments)

Benchmark exam: Editorial for or against the dolphin industry in Taijin Poster Project: Major players in The Cove Notes over movie

Benchmark: Group Newspaper focusing on technology, including a feature story, editorial and technology or book-store ad.

Benchmark: Regents Paragraphs on literary elements and theme

Benchmark: Critical Lens Essay (one book)

Benchmark: Critical Lens Essay (2 books)

Key Learning Activities

Posters of each major player or factor in The Cove Note-taking styles Editorial Production

Achieve 3000 readings and post-reading writing activities

Achieve 3000 Journals Paragraph Building

Socratic Seminars Critical Lens Essay and Quote response

Independent Reading Critical Lens Essay practice

Differentiation Plans

Varied levels of reading for editorials Supplementary handouts on paradigms

Achieve 3000 and then, 1984 for others

Achieve 3000 and then, 1984 for others

Summaries for Like Water for Chocolate and Gabriel Garcia Marquez for advanced learners

Conferences!

Key Resources

The Cove, documentary Samples of editorials Cornell notes organizer Process notes organizer

Copies of The Wanderers Copies of 1984 Laptops and achieve 3000 access

Copies of The Wanderers Copies of 1984 Laptops and achieve 3000 access

Copies of Like Water for Chocolate

Practice Regents exams