Last updated: 3/23/2014
ELA Grade 12 Module 3
Subject Gr Mo Suggested Timeline ad dul English 6-8 weeks Language Arts e e
12 3
Grade Level Summary
In twelfth grade, students move towards academic independence and college-and-career readiness. Students grapple with demanding texts by integrating previously learned skills to analyze and evaluate the writer’s premise, purpose, and argument in both informational and literary text. Students conduct sustained research and engage in sharp distinctive writing while making informed decisions, solving problems, evaluating the credibility and accuracy of sources, and noting discrepancies among the resources.
Using previously learned competencies, students master skills such as asking their own questions, solving their own problems, and leading their own class discussions. Finally, students continue to develop the skills in reading, writing, speaking, and listening to master purposeful and independent expression.
Grade Level Modules
Module 1: Making A Difference in the Lives of Others Module 2: Pivotal Choices Mod ule 3: Inten tions and Integ rity Mod ule 4: Crea ting a Lega cy Mod ule 5: Adve nture s and Advi ce
Module Title Module 3: Intentions and Integrity
Module Overview
In this module, reading, writing, speaking, and listening are focused around the big idea of mastering purposeful and independent expression. Instruction will center around an essential question: How does a person's reputation and integrity benefit or undermine their future opportunities and choices? Students read from, and write to, informational text as well as classic and contemporary literature. Students engage in class discussions involving the informational text and literature to interpret diverse perspectives. Students apply a broad range of reading, writing, speaking, and listening skills. Students address how a writer influences the view and opinions of his or her audience. Key outcomes include evaluating how words and phrases shape meaning and tone in texts and writing with a sharp, distinct focus identifying topic, task, and audience. In addition, students conduct more sustained research and then organize their findings to answer an identified question, while using appropriate transistors and formatting to aid in comprehension.
Module Objectives
At the end of this module, students will be able to independently use thier learning to:
Explain how words and phrases shapre meaning and tone in texts
Write with a sharp, distinct focus identifying topic, task, and audience.
Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transistions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include fomatting when useful to aid comprehension
Conduct short as well as more sustained research project to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
Focus Standards Addressed in this Module
Important Standards Addressed in this Module
Misconceptions Proper Conceptions
Students may not understand how to make strategic use of digital media to Define strategic use of digital media and model how to evaluate the credibility enhance understanding of findings, reasoning, and evidence in presentations. and accuracy of each source while noting any discrepancies among the data. They may not understand not to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Concepts Competencies Vocabulary Vocabulary Focus Evaluate how words and phrases shape meaning and tone in texts. Integrate academic vocabulary as for Writing Informational: Write with a sharp distinct focus identifying topic, task, and audience. the everyday discourse of the Argumentative: Introduce the precise, knowledgeable claim. Narrative: Engage and orient the Organization for Writing classroom, making a point to use reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters. these robust, high utility words in Conducting Research speech and writing and encouraging Informational: Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and students to do so as well. syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. Vocabulary: Tone, Topic, Task , Argumentative: Create organization that logically sequences claim(s), counterclaims, reasons, Audience, Syntax, Transisitons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, Synthesize, Discrepancies, Accuracy, between reasons and evidence, and between claim(s) and counterclaims; provide a Credibility, Digital Media, Reasoning, concluding statement or section that follows from and supports the argument presented. Narrative: Create a smooth progression of experiences or events using a variety of techniques Evidence, Visually, Quantitative, to sequence events so that they build on one another to create a coherent whole and build Orally toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Assessments
The assessments below include summative assessments (Formative assessment examples are located in the "Suggested Strategies to Support Design of Coherent Instruction"). The assessments in this module address central idea of text, drawing evidence from text, and informational writing.
Multiple Choice Assessment After students have read the short passage, have them respond to multiple choice questions that focus on author's purpose, central idea of text, and drawing evidence from text.
Text for the following Multiple Choice Assessment Passage One - The Crucible
The Crucible
By Arthur Miller
Act I Scene I
ABIGAIL: (Slaps her face) - Shut it! Now shut it! (Betty dissolves into sobs.) Now look you. All of you. We danced. And Tituba conjured Ruth Putnam’s dead sisters. And that is all. And mark this—let either of you breathe a word, or the edge of a word about the other things, and I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you. And you know I can do it. I can make you wish you had never seen the sun go down! (Betty cries louder. She goes to Betty, sits L. side of bed D.S. of Mercy, and roughly sits her up.) Now you… sit up and stop this!
(Betty collapses in her hands. Enter John Proctor.)
PROCTOR: Be you foolish, Mary Warren? Be you deaf? I forbid you leave the house, did I not? Now get you home; (Mary crosses up and out.) My wife is waitin’ with your work!
MERCY: (Rising, crossing to entrance. Titillated. Being aware of their relationship.) I’d best be off. I have my Ruth to watch… Good morning, Mister Proctor.
(Mercy sidles out. Since Proctor’s entrance, Abigail has stood absorbing his presence, wide-eyed.)
ABIGAIL: She’s only gone silly, somehow. She’ll come out of it.
PROCTOR: So she flies, eh? Where are her wings?
ABIGIAL: (With a nervous laugh.) Oh, John, sure you’re not believin’ she flies!
PROCTOR: The road past my house is a pilgrimage to Salem all morning. The town’s mumbling witchcraft. ABIGAIL: Oh, posh!—We were dancin’ in the woods last night, and my uncle leaped in on us. She took fright, is all.
PROCTOR: (His smile widens. Crossing to door.) Dancin’ by moonlight! (Abigail springs into his path.) You’ll be clapped in the stocks before you’re twenty.
ABIGAIL: (Barring his way at door.) Give me a word, John. A soft word.
PROCTOR: I come to see what mischief your uncle’s brewin’ now. Put it out of mind, Abby.
ABIGAIL: John—I am waitin’ for you every night.
PROCTOR: Abby, you’ll put it out of mind. I’ll not be comin’ for you more. You know me better.
ABIGAIL: I know how you clutched my back behind your house and sweated like a stallion whenever I come near! I saw your face when she put me out and you loved me then and you do now!
PROCTOR: (Taking her hands.) Child…
ABIGAIL: (With a flash of anger. Throwing his hands off.) How do you call me child!
PROCTOR: (As 3 or 4 persons off-stage begin a quiet chant—a psalm or hymn.) Abby, I may think of you softly from time to time. But I will cut off my hand before I’ll ever reach for you again. Wipe it out of mind—(Takes her arms.) We never touched, Abby.
ABIGAIL: (With a bitter anger.) Oh, I marvel how such a (beating her fists against his chest.) strong man may let such a sickly wife be…
PROCTOR: (Coldly. Grabbing her wrists.) You’ll speak nothin’ of Elizabeth!
ABIGAIL: She is blackening my name in the village! She is telling lies about me! She is a cold sniveling woman and you bend to her! Let her turn you like a…?
PROCTOR: (Shakes her.) Do you look for whippin’!
ABIGAIL: (Shakes free.) You loved me, John Proctor, and whatever sin it is you love me yet! (He turns abruptly to go out. She rushes to door, blocks it.) John, pity me, pity me!
(The words “Jehovah” are heard in the psalm—the song outside—Betty claps her ear suddenly, and whines loudly Parris ENTERS.) Betty?
1. (L.F.2.3.1) Which word best describes Abigail in the passage? A. supportive B. persistent C. reflective D. remorseful
2. (L.F.2.3.2) Which sentence best describes the relationship of the setting to the plot in the passage? A. The setting provides the main source of conflict. B. The setting makes it easy for a problem to be solved. C. The setting is unimportant to the conflict. D. The setting explains the rising action.
3. (L.F.2.3.3) Which sentence from the passage best represents the conflict? A. “Be you foolish, Mary Warren? Be you deaf? I forbid you leave the house, did I not? “ B. “The road past my house is a pilgrimage to Salem all morning. The town’s mumbling witchcraft.” C. “You’ll speak nothin’ of Elizabeth!” D. “I saw your face when she put me out and you loved me then and you do now!”
4. (L.F.2.3.4) Which universal theme is most reflected in the passage? A. The past is better left in the past B. Cheating happens, even when people are married. C. Girls will rebel against their elders. D. Religion creates the greatest moral platform for humanity.
5. (L.F.2.3.5) How does the author’s style help to create the mood of the passage? A. The descriptive language creates a relaxing mood. B. The objective language creates an indifferent mood. C. The complex language creates a formal mood. D. The formal language creates a grave mood.
6. (L.F.2.3.6) Why is a third person objective narrator most likely used to describe events in the passage? A. to develop a biased attitude toward Abigail B. to provide further understanding of Proctor’s feelings C. to explain why Abigail decided to dance in the woods D. to present the conflict neutrally
7. (L.F.2.5.1) Read the sentence from the passage: “I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you”
What is the effect of the metaphor used to describe Abigail’s threat? A. It shows the power Abigail has over the girls. B. It implies that Abigail feels inferior to her peers. C. It emphasizes the differences between Abigail and the other girls. D. It suggests that Abigail is armed.
8. (L.F.1.2.1) Which word is a synonym for leaped? A. interrupted B. promoted C. spied D. concentrated
9. (L.F.2.5.3) Which stage direction from the passage best reveals insight into John Proctor’s feelings? A. (Mary crosses up and out.) B. (Taking her hands.) C. (Coldly. Grabbing her wrists.) D. (Abigail springs into his path.)
10. (L.F.1.2.1) Read the sentence from the passage: ABIGAIL: "She is blackening my name in the village! She is telling lies about me! She is a cold sniveling woman and you bend to her! Let her turn you like a…?"
Which feeling is being suggested by the use of the word “blackening”? A. anger B. compassion C. selfishness D. jealousy
LDC Task The Literacy Design Collaborative (LDC) writing task offers an opportunity for students to write and essay comparing the author's message and how the message is expressed.
LDC Task 24: After researching the web on possible young adult life choices, write an essay that examines the reasons behind these decisions and explains effects of these choices/decisions. What conclusions or implications can you draw? Support your discussion with evidence from your research. (Informational or Explanatory/Cause-Effect)
Expository Scoring Rubric
Conventions Scoring Rubric
Suggested Strategies to Support Design of Coherent Instruction Charlotte Danielson's Framework for Teaching: Domain 3 Instruction Reading Literature This module was designed to include one extended text of literature as well as three to five shorter texts. The thematic based essential question for this module: How does a person’s reputation and integrity benefit or undermine their future opportunities and choices? Texts should be selected to focus on intentions, integrity and our moral compass.
Reading Informational Text Texts should be selected to continue the foucs of this module and one or two informational texts may be sufficient to support this module.
Text Selection The selected text allows readers to analyze how a person's reputation and integrity benefit or undermine their future opportunities and choices. The excerpt was chosen because it illustrates John and Abigal's relationship as well as how John's past choices will influence his stance now and his future. Teachers may select a variety of texts to develop this module. These are suggested texts which may be interchanged with texts in this module. Your current texts may also suffice.
“Teaching ‘ The Crucible’ with the New York Times”
“Why I Wrote The Crucible” By Arthur Miller
“A Brief History of the Salem Witch Trials”
Possible LDC adaptations:
Possible topics: credit, attending college, underage drinking, drugs, getting a tattoo, reckless use of social media, academic cheating
Possible extension: turn LDC essay into a multi-media group presentation
Hold a mock-trial in the classroom - break students into groups: one group can be the defense, one group can be the prosecution, one group can be the judge/jury. Allow students to act out the role of attorneys, witnesses and defendants.
Possible Texts Kite Runner The Catcher in the Rye Dante’s Inferno Lord of the Flies A Tale of Two Cities The Stranger
Writing Tasks This module was designed to focus on informative/explanatory writing. This module should include routine writing to develop and convey understanding. There should be four to six analyses focusing on writing to inform with one or two narratives to convey experiences, events or procedures. Students will conduct short as well as more sustained research projects with explanatory writing.
Formative Assessments Formative assessments may include the following: Ticket out the Door, Partner Share, Compass Summary.
Speaking and Listening Students will initiate and engage in meaningful collaborative discussion framed around the big idea of mastering purposeful and independent expression from their informational text and literature selections. Students may engage in Socratic seminar debating how rhetorical devices influence the audience. Students will focus on initating and participating in a range of collaborative discussions as well as expressing their own ideas clearly and persuasively.
Language Mechanics Language usage and mechanics will be progressively incorporated throughout this module. Remember -- once skills are taught in a mini-lesson, students are expected to edit their work, paying attention to these elements before publication.
Text Complexity Resources
Core Standards Text Complexity Factors
Teaching PA Common Core and Keystone Literature
Sample Text Complexity Analysis of To Kill A Mockingbird
Current Lexile Band 11-CCR 1070L-1220L CCSS Lexile Stretch Band: 1185L-1385L. Lexiles may be found at http://www.lexile.com and you may refer to the Appendix A of the Common Core State Standards.
Differentiation Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills that offer guidance to the next phase of learning. (The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. 1999) The following list represents various methods for differentiation that could be employed by teachers. They are organized by content, process and product.
Content
Full text
Excerpts of speeches
Audio File/Books
Graphic organizers/Study Guides
Process
Flexible Grouping
Practical Examples
Video
Graphic Organizers
Tiered Assignments
Real World Application
Web quests
Curriculum compacting
Reading and writing conferences with the teacher
Reciprocal teaching opportunities within groups and the class as a whole
Re-teaching and / or pre-teaching
Leveled, guided reading
Modeling
Chunking the reading material or reading process
Chunking for the writing process with explicit graphic organizers
Product
LDC tasks are crafted from the most fundamental levels of difficulty (Level 1) to additional demands to a “next step-up” skill or cognitive demand (Level 2) to a task in which writers are asked to make connections and use background knowledge (Level 3)
Independent student projects
Menu of tiered assignments pertaining to specific material
Multi-modal activities
Supplemental opportunities for student choice in both reading and writing Interdisciplinary Connections
In core content courses, there is also a focus on literacy standards. The document below allows educators to analyze the comparison of literacy standards across the curriculum; it displays the ELA focus standards as green and the important standards as yellow for this module. This document comparatively aligns the PA Core Literacy Standards for ELA, history and social studies, and science and technical subjects. For cross curricular purposes, educators can compare discipline literacy standards listed below to the focus and important standards for the ELA module.
12th grade ELA Reading Standards Side by Side Module 3.doc
Additional Resources
Created By
Amy Martell, IU17 - Northeast Bradford School District Anthony Gabriele, Wissahickon School District Stacy Minahan, North Schuylkill School District Sharon Leonard, PaTTAN Theresa Hartman, Haverford Township Emily Dickey, Waynesboro Area School District Ryan Devlin, Brockway Area High School Lindsey O’Shane-Shimrack, Mohawk Area School District