80% of Our Students Will Graduate from High School College Or Career Ready s5

English Language Arts 4th Nine Weeks English III Grade 11

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

. 80% of our students will graduate from high school college or career ready

. 90% of students will graduate on time

. 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools 2015/2016 1 of 79 English Language Arts 4th Nine Weeks English III Grade 11

How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards The TNCore Literacy Standards (also known as the College and Career Ready Teachers can access the TNCore standards, which are featured throughout Literacy Standards): this curriculum map and represent college and career ready student http://www.tncore.org/english_language_arts.aspx learning at each respective grade level. Shift 1: Regular Practice with Complex Text and its Academic Language Student Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using http://achievethecore.org/page/642/text-complexity-collection quantitative, qualitative, and reader/task measures) using the resources in this collection.

Shelby County Schools 2015/2016 3 of 79 English Language Arts 4th Nine Weeks English III Grade 11 Student Achievement Partners Academic Work Finder: Teachers can copy and paste a text into this tool, which then generates the http://achievethecore.org/page/1027/academic-word-finder most significant Tier 2 academic vocabulary contained within the text.

Links to Support Vocabulary Instruction & Development http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/ https://wvde.state.wv.us/strategybank/VocabularyStrategies.html https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html http://soltreemrls3.s3-website-us-west- 2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and- Tier-3-Terms-for-ELA-and-Math.pdf

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent Questions Resources: Teachers can use the resources in this set of resources to craft their own http://achievethecore.org/page/710/text-dependent-question-resources text-dependent questions based on their qualitative and reader/task measures text complexity analysis. Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects Sequenced: Teachers can use this resource to learn about how to sequence texts into http://achievethecore.org/page/1098/text-set-project-sequenced-under- “expert packs” to build student knowledge of the world. construction

Using the Curriculum Maps

 Begin by examining the text(s) selected for each quarter. Read the selections becoming familiar with both the text(s) and the “big idea.”

 Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.

Shelby County Schools 2015/2016 4 of 79 English Language Arts 4th Nine Weeks English III Grade 11  Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

 Plan your weekly and daily objectives, using the evidence statements to help.

 Study the suggested writing prompts/performance tasks and match them to your objectives.

 Plan the questions you will ask each day using the Fisher/ Frye Pyramid. Be sure that the questions you ask will lead students to success on your selected performance assessments.

 Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.

 Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Using the Fourth Quarter Maps The fourth quarter centers on the concept of the American Dream. Students will be expected to relate the ideas and issues of the American dream to the novel The Great Gatsby by F. Scott Fitzgerald.

To begin, students will read various informational texts in order to explore the American Dream and the historical context for the 1920’s time period. Students will work individually and cooperatively to research and prepare a written and oral presentation on a specific topic. Topics may include but are not limited to: women of the 1920’s, economic concerns, science and technology innovations, influence of the Presidential administration(s), social class, popular entertainment, prohibition, the right to vote, clothing and fashion, music, etc. In addition to basic research and citation procedures, students will gain an understanding of the time period in order to understand the novel in historical context. Upon completion, students will be able to trace some of the major themes of the novel and explore how they relate to their own lives.

TN State Standards Evidence Statements Content Weeks 1-3 Reading Selections  The Fallacy of Success (Lexile 1060; text exemplar Appendix B; Informational) ”  The Gospel of Wealth (Lexile 1120)  Research The Decade of the 1920’s Big Question: How is reading a process of constructing meaning from text?

Performance Task Cumulative Performance Task: Consider the relationship between wealth, success, and the 1920s perception of the American Dream. After reading “The Fallacy of Success” and “The Gospel of Wealth” and completing multi-media research on the 1920s, write a synthesis essay in which you defend, challenge or qualify the claim that wealth was a key component to perceived success during the 1920s. Cite evidence from both texts and at least one additional source [R.L.11.7] Week 1 Reading Complex Informational Informational Reading Selections Texts RI.11-12.1. Cite strong and thorough Evidence Statements Informational Text textual evidence to support analysis of  Provides strong and thorough textual  Analyze Nonfiction Text what the text says explicitly as well as evidence to support analysis of what inferences drawn from the text, including the text says explicitly and/or  Analyze Authors Opinions and determining where the text leaves matters inferences drawn from the text. RI.1 Arguments uncertain.  Provides a determination of where the  Analyze Chesterton’s text leaves matters uncertain. RI.1 understanding of the word RI.11-12. 4 Determine the meaning of “success” words and phrases as they are used in a text, including figurative, connotative, and  Demonstrates the ability to determine The Fallacy of Success (Lexile 1060; text technical meanings; analyze how an author the meaning of words and phrases as exemplar Appendix B; Informational) uses and refines the meaning of a key term they are used in a text (e.g., figurative, or terms over the course of a text (e.g., connotative) and/or provides an RI.11-12.1,4, 6,10 how Madison defines faction in Federalist analysis of the impact of specific word Shelby County Schools 2015/2016 6 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content No. 10 ). choice on meaning RI. 4  Overview: The author argues that books about how to become successful are worthless because they give no RI.11-12. 6: Determine an author’s point  Provides a statement of an author’s real information about how to attain of view or purpose in a text in which the point of view in a text. RI.6 rhetoric is particularly effective, analyzing the goals of making more money or how style and content contribute to the  Provides a statement of an author’s reaching a higher social position. power, persuasiveness, or beauty of the purpose in a text. RI.6 Instead, they simply encourage the text.  Provides an analysis of how the author reader to worship money and those acknowledges and responds to who have lots of it. conflicting evidence and/or viewpoints.  Reading Informational Text: Guide RI.6 students to discuss what characteristics of informational texts, RI.11-12.10 By the end of grade 11, read such as making an argument, they Review and comprehend literary nonfiction in the notice. Have students briefly look grades 11-CCR text complexity band  Provides a statement of two or more through the essay for clues to the proficiently, with scaffolding as needed at central ideas of a text. (1) RI.2 author’s opinions and argument. the high end of the range.  Provides an analysis of the  Set a Purpose for reading: Students development of two or more central will read The Fallacy of Success to Review ideas over the course of the text, analyze Chesterton’s understanding of including how they interact and build the word “success on one another to produce a complex  Skill Focus: textual evidence, inference, RI.11-12.2 Determine two or more account. (2) RI.2 central ideas of a text and analyze their analysis, figurative, connotative, and development over the course of the text,  Provides an objective summary of a technical meaning of words, author’s including how they interact and build on text. (3) RI.2 point of view, author’s purpose, one another to provide a complex analysis; effective rhetoric, contributions of style provide an objective summary of the text. and content, analyze ideas over the course of the text, provide an objective summary. List of Tier 3 Domain Specific Words

Close Reading and Annotation Students work with a partner to read and annotate G.K. Chesterton’s “The Fallacy of Success." Students take notes which Shelby County Schools 2015/2016 7 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content summarize each section of the text. Students write an objective summary of the text, identifying two claims and determining how those claims are developed in the text. First Read: Have students use text evidence and draw inferences to answer the following questions. 1. Explain why Chesterton thinks books about how to succeed are silly. (Sample answer: The books do not give any specific information about how to become better at any one thing. Instead they encourage people to follow their own selfish material interests.) 2. Explain to students that Lord Rothschild and Cornelius Vanderbilt were enormously wealthy men who made money from steamships and railroads. Ask: Why would an article on “The Instinct that Makes People Rich” show Rothschild’s picture and use Vanderbilt as an example? (Sample answer: because the article’s author believes that the reader will want to be rich, like Lord Rothschild and Cornelius Vanderbilt.) -RI.11-12.1 Second Read:

Text Dependent Questions 1. What is the meaning of success? (general understanding)

Shelby County Schools 2015/2016 8 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content 2. According to Chesterton, why are books about Success the “silliest ever known among men”? (Key Detail) 3. What is the “mysticism of money” to which Chesterton refers? (Vocabulary and Text Structure) 4. For the author, what role do temperance and good work play in personal betterment? (Author’s Purpose) 5. Why are grass and good wine preferable to gold for Chesterton? (Inferences) 5. How should we measure success? And what goals should we aim for? (Opinions / Arguments)

Progression of Text Dependent Questions - http://www.ncust.org/docs/NCUST-DFisher- Pres-

Other Text Dependent Questions: 1. What does it mean that “there is nothing that is not successful”? 2. Why does this make it impossible to write about success? 3. What can money really buy and what power does it have over us? -RI.11-12.6; RI.11-12.2 Third Read Analyze the Text • What does Chesterton mean by claiming that nothing exists which is not successful? Sample answer: Here, Chesterton means that for animals and

Shelby County Schools 2015/2016 9 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content people to be considered successful, they simply need to continue being what they are. • What is the meaning of success, according to the writers of books on how to succeed? How does Chesterton seem to regard success as a goal? Sample answer: The author believes that the writers are defining success in terms of money and status. Chesterton thinks these goals are misguided at best. -RI.11-12.4

Resources Progression of Text Dependent Questions - http://www.ncust.org/docs/NCUST-DFisher- Pres- Prentice Hall Online Resources http:/www.pearsonsuccessnet.org Prentice Hall Reading Toolkit State of Tennessee http://www.tn.gov/assets/entities/education /attachments/std_eng_gr_11-12.pdf Prentice Hall Common Core Companion

Additional Resources http://commoncore.scholastic.com/sites/def ault/files/ACT-090213-CommonCore.pdf

https://prc.parcconline.org/system/files/Gr.1 1%20Reading%20Evidence%20Tables.p

Shelby County Schools 2015/2016 10 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content http://achievethecore.org/about-us

WIDA Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standard 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions). English language learners communicate for English Language Development Standard 1 Social and Instructional purposes within the Social and Instructional language school setting English language learners communicate information, ideas and concepts necessary English Language Development Standard 2 The language of Language Arts for academic success in the content area of Language Arts

Language – Vocabulary Language Vocabulary

L.11-12.4. Determine or clarify the Evidence Statements Tier 2 Academic Vocabulary – meaning of unknown and multiple-meaning Demonstrates the ability to clarify words in 1. chivalry (paragraph 1) • code of words and phrases based on grades 11-12 context L.4 conduct used by medieval knights reading and content, choosing flexibly from Demonstrates the ability to use context 2. avarice (paragraph 3) • greed a range of strategies. cluesL.4 a 3. amassed (paragraph 3) • collected a. Use context (e.g., the overall meaning of Demonstrates the ability to use word a sentence, paragraph, or text; a word’s 4. mysticism (paragraph 3) • belief patterns L.4.b position or function in a sentence) as a clue without clear evidence to the meaning of a word or phrase. Demonstrates the ability to use reference 5. unfathomably (paragraph 4) • in a materialsL.4.c b. Identify and correctly use patterns of way that is nearly impossible to word changes that indicate different Demonstrates the ability to verify the understand meanings or parts of speech (e.g., meaning of words

Shelby County Schools 2015/2016 11 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content conceive, conception, conceivable). L.4.d Tier 2 words - http://soltreemrls3.s3- c. Consult general and specialized Demonstrates the ability to interpret website-us-west- reference materials (e.g., dictionaries, figures of speech in context L.5 2.amazonaws.com/marzanoresearch.com/ media/documents/List-of-Tier-2-and-Tier-3- glossaries, thesauruses), both print and Demonstrates the ability to use general Terms-for-ELA-and-Math.pdf digital, to find the pronunciation of a word academic and domain specific words and or determine or clarify its precise meaning, phrases L.6 its part of speech, its etymology, or its Literary Analysis Workshop standard usage.  Skills: Acquire and use academic d. Verify the preliminary determination of vocabulary the meaning of a word or phrase (e.g., by Reviewed throughout the quarter: checking the inferred meaning in context Synonyms/antonyms (After students have read the text, teachers may need to add additional Tier 2 or in a dictionary). Affixes- Latin roots words to the “Fallacy” list.) Context clues L.11-12.5. Demonstrate understanding of Analogy and word relationships figurative language, word relationships, Interactive Digital Path Word parts and families and nuances in word meanings.  Vocabulary Central a. Interpret figures of speech (e.g.,  Vocabulary Workshop: Multiple hyperbole, paradox) in context and analyze Meaning Words their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Resources (Videos showing strategies for teaching academic vocabulary in context) L.11-12.6. Acquire and use accurately general academic and domain-specific http://tn.pbslearningmedia.org/resource/a8 words and phrases, sufficient for reading, 54cb64-c133-42d0-8c5d- writing, speaking, and listening at the 40e9d9ce2a5f/academic-vocabulary-in-the- college and career readiness level; common-core-high-school-social demonstrate independence in gathering vocabulary knowledge when considering a Common Core Companion Greek and Latin word or phrase important to roots comprehension or expression. https://en.wikipedia.org/wiki/List_of_Greek_ and_Latin_roots_in_English

Shelby County Schools 2015/2016 12 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content The Critical Words Your Students Must Know for the Common Core State Standards! http://www.marileesprenger.com/the- critical-words.html Writing to Texts Writing Writing Writing

W.11-12.2 Write Evidence Statements Routine Writing (text-dependent): informative/explanatory texts to Development of Ideas  Analytic Summaries examine and convey complex ideas, concepts, and information clearly and  Response addresses the prompt  Graphic Organizers and provides effective and accurately through the effective  Daily Editing Practice selection, organization, and analysis comprehensive development of the of content. claim, topic and/or narrative elements  Annotation by using clear and convincing a. Introduce a topic; organize complex reasoning, details, text-based evidence, ideas, concepts, and information so Analysis (inform/explain) and/or description; the development is that each new element builds on that consistently appropriate to the task, Have pairs or small groups of students which precedes it to create a unified purpose, and audience. refer to the text to analyze how the key whole; include formatting (e.g., term, success, is interpreted, used, and headings), graphics (e.g., figures, refined over the course of Chesterton’s tables), and multimedia when useful Organization essay. Tell students to consider also if the to aiding comprehension.  Response demonstrates purposeful speaker’s true feelings are left uncertain. b. Develop the topic thoroughly by coherence, clarity, and cohesion and Encourage students to ask and answer selecting the most significant and includes a strong introduction, questions about Chesterton’s use of relevant facts, extended definitions, conclusion, and a logical, well-executed sarcasm and humor in the essay. W.2 concrete details, quotations, or other progression of ideas, making it easy to information and examples appropriate follow the writer’s progression of ideas. Students within each pair or group share to the audience’s knowledge of the their drafts with each other and edit their topic. Clarity of Language writing. W.5 c. Use appropriate and varied transitions and syntax to link the  Response establishes and major sections of the text, create maintains an effective style, while Individual students submit in their final cohesion, and clarify the relationships attending to the norms and drafts to the teacher. W.4 among complex ideas and concepts. conventions of the discipline. The Shelby County Schools 2015/2016 13 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content d. Use precise language, domain- response uses precise language 1. Draw evidence from the text to support specific vocabulary, and techniques consistently, including descriptive your analysis and reflection. Develop your such as metaphor, simile, and analogy words and phrases, sensory details, topic with relevant, well-chosen facts, to manage the complexity of the linking and transitional words, words to concrete details, or other information and topic. indicate tone, and/or domain-specific examples. Demonstrate command of the e. Establish and maintain a formal vocabulary. conventions of standard English, style and objective tone while capitalization, punctuation, and spelling in your response. attending to the norms and Knowledge of Language and conventions of the discipline in which Conventions 2. Write an essay that summarizes and they are writing. analyzes how the key idea is introduced,  Response demonstrates command f. Provide a concluding statement or illustrated, and elaborated in the text. Be of the conventions of standard English section that follows from and supports sure to cite evidence from the text to consistent with effectively edited the information or explanation support your analysis. Follow the writing. Though there may be a few presented (e.g., articulating conventions of standard written English. minor errors in grammar and usage, implications or the significance of the meaning is clear throughout the topic). response. Responding to Text: - Analysis Essay: Students analyze W.11-12.4 Produce clear and coherent Reviewed throughout the quarter how the key term “success” is writing in which the development, interpreted, used, and refined over organization, and style are  Writing sentences, Topic sentences and the course of G.K.Chesterton’s appropriate to task, purpose, and supporting details, Essay organization essay “The Fallacy of Success.” audience. and structure, Thesis statement, (RI.11-12.4) Writing paragraphs, Performance Tasks - Analysis Essay: Students W.11-12.5 Develop and strengthen determine the central ideas found writing as needed by planning, Demonstrates the ability to use the in The Fallacy of Success by G. K. revising, editing, rewriting, or trying a convention of standard English L 1 Chesterton, noting the parallels new approach, focusing on addressing between it and The Gospel of what is most significant for a specific Wealth by Andrew Carnegie, Demonstrates the ability to resolve purpose and audience. (Editing for providing a summary that makes complex usage L1b conventions should demonstrate clear the relationships among the command of Language standards 1-3 key details and ideas of each text up to and including grades 11-12 on Demonstrates the ability to use Standard and between the texts. (RI.11-12. page 55.) English (e.g. capitalization, punctuation, 2) and spelling L2

Shelby County Schools 2015/2016 14 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content L.11-12.1. Demonstrate command of Resources the conventions of standard English  TNCore Rubrics – grammar and usage when writing or Informational/Explanatory speaking. b. Resolve issues of complex or  The Informational/Explanatory Rubric contested usage, consulting  Writing traits for Organization and references (e.g., Merriam-Webster’s Focus Dictionary of English Usage, Garner’s Modern American Usage) as needed.  Writing traits for Development  Writing traits for conventions of L.11-12.2. Demonstrate command of standard written English. the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. 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. Speaking and Listening Speaking and Listening Speaking and Listening

SL.11-12.4 Present information, The student response is effectively Prentice Hall Literature- Pearson findings, and supporting evidence, developed with information and Publishing Shelby County Schools 2015/2016 15 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content conveying a clear and distinct supporting evidence and is perspective, such that listeners can consistently appropriate to the task Activity follow the line of reasoning, SL.4 alternative or opposing perspectives  Students, individually, with a partner, are addressed, and the organization, or a group, deliver a presentation in The student response is effectively development, substance, and style which they analyze Chesterton’s organized with a clear and coherent are appropriate to purpose, audience, understanding of the concept of line of reasoning SL. 4 and a range of formal and informal “success”. tasks. The student response addresses the Resources development, organization, and style 1. Classroom roles and responsibilities appropriate to purpose SL.4 2. Accountable talk – TNCore.org. 3. Close Reading – TNCore.org

The Gospel of Wealth, by Andrew Carnegie Week 2 http://achievethecore.org/page/37/the-gospel-of-wealth-by-andrew-carnegie

Performance Task: Carnegie argues that in his age there is a “…temporary unequal distribution of wealth.” Does Carnegie sufficiently present his argument? Be sure to include a thesis statement, three pieces of evidence (i.e. quotes) and a conclusion. RI 11-12.2 Determine two or more central  Provides a statement of two or Reading Selection Reading Complex ideas of a text and analyze their more central ideas of a text. development over the course of the text, Texts Informational Text including how they interact and build on  Provides an analysis of the one another to provide a complex analysis; development of two or more  Analyze Nonfiction Text provide an objective summary of the text. central ideas over the course of the text, including how they  Analyze Authors Opinions and interact and build on one another Arguments RI 11-12. 4 Determine the meaning of to produce a complex account.  Author’s Point of View words and phrases as they are used in a text, including figurative, connotative, and  Provides an objective summary of technical meanings; analyze how an author a text. The Gospel of Wealth uses and refines the meaning of a key term  Provides a statement of the http://achievethecore.org/page/37/the or terms over the course of a text (e.g., central ideas or information of a -gospel-of-wealth-by-andrew-carnegie Shelby County Schools 2015/2016 16 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content how Madison defines faction in Federalist primary or secondary source; No. 10 ). provides an accurate summary Close Reading and Annotation that makes clear the relationships among the key details and ideas. RI 11-12.6 Determine an author’s point of Set a Purpose for Reading: view or purpose in a text in which the  Provides a statement of the rhetoric is particularly effective, analyzing central ideas or conclusions of a how style and content contribute to the text; summarizes complex Carnegie states that in his age there power, persuasiveness, or beauty of the concepts, processes, or is a “…temporary unequal distribution text. information presented in a text by of wealth.” Does Carnegie sufficiently paraphrasing them in simpler but present his argument? still accurate terms. Review First Read: RI 11-12.1 Cite strong and thorough  Provides a determination of an textual evidence to support analysis of author’s point of view or purpose Read the text aloud. what the text says explicitly as well as in a text in which the rhetoric is particularly effective RI 2 inferences drawn from the text, including Second Read: determining where the text leaves matters  Demonstrates the ability to Read the text again and stop to discuss uncertain. determine the meaning of words some of the vocabulary. and phrases as they are used in a Make notes on the vocabulary in the text (e.g., figurative, connotative, margins where appropriate. technical). Highlight any points that may be  Provides an analysis of how an important. author uses or refines a key term (For the student – relay to students that or terms over the course of a text they are not expected to know all of the words or understand everything in these  Demonstrates the ability to initial readings. determine the meaning of symbols and/or key terms in a specific Additional Reads: scientific or technical context Reread this text very closely over several relevant to grade 11 texts and days to uncover its meaning. topics. RI 4  Provides an analysis of how style Text Dependent Questions and content contribute to the power, persuasiveness, or beauty Shelby County Schools 2015/2016 17 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content of the text. Use the following method to address each of the Text Dependent Questions.  Provides an analysis of the author’s purpose in providing an explanation, describing a • Reread the section of the text that procedure, or discussing an precedes the question experiment in a text, identifying • Take notes to help you formulate an important issues that remain answer to the question unresolved. • Discuss the question in a group  Provides an evaluation of the • Individually write what you think are the authors’ differing points of view best answers to each question on the same historical event or issue by assessing the authors’ claims, reasoning, or evidence. RI Text has been numbered into sections 6 1-14.  Provides strong and thorough textual evidence to support Section 1 Text with Section 1 Text analysis of what the text says Dependent Questions explicitly and/or inferences drawn from the text. 1. What is the “age” Carnegie is  Provides strong and through talking about? The Gilded Age or the textual evidence with a Industrial Revolution. Students should note determination of where the text the date given on the first page. (General leaves matters uncertain. Understanding)  Provides textual evidence to support an analysis of science 2. What is a “harmonious and/or technical texts, attending relationship”? Students should to important distinctions the differentiate this meaning from other author makes. meanings of harmony, and identify that Carnegie is talking here about bettering  Provides textual evidence to relations between rich people and poor support an analysis of science people. (Key Details) and/or technical texts, attending to any gaps or inconsistencies in the account. 3. What does Carnegie mean by “the Shelby County Schools 2015/2016 18 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content

 Provides textual evidence to administration of wealth”? The notion support an analysis of primary of “administering wealth” is not explained and/or secondary sources, until later in the text. At this point students connecting insights gained from should be given a chance to grapple with specific details to an this idea, with teachers explaining that the understanding of the text as a class will return to it later. (Vocabulary and whole. RI 1 text structure)

4. What is the “...change which has come with civilization” that Carnegie alludes to here? In the past the “chief” and his “retainers” were very similar in their “...dress, food and environment.” This is no longer the case. The rich now live in mansions and the laborers in cottages. (Vocabulary and text structure)

5. What is Carnegie saying about this change and “civilization”? He is saying that this change “comes with civilization.” This means that, according to Carnegie, when there was no civilization the “chief” and his “retainer” or follower were very much equal (“...little difference”). The difference only came – according to Carnegie – with civilization. (Author’s Purpose)

Section 2 Text with Section 2 Text Dependent Questions

1. What is “this change” that Carnegie refers to in the first sentence of the paragraph to the left? Shelby County Schools 2015/2016 19 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content

2. Carnegie makes a number of points in this paragraph; explain each of these (there should be about five or six).

1. What is the “condition of affairs” in the first sentence here, and what are the “best interests” which Carnegie states this promotes?

2. Carnegie states, “...the laws upon which Civilization is founded have thrown it {wealth} into the hands of the few...” What is he claiming are these “laws”? What does “law” mean in this context?

3. What is the main question that Carnegie is posing here?

4. What differences between types of wealth does Carnegie define?

http://achievethecore.org/page/37/the- gospel-of-wealth-by-andrew-carnegie

Note: Using this module from Achievement Partners, click on the link above to find Text Sections 4-12, with aligned text dependent

Shelby County Schools 2015/2016 20 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content questions.

1. In paragraph 13, Carnegie summarizes his argument. What main points does he review?

1. Why does Carnegie consider his plan a “gospel”? WIDA Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standard 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions). English language learners communicate for English Language Development Standard 1 Social and Instructional purposes within the Social and Instructional language school setting English language learners communicate information, ideas and concepts necessary English Language Development Standard 2 The language of Language Arts for academic success in the content area of Language Arts

Language – Vocabulary Language – Vocabulary Vocabulary

Shelby County Schools 2015/2016 21 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content

L.11-12.4. Determine or clarify the Evidence Statements Below is an example of the Tier 2 meaning of unknown and multiple-meaning Demonstrates the ability to use context Vocabulary from section 1 of the text. words and phrases based on grades 11-12 (e.g., the overall meaning of a sentence or Vocabulary words are “bolded”, reading and content, choosing flexibly from paragraph; a word’s position or function in throughout each section of text and will a range of strategies. a sentence) as a clue to the meaning of a look something like this: word or phrase. L4 a. Use context (e.g., the overall meaning of 1. harmonious a sentence, paragraph, or text; a word’s Demonstrates the ability to clarify words in 2. Deplored position or function in a sentence) as a clue context L.4 3. Nay to the meaning of a word or phrase. 4. Modes Demonstrates the ability to use context 5. Surplus wealth b. Identify and correctly use patterns of clues L.4 a word changes that indicate different 6. Decedents meanings or parts of speech (e.g., 7. Bequeathed Demonstrates the ability to use word conceive, conception, conceivable). 8. Testation patterns L.4.b 9. Thwarted c. Consult general and specialized 10. Disposition reference materials (e.g., dictionaries, Demonstrates the ability to use reference 11. Deprived glossaries, thesauruses), both print and materials L.4.c digital, to find the pronunciation of a word 12. Condemnation or determine or clarify its precise meaning, Demonstrates the ability to verify the its part of speech, its etymology, or its meaning of words L.4.d For additional vocabulary, click on the standard usage. link: Demonstrates the ability to interpret http://achievethecore.org/page/37/the d. Verify the preliminary determination of figures of speech in context L.5 -gospel-of-wealth-by-andrew-carnegie the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Demonstrates the ability to use general Tier 2 words - http://soltreemrls3.s3- academic and domain specific words and website-us-west- phrases. L.6 2.amazonaws.com/marzanoresearch.com/ L.11-12.5. Demonstrate understanding of media/documents/List-of-Tier-2-and-Tier-3- figurative language, word relationships, Terms-for-ELA-and-Math.pdf and nuances in word meanings.

Shelby County Schools 2015/2016 22 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content Literary Analysis Workshop a. Interpret figures of speech (e.g.,  Skills: Acquire and use academic hyperbole, paradox) in context and analyze vocabulary their role in the text. (After students have read the text, teachers may need to add additional Tier 2 b. Analyze nuances in the meaning of words to the “Gospel of Wealth” list.) words with similar denotations. Interactive Digital Path L.11-12.6. Acquire and use accurately  Vocabulary Central general academic and domain-specific words and phrases, sufficient for reading,  Vocabulary Workshop: Multiple writing, speaking, and listening at the Meaning Words college and career readiness level; Reviewed throughout the quarter: demonstrate independence in gathering vocabulary knowledge when considering a Synonyms/antonyms word or phrase important to Affixes- Latin roots Resources comprehension or expression. Context clues (Videos showing strategies for teaching academic vocabulary in context) Analogy and word relationships http://tn.pbslearningmedia.org/resource/a8 Word parts and families 54cb64-c133-42d0-8c5d- 40e9d9ce2a5f/academic-vocabulary-in-the- common-core-high-school-social

Common Core Companion Greek and Latin roots https://en.wikipedia.org/wiki/List_of_Greek_ and_Latin_roots_in_English

The Critical Words Your Students Must Know for the Common Core State Standards! http://www.marileesprenger.com/the- critical-words.html

Shelby County Schools 2015/2016 23 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content Writing Writing Writing Writing to Texts Standards Evidence Statements Performance Task:

1. Write arguments to support claims W 11-12.1 Carnegie argues that in his age there is a in an analysis of substantive topics or Recognize relevant or sufficient evidence “…temporary unequal distribution of texts, using valid reasoning and W.1 wealth.” Does Carnegie sufficiently present relevant and sufficient evidence. his argument? Be sure to include a thesis statement, three pieces of evidence (i.e. Ability to analyze a substantive topic or quotes) and a conclusion. a. Introduce precise, knowledgeable text to determine if it is suitable for a claim(s), establish the significance of written argument W.1 the claim(s), distinguish the claim(s) ANALYSIS: from alternate or opposing claims, As a class we will review the following a. Ability to write an argument to support and create an organization that questions: logically sequences claim(s), claims in an analysis of substantive topics counterclaims, reasons and evidence. or texts, using valid reasoning and relevant and sufficient evidence which: A. What is the key argument that Carnegie is making in this piece? b. Develop claim(s) and counterclaims  introduces precise, knowledgeable Students should recognize that he is fairly and thoroughly, supplying the claim(s) arguing that the wealthy have earned their most relevant evidence for each while  establishes the significance of the wealth, have a duty to help others, and pointing out the strengths and claims should do so as they best see fit, as they limitations of both in a manner that are superior. There is also religious anticipates the audience’s knowledge  distinguishes claims from alternate grounding in his argument level, concerns, values, and possible or opposing claims biases.  creates an organization that logically sequences claim(s), B. How does he develop his argument? c. Use words, phrases, and clauses as counterclaims, reasons, and Students should be able to identify these well as varied syntax to link the major evidence main chunks of the text: sections of the text, create cohesion, I. Describes the effects of the industrial and clarify the relationships between b. Develops claim(s) and counterclaims revolution on income and income claim(s) and reasons, between fairly and thoroughly, with the most distribution reasons and evidence, and between relevant evidence for each II. Analyzes what is beneficial about these claim(s) and counterclaims. changes  points out strengths and limitations of claims and counterclaims III. Describes and analyzes current ways of Shelby County Schools 2015/2016 24 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content d. Establish and maintain a formal  anticipates the audience’s handling great wealth, poses question of style and objective tone while knowledge level, concerns, how it should be handled attending to the norms and valuable, and possible biases IV. Supports the growing idea of a death conventions of the discipline in which tax, but also says that this alone is not they are writing. sufficient i.e. rather than a death tax, c. Uses words, phrases, and clauses as well which he says is inefficient, we need to as varied syntax to link sections of text, have wealthy administer their wealth as e. Provide a concluding statement or create cohesion, and clarify relationships section that follows from and supports they see fit while alive. the argument presented. V. Responds to arguments outside of text d. Establishes and maintains formal style (Capitalism & Communism) VI. Proposes his and objective tone argument – administer it oneself VII. 4 Produce clear and coherent writing Problem of other modes in which the development,  attends to the norms and organization, and style are conventions of the discipline appropriate to task, purpose, and C. What evidence does he provide? audience. (Grade-specific e. Provides a concluding statement that Students should be able to pull these main expectations for writing types are follows from and supports the argument illustrations used by Carnegie to support defined in standards 1-3 above.) presented. his arguments, and they should also be able to identify the points of argument used in their response to the Performance 5. Develop and strengthen writing as As students organize their essays for Task: needed by planning, revising, editing, “The Gospel of Wealth” they should rewriting, or trying a new approach, be able to incorporate the following: I. The palace and the cottage focusing on addressing what is most II. Squalor and Maecenas of Rome significant for a specific purpose and III. Inheritors (male vs. female) and the audience. (Editing for conventions Written Expression: public need should demonstrate command of Development of Ideas Language standards 1-3 up to and IV. Death tax does benefit society  The student response addresses including grades 11-12 on page 55.) V. Doesn’t sap the root of enterprise the prompt and provides effective and comprehensive development VI. Because the wealthy are superior for of the claim, topic and/or narrative having earned elements by using clear and VII. Wasted in indulgences – The Cooper convincing reasoning, details, text- Institute VIII. Mr. Tilden – legal disputes based evidence, and/or description; the development is consistently appropriate to the task, purpose, Shelby County Schools 2015/2016 25 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content and audience.

Organization  The student response demonstrates purposeful coherence, clarity, and cohesion2 and includes a strong introduction, conclusion, and a logical, well- executed progression of ideas, making it easy to follow the writer’s progression of ideas. Speaking and Listening Speaking and Listening Speaking and Listening

SL 11-12.1. Initiate and participate Ability to identify key supporting Teachers will hold students accountable for effectively in a range of collaborative ideas from research. their learning through the practice of discussions (one-on-one, in groups, “Accountable Talk”. This is a classroom and teacher-led) with diverse partners process and procedure learned earlier in Ability to analyze and evaluate on grades 11-12 topics, texts, and the school year. The Gospel of Wealth issues, building on others’ ideas and  text lesson can easily incorporate this best expressing their own clearly and practice.  comments persuasively.  claims Activity a. Come to discussions prepared, having  evidence posed Accountable Talk read and researched material under study; explicitly draw on that preparation by  Personal conclusions referring to evidence from texts and other  the conclusions of others. Common Language around research on the topic or issue to stimulate Accountable Talk: a thoughtful, well-reasoned exchange of ideas. Ability to reference evidence from texts and research to support 1. Students make use of specific and comments and ideas. accurate knowledge. b. Work with peers to promote civil,  Students make specific reference democratic discussions and decision- to a text to support arguments and making, set clear goals and deadlines, and Ability to justify personal viewpoints Shelby County Schools 2015/2016 26 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content establish individual roles as needed. by making connections to new assertions. evidence or reasons posed.  Students make clear reference to c. Propel conversations by posing and SL 1 and 1a knowledge built in the course of responding to questions that probe discussion. reasoning and evidence; ensure a hearing Describe expectations for civil and  Examples or claims using outside for a full range or positions on a topic or democratic discussion and decision- knowledge are accurate, issue; clarify, verify, or challenge ideas and making. accessible, and relevant. conclusions; promote divergent and creative perspectives. Determines goals, deadlines, and 2. Students provide evidence for individual roles for discussion groups. claims and arguments. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of Evaluates discussions and decision-  Unsupported claims are questioned an issue; resolve contradictions when making processes. and investigated by discussion possible; and determine what additional participants. information or research is required to Collaborates to develop guidelines for  Requests are made for factual deepen the investigation or complete the discussion. information, elaboration, task. SL 1b rephrasing and examples.  Students call for the definition and SL 11-12. 3. Evaluate a speaker’s Ability to identify diverse perspectives clarification of terms under point of view, reasoning, and use of in text and presented in discussion. discussion. evidence and rhetoric, assessing the stance, premises, links among ideas,  Students challenge whether the word choice, points of emphasis, and Ability to ask thought provoking information being used to address tone used. questions. a topic is relevant to the discussion. Presentation Ability to identify conclusions posed during discussion or in text. Question stems students might use in order to engage in a meaningful conversation with peers: Ability to identify new information posed during discussion. What evidence do you have to support that? Clarify what you mean by __. Ability to formulate ideas, opinions, Shelby County Schools 2015/2016 27 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content and conclusions based on prior and Based on my evidence, I think ___. new evidence. How could you prove that? Where did you find that evidence? Ability to pose and respond to What is your line of evidence? questions to probe reasoning and evidence. Resources

Ability to converse to resolve contradictions. SL 1c 1. Classroom roles and responsibilities 2. Accountable talk – TNCore.org. Ability to synthesize comments, 3. Close Reading – TNCore.org claims, and evidence for all sides of an issue. Accountable Talk Stems: http://www.ces.rcs.k12.tn.us/web_uplo Determines additional information ads/203_accountable_talk_toolkit_10- needed to further the investigation or 09.pdf complete the task.

Responds thoughtfully to consider all positions on an issue or topic. SL1d Week 3 Research Project Your students may not have the background knowledge of the 1920’s to put the upcoming novel, The Great Gatsby, in proper context. The Roaring 20’s was a time of tremendous growth, change, fun, and excitement. Have them do some basic research on the time period and present their findings to the class in various ways in order to help them visualize the setting and characters of The Great Gatsby. The project is titled: The TIMES Magazine Project. Class begins with the reading of the quote, “It was the best of times; It was the worst of times…” Students will answer the following question: Was the decade of the 1920’s truly “roaring” and prosperous or was it a period that left many Americans disillusioned? Students will complete some research during class integrating information and evaluating multiples sources. Students will focus on two topic areas to answer the posed question, analyzing the development over time. Once the research has been collected, students will write a magazine article based on their completed research. Working in groups, students will proofread and peer edit their articles. Once the articles are edited, students will compile their articles into a class magazine. Most importantly, students will gain an understanding of the time period in order to understand the novel in historical

Shelby County Schools 2015/2016 28 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content context. The lesson can be easily differentiated by tailoring the requirements for each section based on students’ performance levels and available time. Informational Informational The concept of the American Dream will Reading Complex Standards Evidence Statements occur and how the Roaring 20’s was Texts affected by this evolution. The American Dream has changed throughout the years RI 7: Integrate and evaluate multiple Provides an evaluation of multiple and is still alive today and is a staple for sources of information presented in sources of information presented in success for many Americans. The Roaring different media or formats (e.g., visually, different media or formats (e.g., 20's became a time of change in culture, quantitatively) as well as in words in order visually, quantitatively) as well as in economy, social issues, law, government, to address a question or solve a problem. words in order to address a question and quality of life for Americans. or solve a problem. RI 7 Topic Suggestions: RI 11-12. 2 Determine two or more The Jazz Age central ideas of a text and analyze  I can identify central ideas of Amendment 18 their development over the course of the text. the text, including how they interact Prohibition and build on one another to provide a  I can identify specific details The American Economy of the 1920’s that support the development complex analysis; provide an objective The Ford car industry summary of the text. of central ideas. Technology and Innovations  I can analyze how two central Advances in Science and Medicine ideas of a text interact and build on one another to provide The Stock Market and Wall Street a complex analysis. Culture  I can use specific details to American Politics interpret how the text supports Sports key ideas. Literature  I can formulate an objective The role of women summary that includes how Federal Radio Commission two central ideas interact and Infrastructure build on one another to provide a complex analysis. Urbanization Suffrage  I can differentiate between basic and complex analysis. Harlem Renaissance

Shelby County Schools 2015/2016 29 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content RI 2 Rise of the Speakeasy

Language – Vocabulary Language - Evidence Statements Vocabulary Working independently on research projects, students will conference with  I can recognize that usage is a their peers. It is important for matter of convention, can change students to know and be able to use over time, and is sometimes L 11-12.L.1 Demonstrate command of the Tier 3 academic vocabulary. conventions of standard English grammar contested. and usage when writing or speaking.  I can demonstrate command of the Tier 3 Vocabulary conventions of standard English Integrate a. Apply the understanding that usage is a grammar and usage when writing matter of convention, can change over or speaking. Evaluate time, and is sometimes contested. L 1; L1a Articulate Demonstrate b. Resolve issues of complex or contested  I can identify issues of complex or Clarify usage, consulting references (e.g., Merriam contested usage, consulting Identify Webster’s Dictionary of English Usage, references (e.g., Merriam Webster’s Interpret Garner’s Modern American English) as Dictionary of English Usage, Analyze needed. Garner’s Modern American Usage) as needed. Tier 2 Vocabulary  I can demonstrate command of the L.11-12.4. Determine or clarify the conventions of standard English meaning of unknown and multiple-meaning grammar and usage when writing Students will have the opportunity to words and phrases based on grades 11-12 or speaking. explore and research topics of interest; reading and content, choosing flexibly from L 1b therefore, each student will work a range of strategies. independently with vocabulary unique to their planned articles. Tier 2 vocabulary Demonstrates the ability to use context will be incorporated into peer a. Use context (e.g., the overall meaning of (e.g., the overall meaning of a sentence or conferencing/peer editing. a sentence, paragraph, or text; a word’s paragraph; a word’s position or function in position or function in a sentence) as a clue a sentence) as a clue to the meaning of a to the meaning of a word or phrase. word or phrase. L4 Tier 2 words - http://soltreemrls3.s3- website-us-west- Shelby County Schools 2015/2016 30 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content 2.amazonaws.com/marzanoresearch.com/ b. Identify and correctly use patterns of Demonstrates the ability to clarify words in media/documents/List-of-Tier-2-and-Tier-3- word changes that indicate different context Terms-for-ELA-and-Math.pdf meanings or parts of speech (e.g., L.4 conceive, conception, conceivable). Literary Analysis Workshop Demonstrates the ability to use context  Skills: Acquire and use academic c. Consult general and specialized clues vocabulary reference materials (e.g., dictionaries, L.4 a (After students have read the text, glossaries, thesauruses), both print and teachers may need to add additional Tier 2 digital, to find the pronunciation of a word words to the “Gospel of Wealth” list.) or determine or clarify its precise meaning, Demonstrates the ability to use word its part of speech, its etymology, or its patterns standard usage. L.4.b Interactive Digital Path  Vocabulary Central d. Verify the preliminary determination of Demonstrates the ability to use reference  Vocabulary Workshop: Multiple the meaning of a word or phrase (e.g., by materials Meaning Words checking the inferred meaning in context L.4.c or in a dictionary).

Demonstrates the ability to verify the L.11-12.5. Demonstrate understanding of Resources meaning of words figurative language, word relationships, (Videos showing strategies for teaching and nuances in word meanings. L.4.d academic vocabulary in context) http://tn.pbslearningmedia.org/resource/a8 a. Interpret figures of speech (e.g., Demonstrates the ability to interpret 54cb64-c133-42d0-8c5d- hyperbole, paradox) in context and analyze figures of speech in context 40e9d9ce2a5f/academic-vocabulary-in-the- their role in the text. L.5 common-core-high-school-social b. Analyze nuances in the meaning of Demonstrates the ability to use general Common Core Companion Greek and Latin words with similar denotations. academic and domain specific words and roots phrases. https://en.wikipedia.org/wiki/List_of_Greek_ and_Latin_roots_in_English L.11-12.6. Acquire and use accurately L.6 general academic and domain-specific words and phrases, sufficient for reading, Shelby County Schools 2015/2016 31 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content writing, speaking, and listening at the Reviewed throughout the quarter: The Critical Words Your Students Must college and career readiness level; Synonyms/antonyms Know for the Common Core State demonstrate independence in gathering Standards! Affixes- Latin roots vocabulary knowledge when considering a http://www.marileesprenger.com/the- word or phrase important to Context clues critical-words.html comprehension or expression. Analogy and word relationships Word parts and families

Writing to Texts Writing Writing Writing Standards Evidence Statements  Ability to identify: Gathering relevant information from multiple sources for research project. W 11-12 W 7 -appropriate short and Conduct short as well as more sustained research topics sustained research projects to answer - multiple sources on the Research Question: Was the decade of a question (including a self-generated subject of the research the 1920’s truly “roaring” and prosperous question) or solve a problem; narrow or was it a period that left many Americans or broaden the inquiry when  Ability to access reference disillusioned? appropriate; synthesize multiple materials (both print and sources on the subject, demonstrating electronic material) Students will read various informational understanding of the subject under  Demonstrates ability to narrow texts in order to explore the American investigation. or broaden the inquiry when Dream and the historical context for the appropriate 1920’s time period. Students will work W 11-12 .8 Gather relevant  Ability to evaluate the individually and cooperatively to research information from multiple credibility of sources and prepare a written and oral presentation authoritative print and digital on a specific topic. Topics may include but sources, using advanced searches  Ability to construct and refine are not limited to: women of the 1920’s, effectively; assess the strengths and research questions economic concerns, science and limitations of each source in terms of  Demonstrates ability to technology innovations, influence of the the task, purpose, and audience; synthesize information from Presidential administration(s), social class, integrate information into the text multiple sources popular entertainment, prohibition, the selectively to maintain the flow of right to vote, clothing and fashion, music, Shelby County Schools 2015/2016 32 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content ideas, avoiding plagiarism and  Ability to conduct steps for etc. In addition to basic research and overreliance on any one source and short as well as sustained citation procedures, students will gain an following a standard format for research projects to answer a understanding of the time period in order citation. question to understand the novel in historical context. Upon completion, students will be  Ability to conduct short and able to trace some of the major themes of Review sustained research to answer the novel and explore how they relate to W 11-12. 10. Write routinely over a question (including a self- their own lives. extended time frames (time for generated question) or solve a research, reflection, and revision) and problem shorter time frames (a single sitting W 7 or a day or two) for a range of tasks, purposes, and audiences.  Recognizes strengths and weaknesses of a source based on the task, purpose, and audience  Defines plagiarism  Identifies overreliance on a source  Recognizes authoritative sources  Ability to cite in standard forms  Ability to evaluate sources by assessing strengths and weaknesses in terms of: - task - purpose - audience  I can integrate information into text to: - maintain flow of

Shelby County Schools 2015/2016 33 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content ideas - avoid plagiarism and overreliance on any one source  I can gather relevant information from multiple authoritative print and digital sources  I can perform advanced searches effectively. W 8 Speaking and Listening Speaking and Listening Speaking and Listening Standards Evidence Statements The Oral Presentation Research Question: SL 11-12. 4. Present information, Ability to identify: Was the decade of the 1920’s truly findings, and supporting evidence, “roaring” and prosperous or was it a period  clear, distinct perspective conveying a clear and distinct that left many Americans disillusioned? perspective, such that listeners can Recognizes that presentation of follow the line of reasoning, information is determined by analysis Students to present their TIMES Magazine: alternative or opposing perspectives of purpose, audience, and task are addressed, and the organization, 1. Preparing for an oral presentation development, substance, and style Recognizes that issues generate A. Very similar to putting together an are appropriate to purpose, audience, alternative and opposing perspectives essay and a range of formal and informal B. Instead of just handing in an essay, tasks. students will present their topics Ability to determine: verbally and visually. SL 11-12 5. Make strategic use of  supporting evidence C. What is your purpose (to inform the digital media (e.g., textual, graphical,  logical organization audience?) audio, visual, and interactive D. Write down a rough outline of points  alternative or opposing elements) in presentations to enhance so you can understanding of findings, reasoning, viewpoints and appropriate begin to research. and evidence and to add interest.  development 2. Researching for a presentation A. Choose resources that are clear and Shelby County Schools 2015/2016 34 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content

SL 11-12. 6. Adapt speech to a variety  substance concise of contexts and tasks, demonstrating B. Consider examples, pictures and  style to: a command of formal English when illustrations indicated or appropriate. (See grades  purpose C. Record your source details 11-12 Language standards 1 and 3 on page 54 for specific expectations.)  audience range of formal and 3. Writing a presentation informal tasks A. Organize your ideas like you would for an Ability to present: essay: have an introduction, a body with  information details, and a conclusion.  findings B. Pay attention to clear and logical  supporting evidence conveying progression of a clear and distinct ideas. perspective so that listeners 4. Using visual aids can follow the line of reasoning A. It is very helpful to use visual aids in a  presentation, as they help people to Ability to include: understand  alternative perspectives your topic.  opposing perspectives B. Most people learn visually as well as SL 4 aurally. 5. Group presentations Ability to identify: A. Group presentations can be great because the  clear, distinct perspective workload is shared between a number of people. Recognizes that presentation of B. Making good use of knowledge and information is determined by analysis different of purpose, audience, and task strengths can be effective.

Recognizes that issues generate Resources: Shelby County Schools 2015/2016 35 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content alternative and opposing perspectives http://www.ion.uillinois.edu/resources/otai/ Ability to determine: OralReports.asp  supporting evidence https://owl.english.purdue.edu/owl/resource  logical organization /560/01/  alternative or opposing viewpoints and appropriate  development  substance  style to:  purpose  audience range of formal and informal tasks

Ability to present:  information  findings  supporting evidence conveying a clear and distinct perspective so that listeners can follow the line of reasoning

Ability to include:  alternative perspectives  opposing perspectives SL 5

Comprehends how strategic digital media is used

Evaluates the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and evidence

Evaluates the usefulness of digital media in presentations to add interest

Ability to use digital media strategically in presentations to:  enhance understanding  add interest SL 6 Week 4 Standards Evidence Statements Writing Workshop Writing Workshop W 11-12.1. Write arguments to W 11-12.1 Students synthesize information from their support claims in an analysis of Recognize relevant or sufficient evidence readings and research and respond to the substantive topics or texts, using W.1 performance task. valid reasoning and relevant and sufficient evidence. Ability to analyze a substantive topic or Cumulative Performance Task: Consider a. Introduce precise, knowledgeable text to determine if it is suitable for a the relationship between wealth, success, claim(s), establish the significance of the written argument and the 1920s perception of the American claim(s), distinguish the claim(s) from Dream. After reading “The Fallacy of W.1 alternate or opposing claims, and create an Success” and “The Gospel of Wealth” and organization that logically sequences completing multi-media research on the claim(s), counterclaims, reasons and a. Ability to write an argument to support 1920s, write a synthesis essay in which you Shelby County Schools 2015/2016 37 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content evidence. claims in an analysis of substantive topics defend, challenge or qualify the claim that b. Develop claim(s) and counterclaims or texts, using valid reasoning and relevant wealth was a key component to perceived fairly and thoroughly, supplying the most and sufficient evidence which: success during the 1920s. Cite evidence from both texts and at least one additional relevant evidence for each while pointing  introduces precise, knowledgeable source [R.L.11.7] Students write and revise out the strengths and limitations of both in claim(s) a manner that anticipates the audience’s toward publication. knowledge level, concerns, values, and  establishes the significance of the claims possible biases. As students organize their essays during c. Use words, phrases, and clauses as well  distinguishes claims from alternate the Writing Workshop, they should be able as varied syntax to link the major sections or opposing claims to incorporate the following: of the text, create cohesion, and clarify the  creates an organization that relationships between claim(s) and logically sequences claim(s), Written Expression: reasons, between reasons and evidence, counterclaims, reasons, and and between claim(s) and counterclaims. Development of Ideas evidence d. Establish and maintain a formal style  The student response addresses and objective tone while attending to the the prompt and provides effective norms and conventions of the discipline in b. Develops claim(s) and counterclaims and comprehensive development which they are writing. fairly and thoroughly, with the most of the claim, topic and/or narrative relevant evidence for each e. Provide a concluding statement or elements by using clear and section that follows from and supports the  points out strengths and limitations convincing reasoning, details, text- argument presented. of claims and counterclaims based evidence, and/or description; the development is consistently  anticipates the audience’s appropriate to the task, purpose, knowledge level, concerns, and audience. W 11-12. 2. Write valuable, and possible biases informative/explanatory texts to Organization examine and convey complex ideas, c. Uses words, phrases, and clauses as well concepts, and information clearly and The student response demonstrates as varied syntax to link sections of text, purposeful coherence, clarity, and accurately through the effective create cohesion, and clarify relationships selection, organization, and analysis cohesion2 and includes a strong of content. introduction, conclusion, and a logical, well- executed progression of ideas, making it a. Introduce a topic; organize complex d. Establishes and maintains formal style easy to follow the writer’s progression of ideas, concepts, and information so that and objective tone ideas. each new element builds on that which  attends to the norms and precedes it to create a unified whole; conventions of the discipline Shelby County Schools 2015/2016 38 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content include formatting (e.g., headings), graphics (e.g., figures, tables), and e. Provides a concluding statement that multimedia when useful to aiding follows from and supports the argument comprehension. presented. b. Develop the topic thoroughly by W 1 selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information Ability to select - and examples appropriate to the  appropriate topic audience’s knowledge of the topic.  complex ideas c. Use appropriate and varied transitions and syntax to link the major sections of the  appropriate formatting, graphics, text, create cohesion, and clarify the and multimedia to aid relationships among complex ideas and comprehension concepts.  supporting details d. Use precise language, domain-specific vocabulary, and techniques such as  effective transitions O effective metaphor, simile, and analogy to manage word choice the complexity of the topic.  tone e. Establish and maintain a formal style and objective tone while attending to the  style effective conclusion that norms and conventions of the discipline in follows from and supports the which they are writing. information or explanation presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., Ability to select well-chosen, relevant, articulating implications or the significance sufficient of the topic).  facts  definitions W 11-12. 4. Produce clear and coherent writing in which the  details development, organization, and style  quotations are appropriate to task, purpose, and audience. (Grade-specific  other appropriate information

Shelby County Schools 2015/2016 39 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content expectations for writing types are  examples defined in standards 1-3 above.)

I can develop the topic thoroughly by W 11-12. 5. Develop and strengthen selecting writing as needed by planning, revising, editing, rewriting, or trying a  the most significant and relevant new approach, focusing on addressing facts what is most significant for a specific  extended definitions purpose and audience. (Editing for conventions should demonstrate  concrete details command of Language standards 1-3  quotations up to and including grades 11-12 on page 55.)  other information  examples W 11-12. 6. Use technology, including W2 the Internet, to produce, publish, and update individual or shared writing products in response to ongoing Ability to analyze the reason for writing a feedback, including new arguments or piece to decide on information.  task  purpose Language Standards to be included for the Week of Writing Workshop  audience

L 11-12. 1. Demonstrate command of Ability to determine suitable the conventions of standard English  idea development strategies grammar and usage when writing or speaking.  organization a. Apply the understanding that usage is a  style appropriate to task purpose matter of convention, can change over and audience time, and is sometimes contested. W 4 b. Resolve issues of complex or contested usage, consulting references (e.g., I can recognize how and when to: Shelby County Schools 2015/2016 40 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content

Merriam-Webster’s Dictionary of English  plan Usage, Garner’s Modern American Usage) as needed.  revise  edit L 11-12. 2. Demonstrate command of  rewrite the conventions of standard English capitalization, punctuation, and  try a new approach spelling when writing. W 5 a. Observe hyphenation conventions. b. Spell correctly. Demonstrate command of the conventions of standard English grammar and usage L 11-12. 3. Apply knowledge of when writing or speaking. a. Apply the understanding that usage is a matter of language to understand how language functions in different contexts, to convention, can change over time, and is sometimes contested. make effective choices for meaning or style, and to comprehend more fully  I can recognize that usage is a when reading or listening. matter of convention, can change a. Vary syntax for effect, consulting over time, and is sometimes references (e.g., Tufte’s Artful Sentences) contested. for guidance as needed; apply an  I can apply understanding that understanding of syntax to the study of usage is a matter of convention, complex texts when reading. can change over time, and is sometimes contested.  I can demonstrate command of the conventions of standard English grammar and usage when writing.  I can demonstrate command of the conventions of standard English grammar and usage in writing. W 5

 I can identify issues of complex or Shelby County Schools 2015/2016 41 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.  I can 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.  I can demonstrate command of the conventions of standard English grammar and usage when writing. W 6

 I can identify correct hyphenation usage  I can use hyphens in phrases and clauses  I can apply correct capitalization, punctuation, and spelling when writing  Spell correctly.  I can spell correctly.  I can apply correct capitalization, punctuation, and spelling when writing. L 1

 I can determine how language functions in different contexts.  I can identify: o style o syntax.

 I can apply knowledge of language to: o determine how language functions in different contexts o make effective choices for meaning or style o comprehend more fully when reading or listening. L 2

 I can vary syntax for effect when writing, consulting reference when needed  I can apply knowledge of syntax to the study of complex texts when reading  Standard #: CC.11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.  I can identify words and phrases that have multiple

Shelby County Schools 2015/2016 43 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content meanings.  I can determine or clarify the meaning of unknown and multiple meaning words and phrases.  I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple meaning word or phrase. L 3 Weeks 5-7 Reading Selection  The Great Gatsby (Lexile 1070; text exemplar Appendix B; Literature)

Performance Task: Students provide an objective summary of F. Scott’s Fitzgerald’s Great Gatsby wherein they analyze how over the course of the text different characters try to escape the worlds they come from, including whose help they get and whether anybody succeeds in escaping. [RL.11–12.2] Literature Literature Literature RL. 11-12. 2: Determine a theme or Provides strong and thorough textual central idea of a text and analyze in detail evidence to support analysis of what the Reading Literature - Analyze Fiction its development over the course of the text says explicitly. (RL1)  Theme (RL 2) text, including how it emerges and is Provides strong and thorough textual shaped and refined by specific details; evidence to support analysis of inferences  Plot (RL 3) provide an objective summary of the text. drawn from the text. (RL1 )  Characters (RL 3) RL 11-12.3: Analyze how complex Provides a statement of a theme or central characters (e.g., those with multiple or idea of a text. (RL 2)  Symbol (RL 3) conflicting motivations) develop over the Provides an analysis of how a theme or course of a text, interact with other  Author’s Choices (RL 5) central idea emerges and is shaped (RL 2) characters, and advance the plot or develop the theme. Provides an objective summary of a text. Teaching The Great Gatsby as an (RL 2) RL 11-12. 5 Analyze how an author’s exploration of the American Dream – Does Shelby County Schools 2015/2016 44 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content choices concerning how to structure Provides an analysis of how complex it really exist or is this “dream” set aside specific parts of a text (e.g., the choice of characters (those with multiple or for only the chosen few? where to begin or end a story, the choice conflicting motivations) develop over the to provide a comedic or tragic resolution) course of a text. (RL 3) contribute to its overall structure and Provides an analysis of how complex The Great Gatsby (Lexile 1070; text meaning as well as its aesthetic impact. characters (those with multiple or exemplar Appendix B; Literature) Review conflicting motivations) interact with other RI.11-12.12,1,2,3,5 RL.11-12.1: Cite strong and thorough characters over the course of the text. (RL textual evidence to support analysis of 3) (Electronic Version) what the text says explicitly as well as Provides an analysis of how an author’s http://www.planetebook.com/ebooks/The- inferences drawn from the text, including choices concerning how to structure Great-Gatsby.pdf determining where the text leaves matters specific parts of a text (e.g., the choice of (Audio Book) uncertain. where to begin or end a story, the choice http://esl- to provide a comedic or tragic resolution) bits.net/ESL.English.Learning.Audiobo contribute to its overall structure and oks/Great.Gatsby/indice.html meaning. (RL 5) - Week 5 Reading Chapters 1-3:  Focus: analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where a story is set, how the action is ordered, how the characters are introduced and developed)

As students read through chapters 1-3, focus on how the author introduces the setting, characters, and events. Text Dependent Questions: Setting 1. Describe the setting of the valley of ashes where George and Myrtle live. What aspects of the setting

Shelby County Schools 2015/2016 45 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content imply that it is intended to have a symbolic meaning as well as a literal one? (Inferences, Vocabulary and Text Structure/Author’s Purpose) 2. Compare the setting of the party in Chapter three with the setting of the party in Chapter One. What is significant about the differences in setting here? (Inferences, Vocabulary and Text Structure/Author’s Purpose)

Plot 1. Describe two incidents involving automobiles in this section. What role do automobiles seem to play in the novel so far? (Inferences, Vocabulary and Text Structure/Author’s Purpose) 2. Why does Tom attach Myrtle at the end of the party? How does this exemplify Fitzgerald’s description of Tom in Chapter One? 3. How does Myrtle behave as the party progresses? What does this suggest about her role in the text? (Inferences, Vocabulary and Text Structure/Author’s Purpose)

Characters 1. Describe the ambiguity in Nick’s initial descriptions of Gatsby. What

Shelby County Schools 2015/2016 46 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content does this imply about the role Gatsby will play in the text? What does this suggest about Nick’s relationship with Gatsby? How might this color our trust of his narration? (Inferences, Vocabulary and Text Structure/Author’s Purpose) 2. How does the tone of Nick’s description of Tom reveal Nick’s feelings about Tom? Why is this significant? (Inferences, Vocabulary and Text Structure/Author’s Purpose) 3. How would you describe Daisy’s state of mind during dinner? What does she say and so that helps reveal her inner conflicts? (Inferences, Vocabulary and Text Structure/Author’s Purpose) 4. Nick thinks that, given the state of their marriage, Daisy should leave Tom, but it is clear to him that she has no intention of doing so. What indication is there that Tom and Daisy are closely linked despite their marital difficulties? Why is this significant moving forward? (Inferences, Vocabulary and Text Structure/Author’s Purpose)

Close Reading Selection: Chapter 2 (The first 8 paragraphs) Conduct a close read of this section of the Shelby County Schools 2015/2016 47 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content text. Students should annotate carefully, paying attention to the following: 1. First Impressions. 2. Vocabulary and Diction: a. What words stand out as significant? What words have deeper connotative or figurative meanings? How are adverbs used to modify? 3. Patterns a. Is there an image that has been mentioned before (in the text or outside of the text)? How are these images juxtaposed? What do you notice about the sentences in the passage (syntax)? How does this contribute to the overall meaning of the text? Do you notice any repetition, paradoxes etc.? What is the effect of this? Are there things implied or left out? Why does this matter? 4. Symbolism a. Are there metaphors, symbols, or motifs present? Do these values appear to have traditional connotations? Do you see allusions?

 Week 6 Reading Chapters 4-6  Focus: Determine the meaning of

Shelby County Schools 2015/2016 48 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone

As students read chapters 4-6, focus on the language of the text, paying attention to how language supports symbolism and motif in this section. Text Dependent Questions: Language and Symbolism 1. Aside from the improbability of his story, what other evidence is there that Gatsby is lying when he tells Nick about his background? Point to specific words and phrases (Vocab and Text Structure/Inferences) 2. With Jordan in his arms, Nick thinks of a phrase: “There are only the pursued, the pursuing, the busy and the tired.” How do you think this phrase reflects on the events of the novel so far? Do you think that Gatsby would agree with the phrase? (Vocab and Text Structure/Inferences) 3. What are Gatsby’s feelings by the end of chapter 5? What words or phrases point to this? (Vocabulary and Text Structure/Inferences). 4. What is Gatsby’s dialogue like in this section? What does it tell us Shelby County Schools 2015/2016 49 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content about Gatsby? (Vocabulary and Text Structure/Inferences). 5. Plato held that reality was an imperfect reflection of an ideal, permanent realm. With this in mind, what would you say Nick means when he says that “Jay Gatsby sprang from his Platonic conception of himself?” (Vocabulary and Text Structure/Inferences). 6. What is significant about the color green (the green card) in Chapter 6? What might it represent? (Inferences, Vocab and Text Structure/Author’s Purpose) 7. What is symbolic about the man with the “sort of blue” nose? What might it suggest about the difference between illusion and reality? (Inferences, Vocab and Text Structure/Author’s Purpose) 8. What is significant about the association of the color white with Daisy? What does this suggest about the relationship between Daisy and Gatsby? (Inferences, Vocab and Text Structure/Author’s Purpose)

Close Reading Selection: the last part of Chapter 6, beginning “He wanted nothing less . . . .” Conduct a close read of this section of the Shelby County Schools 2015/2016 50 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content text. Students should annotate carefully, paying attention to the following: 1. First Impressions. 2. Vocabulary and Diction: a. What words stand out as significant? What words have deeper connotative or figurative meanings? How are adverbs used to modify? 3. Patterns a. Is there an image that has been mentioned before (in the text or outside of the text)? How are these images juxtaposed? What do you notice about the sentences in the passage (syntax)? How does this contribute to the overall meaning of the text? Do you notice any repetition, paradoxes etc.? What is the effect of this? Are there things implied or left out? Why does this matter? 4. Symbolism a. Are there metaphors, symbols, or motifs present? Do these values appear to have traditional connotations? Do you see allusions? Pay attention to color symbolism in this chapter and make strong connections to previous mentions of the colors white, green, and blue.

Shelby County Schools 2015/2016 51 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content Week 7 Reading Chapters 7-9 Focus: Determine two or more themes or 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 produce a complex account; analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact As students read the final chapters of the novel, focus on key themes and how the development of characters, the ending, and the language support these themes. Consider: perspectives on the American Dream (success and wealth juxtaposed with the disillusionment of America in the 1920s: its ideals lost behind the trappings of class and material success), the clash of cultures in America (represented by the East and West Eggs), as well as the differences between Appearances and reality. Ask students to complete a theme discovery wherein they suggest a theme and find evidence from throughout the text to support the theme. This will help students see how the theme developed over the course of the text. Text Dependent Questions: 1. At the end of the chapter, Gatsby is standing alone, looking out at Daisy’s house. Where else in the

Shelby County Schools 2015/2016 52 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content novel does he do this? How is this different? (Inferences, Vocab and Text Structure, Author’s Purpose) 2. How is Nick’s attitude toward Gatsby ambivalent even at the moment when he says goodbye to him? (Inferences, Vocab and Text Structure, Author’s Purpose) 3. What do the eyes of Dr. T. J. Eckleburg symbolize to George Wilson? What is significant about this symbol? (Inferences, Vocab and Text Structure, Author’s Purpose) 4. How does Nick characterize Tom and Daisy at the end of the book? What has each of them “smashed” during the course of the novel? (Inferences, Vocab and Text Structure, Author’s Purpose) 5. At the end of the book, Nick imagines what the continent must have been like when it was first seen by Dutch sailors. How does this contrast with the environment described in the novel? (Inferences, Vocab and Text Structure, Author’s Purpose) 6. What does the green light symbolize at the end of the novel? (Inferences, Vocab and Text Structure, Author’s Purpose) 7. What is the impact of Nick telling the story in flashback? What Shelby County Schools 2015/2016 53 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content incidents or elements of the text appear to provide clues for future events? (Text Structure)

Close Reading Selection: the end of Chapter 9, beginning “One afternoon . . .” Students should annotate carefully, paying attention to the following: 1. First Impressions. 2. Vocabulary and Diction: a. What words stand out as significant? What words have deeper connotative or figurative meanings? How are adverbs used to modify? 3. Patterns a. Is there an image that has been mentioned before (in the text or outside of the text)? How are these images juxtaposed? What do you notice about the sentences in the passage (syntax)? How does this contribute to the overall meaning of the text? Do you notice any repetition, paradoxes etc.? What is the effect of this? Are there things implied or left out? Why does this matter? 4. Symbolism a. Are there metaphors, symbols, or motifs present? Do these values appear to have traditional Shelby County Schools 2015/2016 54 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content connotations? Do you see allusions? Analyze carefully the symbolism of the green light in reference to the American Dream here).

Concluding Questions: 1. We see all the action of The Great Gatsby from the perspective of one character whose narration seems to be shaped by his own values and temperament. In what ways does Carraway’s character and values matter to our understanding of the action of the novel? (Inferences/Author’s Purpose) 2. Early in the novel, Nick says of Gatsby that he “turned out all right at the end.” Later, however, after he tells Gatsby “You’re worth the whole damn bunch put together” and abruptly calls this “the only compliment I ever gave him because I disapproved of him from beginning to end.” What does this curiously ambivalent admiration for Gatsby tell us about Nick and especially about his relation to Gatsby’s “incorruptible dream?” (Inferences/Author’s Purpose/Vocab and Text Structure/Key Details) 3. From his first appearance, Tom Buchanan is a mouthpiece of racism. For instance, he sees himself as one of the “Nordics” who “make civilization;”

Shelby County Schools 2015/2016 55 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content and who must prevent “these other races” from having “control of things.” Elsewhere, he complains of the lack of “self-control” of people who “begin by sneering at family life and family institutions,” and threaten to “throw everything overboard and have intermarriage between black and white”. How does Tom’s expression of such attitudes illuminate his character, his relations with Daisy, and his sense of his place in the world? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections). 4. How is Wolfsheim, along with the anti-Semitism informing his characterization, important to shaping the conflicts of the novel? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections). 5. One of the concluding images of The Great Gatsby is Nick’s description of “the old island here that flowered once for Dutch sailors’ eyes---a fresh, green breast of the new world.” This imagery reminds us of the predominance in the novel of fantasies insistently associated with men. What is the place for Daisy, and for the novel’s female characters generally, in such fantasies? Are the dreams of the women in the novel consistent with those fantasies, or do we encounter any points of resistance? (Inferences, Author’s Purpose/Opinion, Arguments,

Shelby County Schools 2015/2016 56 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content and Intertextual Connections). 6. The introduction of Myrtle and George Wilson underscores the importance of social class in the novel. How does their presence sharpen Fitzgerald’s characterization of the rich, and what might the resulting contrasts suggest about the role of class in shaping social experience in novel? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections). 7. At the end of Chapter Five, Nick makes much of the power of Daisy’s voice over Gatsby: “I think that voice held him most, with its fluctuating, feverish warmth, because it couldn’t be over dreamed—that voice was a deathless song”. Later on, Gatsby observes that “Her voice is full of money,” and Nick develops the point: “That was it, I’d never understood before. It was full of money—that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals’ song of it.” Is it possible for characters in Gatsby’s world to disentangle different kinds of value: In particular, do the social conventions and self- understandings of the main characters allow them to disentangle the material value associated with economic wealth, the value attributed to a human object of desire, the aesthetic value of a beautiful object, and the moral values

Shelby County Schools 2015/2016 57 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content by which one assesses a person’s character? Why, if it all, does this matter? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections). 8. An intriguing exchange between Nick and Gatsby takes place near the end of Chapter Six: “I wouldn’t ask too much of her,” Nick says “You can’t repeat the past.” “Can’t repeat the past?” Gatsby cries out. “Why of course you can!.” How does the past impinge upon the present in the lives of both Nick and Gatsby? Should we see Gatsby as eccentric in his view that one can not merely repeat, but change, the past by starting over? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections). At Gatsby’s funeral, Nick remembers “without resentment, that Daisy hadn’t sent a message or a flower.” Should Nick’s attitude surprise us, and how might it illuminate the world that Gatsby, Nick, and Daisy inhabited, and the value of Gatsby’s “incorruptible dream”? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections). Language – Vocabulary Evidence Statements Vocabulary

L 11-12.L.1 Demonstrate command of the  I can recognize that usage is a Tier 2 Vocabulary conventions of standard English grammar matter of convention, can change Ambiguous Ineffable and usage when writing or speaking. over time, and is sometimes Shelby County Schools 2015/2016 58 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content contested. Benediction Innuendo a. Apply the understanding that usage is a  I can demonstrate command of the Commensurate Intermittent matter of convention, can change over conventions of standard English Complacently Intimation time, and is sometimes contested. grammar and usage when writing Contemptuous Juxtaposition or speaking. Contiguous Languid b. Resolve issues of complex or contested L 1; L1a Convivial Nebulous usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Countenance Obstinate Garner’s Modern American English) as  I can identify issues of complex or Debauchee Pasquinade contested usage, consulting needed. Deft Pastoral references (e.g., Merriam Webster’s Dictionary of English Usage, Defunct Permeate Garner’s Modern American Usage) Dilatory Portentous L.11-12.4. Determine or clarify the as needed. Dissention Punctilious meaning of unknown and multiple-meaning  I can demonstrate command of the Divergence Rancor words and phrases based on grades 11-12 conventions of standard English reading and content, choosing flexibly from Divot Redolent grammar and usage when writing a range of strategies. Erroneous Reproach or speaking. Façade Strident L 1b a. Use context (e.g., the overall meaning of Facet Sumptuous a sentence, paragraph, or text; a word’s Feign Supercilious position or function in a sentence) as a clue Demonstrates the ability to use context to the meaning of a word or phrase. (e.g., the overall meaning of a sentence or Fluctuate Superfluous paragraph; a word’s position or function in Fortuitously Surmise a sentence) as a clue to the meaning of a Fractious Tumult b. Identify and correctly use patterns of word or phrase. L4 word changes that indicate different Garrulous Turgid meanings or parts of speech (e.g., Hauteur Unobtrusive Demonstrates the ability to clarify words in conceive, conception, conceivable). Humidor Vacuous context Imperceptible Vestige L.4 c. Consult general and specialized Incessantly Vehemently reference materials (e.g., dictionaries, Literary Analysis Workshop glossaries, thesauruses), both print and Demonstrates the ability to use context digital, to find the pronunciation of a word clues  Skills: Acquire and use academic or determine or clarify its precise meaning, vocabulary Shelby County Schools 2015/2016 59 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content its part of speech, its etymology, or its L.4 a standard usage. Interactive Digital Path Demonstrates the ability to use word  Vocabulary Central d. Verify the preliminary determination of patterns  Vocabulary Workshop: Multiple the meaning of a word or phrase (e.g., by L.4.b checking the inferred meaning in context Meaning Words or in a dictionary). Demonstrates the ability to use reference materials L.11-12.5. Demonstrate understanding of Resources L.4.c figurative language, word relationships, (Videos showing strategies for teaching and nuances in word meanings. academic vocabulary in context) Demonstrates the ability to verify the http://tn.pbslearningmedia.org/resource/a8 meaning of words a. Interpret figures of speech (e.g., 54cb64-c133-42d0-8c5d- hyperbole, paradox) in context and analyze L.4.d 40e9d9ce2a5f/academic-vocabulary-in-the- their role in the text. common-core-high-school-social Demonstrates the ability to interpret b. Analyze nuances in the meaning of figures of speech in context Common Core Companion Greek and Latin words with similar denotations. L.5 roots https://en.wikipedia.org/wiki/List_of_Greek_ 1. L.11-12.6. Acquire and use Demonstrates the ability to use general and_Latin_roots_in_English accurately general academic and academic and domain specific words and domain-specific words and phrases. The Critical Words Your Students Must phrases, sufficient for reading, L.6 Know for the Common Core State writing, speaking, and listening at Standards! the college and career readiness http://www.marileesprenger.com/the- Reviewed throughout the quarter: level; demonstrate independence critical-words.html in gathering vocabulary knowledge Synonyms/antonyms when considering a word or phrase Affixes- Latin roots important to comprehension or Context clues expression. Analogy and word relationships Word parts and families

Shelby County Schools 2015/2016 60 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content Writing to Text Standards Evidence Statements Writing to Text Routine Writing: Provide an Objective W 11-12.1. Write arguments to W 11-12.1 summary of text support claims in an analysis of Recognize relevant or sufficient evidence Analysis Writing: Reread the final six substantive topics or texts, using W.1 paragraphs of the novel to trace valid reasoning and relevant and Fitzgerald’s commentary on the American sufficient evidence. Dream: How does Fitzgerald define the Ability to analyze a substantive topic or a. Introduce precise, knowledgeable American Dream? How does the American text to determine if it is suitable for a claim(s), establish the significance of the Dream continue to motivate us to action? written argument claim(s), distinguish the claim(s) from Why does it continue to motivate us? Have alternate or opposing claims, and create an W.1 students annotate the text,18 underlining organization that logically sequences or circling words, phrases, and instances of symbolism that reveal Fitzgerald’s tone and claim(s), counterclaims, reasons and a. Ability to write an argument to support meaning. (RL.11-12.4) evidence. claims in an analysis of substantive topics b. Develop claim(s) and counterclaims or texts, using valid reasoning and relevant Analysis Writing: According to one of fairly and thoroughly, supplying the most and sufficient evidence which: the characters in Azar Nafisi’s relevant evidence for each while pointing contemporary memoir, Reading Lolita in  introduces precise, knowledgeable out the strengths and limitations of both in Tehran, the only “sympathetic“ person in claim(s) a manner that anticipates the audience’s the novel is “the cuckolded husband, Mr. knowledge level, concerns, values, and  establishes the significance of the Wilson.” What aspects of The Great Gatsby possible biases. claims might be offered as grounds for such a claim, and is the claim ultimately c. Use words, phrases, and clauses as well  distinguishes claims from alternate convincing? In your response analyze the as varied syntax to link the major sections or opposing claims impact of the author’s choices regarding of the text, create cohesion, and clarify the the development of Mr. Wilson’s character relationships between claim(s) and  creates an organization that compared to the other characters. Cite reasons, between reasons and evidence, logically sequences claim(s), evidence to support your claims. [RL11.3] and between claim(s) and counterclaims. counterclaims, reasons, and Analysis Writing: The novel begins with a d. Establish and maintain a formal style evidence quote from Thomas Parke D’Invilliers, a and objective tone while attending to the character from Fitzgerald’s This Side of norms and conventions of the discipline in b. Develops claim(s) and counterclaims Paradise: “Then wear the gold hat, if that which they are writing. fairly and thoroughly, with the most will move her; / If you can bounce high, e. Provide a concluding statement or relevant evidence for each bounce for her too, / Till she cry “Lover, section that follows from and supports the  points out strengths and limitations gold-hatted, high-bouncing lover, / I must argument presented. of claims and counterclaims have you!” What does this poem mean? Shelby County Schools 2015/2016 61 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content

 anticipates the audience’s Ask students to examine the intention W 11-12. 2. Write knowledge level, concerns, behind this epigraph. Based on what they informative/explanatory texts to valuable, and possible biases learned from the Audio Guide, why do they examine and convey complex ideas, think Fitzgerald chose this quote? concepts, and information clearly and c. Uses words, phrases, and clauses as well accurately through the effective as varied syntax to link sections of text, selection, organization, and analysis create cohesion, and clarify relationships of content. a. Introduce a topic; organize complex ideas, concepts, and information so that d. Establishes and maintains formal style each new element builds on that which and objective tone precedes it to create a unified whole;  attends to the norms and include formatting (e.g., headings), conventions of the discipline graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. e. Provides a concluding statement that follows from and supports the argument b. Develop the topic thoroughly by presented. selecting the most significant and relevant facts, extended definitions, concrete W 1 details, quotations, or other information and examples appropriate to the Ability to select - audience’s knowledge of the topic. appropriate topic c. Use appropriate and varied transitions  and syntax to link the major sections of the  complex ideas text, create cohesion, and clarify the relationships among complex ideas and  appropriate formatting, graphics, concepts. and multimedia to aid comprehension d. Use precise language, domain-specific vocabulary, and techniques such as  supporting details metaphor, simile, and analogy to manage  effective transitions O effective the complexity of the topic. word choice e. Establish and maintain a formal style and objective tone while attending to the  tone norms and conventions of the discipline in  style effective conclusion that

Shelby County Schools 2015/2016 62 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content which they are writing. follows from and supports the f. Provide a concluding statement or information or explanation section that follows from and supports the presented. information or explanation presented (e.g., articulating implications or the significance Ability to select well-chosen, relevant, of the topic). sufficient  facts W 11-12. 4. Produce clear and coherent writing in which the  definitions development, organization, and style  details are appropriate to task, purpose, and audience. (Grade-specific  quotations expectations for writing types are  other appropriate information defined in standards 1-3 above.)  examples W 11-12. 5. Develop and strengthen writing as needed by planning, I can develop the topic thoroughly by revising, editing, rewriting, or trying a selecting new approach, focusing on addressing  the most significant and relevant what is most significant for a specific facts purpose and audience. (Editing for conventions should demonstrate  extended definitions command of Language standards 1-3  concrete details up to and including grades 11-12 on page 55.)  quotations  other information W 11-12. 6. Use technology, including  examples the Internet, to produce, publish, and update individual or shared writing W2 products in response to ongoing feedback, including new arguments or information. Ability to analyze the reason for writing a piece to decide on Language Standards to be included for the Shelby County Schools 2015/2016 63 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content

Week of Writing Workshop  task  purpose L 11-12. 1. Demonstrate command of the conventions of standard English  audience grammar and usage when writing or speaking. Ability to determine suitable a. Apply the understanding that usage is a idea development strategies matter of convention, can change over organization style appropriate to time, and is sometimes contested. task purpose and audience b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) W 4 as needed.

L 11-12. 2. Demonstrate command of I can recognize how and when to: the conventions of standard English capitalization, punctuation, and  plan spelling when writing.  revise a. Observe hyphenation conventions.  edit b. Spell correctly.  rewrite L 11-12. 3. Apply knowledge of  try a new approach language to understand how language functions in different contexts, to W 5 make effective choices for meaning or style, and to comprehend more fully when reading or listening. Demonstrate command of the conventions a. Vary syntax for effect, consulting of standard English grammar and usage references (e.g., Tufte’s Artful Sentences) when writing or speaking. a. Apply the for guidance as needed; apply an understanding that usage is a matter of understanding of syntax to the study of convention, can change over time, and is complex texts when reading. sometimes contested.

 I can recognize that usage is a matter of convention, can change over time, and is sometimes contested.  I can apply understanding that usage is a matter of convention, can change over time, and is sometimes contested.  I can demonstrate command of the conventions of standard English grammar and usage when writing.  I can demonstrate command of the conventions of standard English grammar and usage in writing. W 5

 I can identify issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.  I can 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.  I can demonstrate command of the conventions of standard English grammar and usage when writing. W 6 Shelby County Schools 2015/2016 65 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content

 I can determine how language functions in different contexts.  I can identify: o style o syntax

 I can apply knowledge of language to: o determine how language functions in different contexts o make effective choices for meaning or style o comprehend more fully when

Shelby County Schools 2015/2016 66 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content reading or listening. L 2

 I can vary syntax for effect when writing, consulting reference when needed  I can apply knowledge of syntax to the study of complex texts when reading  Standard #: CC.11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.  I can identify words and phrases that have multiple meanings.  I can determine or clarify the meaning of unknown and multiple meaning words and phrases.  I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple meaning word or phrase. L 3 Speaking and Listening Speaking and Listening Speaking and Listening Standards Evidence Statements - Accountable Talk - Socratic Circle SL 11-12. 4. Present information, Ability to identify: - Inside Outside Circles Shelby County Schools 2015/2016 67 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content findings, and supporting evidence,  clear, distinct perspective conveying a clear and distinct Recognizes that presentation of perspective, such that listeners can information is determined by analysis View clips from selected film adaptations of follow the line of reasoning, of purpose, audience, and task the novel and engage in a discussion that alternative or opposing perspectives compares and contrasts how each medium are addressed, and the organization, portrays theme, character, or conflict. development, substance, and style Recognizes that issues generate [R.L.7] are appropriate to purpose, audience, alternative and opposing perspectives and a range of formal and informal tasks. Ability to determine:  supporting evidence SL 11-12 5. Make strategic use of digital media (e.g., textual, graphical,  logical organization audio, visual, and interactive alternative or opposing elements) in presentations to enhance  understanding of findings, reasoning, viewpoints and appropriate and evidence and to add interest.  development  substance SL 11-12. 6. Adapt speech to a variety of contexts and tasks, demonstrating  style to: a command of formal English when  purpose indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on  audience range of formal and page 54 for specific expectations.) informal tasks

Shelby County Schools 2015/2016 68 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content  Ability to include:  alternative perspectives  opposing perspectives SL 4

Ability to identify:  clear, distinct perspective

Recognizes that presentation of information is determined by analysis of purpose, audience, and task

Recognizes that issues generate alternative and opposing perspectives

Ability to determine:  supporting evidence  logical organization  alternative or opposing viewpoints and appropriate  development  substance  style to:  purpose  audience range of formal and informal tasks

Ability to include:  alternative perspectives  opposing perspectives SL 5

Comprehends how strategic digital media is used

Evaluates the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and evidence

Evaluates the usefulness of digital media in presentations to add interest

Ability to use digital media strategically in presentations to:  enhance understanding

 add interest

SL 6 Week 8 Standards Evidence Statements Writing Workshop

W 11-12.1. Write arguments to W 11-12.1 Students work on their performance support claims in an analysis of Recognize relevant or sufficient evidence task: Students provide an objective substantive topics or texts, using W.1 summary of F. Scott’s Fitzgerald’s Great valid reasoning and relevant and Gatsby wherein they analyze how over the sufficient evidence. course of the text different characters try Ability to analyze a substantive topic or a. Introduce precise, knowledgeable to escape the worlds they come from, text to determine if it is suitable for a claim(s), establish the significance of the including whose help they get and whether written argument claim(s), distinguish the claim(s) from anybody succeeds in escaping. [RL.11– alternate or opposing claims, and create an W.1 12.2] organization that logically sequences claim(s), counterclaims, reasons and a. Ability to write an argument to support Students draft, revise, and edit their evidence. claims in an analysis of substantive topics compositions. b. Develop claim(s) and counterclaims or texts, using valid reasoning and relevant fairly and thoroughly, supplying the most and sufficient evidence which: As Best Practice, engage students in peer relevant evidence for each while pointing  introduces precise, knowledgeable editing. See ReadWriteThink for some out the strengths and limitations of both in claim(s) useful resources/checklists. a manner that anticipates the audience’s knowledge level, concerns, values, and  establishes the significance of the possible biases. claims c. Use words, phrases, and clauses as well  distinguishes claims from alternate as varied syntax to link the major sections or opposing claims of the text, create cohesion, and clarify the relationships between claim(s) and  creates an organization that reasons, between reasons and evidence, logically sequences claim(s), and between claim(s) and counterclaims. counterclaims, reasons, and d. Establish and maintain a formal style evidence and objective tone while attending to the Shelby County Schools 2015/2016 71 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content norms and conventions of the discipline in which they are writing. b. Develops claim(s) and counterclaims e. Provide a concluding statement or fairly and thoroughly, with the most section that follows from and supports the relevant evidence for each argument presented.  points out strengths and limitations of claims and counterclaims  anticipates the audience’s W 11-12. 2. Write knowledge level, concerns, informative/explanatory texts to valuable, and possible biases examine and convey complex ideas, concepts, and information clearly and accurately through the effective c. Uses words, phrases, and clauses as well selection, organization, and analysis as varied syntax to link sections of text, of content. create cohesion, and clarify relationships a. Introduce a topic; organize complex ideas, concepts, and information so that d. Establishes and maintains formal style each new element builds on that which and objective tone precedes it to create a unified whole;  attends to the norms and include formatting (e.g., headings), conventions of the discipline graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. e. Provides a concluding statement that b. Develop the topic thoroughly by follows from and supports the argument selecting the most significant and relevant presented. facts, extended definitions, concrete W 1 details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Ability to select - c. Use appropriate and varied transitions  appropriate topic and syntax to link the major sections of the  complex ideas text, create cohesion, and clarify the relationships among complex ideas and  appropriate formatting, graphics, concepts. and multimedia to aid d. Use precise language, domain-specific comprehension Shelby County Schools 2015/2016 72 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content vocabulary, and techniques such as  supporting details metaphor, simile, and analogy to manage the complexity of the topic.  effective transitions O effective word choice e. Establish and maintain a formal style and objective tone while attending to the  tone norms and conventions of the discipline in  style effective conclusion that which they are writing. follows from and supports the f. Provide a concluding statement or information or explanation section that follows from and supports the presented. information or explanation presented (e.g., articulating implications or the significance of the topic). Ability to select well-chosen, relevant, sufficient W 11-12. 4. Produce clear and  facts coherent writing in which the  definitions development, organization, and style are appropriate to task, purpose, and  details audience. (Grade-specific  quotations expectations for writing types are defined in standards 1-3 above.)  other appropriate information  examples W 11-12. 5. Develop and strengthen writing as needed by planning, I can develop the topic thoroughly by revising, editing, rewriting, or trying a selecting new approach, focusing on addressing what is most significant for a specific  the most significant and relevant purpose and audience. (Editing for facts conventions should demonstrate  extended definitions command of Language standards 1-3 up to and including grades 11-12 on  concrete details page 55.)  quotations  other information W 11-12. 6. Use technology, including the Internet, to produce, publish, and  examples Shelby County Schools 2015/2016 73 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content update individual or shared writing W2 products in response to ongoing feedback, including new arguments or information. Ability to analyze the reason for writing a piece to decide on Language Standards to be included for the Week of Writing Workshop  task  purpose L 11-12. 1. Demonstrate command of  audience the conventions of standard English grammar and usage when writing or speaking. Ability to determine suitable a. Apply the understanding that usage is a  idea development strategies matter of convention, can change over time, and is sometimes contested.  organization b. Resolve issues of complex or contested  style appropriate to task purpose usage, consulting references (e.g., and audience Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) W 4 as needed.

L 11-12. 2. Demonstrate command of the conventions of standard English I can recognize how and when to: capitalization, punctuation, and  plan spelling when writing.  revise a. Observe hyphenation conventions. b. Spell correctly.  edit  rewrite L 11-12. 3. Apply knowledge of  try a new approach language to understand how language functions in different contexts, to make effective choices for meaning or W 5 style, and to comprehend more fully Shelby County Schools 2015/2016 74 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content when reading or listening. Demonstrate command of the conventions a. Vary syntax for effect, consulting of standard English grammar and usage references (e.g., Tufte’s Artful Sentences) when writing or speaking. a. Apply the for guidance as needed; apply an understanding that usage is a matter of understanding of syntax to the study of convention, can change over time, and is complex texts when reading. sometimes contested.  I can recognize that usage is a matter of convention, can change over time, and is sometimes contested.  I can apply understanding that usage is a matter of convention, can change over time, and is sometimes contested.  I can demonstrate command of the conventions of standard English grammar and usage when writing.  I can demonstrate command of the conventions of standard English grammar and usage in writing. W 5

 I can identify issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.  I can resolve issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage,

Shelby County Schools 2015/2016 75 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content Garner’s Modern American Usage) as needed.  I can demonstrate command of the conventions of standard English grammar and usage when writing. W 6

 I can determine how language functions in different contexts.  I can identify: o style o syntax.

 I can apply knowledge of language

Shelby County Schools 2015/2016 76 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content to: o determine how language functions in different contexts o make effective choices for meaning or style o comprehend more fully when reading or listening. L 2

 I can vary syntax for effect when writing, consulting reference when needed  I can apply knowledge of syntax to the study of complex texts when reading  Standard #: CC.11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.  I can identify words and phrases that have multiple meanings.  I can determine or clarify the meaning of unknown and multiple meaning words and phrases.  I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple

Shelby County Schools 2015/2016 77 of 79 English Language Arts 4th Nine Weeks English III Grade 11 TN State Standards Evidence Statements Content meaning word or phrase. L 3

Week 9 Students engage in a comprehensive assessment of course objectives (Semester Exams). At the discretion of the teacher and principal, courses that have TNReady Part II tests, may use project based grading for the final assessment. Same topics might include students working together as a team of writers to publish a “magazine”, which highlights various aspects of the 1920s in America and synthesizes elements from Fitzgerald’s The Great Gatsby to historical events from the Jazz Age [RI11.7]. Comprehensive Assessment Students will individually write an article for the class magazine. Articles may be presented as editorials, reviews, society pages, obituaries, features, etc. Each article must contain at least one parenthetical documentation, a by-line, and an illustration. Students will use MLA research methods to insert factual elements into their fictitious articles. The magazine will conclude with a Works Cited page which lists all resources used in the magazine. Students will work together to design a cover and a table of contents for the magazine [W.11.2, W.11.4-9.]

Teachers are encouraged to add an Oral component to this assessment.

Shelby County Schools 2015/2016 79 of 79