ELA Grade 11 Module 2

Last updated: 3/23/2014

Subject Gr Mo Suggested Timeline ad dul English 6-8 weeks Language Arts e e

Grade Level Summary

In eleventh grade, students analyze and evaluate perspective in connection to purpose, audience, and task (biases). They cite strong, thorough textual evidence based on and related to the author’s implicit and explicit assumptions and beliefs. Emphasis is placed on the analysis of the interaction between and development of themes or ideas over the course of a text or multiple texts.

Students analyze and evaluate the impact of an author’s rhetorical choices (i.e., point of view, purpose, style) on their writing and reasoning, including claims and counterclaims, as well as precise language such as metaphor, simile, and analogy. They analyze seminal and foundational U.S. and world texts based on reasoning and rhetoric, as well as works of literature that reflect a variety of genres and major periods. Finally, students conduct sustained research projects and/or make strategic use of digital media to answer a question by evaluating, organizing and integrating multiple sources and complex ideas to make informed decisions on how the specifics relate to the whole.

Grade Level Modules

Module 1: Rhetorical Devices Portray Emotions, Beliefs, and Experiences to An Audience Module 2: The Impact of Stereotypes on 21st Century Society Module 3: Evolution of the English Language Module 4: Propaganda and Satire Module 5: The Pursuit of Happiness Module Title Module 2: The Impact of Stereotypes on 21st Century Society

Module Overview

In this module, reading, writing, speaking, and listening are confronted around the big idea of exploring and evaluating rhetorical choices. Students read from, and write to, informational texts as well as classic and contemporary literature. Students engage in class discussions involving the informational text and literature to explore and evaluate rhetorical choices. Students apply a broad range of reading, writing, speaking, and listening skills. Students address how stereotypes impact 21st century society. Key outcomes include citing strong and thorough textual evidence to support analysis of what the text says explicitly; evaluating how an author’s point of view or purpose shapes the content and style of a text; distinguishing the claim(s) from alternate or opposing claims, and develop claim(s) and counterclaims; and evaluating how the speaker’s perspectives, reasoning, and use of evidence and rhetoric affect the credibility of an argument.

Module Objectives

Cite strong and thorough textual evidence to support analysis of what the text says explicitly

Evaluate how an author’s point of view or purpose shapes the content and style of a text

Distinguish the claim(s) from alternate or opposing claims, and develop claim(s) and counterclaims

Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument

Focus Standards Addressed in this Module

Important Standards Addressed in this Module

Misconceptions Proper Conceptions

Students may have misconceptions about how to narrow or broaden the inquiry Students may have misconceptions about how to narrow or broaden the when conducting both short as well as sustained research projects to answer a inquiry when conducting both short as well as sustained research projects. self-generated question. Teachers should begin to lay the foundation now as it will recieve more focus in subsequent modules.

Concepts Competencies Vocabulary Text Analysis Point Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and Integrate academic vocabulary as the of View assumptions and beliefs. everyday discourse of the classroom, Content for Writing Critical Evaluate how an author’s point of view or purpose shapes the content and style of a text. making a point to use these robust, high utility words in speech and Listening Informational: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and writing and encouraging students to examples appropriate to the audience’s knowledge of the topic; include graphics and do so as well. multimedia when useful to aiding comprehension. Argumentative: Distinguish the claim(s) from alternate or opposing claims; develop Vocabulary: Relationship, claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the Development, Evaluate, Relate, audience’s knowledge level, concerns, values, and possible biases. Narrative: Use narrative Demonstrate, Themes, Periods, techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and Genres, Metaphor, Simile, sensory language to convey a vivid picture of the experiences, events, settings, and/or Analogy, Sustained characters.

Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric aﬀ ect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone.

Assessments

The assessments below include summative assessment examples (Formative assessment examples are located in the "Suggested Strategies to Support Design of Coherent Instruction"). The assessments in this module address author's purpose, central idea of text, drawing evidence from text, and writing argumentative/cause-effect text.

Multiple Choice Assessment The assessment below includes a short passage. After students have read the text, 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: Execution by Edward Hirsch may be found by google search or with this link: http://writersalmanac.publicradio.org/index.php?date=2007/10/05

Multiple Choice Assessment: ELA Grade 11 Module 2 MC Assessment.docx

1. (L.F.1.1.2) Which addition to the passage could best illustrate the author’s purpose? A. an explanation of how the coach’s fight against cancer is like his coaching style B. a description of the high school that the author went to C. a flashback of a comeback during a championship football game D. a conversation between the author and the coach

2. (L.F.1.3.1) The author implies that the “downstate team” at the closing of the poem is a metaphor for: A. winning B. losing C. struggle D. cancer

3. (L.N.2.5.1) Read this passage from the poem:

“The last time I saw my high school football

coach He had cancer stenciled into his face

Like pencil marks from the sun, like intricate

Drawings on the chalkboard, small x’s and o’s

That he copied down in a neat numerical

hand Before practice in the morning. By day’s

The board was a spiderweb of options and

counters, Blasts and sweeps, a constellation of

players Shining under his favorite word, Execution,

Underlined in the upper right-hand corner of things.”

Why is the word stenciled used to illustrate the lines on the coach’s face? A. It is a satirical illustration of his fight against cancer. B. It makes the author think about his high school football team. C. It parallels his fight against cancer to his coaching career. D. It creates irony with the fact that the author has cancer.

4. (L.F.2.3.5) How does the author’s style create the mood of the poem? A. The imagery creates a calm mood B. The complex language creates a formal mood C. The sarcastic language creates a cynical mood D. The imagery creates an empathetic mood

5. (L.F.2.3.6) Why is a first person narrator most likely used to describe the events in this poem? A. to explain why the coach is retiring B. to developed a biased attitude toward the author C. to provide further understanding of the coach’s determination D. to describe the conditions of the high school football team

6. (L.F.1.3.2) Read the incomplete summary of the poem. -Our awkward adolescent bodies were always cancelling -And so he drove us through punishing drills -And devised elaborate, last second plays -_ What line best completes the summary? A. To push us toward victory . B. To punish us for losing. C. To run us into the ground. D. To teach us a lesson about life and death.

7. (L.F.2.4.1) What two meanings for the word execution are expressed in this poem? A. to fight against; to find a cure B. to excuse; to walk away C. to exert force; to push against D. to perform what is required; to put to death

8. (L.F.2.3.4) Which line is not an accurate representation of the poem’s overall theme? A. The board was a spiderweb of options and counters B. He believed in football like a new religion C. And so he drove us through punishing drills D. He despised losing/ And loved winning more than his own body,

9. (L.F.1.3.1) Based on the information in the poem, the speaker feels toward his former coach. A. sadness B. anger C. awe D. reverence

10. (L.F.1.1.2) The author’s intended purpose achieves all of the following except: A. empathy B. apathy C. sympathy D. nostalgia

LDC Writing Task The Literacy Design Collaborative (LDC) writing task offers an opportunity for students to write an essay after reading the Time magazine article above.

LDC Task 10: How do stereotypes impact 21st century society? After reading the Time magazine article, Millennials: The Me Me Me Generation by Joel Stein on people born between 1980 - 2000, write an essay that argues the causes of this generation’s perceived laziness and narcissism and explain the effects of this accusation. What conclusions or implications can you draw? Support your discussion with evidence from the texts. (Argumentation/Cause-Effect) CC.1.2.11– 12.B

Argumentation 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 supported by two or three shorter texts. These texts may be selected to help students consider the thematic based module essential question: How does the author use rhetorical devices to portray emotions, beliefs and experiences to his or her audience? Reading Informational Text This module may be supported by the selection of one or two shorter informational texts focused on the impact of stereotypes on 21st Century society.

Text Selection The selected text allows readers to analyze the use of rhetorical devices to portray emotions, beliefs and experiences to the audience. The poem was chosen because because of the rich imagery and the powerful figurative language that evokes emotion and memories. 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.

Lincoln’s Favorite Poem

Poem by Abe Lincoln

Nikki Giovanni

TED Talk: Sarah Kay - “For My Daughter”

“Advice to Writers” - Billy Collins

“The Trouble with Poetry” - Billy Collins

“To a Daughter Leaving Home” - Linda Pastan

“The Albatross” - Kate Boss

Poetry Readings/Poetry Slam Coffee House Style

Writing Tasks This module was designed to focus on informational / explanatory writing. This module should include routine writing to develop and convey understanding. There should be four to six analyses focusing on explanatory or informational writing with one or two narratives to convey experiences, events or procedures.

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 conducting sustained research projects to answer a self-generated question.

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

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.

11th grade ELA Reading Standards Side by Side Module 2.doc Additional Resources

Scott Hess “Millenials: Who They Are and Why We Hate Them” (TEDx Talk) http://www.youtube.com/watch?v=P-enHH-r_FM

You Are Not Special Commencement Speech from Wellesley High School http://www.youtube.com/watch?v=_lfxYhtf8o4

Poem: The Lost Generation http://www.youtube.com/watch?v=42E2fAWM6rA

Alternative Texts

Alone Together: Why We Expect More from Technology and Less from Each Other bySherry Turkle

“A Generation of Slackers? Not so much” - New York Times article by Catherine Rampell. May 28, 2011.http://www.nytimes.com/2011/05/29/weekinreview/29graduates.html?_r=0

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