English 7,8 - Culturally Relevant African American Viewpoint_Grade 12
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Transcript of English 7,8 - Culturally Relevant African American Viewpoint_Grade 12
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7/28/2019 English 7,8 - Culturally Relevant African American Viewpoint_Grade 12
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ENGLISH 7, 8 CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 2 | P a g e
socially unjust incidents, and share their ideas with the rest of the
class.
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers 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.
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ENGLISH 7, 8 CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 5 | P a g e
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.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts tosupport analysis, reflection, and research.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers 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.
CCSS.ELA-Literacy.SL.11-12.4 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.
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ENGLISH 7, 8 CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 9 | P a g e
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers 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.
CCSS.ELA-Literacy.SL.11-12.4 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.
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ENGLISH 7, 8 CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 11 | P a g e
black males perceive
themselves as well as the ways black males are
perceived by others.
Writing Prompt:
Write a multi-draft analysis essay on Othello. This essay
should investigate how Shakespeares work makes re-
imagining varied, complicated, and nuanced versions of
black masculine identity possible and serves to disrupt
and supplant negative and harmful understandings of
black males.
Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features.
CCSS.ELA-Literacy.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.CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in response to ongoing feedback, including
new arguments or information.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speakers 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.
CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
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ENGLISH 7, 8 CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 12
CURRICULUM NOT ADOPTED
TUCSON UNIFIED SCHOOL DISTRICT 14 | P a g e
whether or not his quote comports with Washingtons
philosophy of education that many of the HBCUs
promoted in their early days, noting whether other
groups of people embraced that philosophy and judgingthe results of such a philosophy.
Two books will be importantJames Andersonthe education
of blacks in the south. William Watkins, the white architects of
black education.
of emphasis, and tone used.
CCSS.ELA-Literacy.SL.11-12.4 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.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or appropriate.
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