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ESSENTIAL QUESTION: What can stories teach us about life? Grade 1 Unit 3 Life Lessons In this third six-week unit of first grade, students read literature and informational texts related to life lessons. OVERVIEW Building on the retelling of stories with details, students focus on the categorizing of those story details into the following groupings: characters, key events, and settings. Students read and listen to fables with morals. They also learn about rules for life in a book of manners. Reading the life story of George Washington Carver, students learn about a man who had to overcome obstacles in life to make important contributions to science and agriculture. Students also learn about Thomas Edison’s work with electricity and the rules for its safe use. Descriptive words are the focus of a lesson centered on the artwork of Georgia O’Keeffe. Finally, the children write narratives focused on life lessons and create informative posters focused on electrical safety. FOCUS STANDARDS These Focus Standards have been selected for the unit from the Common Core State Standards. RL.1.3: Describe characters, settings, and major events in a story, using key details. RL.1.2: Retell stories, including key details, and demonstrate understanding of the central message or lesson. RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2(b): Use end punctuation for sentences. RF.1.4: Read with sufficient accuracy and fluency to support comprehension. RF.1.4(b): Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. STUDENT OBJECTIVES Describe characters, key events, and the setting in a story. Identify who is speaking in a story or fable. © 2011 Common Core, Inc. All rights reserved.

Transcript of Grade 1 Life Lessons - Wikispacesccssunitplanning.wikispaces.com/file/view/UnitPlanMaps.pdf ·...

ESSENTIAL QUESTION: What can stories teach us about life?

Grade 1 ► Unit 3

Life Lessons In this third six-week unit of first grade, students read literature and informational texts related to life lessons.

OVERVIEW Building on the retelling of stories with details, students focus on the categorizing of those story details into the following groupings: characters, key events, and settings. Students read and listen to fables with morals. They also learn about rules for life in a book of manners. Reading the life story of George Washington Carver, students learn about a man who had to overcome obstacles in life to make important contributions to science and agriculture. Students also learn about Thomas Edison’s work with electricity and the rules for its safe use. Descriptive words are the focus of a lesson centered on the artwork of Georgia O’Keeffe. Finally, the children write narratives focused on life lessons and create informative posters focused on electrical safety.

FOCUS STANDARDS These Focus Standards have been selected for the unit from the Common Core State Standards.

RL.1.3: Describe characters, settings, and major events in a story, using key details. RL.1.2: Retell stories, including key details, and demonstrate understanding of the central message or lesson. RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2(b): Use end punctuation for sentences. RF.1.4: Read with sufficient accuracy and fluency to support comprehension. RF.1.4(b): Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

STUDENT OBJECTIVES

Describe characters, key events, and the setting in a story. Identify who is speaking in a story or fable.

© 2011 Common Core, Inc. All rights reserved.

  

© 2011 Common Core, Inc. All rights reserved.

  

Distinguish between the information provided by the pictures or illustrations in a text and the information provided by the words.

Using time cue words, providing some details, and ending with a sense of closure, write narratives that include at least two sequenced events.

Revise narratives with the help of an adult. Produce complete sentences with correct past, present, or future verb tenses. Use end punctuation for sentences: periods, question marks, and exclamation points. Relate the use of punctuation to the way a text should be read expressively. Compare and contrast two versions of an Indian fable. Create informative posters using both text and illustrations to teach about electrical safety.

SUGGESTED WORKS (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.

LITERARY TEXTS

Stories

Green Eggs and Ham (Dr. Seuss) (E) Yo! Yes? (Chris Raschka) The Blind Men and the Elephant (Karen Backstein and Annie Mitra) Seven Blind Mice (Ed Young) (EA) Poetry

"By Myself" in Honey I Love and Other Poems (Eloise Greenfield) "Sharing" in Falling Up (Shel Silverstein) "Ridiculous Rose" in Where the Sidewalk Ends (Shel Silverstein) Stories (Read Aloud)

The Boy Who Cried Wolf (B.G. Hennessy and Boris Kulikov) Town Mouse, Country Mouse (Jan Brett) Lousy Rotten Stinkin' Grapes (Margie Palatini and Barry Moser) The Lion & the Mouse (Jerry Pinkney) The Tortoise and the Hare (Janet Stevens) The Hare and The Tortoise (Swahili) (Helen Ward) Fables (Arnold Lobel) The Little Red Hen (Paul Galdone) The Ugly Duckling (Hans Christian Andersen and Jerry Pinkney) Swimmy (Leo Leonni) Alexander and the Wind-up Mouse (Leo Lionni) Inch by Inch (Leo Lionni) Punctuation Takes a Vacation(Robin Pulver and Lynn Rowe Reed) Poetry (Read Aloud)

Goops and How to Be Them: A Manual of Manners for Polite Children (Gelett Burgess) "I'm Making a List" in Where the Sidewalk Ends (Shel Silverstein) "My Mother Says I’m Sickening" in The New Kid on the Block (Jack Prelutsky)

© 2011 Common Core, Inc. All rights reserved.

  

INFORMATIONAL TEXTS

Informational Text

A Weed is a Flower: The Life of George Washington Carver (Aliki) (E)

George Washington Carver (Rookie Biographies) (Lynea Bowdish)

Thomas Alva Edison (Rookie Biographies) (Wil Mara)

What is Electricity? (Rookie Read-About Science) (Lisa Trumbauer)

Informational Text (Read Aloud)

Manners (Aliki) (EA)

Hello! Good-bye! (Aliki) (EA)

Georgia O’Keeffe (Getting to Know the World’s Greatest Artists) (Mike Venezia)

My Light (Molly Bang) (EA)

Flick a Switch: How Electricity Gets to Your Home (Barbara Seuling and Nancy Tobin)

Watch Out! At Home (Claire Llewellyn and Mike Gordon)

ART, MUSIC, AND MEDIA

Art Georgia O’Keeffe, Red Poppy (1927) Georgia O’Keeffe, Jack in the Pulpit No. IV (1930) Georgia O’Keeffe, Jimson Weed (1936) Georgia O’Keeffe, Oriental Poppies (1928) Georgia O’Keeffe, Two Calla Lilies on Pink (1928)

SAMPLE ACTIVITIES AND ASSESSMENTS Language / Literary

To introduce the relationship between punctuation and reading expression, use the book Yo! Yes?. Show the students the cover of the book with its very simple title: Yo! Yes? Ask how someone would say those words? YO! YES? As you read the book with the students, have the boys read one page, and the girls the opposite page. As they focus on the illustrations and the way the author ends each sentence, they will know how to read the words, and a story will be created in their minds. Follow this reading with other books so that the children learn how important it is to read with the end punctuation in mind. (RL.1.6, RF.1.4b, L.1.2b, RL.1.7) Class Discussion / Literature

Tell the students that fables are stories that teach us a lesson. The characters in the story are usually animals and have one main characteristic. Read the familiar fable, “The Tortoise and the Hare.” Ask students what they can tell you about the tortoise. (He’s slow, but steady.) What can they tell about the hare? (He’s fast, but undependable.) Create a chart with cells for the title, characters (with one characteristic each), setting, key events (i.e., from the beginning, middle, and end), and the lesson learned

© 2011 Common Core, Inc. All rights reserved.

  

(i.e., the moral of the story). As you read each fable in this unit, continue to fill in the chart. Give students more and more responsibility for filling in the characters, setting, and key events of a fable. Assess understanding at the end of the unit by reading a fable and then have each child write or dictate the entries on his or her own chart. (RL.1.3, RL.1.2)

Class Activity / Literature

Tell the students that the Indian fable, “The Blind Men and the Elephant” is the original telling of a fable more commonly known as “Seven Blind Mice.” Read the original story first and then read “Seven Blind Mice.” (Read aloud to students, or they may read on their own if they are able.) As the two fables are added to the fable story chart, ask the students to explain how these two stories are the same and how they are different. (RL.1.9, RL.1.2)

Writing / Narrative

Assign this narrative prompt: “Think of a time when you learned a lesson.” Encourage the students to think about the lessons learned in the fables as they write their own story. Be sure the students focus on the beginning, middle and end (where they tell about the lesson learned). Be sure they include at least two sequenced events, use time cue words, provide some details, and include a sense of closure (W.1.3, W.1.5, RL.1.2)

Class Discussion / Language

One of the life lessons focused on in this unit is “manners.” With the students, create a list of “lunchroom manners” using a book such as Manners (Aliki). Students should dictate the sentences while you write them on sentence strips. In this writing lesson, focus on writing complete sentences with subject-verb agreement. To practice handwriting and correct sentence construction, have the students copy some of the sentences. A follow-up to this lesson would be a humorous list of “lunchroom manners” inspired by Prelutsky and Silverstein and written in poetic form. (SL.1.6, L.1.1c, L.1.1e, L.1.1j) Independent Reading / Informational Text

Introduce the book A Weed is a Flower: The Story of George Washington Carver. Explain that illustrations and text are both very important in a book. Guide students as they read by asking them first to think about what you can learn from the illustrations. Create a two-column chart with “illustrations” on one side and “text” on the other side. When students learn something from studying the illustration, they will write it on a Post-It note and put it in the book. Use the Post-Its to guide the discussion when they are finished reading. Repeat the activity with learning from the text. (RI.1.6) Art Connection / Language

After students have read about George Washington Carver’s love of nature, introduce them to an artist who also focused on nature and who lived during the same time period: Georgia O’Keeffe. Both of their names come from the Greek root “geo” meaning “earth.” Tell the students to look at some of Georgia O’Keefe’s artwork. Ask them to use describing words (i.e., adjectives) to discuss what they see in her work. (L.1.5d, L.1.1f) When you are finished with the art description activity, read these quotations and have the children write a response. (L.1.1j)

© 2011 Common Core, Inc. All rights reserved.

  

“Nobody sees a flower, really, it is so small. We haven't time—and to see takes time, like to have a friend takes time.” Georgia O’Keeffe

“If I could paint the flower exactly as I see it no one would see what I see because I would paint it small like the flower is small. So I said to myself—‘I'll paint what I see—what the flower is to me, but I'll paint it big, and they will be surprised into taking time to look at it - I will make even busy New Yorkers take time to see what I see of flowers.” Georgia O’Keeffe

Writing / Informational Text

After reading several books about electricity, create a list of rules for safety (e.g., avoiding electrical outlets with wet hands). Divide the rules evenly among the students and assign the task of creating a safety poster for each one. Each student will write a rule neatly and show additional information (i.e., the application of the rule) in his or her illustration. Create sets of posters and allow students to present their rules to another classroom or grade level. (W.1.2, RI.1.6, SL.1.5, SL.1.6)

READING FOUNDATIONS A PACING GUIDE FOR READING INSTRUCTION

This guide is based on the “reading foundations,” writing, and language standards in the CCSS and is customized to the maps. Completed for Kindergarten and first grade (more grades to come), the guide tracks curriculum map units, as indicated in the first row of the document. Concepts of print, phonological awareness, and text reading fluency are all addressed and woven into a developmental progression that leads to word recognition and text reading. Accomplishment of these milestones can be achieved with daily practice and brief activities, suggestions for which are highlighted in the guide.

Reading Foundations and Activities

ADDITIONAL RESOURCES Building a Matrix for Leo Lionni Books: An Author Study (ReadWriteThink) (RL.1.9) Aesop and Ananse: Animal Fables and Trickster Tales (National Endowment for the Humanities) (RL.1.2) The Georgia O'Keeffe Museum

TERMINOLOGY adjectives

affixes

characters

complete sentences

declarative

end punctuation

exclamation mark

exclamatory

fable

imperative

© 2011 Common Core, Inc. All rights reserved.

  

interrogative

key events

lesson

message

moral

narratives

period

question mark

revision

setting

verbs

MAKING INTERDISCIPLINARY CONNECTIONS This unit teaches:

Art: The still lifes of Georgia O’Keeffe Science: Scientists (e.g., George Washington Carver, Thomas Edison) Electricity (e.g., basic principles, safety rules)

This unit could be extended to teach:

Science: Sun (i.e., as a source of energy, light, and heat)  

Common Core Curriculum Mapping Project: Mini Map for Grade One DRAFT for Public Comment 8.19.10 © 2010 Common Core, Inc. All rights reserved. Page 1 of 3

Common Core Curriculum Mapping Project

Grade 1 Mini-Map (Unit 3) A Weed is a Flower: The Life of George Washington Carver (Aliki)

Goals In this series of five lessons, students read A Weed is a Flower: The Life of George Washington Carver, by Aliki. Then, they:

-explore the life of George Washington Carver; (RL.1, RL.2, RL.3, RI.10) -trace Carver’s successful struggle to get an education; (RL.1, RL.2, RL.3, RI.10) -examine the kind of person Carver was; and (RI.2) -note Carver’s contributions to farming. (RL.2, RL.3)

A Sample Lesson (Lesson V of V) A. Topic: A Flower for the Plant Doctor B. Objectives:

• Investigate the title of the book. (RL.1) • Revisit the life of Carver. (RL.2, RL.3, SL.1a, SL.1b, SL.1c) • Imagine words that describe his life.(RL.4) • Consider images that portray the kind of person he was. (RL.7, RI.7, SL.4, SL.5) • Reflect on the lessons that Carver’s life teaches. (SL.1a, SL.1b, SL.1c)

C. Required Materials: A Weed is a Flower: The Life of George Washington Carver (Aliki) Large, blank poster board Construction paper Scissors Marker Colored pencils Glue D. Procedures: 1. Lead-In

Students discuss the life of George Washington Carver.

Common Core Curriculum Mapping Project: Mini Map for Grade One DRAFT for Public Comment 8.19.10 © 2010 Common Core, Inc. All rights reserved. Page 2 of 3

2. Step by Step a. Following a prompt, the students select words to describe Carver.

Note: Students use their imagination; for example, if a child says “brave,” the teacher may ask for another word or an image that evokes bravery, like a lion. The purpose of this activity is to come up with metaphors. While the teacher is generating these words, she lists them on the board.

b. Once a substantial list has been generated, the students choose words, write them on the construction paper, and illustrate them.

c. As the students complete their work, the drawings are placed on a poster board. When the students are finished, the final product should be a collection of words and drawings that describe George Washington Carver. (The teacher may choose to place the children’s work in the shape of a flower.)

3. Closure: The teacher and the students are ready to sit and reflect. Who was Carver and why was he such a special man?

Lesson I Topic: Meet George Washington Carver Objective:

• Recognize biography as a literary genre.(RL.5)

• Discuss the function of a biography. (RL.5, SL.1)

• Aote that Aliki is both the author and the illustrator of the book.

• Observe the cover and discuss its content. (SL.1)

• Listen and consider the purpose of the introduction to the book. (RI.10)

Lesson II Topic: Young George Washington Carver Objectives:

• Note the basic timeline of Carver’s early years. (RL.2, RL.3, RI.10)

• Explore Moses Carver’s attitude towards the young Carver. (RL.2, RL.3)

• (Begin to) list the characteristics of the young Carver. (RL.2, RL.3)

• Investigate his actions. (RL.2, RL.3)

• Consider how his actions reflect who he is.

Lesson III Topic: George Washington Carver Is Free Objectives:

• Trace Carver’s struggle to get an education. (RL.1, RL.2, RL.3, RI.10)

• List the jobs he had. • (Continue to) list Carver’s

characteristics. (RI.2) • Note the point in the story where

Carver remembers that his neighbors used to call him “Plant Doctor.” (RL.2, RL.3)

• Identify a shift in the plot.

Lesson IV Topic: The Plant Doctor Objectives:

• Examine Carver’s career as the

Lesson V Topic: A Flower for the Plant Doctor Objectives:

• Investigate the title of the book.

Common Core Curriculum Mapping Project: Mini Map for Grade One DRAFT for Public Comment 8.19.10 © 2010 Common Core, Inc. All rights reserved. Page 3 of 3

“Plant Doctor.” (RL.2, RL.3) • Consider how Carver’s habit of

asking questions helped him become successful.

• Investigate Carver’s contribution to farming in America. (RL.2, RL.3)

• Revisit the life of Carver. (RL2, RL3, SL.1a, SL.1b, SL.1c)

• Imagine words that describe his life.

• Consider images that portray the kind of person he was. (RL.7, RI.7, SL.4, SL.5)

• Reflect on the lessons that Carver’s life teaches. (SL.1a, SL.1b, SL.1c)

Standards Checklist for Grade 1

F = Focus Standard A = Activity/Assessment

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Reading –

Information Language

1

F 1

F A 2

F A 1a

A 3

F A 1b

A 4

A 1c

A 5

A 1d

A 6

F 1e

A 7

A A 1f

A 8

F 1g

A 9

F 1h

10

A A F A 1i

A Reading – Literature

1j F A A

1 F A A

2

F

2 F F A A

2a A

3 F A

2b A F A

4 F

2c A

5 A F A A 2d A A

6 A A

2e A A

7 A A

4

8NA

4a A

9 A F

4b A

10 A

4c A

Writing 5 F F F

1 F F 5a A

2 A F A

5b F

3 F A 5c A

5 A A A F A 5d A F F

6 F 6 A

7 F A

8 A

Speaking Listening Foundations

1 F 1

1a A 1a A

1b A 4 A A F F A

1c A 4a A

2 A F 4b F A

3 A F 4c F

4 A F A

5 A A F

6 A A A

ESSENTIAL QUESTION

How does real-world determination inform the depiction of determined literary characters?

Grade 7 ► Unit 3

Determination in Life and in Literature

This third, eight-week unit of seventh grade continues building on character analysis, focusing on determined and courageous people in both informational texts and literature.

OVERVIEW Students read Anne Frank: The Diary of A Young Girl as a class, and compare how the diary is similar to and different from the play version by Francis Goodrich and Albert Hackett. In addition, students choose a story with a similar theme, such as The Journal of Scott Pendleton Collins or Z for Zachariah to provide additional support for how characters’ determination is portrayed in literature. Students compare and contrast these stories with informational texts written from a variety of perspectives on World War II. Students focus their reading on in-depth analysis of interactions among individuals, events, and ideas in a variety of texts, comparing the ways in which different authors shape similar stories. This unit ends with an open-ended reflective essay response to the essential question.

Note: This unit provides an example of how cross-curricular collaboration can naturally occur between the English and other classes. Students can read informational text in history class and scientific texts in science class, and then compare those accounts to personal narratives and accounts about life during World War II read in English class. Much discussion can center upon the way background information enhances understanding of literature (for example, whether on World War II, the Nazis, or any other history/science topic of teachers' choosing). This unit also demonstrates how the reading and writing standards provide instructional connectivity between learning in English and other areas.

FOCUS STANDARDS These Focus Standards have been selected for the unit from the Common Core State Standards.

RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. L.7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

STUDENT OBJECTIVES

Define “determination.”

Read and discuss fiction and nonfiction texts about people, real and fictional, that face conflict.

Compare and contrast characters from the various novels read.

Discuss how authors’ use of language, diction, or style of presentation affects the meaning of their stories and makes their styles unique.

Write a variety of responses to literature and informational text.

Explain how knowing the historical context impacts understanding of a story.

Analyze two accounts of the same event and describe important similarities and differences in the details they provide.

Compare and contrast Anne Frank: The Diary of a Young Girl in written form to the play and film versions.

Participate in group discussions.

SUGGESTED WORKS (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.

LITERARY TEXTS

Plays

The Diary of Anne Frank: A Play (Frances Goodrich and Albert Hackett) (E) 101 Monologues for Middle School Actors: Including Duologues and Triologues (Rebecca Young)

Memoir

A Friend Called Anne: One Girl’s Story of War, Peace and a Unique Friendship with Anne Frank (Jacqueline van Maarsen)

Stories

General I Am David (Anne Holm) Comparisons to The Diary of Anne Frank Z for Zachariah (Robert C. O’Brien) Milkweed (Jerry Spinelli)

The Devil’s Arithmetic (Jane Yolen)

Poems

War and the Pity of War (Neil Philip)

INFORMATIONAL TEXTS

Biographies (includes other possible comparisons to The Diary of Anne Frank) Anne Frank: The Diary of a Young Girl (Anne Frank) Anne Frank: Beyond the Diary: A Photographic Remembrance (Ruud van der Rol and Rian Verhoeven) The Journal of Scott Pendleton Collins: A World War II Soldier, Normandy, France, 1944 (Walter Dean Myers) Night (Elie Wiesel) Zlata’s Diary: A Child’s Life in Wartime Sarajevo (Zlata Filipovic) I Have Lived a Thousand Years: Growing Up in the Holocaust (Livia Bitton-Jackson)

Informational Text

World War II A History of US: War, Peace, and All that Jazz (Joy Hakim) (E) Ghost Soldiers: The Epic Account of World War II's Greatest Rescue Mission (Hampton Sides) (advanced) True Stories of D-Day (True Adventure Stories) (Henry Brook) Dear Miss Breed: True Stories of the Japanese American Incarceration During World War II and a Librarian Who Made a Difference (Joanne Oppenheim) Hiroshima (John Hersey) Fighting For Honor: Japanese Americans and World War II (Michael L. Cooper) Never to Forget: The Jews of the Holocaust (Milton Meltzer) Six Million Paper Clips: The Making of a Children’s Holocaust Memorial (Peter W. Schroeder and Dagmar Schroeder-Hildebrand) Atomic Structure/Atomic Bomb Atomic Structure and Chemical Reactions: Middle Grades and High School (Nevin Katz) The Making of the Atomic Bomb (Richard Rhodes) Speeches

“Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940” (Winston Churchill) (E)

“Declaration of War on Japan” (Franklin D. Roosevelt)

ART, MUSIC, AND MEDIA

Media

The Diary of Anne Frank (1959) (Screenplay by Frances Goodrich and Albert Hackett) Anne Frank, the Whole Story (2001) Paper Clips (HBO documentary) (2004) Bataan Rescue: The Most Daring Rescue Mission of World War II (PBS documentary) (2005)

SAMPLE ACTIVITIES AND ASSESSMENTS

Class Discussion

What is meant by the word “determination”? Look up the word in a dictionary (in print or online) and write your ideas down on a Post-It note. Your teacher will give you the opportunity to “Give one, get one” in order to go beyond the dictionary definition. Let’s create a class word map of the word “determination.” As you find examples of determination in texts read during this unit, write them on Post-It notes and add them to our chart. (SL.7.1a, b, c, d) Literature Response

In The Diary of A Young Girl, Anne writes vividly about her experiences. What is it about the language she uses that offers insights into her character, especially her determination? Write a response to this question in your journal: “What makes Anne Frank a person to whom I can relate?” Justify your answer with specific information from the text. (RL.7.5, RL.7.4, RL.7.6) Graphic Organizer

As you read one of the fictional stories to compare it to The Diary of A Young Girl, take notes in your journal about how the characters have experiences similar to and different from Anne Frank’s. Be sure to note page numbers with relevant information, or mark your text with Post-It notes, so you can go back and cite the text during class discussion.

Where did the character live?

What was that character’s context? What was happening in the world?

What was a typical day like for this person?

How is the character’s experience similar to Anne Frank’s?

How is the character’s experience different from Anne Frank’s?

Your teacher may give you the opportunity to share your notes with a partner who read the same text, prior to class discussion. (RL.7.2, RL.7.6)

Class Discussion

Compare and contrast characters from the various novels read. Can you generalize about the types of character qualities that lead to determination? (SL.7.1a, b, c, d, RL.7.2, RL.7.5, RL.7.6)

Informational Essay

Analyze various accounts of World War II events from a variety of print and digital resources. In your journal, identify and distinguish among the facts, opinions, and reasoned judgments presented by different people. Include an analysis of the interactions among individuals, events, and ideas, drawing on various accounts from different authors. Include new vocabulary words learned during this unit. (W.7.2a, b, c, d, e, f, RI.7.6, RI.7.9, RI.7.3, L.7.6, W.7.4, L.7.1a, b, c, L.7.2a, b, L.7.3a)

Speech Analysis

Compare the speeches by Winston Churchill and Franklin D. Roosevelt. How are their messages, diction, and writing techniques similar and different? How do these characteristics contribute to the speeches' meaning? Write your ideas in your journal, possibly in a T-chart or Venn diagram, and share with a partner prior to class discussion. (SL.7.3, RI.7.9, RI.7.6, RI.7.7)

Class Discussion

We have read about Anne Frank and her life within the confines of an attic during World War II. How does knowing the historical context of the diary add to your appreciation of Anne's writing? Why? Write your ideas in your journal and share with a classmate prior to class discussion. After the class discussion, write a speech where you explain your position and present it to the class. (RI.7.3, RL.7.2, RL.7.6, W.4.4, SL.6.6)

Dramatization/Fluency (Option 1)

Write a dramatic interpretation of Anne Frank's (or someone else’s) experience with conflict during the Holocaust; you may focus on interpersonal conflict, intrapersonal conflict, conflict between self

and society, or another type of conflict. Your interpretation should incorporate the dramatic elements studied during the drama unit and accurately reflect the information learned in history class. (W.7.3a, b, c, d, e, RI.7.3, W.7.4, L.7.1a, b, c, L.7.2a, b, L.7.3a)

Dramatization/Fluency (Option 2)

Choose a poem from War and the Pity of War or a diary entry from one of the books read to present as a dramatic reading. How does the passage you chose reflect the determination of characters during the horrors of war? (SL.7.6, RL.7.2) Media Appreciation

Discuss the similarities and differences among the book, play, and film versions of Anne Frank’s story. What parts were true to the original? What parts were changed? Why do you think the elements that changed were changed? Does it add to the dramatic effect? Why or why not? Write your ideas in your journal and share with a classmate prior to class discussion. (RL.7.5, RL.7.7)

Media Appreciation

Watch the HBO documentary Paper Clips, which is about a project started by middle school students to remember the people affected by the Holocaust. How does the format contribute to the meaning/impact? As a class, discuss why it is important to learn from history and pass that learning from generation to generation. (RL.7.5, RL.7.7, SL.7.2) Word Study

[Continuing activity from the first two units] Just as we can trace the path of our ancestors—some back to World War II—we can trace the path of words. Choose some words learned this year in content classes, and trace back from modern-day uses of the words to their historical origins (i.e., tyranny, assimilation, displacement, genocide, Gestapo, propaganda, internment, smuggle, etc.). Add these to your personal dictionary. (L.7.4a, b, c, d, RI.7.4, L.7.6)

Reflective Essay

Write a written response to the essential question, based on the novels read and discussed in class: “How does real-world determination inform the depiction of characters in literature?” Cite specific details from texts read, not only from English class, but also from history class. After your teacher reviews your first draft, work with a partner to edit and strengthen your writing. Be prepared to summarize your thoughts on two Power Point slides that include visuals. All slides will be combined into a single presentation for posting on the class webpage. (W.7.2a, b, c, d, e, f, W.7.4, W.7.9a, b, L.7.1a, b, c, L.7.2a, b, L.7.3a)

ADDITIONAL RESOURCES Writing Alternative Plots for Robert C. O’Brien's Z for Zachariah (ReadWriteThink) (W.7.3) Throughout Z for Zachariah (Robert C. O'Brien), the narrator, Ann Burden, is faced with a number of tough decisions as she strives to survive in a post-nuclear holocaust world. As a culminating activity, students apply their knowledge of cause and effect to these tough decisions to create alternative plots. Anne Frank: One of Hundreds of Thousands (National Endowment of the Humanities) (RI.7.9) This lesson invites you to supplement your students' reading of Anne Frank: The Diary of a Young Girl by connecting the diary to the study of history and to honor the legacy of Anne Frank, the writer, as she inspires your students to use writing to deepen their insights into their own experiences and the experiences of others. Teacher's Guide to Bataan Rescue: The Most Daring Rescue of World War II (PBS) History, geography, civics, and economics activites that will advance students' understanding of the Bataan Death March.

Elie Wiesel was born on September 30, 1928 (ReadWriteThink) (RI.7.6) Holocaust survivor Elie Wiesel is the author of over forty books, the most famous of which, Night, is an autobiographical work based on his experiences during the Holocaust. Walter Dean Myers, author of the Printz Award-winning novel Monster, was born in 1937 (ReadWriteThink) (RL.7.7) Discuss how film script format affects the story and why the author may have selected this writing style. Have students write a story using a similar format.

Investigating the Holocaust: A Collaborative Inquiry Project (ReadWriteThink) (RI.7.9) In this unit, students explore a variety of resources—texts, images, sounds, photos, and other artifacts—to learn more about the Holocaust.

Language Arts and Social Studies—It’s the Connections that Matter Most! (Ohio Resource Center for Mathematics, Science, and Reading) This is an article by teachers about ways to best support learning taught across content areas so that students truly learn and retain the content of what we are teaching.

Teacher’s Guide to the Holocaust (Florida Holocaust Museum) Great Speeches Collection (The History Place)

TERMINOLOGY dialogue

diction

documentary

point of view in narration

screenplay

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Common Core Curriculum Mapping Project: Mini Map for Grade Seven DRAFT for Public Comment 8.19.10 © 2010 Common Core, Inc. All rights reserved. Page 1 of 5

Common Core Curriculum Mapping Project

Grade 7 Mini-Map (Unit 3) The Diary of Anne Frank: A Play (Frances Goodrich and Albert Hackett) and

Anne Frank Beyond the Diary: A Photographic Remembrance (Ruud Van Rol and Rian Verhoven)

Goals: In this series of eight lessons, students read The Diary of Anne Frank: A Play, by Frances Goodrich and Albert Hackett, and Anne Frank Beyond the Diary: A Photographic Remembrance, by Ruud Van Rol, and Rian Verhoven. Then, they:

-examine the historical background to the life and death of Anne Frank; (RI.2, RI.5, RI.6) -evaluate the dramatic presentation of Anne Frank’s life; (RL.2, RL.3, RL.5) -examine Anne Frank’s personality; and (RL.2, SL.1a, SL.1b, SL.1c) -consider why Anne Frank’s legacy endures. (SL.1a, SL.1b, SL.1c)

A Sample Lesson (Lesson I of VIII) A. Topic: Meet Anne Frank B. Objectives:

• Study the map of Europe and locate Germany and Holland. • Meet Anne Frank. (RI.6) • Appreciate the need to contextualize the story of Anne Frank. (RI.5, RI.6) • Explore the meaning and scope of anti-Semitism.

C. Required Materials: A large map of 1939 Europe A large map of Europe under German occupation The Diary of Anne Frank: A Play, by Frances Goodrich and Albert Hackett Tales from the Secret Annex, by Anne Frank Anne Frank Beyond the Diary: A Photographic Remembrance, by Ruud Van Rol, and Rian Verhoven (Note: a class set is recommended, but a single text will do. Teachers will change the lesson format if only one text is available; the objectives will remain the same.)

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Chart paper Markers D. Procedures: 1. Lead-In:

a. Students study the two large maps that are on the board. First, direct them to notice the map of Europe in 1939, before the beginning of World War II. b. Then, direct students to examine a 1944 map of Europe under German occupation.

2. Step by Step:

Part I a. Begin the discussion after all students have located Germany on both maps. b. Teacher-directed class discussion investigates the differences between the two maps. c. Students identify the countries that were occupied by Nazi Germany during WWII. Volunteers point to and name the countries that were occupied.

Part II a. Distribute Anne Frank Beyond the Diary: A Photographic Remembrance, by Ruud Van Rol, and Rian Verhoven. b. Read Anna Quindlen’s “Introduction” aloud. (Students take turns reading.)

c. Identify the key ideas that Quindlen raises.

d. Read the chapter “The Best Birthday Present” together. (Students take turns reading.)

e. Students are now aware that Anne received her diary on June 12, 1942, just days before going into hiding.

f. Students turn to the “Chronology” on p. 108; the chronology of events provides historical context to Anne’s life.

Part III a. In small groups, students read assigned pages from the book, broken down by chapter:

Common Core Curriculum Mapping Project: Mini Map for Grade Seven DRAFT for Public Comment 8.19.10 © 2010 Common Core, Inc. All rights reserved. Page 3 of 5

-“From Frankfurt to Amsterdam” -“Hitler Comes to Power” -“Fleeing to Another Country” -“The Netherlands Is Occupied, the Persecution Begins” -“Deportation of Dutch Jews” -“Going into Hiding” -“Daily Life” -“The Diary Is Left Behind” -“The Murder of Millions”

b. Once students have read their assigned sections, the groups decide on key points to share with the rest of the class. These key

points are written on the provided chart paper. The charts are displayed around the classroom in the order of their appearance in the book.

c. Once back in their seats, each group introduces the rest of the class to their selection of the key ideas.

d. Students must copy all the information provided into their notebooks.

3. Closure:

Teacher Directed Activity: In order for the students to come a step closer to understanding the events of WWII, they need to be introduced to the concept and practice of anti-Semitism. Teachers should use informational texts and offer a brief lecture on the history of anti-Semitism and the emergence of Nazism in Germany. Countless sources provide this information.

4. Homework/Assessment: Using the notes that they have taken in class, students outline Anne Frank Beyond the Diary: A Photographic Remembrance, by Ruud Van Rol and Rian Verhoven. This assignment helps students recap the lesson. It also provides the teacher with an assessment of the class activities and the students’ individual work. Lesson I Topic: Meet Anne Frank

Lesson II (Act I) Topic: Entering the Secret Annex

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Objectives:

• Study the map of Europe and locate Germany and Holland (informational text).

• Meet Anne Frank. (RI.6) • Appreciate the need to contextualize the story of Anne

Frank (informational text). (RI.5, RI.6) • Explore the meaning and scope of anti-Semitism and

Nazism. (RI.2)

Objectives:

• Identify the purpose of dramatizing Anne Frank’s story. (RL.3, RL.5)

• Imagine the early days in the annex (p. 9-17). (RL.3) • Visualize the secret annex. (RL.3) • Explore the characters in the annex. (RL.3) • Investigate the role of Miep Gies (include informational

text). (RL.2, RL.3, RL.5) • Listen to Anne’s voice (select diary entry). (RL.2)

Lesson III (Act I) Topic: Life in the Annex Objectives:

• Explore the dramatic impact of Hitler’s voice. (p. 17). (RL.3, RL.5)

• juxtapose Hitler’s voice with Anne’s words: “It’s the silence that frightens me most” (p. 17). (RL.1, RL.2, RL.3, RL.5, SL.1a, SL.1b, SL.1c)

• Investigate the daily routine and tensions in the annex. (RL.2)

• Examine the dramatic impact of the closing moment of Act I. (RL.3, RL.5, SL.1a, SL.1b, SL.1c)

• Listen to Anne’s voice (select diary entry). (RL.2)

Lesson IV (Act II) Topic: Enduring and Longing Objectives:

• Note the passage of time in the annex. (RL.1, RL.2) • Examine the link that Miep Gies provides to the outside

world. (RL.2, RL.3, RL.5) • Explore the nature of Anne’s longing (p. 48). (RL.5,

SL.1a, SL.1b, SL.1c) • Explore the relationship between Anne and Peter. (RL.2) • Listen to Anne’s voice (select diary entry). (RL.2)

Lesson V (Act II) Topic: Captured Objectives:

• Contextualize Miep Gies’s news about the invasion of Europe by the Allies (informational text). (RL.2, RL.3, RL.5)

• Investigate the significance of Anne’s words: “I’d never

Lesson VI Topic: Dramatizing Moments in the Annex, Part I Objectives: to

• select passages for performance RL.5 • assign roles • dramatize select moments in the annex (in groups) RL.5

Common Core Curriculum Mapping Project: Mini Map for Grade Seven DRAFT for Public Comment 8.19.10 © 2010 Common Core, Inc. All rights reserved. Page 5 of 5

turn away from who I am. I couldn’t. Don’t you know you’ll always be Jewish…in your soul” (p. 60). (RL.2, SL.1a, SL.1b, SL.1c)

• Revisit Anne Frank Beyond the Diary and contextualize the play’s conclusion. (RL.2, SL.1a, SL.1b, SL.1c)

Lesson VII Topic: Dramatizing Moments in the Annex, Part II Objectives:

• Actively observe groups’ representations of life in the secret annex. (RL.5, RL.6)

• (Individually) assess the impact of these representations. (RL.5, RL.6)

• Appreciate the limits of dramatizing the life and death of Anne Frank. (SL.1a, SL.1b, SL.1c)

Lesson VIII Topic: “Give” and “Why?” by Anne Frank (from Tales from the Secret Annex) Objectives:

• Explore Anne’s complex personality as it is portrayed in the chapters “Give” and “Why?” (RL.2, SL.1a, SL.1b, SL.1c)

• Think about Anne’s ability to hold on to her humanity while in hiding. (SL.1a, SL.1b, SL.1c)

• Examine the enduring legacy of Anne Frank. (SL.1a, SL.1b, SL.1c)

Standards Checklist for Grade 7 F = Focus Standard A = Activity/Assessment

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Reading – Literature Speaking

Listening

1 A A A F A 1a F A A A A A 2 A A F A A 1b F A A A A A 3 A F A A 1c F A A A A 4 A A A A A 1d F A A A A 5 A A F A A 2 A F 6 A A A F 3 A A F 7 A F A A A 4 F A 9 F A A 5 A A F A

10 A A 6 A A A A A Reading –

Information Language

1 F A A 1a A A A A F 2 A F 1b A A A F 3 F 1c A A F 4 A A 2a A A A A 5 F A 2b A A A 6 A A A 3a A A A F 7 A A 4a F A A A A 8 A F 4b F A A A 9 F 4c F A A A A

10 A A 4d F A A A 5a A F A

5b A F A 5c A F A A 6 F A

Writing 1a A F F 1b A F F 1c A F F 1d A F F 1e A F F 2a F F 2b F F 2c F F 2d F F 2e F F 2f F F 3a F A A F 3b F A A A 3c F A A A 3d F A A A 3e F A A A 4 A A A A 5 A A A 6 A A 7 F A A 8 A A

9a A A A A A A 9b A A A A A A 10 A

ESSENTIAL QUESTION

Why do people explore new worlds?

Grade 11 ► Unit 1

The New World This four-week unit, the first of six, allows students to experience the earliest American literature.

OVERVIEW It focuses primarily on the nonfiction prose—including sermons and diaries—and some poetry in the seventeenth and early eighteenth centuries. Students examine the works of some of the earliest settlers in various parts of the “new world.” They consider the significance of the intersection of Native American, European, and African cultures. They explore whether conflicts were inevitable and how language and religion served as barriers and as bridges. Students look for emerging themes in American literature, such as the “new Eden” and the “American dream.” Finally, art works from the period are examined for their treatment of similar themes.

FOCUS STANDARDS These Focus Standards have been selected for the unit from the Common Core State Standards.

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. (Include Shakespeare as well as other authors.) RL.11–12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. 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. 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. SL.11–12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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.

STUDENT OBJECTIVES

Identify emerging themes in early American literature.

Explain the First Great Awakening and how it affected religious belief in Colonial America.

Identify and explain elements of Puritan literature.

Compare and contrast the experiences of America’s earliest settlers, as revealed through the reading material.

Explain the role of religion in early American life.

SUGGESTED WORKS (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.

LITERARY TEXTS

Poems

“An Hymn to the Evening” (Phillis Wheatley) (EA)

“To His Excellency General Washington” (Phillis Wheatley) (EA)

“On Being Brought from Africa to America” (Phillis Wheatley) (E)

“To My Dear and Loving Husband” (Anne Bradstreet)

“Upon the Burning of Our House” (Anne Bradstreet)

“Upon a Spider Catching a Fly” (Edward Taylor)

An Almanack for the Year of Our Lord 1648 (Samuel Danforth) (selections) “The Day of Doom” (Michael Wigglesworth)

“The Sot-Weed Factor” (Ebenezer Cook)

Plays

The Crucible (Arthur Miller) (EA)

INFORMATIONAL TEXTS

Of Plymouth Plantation (William Bradford) (selections) “Sinners in the Hands of an Angry God” (Jonathan Edwards)

The Bloody Tenent of Persecution, for Cause of Conscience (Roger Williams) (selections) A Key into the Language of America (Roger Williams) (selections) The Secret Diary of William Byrd of Westover, 1709-1712 (William Byrd) (selections) A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson (Mary Rowlandson) The Selling of Joseph: A Memorial (Samuel Sewall)

SAMPLE ACTIVITIES AND ASSESSMENTS Teachers Note: After reading and discussing a work or pairing of works as a class, students prepare for seminars and essays by reflecting individually, in pairs, and/or in small groups on a given seminar/essay question. Ideas are student generated in this way. (Seminar/Essay assignments may include more than one question. Teachers may choose one or all the questions to explore in the course of the seminar; students should choose one question for the essay.) Seminars should be held before students write essays so that they may explore their ideas thoroughly and refine their thinking before writing. (Click here to see a sample seminar scoring rubric.) Page and word counts for essays are not provided, but teachers should consider the suggestions regarding the use of evidence, for example, to determine the likely length of good essays. In future iterations of these maps, links to samples of student work will be provided.

Collaborate

Reflect on seminar questions, take notes on your responses, and note the page numbers of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is your evidence convincing? (RL.11-12.1, RL.11-12.10, SL.11-12.1)

Seminar and Essay

“Does Anne Bradstreet’s work typify or differ from the other Puritan literature that you have read?” Write an essay in which you use at least three pieces of textual evidence to support an original thesis statement. (RL.11-12.9, W.11-12.9, SL.11-12.1)

Seminar and Essay

Select one passage from one of the poems and one from one of the informational texts that treat a similar theme. How are the themes revealed in the different genres? What different techniques/literary devices do the authors use to convey theme? Write an essay in which you use at least three pieces of textual evidence to support an original thesis statement. (RL.11-12.2, W.11-12.2, W.11-12.9, L.11-12.5)

Seminar and Essay

How could contemporary Americans approaches to religion be traced to Puritan origins? Write an essay in which you use at least three pieces of textual evidence to support an original thesis statement. (RI.11-12.4, RI.11-12.9, W.11-12.2)

Classroom Activity, Essay or Seminar Question

View a staged or film version of The Crucible. Discuss the question “Is John Proctor a tragic figure? Why or why not?” Compare him to other tragic figures studied in grade 9, such as Oedipus Rex. Write an essay in which you use at least three pieces of textual evidence to support an original thesis statement. (RL.11-12.3, RL.11-12.7)

Speech

Select a one to two minute passage from one of the texts and recite it from memory. Include an introduction that states:

What the excerpt is from

Who wrote it

Why it exemplifies Puritan literature. (RL.11-12.9, SL.11-12.6)

Scoring Rubric

ADDITIONAL RESOURCES Religion in Eighteenth Century America (National Endowment for the Humanities) (RI.11-12.2, RI.11-12.3) This curriculum unit, through the use of primary documents, introduces students to the First Great Awakening, as well as to the ways in which religious-based arguments were used both in support of and against the American Revolution.

Africans in America (Part 1) (PBS) (RL.11-12.1, RI.11-12.1, LS.11-12.1)

TERMINOLOGY

allegory

apostrophe

conceit

covenant of grace

didactic poetry

idealism

lyric poetry

oxymoron

parallelism

pragmatism

sermon

The Great Awakening

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Grade 11 Mini-Map (Unit 1) “On Being Brought from Africa to America” (Phillis Wheatley)

Goals In this series of four lessons, students read the poem “On Being Brought from Africa to America,” by Phillis Wheatley and texts by Henry Louis Gates, Jr. and Langston Hughes. Then, they:

-evaluate the controversy over Wheatley’s texts; (RL.2, RI.2, W.1a, W.1b, W.1d, W.2a, W.2b) -gather information relevant to Wheatley’s “trials”; and (RL.1, RL.2, RI.1, RI.2) -debate the merits of each side of the dispute. (RI.1, RI.2, SL.1b, SL.1c, SL.1d)

A Sample Lesson (Lesson IV of IV) A. Topic: The “Trials” of Phillis Wheatley—A Debate B. Objectives:

• Gather information relevant to Wheatley’s “trials.” (RL.1, RL.2, RI.1, RI.2) • Evaluate the controversy over Wheatley’s texts. (RL.2, RI.2, W1.a, W1.b, W1.d, W2.a, W2.b) • Debate the merits of each side of the dispute. (RI.1, RI.2, SL.1.b, SL.1.c, SL.1.d)

C. Required Materials: A class set of:

• “On Being Brought from Africa to America” (Phillis Wheatley) • “An Hymn to the Evening” (Phillis Wheatley) • “To His Excellency General Washington” (Phillis Wheatley) • The Trials of Phillis Wheatley: America’s First Black Poet and Her Encounters with the Founding Fathers (Henry Louis

Gates, Jr.) • “The Negro Artist and the Racial Mountain” (Langston Hughes)

D. Procedures: 1. Lead In: As a class, introduce the purpose of the debate over Wheatley’s writings. 2. Step by Step: a. The teacher divides the class initially into two groups. It is recommended that students do not choose the side that they believe is correct. An easy way to avoid dispute is to count the students in ones and twos, then all the ones become one side, while all the others are the other side.

b. In groups, students: -closely re-read Wheatley’s work; -analyze Gates and list his key ideas; -analyze Hughes and list his key ideas; -conduct further research on the dispute; and -conduct an internal debate that anticipates the other side’s position. c. Each side produces a three-page position paper that presents and defends its views. d. Each side reads aloud its three-page, prepared position paper. e. Each side takes notes while listening to the opposing side. f. Teacher leads the debate following the reading of both papers. 3. Closure: The teacher may provide the class with an assessment of the debate, pointing to key ideas in this ongoing dispute.

Lesson I Topic: Meet Phillis Wheatley Objectives:

• Investigate the life of Phillis Wheatley (include informational text). (RI.3)

• Contextualize her works. (include informational text). • Evaluate the artistic merits of several of her texts. (RL.1,

RL.2, RL.3, RL.4, SL.1b, SL.1c) • Analyze Wheatley’s complex message. (RL.1, RL.2,

RL.3, RL.4)

Lesson II Topic: Henry Louis Gates, Jr. and The Trials of Phillis Wheatley Objectives:

• Identify the key ideas in Gates’ essay. (RI.1, RI.2, RI.3) • Evaluate Gates’ rhetorical moves. (RI.5, RI.6) • Revisit Wheatley’s poems. (RL.2) • Consider the dilemma that Gates is introducing in his

essay. (RL.2, RI.2, SL.1b, SL.1c, SL.1d)

Lesson III Topic: “The Negro Artist and the Racial Mountain” Objectives:

• Identify key ideas in Langston Hughes’ “The Negro Artist and the Racial Mountain.” (RI.1, RI.2, RI.3, RI.6)

• Revisit Wheatley’s poems. (RL.2) • Consider whether Wheatley fulfilled Hughes’ challenge.

(RL.1, RI.2)

Lesson IV Topic: The Trials of Phillis Wheatley—A Debate Objectives:

• Gather information relevant to Wheatley’s “trials.” (RL.1, RL.2, RI.1, RI.2)

• Evaluate the controversy over Wheatley’s poems. (RL.2, RI.2, W.1a, W1.b, W.1d, W.2a, W.2b)

• Debate the merits of each side of the dispute. (RI.1, RI.2,

• Challenge Hughes’ perspective. (RI.2, SL.1b, SL.1c) • Juxtapose Gates’ and Hughes’ views. (RI.2, SL.1b, SL.1c,

SL.1d)

SL.1b, SL.1c, SL.1d)

Standards Checklist for Grade 11

F = Focus Standard A = Activity/Assessment Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit

6 Reading – Literature Speaking

Listening

1 A A A A F A 1a F A A A A A 2 A F 1b F A A A A A 3

A F A A 1c

F A A A A A

4 F F A A A 1d F A A A A A 5 A F 2 F 6 A F 3 A A F 7 A F 4 F F A A

8 N/A 5 A F A 9 F F A A A 6 A A A

10 A A A A A A Language Reading –

Information 1a F

1 A F 1b F 2 A A A A F 2a F A 3

A F 2b F A

4 A A 3

F

5 F F 3a A 6 F A A 4a F 7 A 4b F 8 F 4c F 9 A F A A 4d F

10 A A A A A A 5 A A A A 6 F F

Writing 1a F A 1b F A 1c F A 1d F A

1e F A 2a F A A A A F 2b F A A A A F

2c F A A A A F 2d F A A A A F 2e F A A A A F 2f F A A A A F 3a F 3b F 3c F 3d F 3e F 4 F 5 F A 6 A A A 7 A 8 A A 9a A A A A A A 9b A A A A A 10 A A A A A A