High School Language Arts - Greeley Schools

2012-2013

Weld County School District 6 Learning Services 1025 9th Avenue Greeley, CO 80631 970/348-6000

Curriculum Guides

High School Language Arts

9th Grade

Greeley-Evans School District 6 Page 1 of 10 2012-2013 English 9 Curriculum Guide

Greeley-Evans School District 6 Ninth Grade English Curriculum Guide

Unit 1-Narrative Unit Motif: Loss Timeline: August 16- October 12 Days: 32 Inquiry Questions:

Vocabulary: Annotation, Plot Structure (review), Theme, Author’s Purpose, Motif, Conflict, Irony (Situational, Dramatic, Verbal), Topic Sentence, Genre, Personification, Understatement, Metaphor, Simile, Protagonist/Antagonist (review), Characterization, Dialogue, Foreshadowing, Figurative Language (concept overall), mood Bold= Necessary for assessments, (Review) = Taught in previous grades*

Standard(s): 2. Reading for All Purposes, 3. Writing and Composition Grade Level Expectations (GLE):

2.1 Increasingly complex literary elements in traditional and contemporary works of literature require scrutiny and comparison 3.1 Literary and Narrative texts develop a controlling idea or theme with descriptive and expressive language 3.3 Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and revisions

Assessments Evidence Outcomes Instruction District Writing Pre-Assessment- Enter scores by August 24 Galileo Benchmark Assessment- Reading #1, Writing #1 = September 10-14 Common Unit Assessment- Reading and Writing (2 tests) = October 12 * The writing assessment for this unit is a multi-paragraph narrative writing task.

2.1.a. 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.

b. Describe and contrast characteristics of specific literary movements and perspectives c. Evaluate the influence of historical context on the form, style, and point of view of a

written work d. Analyze a particular point of view or cultural experience reflected in a work of

literature from outside the united states, drawing on a wide reading of world literature.

e. Evaluate how literary components impact meaning(such as tone, symbolism, irony, extended metaphor, satire, hyperbole)

3.1.a Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. i. Engage and orient the reader by setting out a problem, situation, or observation,

establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

ii. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

b. Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience

c. Refine the expression of voice and tone in a text by selecting and using appropriate vocabulary, sentence structure, and sentence organization

d. Review and revise ideas and development in substantive ways to improve the depth of ideas and vividness of supporting details

e. Explain strengths and weaknesses of own writing and the writing of others using criteria (e.g., checklists, scoring guides)

3.3.a. Demonstrate command of the conventions of standard English capitalization,

• To prepare for Common Unit Assessment, students should write a variety of SCRs analyzing an author’s use of the vocabulary words above in a reading selection.

• Review (not reteach) elements of plot

• Think, Write, Pair, Share use DWA Paragraph as both a paragraph diagnostic and a thematic hook for the unit. Discuss student responses in small group/class

• Write a series of journals in which students personally reflect on themes found within literature selections.

• Developing higher level questions about conflict, symbolism, characterization, revenge, tone and mood.

• Cornell Note • Costas Level questions


punctuation, and spelling when writing. i. Identify comma splices and fused sentences in writing and revise to eliminate

them ii. Distinguish between phrases and clauses and use this knowledge to write varied,

strong, correct, complete sentences iii. Use a colon to introduce a list or quotation. iv. Spell correctly.

b. 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 expectations 1 and 2 above.)

c. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

d. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Resources: Reading- See suggested selections included below, AVID Annotation strategies Writing- Narrative Structure (Blue Write Source) page 89 Personal Narrative Exemplar (Orange Text) 168 Grammar- (suggested lessons) Punctuation in Write Source pages 605-648, Review parts of speech (pages 533-548)

Suggested Reading Selections: Page in Orange Textbook Genre The Rights to the Streets of Memphis page 110 Memoir Fish Cheeks 176 (part of a test) Memoir I Know Why The Caged Bird Sings 246 Autobiography The Sniper 405 Short Story Two Kinds 472 Short Story Grape Sherbet 681 Poem I Ask my Mother to Sing 680 Poem The Necklace page 206 Short Story Pyramus and Thisbe 1064 Epic Poem The Gift of the Magi 94 Short Story The Raven 138 Narrative Poem The Pearl- John Steinbeck Not in book Novella The Lord of the Flies- William Golding Not in book Novel The Scarlett Ibis 426 Short Story



Unit 2-Expository Unit Motif: Change Timeline: October 15- November 9 Days: 15 Inquiry Questions:

Vocabulary: Main idea, Author’s Purpose (inform/explain, persuade, entertain, describe), Genres of Writing, Essay writing form (thesis statement, main points, body paragraphs, topic sentence, evidence, citation, internal transitions, external transitions), Point of View (1st, 2nd, 3rd), Cause and Effect (review), Chronological Order (review), Classification (review), Compare/Contrast (review), Glossary, Index, Footnote, Endnote, Bibliography/Works Cited, Dictionary Entry Format, caption, tone Bold= Necessary for assessments

Standard: 2. Reading for All Purposes, 3. Writing and Composition Grade Level Expectations (GLE):

2.2 Increasingly complex informational texts require mature interpretation and study 3.2 Informational and persuasive texts develop a topic and establish a controlling idea or thesis with relevant support 3.3 Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and revisions

Assessments Evidence Outcomes Instruction Galileo Benchmark Assessment- Reading #2= October 15-19 Common Unit Assessment- Reading and Writing (2 tests) = November 9 * The writing assessment for this unit is a multi-paragraph, expository literary analysis essay. It will take multiple class periods to complete. See assessment instructions and documents.

2.2.a 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.

b. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (CCSS: RI.9-10.5)

d. 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. (CCSS: RI.9-10.3)

e. Use flexible reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts

f. Critique author's choice of expository, narrative, persuasive, or descriptive modes to convey a message

3.2.a. Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.

i. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

ii. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a

Review the concept of “Text Features” by having students identify selected elements within novels, textbooks, articles, and other misc. non-fiction. This works well in the “Who Killed the Iceman” reading. Review how to accurately read dictionary entries to pick apart the different components and their meanings. Possibly take one class period to accomplish this.


manner that anticipates the audience's knowledge level and concerns.

iii. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

viii. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

ix. Provide a concluding statement or section that follows from and supports the argument presented.

3.3.a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

i. Identify comma splices and fused sentences in writing and revise to eliminate them

ii. Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences

iii. Use a colon to introduce a list or quotation. iv. Spell correctly.

Resources: Reading- See suggested selections included below, AVID strategies Writing- Literary Analysis (Orange Text) Page 490- 497, Write Source Page255-311 Grammar- (suggested lessons) Mechanics and Idioms 648-677 in Write Source

Suggested Reading Selections Page in Orange Textbook Genre Who Killed the Iceman and Skeletal Sculptures Page 534- 544 Article The Things They Carried Tim O’Brien (not in book) Novel “For Poets” 704 Poem The Future in My Arms 460 Short Story/ Autobiography From Here to There: The Physics of Time Travel 51 Article Sowing Change 422 Article The Lost Boys 546 Article



Unit 3-Research Unit Motif: Capturing Controversy in Multiple Mediums Timeline: November 12- December 20 Days: 19 Inquiry Questions: Vocabulary: Works cited, citations, writing process (review), quote integration, fact versus

opinion (review), evaluate, credibility, database, primary source, secondary source, thesis statement (review), valid, controversy, synthesize, Bold= Necessary for assessments

Standard: 3. Writing and Composition , 4. Research and Reasoning Grade Level Expectations (GLE):

3.2 Informational and persuasive texts develop a topic and establish a controlling idea or thesis with relevant support 3.3 Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and revisions 4.1 Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness for answering research questions 4.2 Effective problem-solving strategies require high-quality reasoning

Assessments Evidence Outcomes Instruction Galileo Benchmark Assessment- Reading #3: December 3- 7 Common Unit Assessment- Reading and Writing (2 tasks)= Due December 20 * The writing assessment for this unit is a multi-paragraph, expository research paper. Completion of this task will take the entire unit. The final product will be assessed on the provided rubric.

2.2.c. Evaluate clarity and accuracy of information through close text study and investigation via other sources

2.2.f. Critique author'’ choice of expository, narrative, persuasive, or descriptive modes to convey a message

3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

i. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.


vi. Revise ideas and structure to improve depth of information and logic of organization

viii. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

ix. Provide a concluding statement or section that follows from and supports the argument presented.

3.3.a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

i. Identify comma splices and fused sentences in writing and revise to eliminate them

ii. Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences

iii. Use a colon to introduce a list or quotation. iv. Spell correctly.

b. Produce clear and coherent writing in which the development, organization, and

Suggested Timeline for Research Paper Instruction and Completion:

This timeline accounts for teaching of skills and student independent

practice. November 12- 20 = Read, annotate, summarize, cite, and pull quotes from researched materials. (Remember, materials have been provided, but you may use your own as well) November 26- 30 = Outline and draft papers in class. Format works cited page. December 3- 7 = Revise and Edit drafts December 10- 14 = Prepare and finalize complete research paper for submission.


style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1 and 2 above.)

c. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

4.1.c. Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (such as editorials), and support the decision

4.1.d. Examine materials to determine appropriate primary and secondary sources to use for investigating a question, topic, or issue (e.g., library databases, print and electronic encyclopedia and other reference materials, pamphlets, book excerpts, online and print newspaper and magazine articles, letters to an editor, digital forums, oral records, research summaries, scientific and trade journals)

4.2.b. Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

Resources: Reading- See provided researched articles, essays, etc., Research Strategies- (orange text) 1189-2010. (Write Source) 343-354 Writing- (Orange Text) 1211-1233, (Write Source) 355-392 Grammar- Using the Right Word 678-699 (write source)



Unit 4-Persuasion Unit Motif: Freedom vs. Control Timeline: January 7-March 1 Days: 30 Inquiry Questions:

Vocabulary: Logos, Ethos, Pathos (Emotional appeals to fear, pity, vanity), Speaker, Audience, Occasion, Purpose, Alliteration, Connotation and Denotation, Diction and Word Choice, Analogy, Hyperbole, Imagery, Rhetorical Device, Repetition, Parallelism, Rhetorical Question, Understatement, Voice, Argument, Claim, Counterargument, Refute, Evidence, Bias, Assumption, Cliché, Credibility, Evaluate, Fallacy (circular reasoning, either/or, oversimplification, overgeneralization, faulty reasoning) Bold= Necessary for assessments

Standard: 2. Reading for All Purposes, 3. Writing and Composition Grade Level Expectations (GLE):

2.2 Increasingly complex informational texts require mature interpretation and study 3.2 Informational and persuasive texts develop a topic and establish a controlling idea or thesis with relevant support 3.3 Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and revisions

Assessments Evidence Outcomes Instruction Galileo Benchmark Assessment- Writing #2: January 14th - 18th Common Unit Assessment- Reading & Writing (2 tasks) = Due March 1 * The writing assessment for this unit is a multi-paragraph, persuasive essay.

1.2.a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. i. Work with peers to set rules for collegial discussions and decision-making

(e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

g. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

2.2.a. 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.

b. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

d. 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.

e. Use flexible reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts

f. Critique author's choice of expository, narrative, persuasive, or descriptive modes to convey a message

g. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

3.2.a. Write arguments to support claims in an analysis of substantive topics or

Socratic Seminar or Philosophical Chairs- to make sure you reach evidence outcomes, it is important you have some sort of collaborative discussion. Ideas could include picking a hot-topic article and then discussing both sides, or possibly assigning sides to a debatable issue. Analyze the Message of Persuasive arguments in multiple formats- Audio, visual, and written. Example lesson: find an advertisement and have students identify the persuasive message (what does this ad want you to do or think after you view it? How do you know?) Fiction as Persuasion This is an opportunity to connect the term “theme” to persuasion. A movie, story, book, etc has a theme that is intended to persuade an audience. Have students create a list of persuasive themes and connect them to short stories.


texts, using valid reasoning and relevant and sufficient evidence. i. Introduce precise claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

ii. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.


iv. Use appropriate rhetorical appeals and genre to engage and guide the intended audience

v. Anticipate and address readers' biases and expectations vii. Explain and imitate emotional, logical, and ethical appeals used by writers

who are trying to persuade an audience ix. Provide a concluding statement or section that follows from and supports the

argument presented. 3.3.a. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. i. Identify comma splices and fused sentences in writing and revise to eliminate

them ii. Distinguish between phrases and clauses and use this knowledge to write

varied, strong, correct, complete sentences iii. Use a colon to introduce a list or quotation. iv. Spell correctly.

4.2.c. Implement a purposeful and articulated process to solve a problem 4.2.d. Monitor and reflect on the rationale for, and effectiveness of, choices made

throughout the problem-solving process

Resources: Reading- See suggested selections included below, AVID strategies Writing- Persuasion (Orange Text) Page 908-914, Write Source Page 201-253 Grammar- (suggested lessons) Review Parts of Speech 700-737, Sentence Structure/Variation 738-763 in Write Source

Title of Reading Selection Page In Orange Textbook Genre Primal Screen 640 Article How Private is your Private Life 620 Article The Privacy Debate 628 Article I Have a Dream 600 Speech The Pedestrian 642 Short Story Parkinson’s Disease Research and Treatment Persuasive Speech 612 Speech The Future in My Arms 460 Short Story The Road Not Taken 724 Poem


Greeley-Evans School District 6 English 9 Curriculum Guide

Unit 5-Speech Unit Motif: Obligation to Family Timeline: March 4-May 22 Days: 36 Inquiry Questions:

Public Speaking Vocabulary: Adaptation, Analogy, Imagery, Delivery Skills (Eye Contact, Projection, Gesture, Posture/Stance, Verbal Fillers) Attention Grabber, Audience, Purpose, Occasion, Verbal/Nonverbal Communication, Active Listening, Critique, Constructive Feedback, Dramatic Speaking Vocabulary: Act, Scene, Prologue, Stage Directions, Characterization, Aside, Dialogue, Soliloquy and/or Monologue, Tragic hero, Blank Verse, Iambic Pentameter, Figurative Language, Conflict, Foil, Pun, Irony, Script

Standard: 1. Oral Expression and Listening Grade Level Expectations (GLE):

1.1 Oral presentations require effective preparation strategies 1.2 Listen critically to comprehend a speaker’s message requires mental and physical strategies to direct and maintain attention

Assessments Evidence Outcomes Instruction Galileo Benchmark Assessment- Reading #4, Writing #3: May 6-10 Common Unit Assessment- Speech and Critique (2 tasks)= Due March 28

(suggested) * The unit assessment is an oral speech presentation and peer critique. It will take multiple class periods to complete. See assessment instructions and documents.

1.1.a. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

b. Use verbal and nonverbal techniques to communicate information c. Define a position and select evidence to support that position d. Develop a well-organized presentation to defend a position e. Use effective audience and oral delivery skills to persuade an

audience f. 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.

1.2.b. Follow the speaker’s arguments as they develop; take notes when appropriate

c. Give verbal and nonverbal feedback to the speaker d. Ask clarifying questions e. Evaluate arguments and evidence f. Explain how variables such as background knowledge, experiences,

values, and beliefs can affect communication. g. Integrate multiple sources of information presented in diverse

media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

2.1.f. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

2.2.h. By the end of grade 9, read and comprehend literary non-fiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Suggested Timeline for Speech Unit Completion:

This timeline accounts for teaching of

skills and student independent practice.

March 4- 28- Adapt, practice, and present speeches as per provided guidelines • Be sure to allow in-class time for

students to rehearse their speeches!

• Consider a computer-lab day (or 2) to create multi-media presentations

April 8- May 17 – Focus on dramatic speech element of this unit.

• Consider incorporating a small-scale performance/interpretation activity.


Resources: Reading- See suggested selections included below, AVID strategies, Writing- Speech (Orange Text) Page 650-657, R76-R83 , Write Source Page 393-403 (reworking a draft into a speech/making oral presentations) Grammar- (suggested lessons) Review grammar skills as necessary, such as commas, commonly confused words, phrases and clauses, run on

sentences and sentence fragments, etc. Utilize resources in Write Source and McDougall Littell (orange book) supplements.

Title of Reading Selection Page In Orange Textbook Genre Fences Not in book Play Romeo and Juliet Play A Midsummer Night’s Dream Not in book Play American Rhetoric Website (Misc Speeches-audio, video, and text) Not in book (http://americanrhetoric.com/) Speech

10th Grade

Greeley-Evans School District 6 Page 1 of 11 2012-2013 10th Grade Language Arts Curriculum Guide

Greeley-Evans School District 6 Tenth Grade Language Arts Curriculum Guide

Unit 1: Narrative and Poetry Timeline: Aug. 18 – Oct. 19 (1st 9-weeks)

Enduring Concept: The Power of Choice - Freedom and Individuality versus Tyranny and Conformity

Grade Level Expectations (GLE) 1.2 Effectively operating in small and large groups to accomplish a goal requires active listening. 2.1 Literary and historical influences determine the meaning of traditional and contemporary literary texts 3.1 Literary and narrative genres feature a variety of stylistic devices to engage or entertain an audience. 3.3 Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process. Student Inquiry/Higher Level Thinking: (From the standards document)

1. Why is being able to effectively function in a collaborative group a necessary skill? 2. How can individuals monitor their own group's progress and effectiveness? 3. What makes the final draft of a document look professional and polished? 4. How does paragraph structure and formatting increase the clarity of the writer's message? 5. What is the difference between personality and the impact a culture has on writing style? 6. Are there really a limited number of themes in the world, despite the historical story differences?

Vocabulary: •conflict •inferences and conclusions •mood •foreshadowing •imagery •irony •metaphor • simile •symbolism •theme •points of view •flashback •juxtaposition • oxymoron • hyperbole •personification

Assessments Evidence Outcomes Performance Tasks Unit 1 Common Pretest Prompt: Prompt: The plot in “Harrison Bergeron” suggests that by making everyone equal, society will be improved. Using examples from the text, identify and analyze how Vonnegut develops this idea. A good answer might consider literary elements such as conflict, hyperbole, satire and theme. August 22-26

Common Reading Assessment #1: See assessment. Completed by October 12 Common Writing Assessment #1 Prompt: A new law in the near future is passed that, much like smoking, bans cell-phone usage (including text,

Students will be able to… These Focus Standards have been selected for the unit from the Common Core State Standards. 1.2a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grades 9-10 topics, texts ,and issues, building on others' ideas and expressing their own clearly and persuasively.

1.2a.i.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.

1.2a.ii. Support others in discussions, activities, and presentations through active listening 1.2a.iii. Listen actively in groups to accomplish a goal 1.2a.iv. Contribute effectively in both small and large groups to collaboratively accomplish a goal 1.2a.v. Choose specific words for intended effect on particular audiences 1.2a.vi. Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal 1.2a.vii. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or

larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 1.2a.viii. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when

warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

1.2.b. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

2.1.a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2.1.b. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

2.1.c. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized


smart-phone functions, etc.) in all public places. Create a fictional experience that might address consequences (bad or good), human nature including rebellion or acceptance, and ways the laws are enforced and/or controlled. Completed by October 12 Other Suggested Assessments: Collaborative Reflecting and Note-Taking: 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? Galileo Reading and Writing Benchmarks: Sept. 10-14 Galileo Reading Benchmarks #2: Oct. 15 – Oct. 18

or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). 2.1.d. Analyze how literary components affect meaning 2.1.e. Explain the relationship between author's style and literary effect. 2.1.f. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of

the grades 9-10 text complexity band independently and proficiently. 2.3.b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 2.3.b.i. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. 2.3.b.ii. Analyze nuances in the meaning of words with similar denotations. 2.3.c. 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.

3.1.a. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3.1.a.i. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

3.1.a.ii. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

3.1.a.iii. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

3.2.a. Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative language, imagery, graphic elements) to support the presentation of implicit or explicit theme

3.2.b. Use a variety of strategies to evaluate whether the writing is presented in a creative and reflective manner (e.g., reading the draft aloud, seeking feedback from a reviewer, scoring guides)

3.2.c. Revise texts using feedback to enhance the effect on the reader and clarify the presentation of implicit or explicit theme.

3.4.a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.4.a.i Use parallel structure. 3.4.a.ii Distinguish between the active and passive voice, and write in the active voice. 3.4.a.iii Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses

(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

3.4.b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3.4.b.i. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. 3.4.b.ii. Use a colon to introduce a list or quotation.

Instruction: Key teaching and Learning Experiences that embed 21st Century Skills Critical Thinking and Reasoning – Information Literacy – Collaboration – Self-Direction - Invention

Introduction • Consider a Gallery Walk Response – Post a variety of futuristic quotes related to predictions and/or changes students will see in their lifetime. Students walk

around and post comments/beliefs/ideas. • Identify fads and/or trends popular within the school (i.e. tattoos, body piercings, smoking, clothing styles, electronic devices, cars). In groups or

think/pair/share, students discuss one fad and answer the following questions: 1. Why do you or don’t you conform to the fad? 2. Do you believe popular culture emphasizes individuality or does it force you to conform?


3. Does popular culture lead trends or follow them? Does art imitate reality or does reality imitate art? • Introduce the students to the different types of poems • Using The Piano, by D.H. Lawrence- and Fifteen by William Stafford • Use Cornell notes to identify the poetic devices, i.e. simile, metaphor, imagery Writing District Writing Assessment Prompt: Students writing about mistakes. SCR responses to individual work and/or group seminar discussions.

• What do you take for granted? (“Searching for Summer”) • What makes something valuable? (“Harrison Bergeron,” “Everyday Use,” “By the Waters of Babylon”) • What if everyone were the equal? (“Harrison Bergeron”)

Inquiry Classroom Activity What is your motto (a piggy-back off the novel Anthem)? Moving students to “What is it I believe? Suggested Activity: Students create their own motto in three words or less, write it on their own hand(s), and the teacher takes a snap shot of it and either (1.) post pictures on bulletin board or load into a PowerPoint presentation. Suggested Instructional Strategy: Consider Venn Diagram while reading and discussing multiple short stories. Collaboration 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? Reading Seminar. Select passages from multiple texts that treat similar themes. How are the themes revealed in the different stories? What different techniques/literary devices do the authors use to convey theme? Present evidence in a class discussion in which you use at least three pieces of textual evidence to support an original thesis statement. Read various poems and Think-Write-Pair-Share. Post various poems along the classroom walls or hall and students work in pairs as they gallery walk to identify poetry elements and stylistic devices as guided by the instructor. Reader’s Theatre. Poetry Out Loud Classroom Activity: Consider: In small groups read the poem The Love Song of J.Alfred Prufrock, by T.S. Elliot, Birches, by Robert Frost, or an appropriate but challenging poem of your choice- have them analyze for knowledge, poetic devices, and purpose. Suggested Instructional Strategy Consider Numbered Heads. Ask each group to brainstorm the theme or main ideas from their discussions. Have students collaborate to agree on a thesis statement. Then allow students to identify passages that support that thesis. Call on students (numbered heads) to share the evidence that supports that theme. Students should be prepared to write an SCR about theme by the end of the activity. Vocabulary Use Cornell Notes to record definitions and examples of key literary terms. Use a student’s personal storehouse sheet to record vocabulary from the selections. Closing Reflect in class discussion or in writing on the evidence outcomes: • Identify emerging themes related to conformity and/or individuality. • Explain their own belief and/or motto in SCR. • Identify and explain elements of short story literature. • Compare and contrast different techniques and themes from multiple selections.

Resources: See Resource Manager Attachment

Bolded Evidence Outcomes = Potential assessment items for 2012



Unit 2: A World Of Ideas through Exposition and Persuasion Timeline: Oct. 24 – Dec. 21 (2nd 9 weeks)

Enduring Concept: Ideas shape our world using rhetorical devices to persuade and inform an audience.

Grade Level Expectations (GLE) 1.1 Content that is gathered carefully and organized well successfully influences the audience 2.1 Literary and historical influences determine the meaning of traditional and contemporary literary texts 2.2 The development of new ideas and concepts within information and persuasive manuscripts 3.2 Organizational writing patterns inform or persuade an audience 3.3c-d Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process 4.2.b Evaluate the accuracy of the information in a text, citing text-based evidence, author’s use of expert authority, and author’s credibility to defend the evaluation. Student Inquiry/Higher Level Thinking: (From the standards document) 1. Why is it important for communicators to organize their thinking when trying to support a position? 2. How can strong preparation be a useful tool in defending a position or trying to persuade others? 3. Why is it important that language match the audience being addressed? 4. What are the implications of using language that may not match an audience? 5. How does voice make writing more interesting? 6. Why is correct grammar important to the reader? 7. After reading about the cultural (or historical) perspectives that were held by people during a specific time

period, what can be generalized about these individuals, and how has this event affected life today? 8. What is the difference between personality and the impact a culture has on writing style?

Vocabulary: •persuasive appeals (ethos, pathos, logos) • credibility •fact versus opinion •inductive reasoning •deductive reasoning •metaphor •simile •tone •diction •author’s purpose •author’s perspective • generalization

Assessments Evidence Outcomes Performance Tasks Common Reading Assessment Unit 2: December 13 and 14. See assessment. Common Writing Assessment Unit 2: December 13 and 14 Prompt: What insight(s) have you developed from the essay, “Is Junk Food Really Cheaper?” to further your understanding of American culture. Use examples from the text to support ideas. The essay “Is Junk Food Really Cheaper?” is part of the Common Reading Assessment #2.

Students will be able to… 1.1.b. Select organizational patterns and structures and choose precise vocabulary and rhetorical devices. 1.1.c. Make decisions about how to establish credibility and enhance appeal to the audience. 2.1 (See Standards addressed in Unit 1) 2.2.a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text. 2.2.b. Provide a response to text that expresses an insight (such as an author's perspective or the nature of

conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight).

2.2.c. Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

2.2.d. Compare the development of an idea or concept in multiple texts supported by text-based evidence. 2.2.e. 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).

2.2.f. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

2.2.g. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.


Galileo Reading and Writing Benchmarks: Dec. 12 – Dec. 21 (two-week testing window)

3.2.a. 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.

3.2.a.i. 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.

3.2.a.ii. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

3.2.a.iii. Choose and develop an effective appeal. 3.2.a.iv. Collect, organize, and evaluate materials to support ideas. 3.2.a.v. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify

the relationships among complex ideas and concepts. 3.2.a.vi. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 3.2.a.vii. Establish and maintain a formal style and objective tone while attending to the norms and conventions of

the discipline in which they are writing. 3.2.a.viii. 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). 3.2.a.ix. Revise writing by evaluating relationship of central idea, evidence, and organizational pattern. 3.2.a.x. Explain how writers use organization and details to communicate their purposes. 3.2.a.xi. Present writing to an authentic audience and gauge effect on audience for intended purpose. 3.3.c. 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. 3.3.c.i. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's

Manual for Writers) appropriate for the discipline and writing type. 3.3.d. 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 expectations 1-2 above.)

3.3.e. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

4.2 An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy. Instruction: Key teaching and Learning Experiences that embed 21st Century Skills

Critical Thinking and Reasoning – Information Literacy – Collaboration – Self-Direction - Invention Introduction Journaling Ideas:

• What would you rather have: wealth, brains or looks? Explain your rationale. • If you could become wealthy through illegal means and not get caught would you do it? • Why keep what is no longer useful? (“Abolishing the Penny Makes Good Sense”) • What would make the world safer? (“On Nuclear Disarmament”) • Do animals have rights? (“I Acknowledge Mine”) • Do the Ends justify the means? (“Use of Animals in Biomedical Research”)

Writing Persuasive Essay mimicking rhetorical techniques from reading. Model persuasive writing, revising and editing with graphic organizers, outlines, supporting ideas, word choice, etc. Provide Anchor Papers to analyze and score


Inquiry Classroom Activity Consider: In groups create an advertising campaign that utilizes a persuasive appeal and uses rhetorical techniques. The campaign might be around a common object (a rock, a coat hanger, a sponge) and why it is most important. Viewing Guide for Political Ads (page 668-672 anthology) or use YouTube advertisements clips and discuss rhetoric and persuasive appeals. Reading Seminar Reciprocal Reading Reciprocal Teaching Select passages from multiple texts highlighting rhetorical techniques. How are the techniques revealed in the different stories? What different techniques/literary devices do the authors use to convey purpose? Vocabulary: Consider TERMS: argument including claim, support, reasons, evidence, and counterargument; analogy, parallelism, repetition, and rhetorical questions; speaker, audience, message, ethos, pathos, logos. Use Cornell Notes to record definitions and examples of key rhetorical terms. Use a student’s personal storehouse sheet to record vocabulary from the selections. Closing Prompt: In a multiple paragraph essay, that models persuasive and rhetorical techniques discussed in our reading, agree or disagree with one of the following statements: A) Given a choice, teenagers will waste time rather than spend it constructively. B) Parents should impose more boundaries and restrictions on teenagers. C) Teenagers are unable to function without technology.

Resources: See Resource Manager Attachment




Unit 3: The Author’s Craft through Persuasion and Research Timeline: Jan. 9 – Mar. 9 (3rd 9 weeks)

Enduring Concept: What is style? - Elements That Reveal Style and Voice in Reading/Writing

Grade Level Expectations (GLE) 2.3 Context, parts of speech, grammar, and word choice all influence the understanding of literary, persuasive, and informational texts. 3.2 Organizational writing patterns inform or persuade an audience 3.3 Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process. 4.1 Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share finding and conclusions 4.2 AN author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy. Student Inquiry/Higher Level Thinking: (From the standards document)

1. How can multiple events in someone's life carry a particular theme? 2. Why does an author choose to use this type of writing to make a point? 3. How do readers organize thoughts as they read? Articulate how these thoughts are stored for future use (for

example, connecting clues from Lincoln's early life to his leadership and honesty during his presidency). 4. How does media influence the questions you ask about an issue? 5. What is "strong" evidence? 6. When does missing evidence possibly invent a new legitimate argument? 7. If an author claims to be defenseless in a text, what authority does this give the reader?

Vocabulary – Reading & Writing •persuasive devices •thesis •sources •plagiarism •documentation •work cited and parenthetical citations •summarize •paraphrase •direct and indirect quotation • credibility • analogy • expert testimony • statistics

Assessments Evidence Outcomes Reading Common Assessment See test February 28 Common Writing Assessment Entire Research Essay Project assessed with the Research Rubric and CDE Analytic Rubric. February 28 Other Assessments: TCAP March 11 – 22 Galileo Writing Benchmarks: January 14 – 18

Students will be able to… 2.3.a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

grades 9-10 reading and content, choosing flexibly from a range of strategies. 2.3.a.i. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or

function in a sentence) as a clue to the meaning of a word or phrase. 2.3.a.ii. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech

(e.g., analyze, analysis, analytical; advocate, advocacy). 2.3.a.iii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

2.3.a.iv. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

2.3.b.ii. Analyze nuances in the meaning of words with similar denotations. 2.3.c. 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.

3.2.a. 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.

3.2.a.i. 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.


3.2.a.ii. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

3.2.a.iii. Choose and develop an effective appeal. 3.2.a.iv. Collect, organize, and evaluate materials to support ideas. 3.2.a.v. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify

the relationships among complex ideas and concepts. 3.2.a.vi. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 3.2.a.vii. Establish and maintain a formal style and objective tone while attending to the norms and conventions

of the discipline in which they are writing. 3.2.a.viii. 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). 3.2.a.ix. Revise writing by evaluating relationship of central idea, evidence, and organizational pattern. 3.2.a.x. Explain how writers use organization and details to communicate their purposes. 3.2.a.xi. Present writing to an authentic audience and gauge effect on audience for intended purpose. 3.3.d. 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 expectations 1-2 above.)


3.3.e.i. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

4.1.a. 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.

4.1.b. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

4.1.c. Formulate research questions that are clear and precise. 4.1.d. Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness. 4.1.e. Distinguish between types of evidence (e.g., expert testimony, analogies, anecdotes, statistics) and use a

variety of types to support a particular research purpose. 4.1.f. Use in-text parenthetical citations to document sources of quotations, paraphrases and information. 4.1.g. Draw evidence from literary or informational texts to support analysis, reflection, and research. 4.1.g.i. Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms

source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").

4.1.g.ii. Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").

4.2.b. Evaluate the accuracy of the information in a text, citing text-based evidence, author’s use of authority, and author’s credibility to defend the evaluation.


Instruction: (Key teaching and Learning Experiences that embed 21st Century Skills) Critical Thinking and Reasoning – Information Literacy – Collaboration – Self-Direction – Invention Writing: Review model papers of research Create Writer’s Workshop and teach students roles and protocols from Write Source. Spend time creating writing communities so students have skills to revise and edit research papers. Inquiry Classroom Activity Students create a class generated checklist for effective questions to assess research papers for 6-Traits and valid sources. Reading Read expository, argumentative essays, speeches, articles (i.e. McDougall Littell Literature text) Vocabulary Direct instruction of critical concepts with Frayer Model Graphic Organizers jigsawed working in pairs and sharing to the entire class. Story Impressions: See page 18 in AVID LA Write Path. Create a list of 6-8 words and give student friendly definitions to create a common framework, then students create a 3-5 minute writing of the vocabulary words that needed to access a specific piece. The teacher can guide students to the genre of writing that fits best. Closing Focus on writing this 9 weeks is research: The students will produce a 2-4 page documented research paper. Students will brainstorm and develop a working thesis. Students will use library resources and technology to research supporting evidence. Students will develop a working outline, and a rough draft. Students will revise and peer- edit their rough draft. Students will submit a typed, polished draft of their research paper to include a works cited page using the MLA format. 3rd quarter assessment is the completion of the research paper which will be evaluated by the extended response rubric, and the MLA format rules.

Resources See Resource Manager Guide




Unit 4: Drama and Speech (Novel optional) Timeline: Mar. 12 – May 21 (4th 9 weeks)

Enduring Concept: Investigating themes of honor and loyalty and rhetoric using history of literary genres and current events.

Grade Level Expectations (GLE) 1.1 Content that is gathered carefully and organized well successfully influences the audience 2.1Literary and historical influences determine the meaning of traditional and contemporary literary texts 2.3 Context, parts of speech, grammar, and word choice all influence the understanding of literary, persuasive, and informational texts. 3.1 Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience 3.3 Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process. Student Inquiry/Higher Level Thinking: (From the standards document) 1. What are some messages that may be conveyed using only nonverbal techniques? 2. Why is it important for communicators to organize their thinking when trying to support a position? 3. What makes the final draft of a document look professional and polished? 4. How does paragraph structure and formatting increase the clarity of the writer's message? 5. How does a writer determine the purpose of his/her writing? 6. In the English Language, why is important to be able to distinguish between multiple word meanings? 7. How does text context assist in figuring out the meaning of unknown words when reading difficult text?

Vocabulary—Drama: •cultural context •historical context •tragic flaw •tragic hero •connotation •soliloquy •aside •dramatic irony •tragedy •blank verse •pun Vocabulary—Speaking: • projection • inflection • structure • organization • appeals (ethos, logos, pathos) • poise • fallacies

Assessments Evidence Outcomes Common Reading Assessment #4: Susan B. Anthony speech: multiple choice and short answer. May 13 – 17 Common Writing and Speech Assessment #4: Speech + Outline May 13 – 17 Galileo Reading and Writing Benchmarks: May 20-22

Students will be able to… 1.1.a. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can

follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

1.1.b. Select organizational patterns and structures and choose precise vocabulary and rhetorical devices. 1.1.c. Make decisions about how to establish credibility and enhance appeal to the audience 1.1.d. Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise. 1.1.e. Use feedback to evaluate and revise the presentation. 1.2.a.i 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. (CCSS: SL.9-10.1a)

1.2.a.ii Support others in discussions, activities, and presentations through active listening 1.2.a.iii Listen actively in groups to accomplish a goal 1.2.a.iv Contribute effectively in both small and large groups to collaboratively accomplish a goal 1.2.a.v. Choose specific words for intended effect on particular audience. 1.2.a.vii Propel conversations by posing and responding to questions that relate the current discussion to broader themes

or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL.9-10.1b)

1.2.a.viii Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL.9-10.1c)

1.2.b. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCSS: SL.9-10.3)

2.1. See previous mentions of 2.1, with the addition of…


2.1.a. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems.

2.3.c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.

2.3.c.i. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

2.3.c.ii. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

2.3.c.iii. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

2.3.c.iv. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

2.3.d. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 2.3.d.i. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. 2.3.d.ii. Analyze nuances in the meaning of words with similar denotations. 2.3.e. 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.

3.1.a. Use a variety of strategies to evaluate whether the writing is presented in a creative and reflective manner (e.g., reading the draft aloud, seeking feedback from a reviewer, scoring guides).

3.1.b. Revise texts using feedback to enhance the effect on the reader and clarify the presentation of implicit or explicit theme.


3.3.f. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Instruction: (Key teaching and Learning Experiences that embed 21st Century Skills) Critical Thinking and Reasoning – Information Literacy – Collaboration – Self-Direction – Invention Introduction: Have the students read about Shakespeare’s World, use a supplementary video or YouTube on Shakespeare, the Globe theatre, the costumes, the language etc. Inquiry: Classroom Activity: Teachers need to address Standards 1.2.a.i,ii,iii,iv,v,vi,vii—Active listening, preparedness, facilitating in small and large groups. For examples, Socratic Seminars, small group speeches and debates. The Tragedy of Julius Caesar issues would work well to facilitate these tasks. Jigsaw: Assign students into scene groups. Each group is responsible for a summary, literary devices, mood, author’s manipulation of writing to build shift in plot, character development and tone, etc. Collaborative Group Presentations: After jigsaw activity, students can build a multimedia presentation, reenactment or speech communicating the essence of the scene. AVID LA page 210-212 Reading: Reciprocal Reading/Teaching AVID LA page 48 Readers Theatre: Students are assigned roles ahead of class and using the characteristics of their assign role then deliver a vivid, oral performance. For examples to model for students visit Youtube.com are search reader’s theatre. Closing: see common assessment

Resources See Resource Manager Attachment


American Literature

Greeley-Evans School District 6 Page 1 of 11 2012-2013 11th Grade Language Arts (American Literature) Curriculum Guide

Greeley-Evans School District 6 Eleventh Grade (American Literature) Language Arts Curriculum Guide

Unit 1: Narrative Timeline: Aug. 16 – Nov. 1

Essential Questions 1. What makes American literature American? 2. What is the relationship between literature and its place? 3. How does literature shape or reflect society?

Enduring Concept: • A Gathering of Voices • A Growing Nation

Grade Level Expectations (GLE) 1.1 Verbal and nonverbal cues impact the intent of communication. 2.1 Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. 2.2 Ideas synthesized from informational texts serve a specific purpose. 3.1 Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience. 3.2 Elements of informational and persuasive texts can be refined to inform or influence an audience. 3.3 Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. 4.1 Self-designed research provides insightful information, conclusions, and possible solutions. Student Inquiry/Higher Level Thinking (From the standards document) 1. In what ways can speakers effectively engage audiences throughout a presentation? 2. How are speaking, listening, and responding skills used during an effective presentation? 3. What can speakers learn about their own presentation skills from listening to and critiquing the presentations of others? 4. Which character from the current text do you most identify with and why? 5. Why did the author choose this particular setting for this story? 6. How might this story have been different with another setting? 7. What are the implications if the revision process is not done? 8. Why do writers want to appeal to the readers' senses? 9. Why use sensory tools to influence the reader? Academic Vocabulary: Standard 1: communication (verbal and nonverbal cues) Standard 2: critical reading, interpretation, evaluation, synthesis, inference, reasoning, objective, textual evidence, etymology, definition, pronunciation,

part of speech. Standard 3: style, setting, theme, narration, description, exposition, persuasion, structure, syntax, engagement, slave narrative, prediction, theme,

Transcendentalism, Romanticism, Age of Reason, Enlightenment. Additional Literary Terms: Literal, figurative, connotation, denotation, oral literature, memoir, autobiography, letter, satire, sarcasm, irony, understatement, simile, metaphor, extended metaphor, allusion, hyperbole, dialogue, plot, sequence, characterization, point of view, personification, irony, chronological, geographical, symbol, analogy, rhyme scheme, exact and slant rhyme, epic poem.

Assessments Evidence Outcomes Common Reading Assessment #1

November 1

Students will be able to… These Focus Standards have been selected for the unit from the Common Core State Standards. 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with

audience.


Common Writing Assessment #1 November 1

2.1.a.i 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.

2.1.a.iii 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).

2.1.b.i 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).

2.1.b.ii 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).

2.2.b.iii 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.

3.1.a Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3.1.a.ii Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

3.1.a.iii Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

3.1.a.iv Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

3.1.a.v Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

3.1.a.vi Use a range of strategies to evaluate whether the writing is presented in a clear and engaging manner (such as reading the text from the perspective of the intended audience, seeking feedback from a reviewer)

3.1.a.vii Evaluate and revise text to eliminate unnecessary details, ineffective stylistic devices, and vague or confusing language

3.3.b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3.3.b.i Observe hyphenation conventions. 3.3.b.ii Spell correctly. 3.3.c Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. 4.1.f.i Apply grades 11-12 Reading standards to literature (e.g., "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").

4.1.f.ii Apply grades 11-12 Reading standards to literary nonfiction (e.g., "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 Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").



Unit One: Narrative Resources: Textbook Prentice Hall Literature: The American Experience Common Core Edition 2012 Unit 1: A Gathering of Voices Literature of Early America (beginnings to 1750) Unit 2: A Growing Nation Literature of the American Renaissance (1800-1870) Suggested Texts:

•Creation Myths: Explaining our Surroundings: “Earth on the Turtle’s Back”: pg. 27 •From “A Journey through Texas” and “From of Plymouth Plantation”: Inference of Perspectives: 1st Encounters and perception of Native Americans. •“To My Dear and Loving Husband”: Literary Devices: Tone, Poetry representative of the time. •“Sinners in the Hands of an Angry God”: Imagery •“Speech at the Virginia Convention”: Rhetorical Devices, persuasion •“Devil and Tom Walker”: Narrative structure •From “Self-Reliance” and “Civil Disobedience”: Nonfiction model texts



Unit 2: Exposition Timeline: Nov. 2 – Dec. 19


Enduring Concepts: • Division, Reconciliation, and Expansion

Grade Level Expectations (GLE) 2.2 Ideas synthesized from informational texts serve a specific purpose. 2.3 Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts. 3.2 Elements of informational and persuasive texts can be refined to inform or influence an audience. 3.3 Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. Student Inquiry/Higher Level Thinking (From the standards document) 1. When people's ideas are challenged, does their ego or instinct respond first? 2. What is the greatest authoritative position from which to write for a specific purpose? 3. Describe an author's belief that you can cite from the text. Why do you suppose the author holds that belief? Do you share that same belief? Why or why not? 4. What is the significance of being able to correctly use patterns of word changes to bring meaning to text? 5. Why is audience determination important to the writer? 6. Why do authors want to appeal to the readers' senses? 7. How is this beneficial to the reader? 8. How does an author use sensory tools to influence readers as they read? 9. How does word choice affect the message a writer conveys? 10. How does a writer plan his/her work for a specific audience? 11. What are both a benefit and a caution to using grammar and spell-checker tools? 12. How does reviewing previous drafts and revisions improve a writer's work? Academic Vocabulary syntax, grammar, parallel structure (parallelism), diary, journal, Naturalism, Realism, Regionalism, local color realism, spiritual, Biblical Allusion, allegory, diction, irony, narrative poem, characterization.

Assessments Evidence Outcomes Common Reading Assessment Unit 2: December 18 Common Writing Assessment Unit 2: December 18

Students will be able to… 2.2.a.i 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. 2.2.a.ii & 2.1.a.ii Determine two or more central ideas of a text and analyze their development over the course of the text,

including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

2.2.a.iv Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity).

2.2.a.v Predict the impact an informational text will have on an audience and justify the prediction. 2.2.b.i 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).

2.2.c.i 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).

2.2.c.ii Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

2.3.b 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.

2.3.b.i Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

2.3.b.ii Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

2.3.b.iii Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

2.3.b.iv Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

3.2.b.i Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

3.2.b.iv Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

3.2.b.vi 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).

3.3.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.3.a.i Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. 3.3.a.ii Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English

Usage, Garner's Modern American Usage) as needed. 3.3.a.iii Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing 3.3.a.iv Use idioms correctly, particularly prepositions that follow verbs 3.3.d Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing

on addressing what is most significant for a specific purpose and audience. Instruction: Key teaching and Learning Experiences that embed 21st Century Skills

Critical Thinking and Reasoning – Information Literacy – Collaboration – Self-Direction - Invention

Unit Two: Exposition Resources: Textbook Prentice Hall Literature: The American Experience Common Core Edition 2012 Unit 3: Division, Reconciliation, and Expansion Literature of the Civil War and the Frontier (1850-1914) Suggested Texts:

• “An Occurance at Owl Creek Bridge”: Pg. 480- Elements of Realism (a contrast to romanticism) • “Gettysburg Address”: parallelism, repetition, • From “Life on the Mississippi”



Unit 3: Persuasive Timeline: Jan. 7 – Feb. 28


Enduring Concepts: • Disillusion, Defiance, and Discontent • Prosperity and Protest

Grade Level Expectations (GLE) 2.3 Context, parts of speech, grammar, and word choice all influence the understanding of literary, persuasive, and informational texts. 3.2 Organizational writing patterns inform or persuade an audience 3.3 Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process. 4.1 Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share finding and conclusions Student Inquiry/Higher Level Thinking (From the standards document)

1. How can multiple events in someone's life carry a particular theme? 2. Why does an author choose to use this type of writing to make a point? 3. How do readers organize thoughts as they read? Articulate how these thoughts are stored for future use (for example, connecting clues from Lincoln's

early life to his leadership and honesty during his presidency). 4. How do media influence the questions you ask about an issue? 5. What is "strong" evidence? 6. When does missing evidence possibly invent a new legitimate argument? 7. If an author claims to be defenseless in a text, what authority does this give the reader?

Academic Vocabulary – Dramatic Monologue, allusion, imagism, satire, tone, author’s style, poetic devices, resolution, dénouement, stream of consciousness, archetype, apostrophe, blank verse, editorial, onomatopoeia, repetition, diction, rhetorical devices, eulogy, tragedy, Modernism.

Assessments Evidence Outcomes Common Reading Assessment Unit 3: February 28 Common Writing Assessment Unit 3: February 28

Students will be able to… 1.1.b Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal

communication 1.1.c Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and

tone 1.1.d Analyze audience responses to evaluate how effectively the talk or presentation met the purpose. 1.1.e Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to particular

groups, perspectives, or contexts (such as social, professional, political, cultural, historical or geographical) 1.2.a 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.

1.2.a.i 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.

1.2.a.ii Critique the accuracy, relevance, and organization of evidence of a presentation. 1.2.a.iii Evaluate effectiveness of oral delivery techniques.


1.2.a.iv Listen critically to evaluate the overall effectiveness of the presentation. 1.2.a.v Analyze the resources cited for validity. 1.2.a.vi 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.

1.2.c 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.


2.1.b.iii Explain the influence of historical context on the form, style, and point of view of a written work 2.1.c.i 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.)

2.1.c.ii 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.

2.2.b.ii Use text features and graphical representations to complement comprehension and enhance critical analysis of a text.


2.3.a 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.

2.3.a.i Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

2.3.c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 2.3.c.1 Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. 2.3.c.2 Analyze nuances in the meaning of words with similar denotations. 3.1.a.i Engage and orient the reader by setting out a problem, situation, or observation and its significance,


3.2.a Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

3.2.a.i Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

3.2.a.ii Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

3.2.a.iii Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

3.2.a.iv Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

3.2.a.v Provide a concluding statement or section that follows from and supports the argument presented. 3.2.b 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. 3.2.b.ii Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

3.2.b.iii Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

3.3.a.v Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses).


Unit Three: Persuasion Resources: Textbook Prentice Hall Literature: The American Experience Common Core Edition 2012 Unit 4: Disillusion, Defiance, and Discontent Literature of the Modern Age (1914-1945) Unit 5: Prosperity and Protest Literature of the Postwar Era (1945-1970)



Unit 4: Research Timeline: Mar. 1 – May 22

Enduring Concept:

Grade Level Expectations (GLE) 1.1 Verbal and nonverbal cues impact the intent of communication 1.2 Validity of a message is determined by its accuracy and relevance 2.1 Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning 2.2 Ideas synthesized from informational texts serve a specific purpose 2.3 Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts 3.2 Elements of informational and persuasive texts can be refined to inform or influence an audience 3.3 Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity 4.1 Self-designed research provides insightful information, conclusions, and possible solutions 4.2 Complex situations require critical thinking across multiple disciplines 4.2 Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence Student Inquiry/Higher Level Thinking (From the standards document) 1. In what ways can speakers effectively engage audiences throughout a presentation? 2. How are speaking, listening, and responding skills used during an effective presentation? 3. What can speakers learn about their own presentation skills from listening to and critiquing the presentations of others? 4. How do people benefit from listening to the perspectives of others? 5. Why is it important to cite valid and reliable sources? 6. Does a periodical's headline affect an argument differently? 7. Describe an author's belief that you can cite from the text. Why do you suppose the author holds that belief? Do you share that same belief? Why or why not? 8. Why is audience determination important to the writer? 9. How does word choice affect the message a writer conveys?

10. How do you know if an online source is credible? 11. How can subjective viewpoints be used in research? 12. How do readers determine if the author(s) they are using are credible, biased on a topic or have a neutral, unbiased approach? Academic Vocabulary: In Medias Res, lyric poem, voice, free verse, imagery, parody, satire, post-modernism. Terminology related to the research process. Unit One: Narrative Resources: Textbook Prentice Hall Literature: The American Experience Common Core Edition 2012 Unit 1: A Gathering of Voices Literature of Early America (beginnings to 1750) Unit 2: A Growing Nation Literature of the American Renaissance (1800-1870)

Assessments Evidence Outcomes Common Reading Assessment Unit 4: May 17 Common Writing Assessment Unit 4: May 17

Students will be able to… 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with

audience 1.2.b 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.


2.1.d.i By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

2.2.a.iii 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.

2.2.c.i 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).

2.2.d.i By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

2.3.d 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.

3.2.b.v Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

3.3.a.vi Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format

3.3.a.vii Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience 3.3.c Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. 3.3.d Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a specific purpose and audience. 3.3.e 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. 4.1.a 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.

4.1.b 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.

4.1.c Evaluate and revise research questions for precision and clarity 4.1.d Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the sources 4.1.e Document sources of quotations, paraphrases, and other information, using a style sheet, such as that of the

Modern Language Association (MLA) or the American Psychological Association (APA) 4.1.f Draw evidence from literary or informational texts to support analysis, reflection, and research. 4.2.a Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view,

implications and consequences inferences, assumptions and concepts 4.2.b Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance, clarity,

accuracy, fairness, significance, depth, breadth, logic and precision 4.2.c Determine the extent to which they entered empathetically into competing points of view, exercised confidence

in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), and were open to constructive critique (intellectual open-mindedness)

4.2.d Analyze and assess the logic of the interdisciplinary domains inherent in reasoning through complex situations


4.2.e Monitor and assess the extent to which their own beliefs and biases influenced their reactions to the viewpoints and logic of others

4.3.a Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking

4.3.b Assess strengths and weaknesses of thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

4.3.c Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), were open to constructive critique (intellectual open-mindedness)

4.3.d Evaluate the reasoning of self and others for quality, strong-sense thinking Instruction: Key teaching and Learning Experiences that embed 21st Century Skills


Unit Four: Research Resources: Textbook Prentice Hall Literature: The American Experience Common Core Edition 2012 Unit 6: New Voices, New Frontiers Literature of the Contemporary Period (1970-Present)

Minorities in

Literature

Greeley-Evans School District 6 Page 1 of 10 2012-2013 11th Grade Language Arts (Minorities in Literature) Curriculum Guide

Greeley-Evans School District 6 Eleventh Grade (Minorities in Literature) Language Arts Curriculum Guide

Unit 1: Narrative Timeline: Aug. 16 – Nov. 1

Enduring Concept:

Grade Level Expectations (GLE) 1.1 Verbal and nonverbal cues impact the intent of communication. 2.1 Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. 2.2 Ideas synthesized from informational texts serve a specific purpose. 3.1 Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience. 3.2 Elements of informational and persuasive texts can be refined to inform or influence an audience. 3.3 Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. 4.1 Self-designed research provides insightful information, conclusions, and possible solutions. Student Inquiry/Higher Level Thinking (From the standards document) 1. In what ways can speakers effectively engage audiences throughout a presentation? 2. How are speaking, listening, and responding skills used during an effective presentation? 3. What can speakers learn about their own presentation skills from listening to and critiquing the presentations of others? 4. Which character from the current text do you most identify with and why? 5. Why did the author choose this particular setting for this story? 6. How might this story have been different with another setting? 7. What are the implications if the revision process is not done? 8. Why do writers want to appeal to the readers' senses? 9. Why use sensory tools to influence the reader? Vocabulary:

• Realism/Magical Realism • Literary elements (theme, point of view, allusion, simile, metaphor, imagery, sarcasm, irony, understatement, etc.)

Assessments Evidence Outcomes

Common Reading Assessment #1 November 1 Common Writing Assessment #1 November 1 Students will write their own short story incorporating elements of magical realism.

Students will be able to… These Focus Standards have been selected for the unit from the Common Core State Standards. 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with

audience. 2.1.a.i 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. 2.1.a.iii 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). 2.1.b.i 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).



3.1.a Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


3.1.a.ii Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

3.1.a.iii Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

3.1.a.iv Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

3.1.a.v Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

3.1.a.vi Use a range of strategies to evaluate whether the writing is presented in a clear and engaging manner (such as reading the text from the perspective of the intended audience, seeking feedback from a reviewer).

3.1.a.vii Evaluate and revise text to eliminate unnecessary details, ineffective stylistic devices, and vague or confusing language.

3.3.b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3.3.b.i Observe hyphenation conventions. 3.3.b.ii Spell correctly. 3.3.c Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. 4.1.f.i Apply grades 11-12 Reading standards to literature (e.g., "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").

4.1.f.ii Apply grades 11-12 Reading standards to literary nonfiction (e.g., "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 Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").


Resources: • Before We Were Free by Julia Alvarez • Before We Were Free Background Resource (http://www.lindakreft.com/pdf/before.pdf) • And the Earth Did Not Devour Him by Tomas Rivera • And the Earth Did Not Devour Him Background Resource (http://www.glencoe.com/sec/literature/litlibrary/pdf/earth_did_not_devour.pdf) • “An Hour With Abuelo” by Judith Ortiz Cofer (Latino Literature: Voices in a Tradition) • Magical realism resource (http://www.english.emory.edu/Bahri/MagicalRealism.html) • “The Handsomest Drowned Man in the World” by Gabriel Garcia Marquez (Latino Literature: Voices in a Tradition) • “A Very Old Man With Enormous Wings” by Gabriel Garcia Marquez

(http://www.ndsu.edu/pubweb/~cinichol/CreativeWriting/323/MarquezManwithWings.htm) • “The Third Resignation” by Gabriel Garcia Marquez • “The Other Side of Death” by Gabriel Garcia Marquez • “Someone Has Been Disarranging These Roses” by Gabriel Garcia Marquez

http://www.lindakreft.com/pdf/before.pdf

http://www.glencoe.com/sec/literature/litlibrary/pdf/earth_did_not_devour.pdf

http://www.english.emory.edu/Bahri/MagicalRealism.html

http://www.ndsu.edu/pubweb/~cinichol/CreativeWriting/323/MarquezManwithWings.htm



Unit 2: Exposition Timeline: Nov. 2 – Dec. 19

Enduring Concept:

Grade Level Expectations (GLE) 2.2 Ideas synthesized from informational texts serve a specific purpose. 2.3 Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts. 3.2 Elements of informational and persuasive texts can be refined to inform or influence an audience.

Student Inquiry/Higher Level Thinking (From the standards document) 1. When people's ideas are challenged, does their ego or instinct respond first? 2. What is the greatest authoritative position from which to write for a specific purpose? 3. Describe an author's belief that you can cite from the text. Why do you suppose the author holds that belief? Do you share that same belief? Why or why

not? 4. What is the significance of being able to correctly use patterns of word changes to bring meaning to text? 5. Why is audience determination important to the writer? 6. Why do authors want to appeal to the readers' senses? 7. How is this beneficial to the reader? 8. How does an author use sensory tools to influence readers as they read? 9. How does word choice affect the message a writer conveys?

10. How does a writer plan his/her work for a specific audience? 11. What are both a benefit and a caution to using grammar and spell-checker tools? 12. How does reviewing previous drafts and revisions improve a writer's work? Vocabulary:

Assessments Evidence Outcomes Common Reading Assessment Unit 2: December 18 Common Writing Assessment Unit 2: December 18

Students will be able to… 2.2.a.i 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. 2.2.a.ii & 2.1.a.ii Determine two or more central ideas of a text and analyze their development over the course of

the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

2.2.a.iv Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity).

2.2.a.v Predict the impact an informational text will have on an audience and justify the prediction. 2.2.b.i 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).

2.2.c.i 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).

2.2.c.ii Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.


2.3.b 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.

2.3.b.i Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

2.3.b.ii Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

2.3.b.iii Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

2.3.b.iv Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

3.2.b.i Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

3.2.b.iv Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

3.2.b.vi 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).

3.3.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.3.a.i Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. 3.3.a.ii Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

3.3.a.iii Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing. 3.3.a.iv Use idioms correctly, particularly prepositions that follow verbs. 3.3.d Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a specific purpose and audience. Instruction: Key teaching and Learning Experiences that embed 21st Century Skills


Resources • Down These Mean Streets by Piri Thomas • From “The Way It Was and Other Writings” by Jesus Colon (Norton Anthology of Latino Literature) • Excerpts from The Mexicans: A Personal Portrait of People by Patrick Oster



Unit 3: Persuasive Timeline: Jan. 7 – Feb. 28

Enduring Concept:

Grade Level Expectations (GLE) 2.3 Context, parts of speech, grammar, and word choice all influence the understanding of literary, persuasive, and informational texts. 3.2 Organizational writing patterns inform or persuade an audience 3.3 Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process. 4.1 Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share finding and conclusions Student Inquiry/Higher Level Thinking (From the standards document)

1. How can multiple events in someone's life carry a particular theme? 2. Why does an author choose to use this type of writing to make a point? 3. How do readers organize thoughts as they read? Articulate how these thoughts are stored for future use (for example, connecting clues from Lincoln's

early life to his leadership and honesty during his presidency). 4. How does media influence the questions you ask about an issue? 5. What is "strong" evidence? 6. When does missing evidence possibly invent a new legitimate argument? 7. If an author claims to be defenseless in a text, what authority does this give the reader?

Vocabulary:

Assessments Evidence Outcomes Common Reading Assessment Unit 3: February 28 Common Writing Assessment Unit 3: February 28 Persuasive Speech Assessment: Students will write and present the closing argument in the trial of Ricardo Falcon’s death. OR Students will write and present a speech on a civil rights issue.

Students will be able to… 1.1.b Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal

communication 1.1.c Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and

tone 1.1.d Analyze audience responses to evaluate how effectively the talk or presentation met the purpose. 1.1.e Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to particular

groups, perspectives, or contexts (such as social, professional, political, cultural, historical or geographical) 1.2.a 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.

1.2.a.i 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.

1.2.a.ii Critique the accuracy, relevance, and organization of evidence of a presentation. 1.2.a.iii Evaluate effectiveness of oral delivery techniques. 1.2.a.iv Listen critically to evaluate the overall effectiveness of the presentation. 1.2.a.v Analyze the resources cited for validity. 1.2.a.vi 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.

1.2.c 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. 2.1.b.ii 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). 2.1.b.iii Explain the influence of historical context on the form, style, and point of view of a written work 2.1.c.i 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.)

2.1.c.ii 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.

2.2.b.ii Use text features and graphical representations to complement comprehension and enhance critical analysis of a text.


2.3.a 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.

2.3.a.i Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

2.3.c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 2.3.c.1 Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. 2.3.c.2 Analyze nuances in the meaning of words with similar denotations. 3.1.a.i Engage and orient the reader by setting out a problem, situation, or observation and its significance,


3.2.a Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

3.2.a.i Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

3.2.a.ii Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

3.2.a.iii Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

3.2.a.iv Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

3.2.a.v Provide a concluding statement or section that follows from and supports the argument presented. 3.2.b 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. 3.2.b.ii Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

3.2.b.iii Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


3.3.a.v Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses).


Resources • Coyotes by Ted Conover • Bracero Agreement (http://www.farmworkers.org/bpaccord.html) • “I am Joaquin” by Rodolfo Corky Gonzales (http://www.latinamericanstudies.org/latinos/joaquin.htm) • Los Vendidos by Luis Valdez • “Public and Private Language” by Richard Rodriguez (http://www.npr.org/templates/story/story.php?storyId=97799225) • El Norte (movie) • Cesar Chavez’s Speech “Lessons of Dr. Martin Luther King, Jr.”

(http://www.ufw.org/_board.php?mode=view&b_code=cc_his_research&b_no=3654&page=2&field=&key=&n=9) • “Letter From a Birmingham Jail” by Dr. Martin Luther King Jr. (http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html) • “Weld’s Untold Story” (http://www.greeleytribune.com/article/20010404/worldsapart/112310252) • Transcript discussing Ricardo Falcon's death

http://www.farmworkers.org/bpaccord.html

http://www.latinamericanstudies.org/latinos/joaquin.htm

http://www.npr.org/templates/story/story.php?storyId=97799225

http://www.ufw.org/_board.php?mode=view&b_code=cc_his_research&b_no=3654&page=2&field=&key=&n=9

http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html

http://www.greeleytribune.com/article/20010404/worldsapart/112310252

http://digitalcommons.utep.edu/cgi/viewcontent.cgi?article=1098&context=interviews&sei-redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dricardo%2520falcon%2520civil%2520rights%2520movement%26source%3Dweb%26cd%3D6%26ved%3D0CFQQFjAF%26url%3Dhttp%253A%252F%252Fdigitalcommons.utep.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1098%2526context%253Dinterviews%26ei%3DytjIT5fDHqH66QGBjZEV%26usg%3DAFQjCNG0Z6LR_D796UXhVHFFj0r2DQPefQ%23search=%22ricardo%20falcon%20civil%20rights%20movement%22



Unit 4: Research Timeline: Mar. 1 – May 22

Enduring Concept:

Grade Level Expectations (GLE) 1.1 Verbal and nonverbal cues impact the intent of communication 1.2 Validity of a message is determined by its accuracy and relevance 2.1 Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning 2.2 Ideas synthesized from informational texts serve a specific purpose 2.3 Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts 3.2 Elements of informational and persuasive texts can be refined to inform or influence an audience 3.3 Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity 4.1 Self-designed research provides insightful information, conclusions, and possible solutions 4.2 Complex situations require critical thinking across multiple disciplines 4.2 Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence Student Inquiry/Higher Level Thinking (From the standards document)

1. In what ways can speakers effectively engage audiences throughout a presentation? 2. How are speaking, listening, and responding skills used during an effective presentation? 3. What can speakers learn about their own presentation skills from listening to and critiquing the presentations of others? 4. How do people benefit from listening to the perspectives of others? 5. Why is it important to cite valid and reliable sources? 6. Does a periodical's headline affect an argument differently? 7. Describe an author's belief that you can cite from the text. Why do you suppose the author holds that belief? Do you share that same belief? Why or

why not? 8. Why is audience determination important to the writer? 9. How does word choice affect the message a writer conveys?

10. How do you know if an online source is credible? 11. How can subjective viewpoints be used in research? 12. How do readers determine if the author(s) they are using are credible, biased on a topic or have a neutral, unbiased approach? Vocabulary:

Assessments Evidence Outcomes Common Reading Assessment Unit 4: May 17 Common Writing Assessment Unit 4: May 17

Students will be able to… 1.1.a Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction

with audience. 1.2.b 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.

2.1.d.i By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

2.2.a.iii 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.

2.2.d.i By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity


band proficiently, with scaffolding as needed at the high end of the range. 2.3.d 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.

3.2.b.v Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

3.3.a.vi Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format.

3.3.a.vii Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience 3.3.c Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. 3.3.d Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience. 3.3.e 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. 4.1.a 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.

4.1.b 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.

4.1.c Evaluate and revise research questions for precision and clarity. 4.1.d Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the

sources. 4.1.e Document sources of quotations, paraphrases, and other information, using a style sheet, such as that of

the Modern Language Association (MLA) or the American Psychological Association (APA). 4.1.f Draw evidence from literary or informational texts to support analysis, reflection, and research. 4.2.a Analyze the logic of complex situations by questioning the purpose, question at issue, information, points

of view, implications and consequences inferences, assumptions and concepts. 4.2.b Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance,

clarity, accuracy, fairness, significance, depth, breadth, logic and precision. 4.2.c Determine the extent to which they entered empathetically into competing points of view, exercised

confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), and were open to constructive critique (intellectual open-mindedness).

4.2.d Analyze and assess the logic of the interdisciplinary domains inherent in reasoning through complex situations.

4.2.e Monitor and assess the extent to which their own beliefs and biases influenced their reactions to the viewpoints and logic of others.

4.3.a Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking.

4.3.b Assess strengths and weaknesses of thinking and thinking of others by using criteria including relevance,


clarity, accuracy, fairness, significance, depth, breadth, logic, and precision. 4.3.c Determine the extent to which they entered empathetically into competing points of view, exercised

confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), were open to constructive critique (intellectual open-mindedness).

4.3.d Evaluate the reasoning of self and others for quality, strong-sense thinking. Instruction: Key teaching and Learning Experiences that embed 21st Century Skills


Resources

High School Language Arts - Greeley Schools

Documents

Transcript of High School Language Arts - Greeley Schools