Joint School District No. 2 English Language Arts Curriculum English 11 Revised 2012-13
Curriculum Revision Committee: David Knife, Central Academy Kristina Haasakker, Centennial High School Josh McDonald, Eagle Academy Debra Smith, Meridian High School Kristin Galloway, Mountain View High School Nicole Thomas, Mountain View High School Justin Tharpe, Rocky Mountain High School Suzanne Mackelprang, Academic Coach Laura Gilchrist, English Language Arts Curriculum Coordinator
Quarter 1 Quarter 2 Quarter 3 Quarter 4 What is The Individual and Assimilation and The Future of the Happiness/Success/ Society Cultural Identity American Dream Freedom?
Table of Contents Page Scope and Sequence 2-4 Unit 1 5-12 Unit 2 13-23 Unit 3 24-33 Unit 4 34-44
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ELA Scope and Sequence Grade 11
F indicates that the standard is a focus standard and will be explicitly taught during the unit. X indicates that this standard will be met through throughout the year, but will not be explicitly taught; rather, teachers will need to ensure that students are meeting these standards as a result of explicit instruction through other standards.
Standard Unit 1 Unit 2 Unit 3 Unit 4 Reading Literature 1 F F x F 2 F x x F 3 F x F 4 F x x 5 F x 6 F x x x 7 F x 8 n/a n/a n/a n/a 9 F F x 10 x x x x
Standard Unit 1 Unit 2 Unit 3 Unit 4 Reading Informational Text 1 x x F F 2 F F F 3 x x F x 4 x F F x 5 F F F 6 x F x 7 x F x F 8 F x 9 F F 10 x x x x
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Standard Unit 1 Unit 2 Unit 3 Unit 4 Writing 1 x x x F 1a x F 1b x F 1c x F 1d x F 1e x F 2 F F 2a F F 2b F F 2c F F 2d F F 2e F F 2f F F 3 F 3a F 3b F 3c F 3d F 3e F 4 x F F F 5 x F F F 6 x F F 7 x F F 8 x x F 9 F F F 9a F 9b F 10 x x x x
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Standard Unit 1 Unit 2 Unit 3 Unit 4 Speaking and Listening 1 x F x F 1a x F F 1b F x F 1c x x F 1d x x F 2 x x F 3 x F 4 x x x F 5 x x x F 6 x F
Standard Unit 1 Unit 2 Unit 3 Unit 4 Language 1 x F F F 1a x x F F 1b x x F F 2 x x F F 2a x x F F 2b x x F F 3 x F x 3a x F x 4 x x 4a x x x x 4b x x x x 4c x x x x 4d x x x x 5 x F 5a x F 5b x x x x 6 F F
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Grade 11 Unit 1
What is Happiness/Success/Freedom?
“I'm on the pursuit of happiness and I know everything that shine ain't always gonna be gold.” ~Kid Cudi
OVERVIEW In this unit students will explore the roles happiness, success and freedom play in the pursuit of the American Dream. Students will read several works of fiction and informational text as they examine how rhetoric is used to provide answers to the question: What is the American Dream and how is it attained? ENDURING UNDERSTANDINGS There is a difference between happiness and fun. An individual’s drive for material and economic success may interfere with attaining happiness. Although cultures differ in their definition of happiness and the extent of freedoms offered, freedom and control over one’s destiny can provide happiness. Some cultures privilege other values over individual freedom. Some cultures are hierarchical in the distribution of power and some others are egalitarian. Rhetoric is used to define happiness, freedom and success in both narrative and informational text structure. ESSENTIAL QUESTION How is rhetoric used to promote the concepts of the American Dream, freedom and/or happiness? GUIDING QUESTIONS How do you define happiness? In what ways are happiness and fun similar and different? To what extent is one’s happiness dependent on outside forces? How might society’s drive for material and economic success interfere with or enhance happiness? What is freedom? To what extent is freedom necessary in order to achieve happiness or success? Is the pursuit of happiness an inalienable right? If so, why? If not, why not? STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY *indicates concept previously introduced in earlier grades. Reading Vocabulary Writing Vocabulary emotional appeal* aphorism alliteration* logical appeal* egalitarian allusion* metaphor* Federalism anaphora parallelism* hierarchy assonance rhetoric* natural law claim* rhetorical question evidence* STUDENTS WILL BE ABLE TO DO THE FOLLOWING
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Reading: Literature Key Ideas and Details RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.2 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; provide an objective summary of the text. Craft and Structure RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Range of Reading and Level of Text Complexity RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Reading: Informational Text Integration of Knowledge and Ideas Craft and Structure RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Integration of Knowledge and Ideas RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
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Writing Text Types and Purposes W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.11-12.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). W.11-12.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.11-12.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Speaking and Listening
Comprehension and Collaboration SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. SUGGESTED WORKS ADOPTED RESOURCES Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall (11th Grade) Write Source (2007), Great Source
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not need to use all of them in this unit. These texts, however, should not be used in any other unit. The Great Gatsby by F. Scott Fitzgerald (Lexile Level1070) Of Mice and Men by John Steinbeck (Lexile Level 630)
SUPPORTING TEXTS Short Stories “Bernice Bobs Her Hair” by F. Scott Fitzgerald: http://jerz.setonhill.edu/resources/texts/fitzgerald_fs_bbhh/index.html “The Corn Planting” by Sherwood Anderson (PH, p. 735) “The End of Something” by Ernest Hemingway: http://www.repeatafterus.com/title.php?i=8752 “The Short Happy Life of Francis Macomber” by Ernest Hemingway: http://www.uta.fi/FAST/US1/REF/macomber.html “Winter Dreams” by F. Scott Fitzgerald (PH, p. 670)
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Western Expansion Stories: New Perspectives on the West: http://www.pbs.org/weta/thewest/lesson_plans/ Novels My Antonia by Willa Cather (Lexile Level 1010) Selections from In Our Time by Ernest Hemingway The Grapes of Wrath by John Steinbeck (Lexile Level 680) Poems “anyone live in a pretty how town” by e. e. cummings (PH, p. 694) Black Cat Poems: Poems by T. S. Eliot: http://www.blackcatpoems.com/e/t_s_eliot.html Hello Poetry: e.e. cummings: http://hellopoetry.com/-e-e-cummings/ “I, Too” by Langston Hughes (PH, p. 419) “The Red Wheelbarrow” by William Carlos Williams (PH, p. 662 “Refuge in America” by Langston Hughes (PH, p. 662) “Richard Cory” by E.A. Robinson (P.H., p. 607) Spoon River Anthology: http://spoonriveranthology.net/spoon/river/ “Upon the Burning of Our House” by Anne Bradstreet: http://classiclit.about.com/library/bl-etexts/abradstreet/bl-abradstreet- upontheburning.htm Plays The Glass Menagerie by Tennessee Williams Our Town by Thornton Wilder Nonfiction Democracy in America by de Tocqueville: http://www.gutenberg.org/files/815/815- h/815-h.htm from “The Autobiography” by Benjamin Franklin (PH, p. 131) from “The Crisis, Number 1” by Thomas Paine (PH, p. 144) “Letters from an American Farmer” by Jean Crevecoeur (PH, p. 197) Outliers by Malcolm Gladwell (excerpts only) Poor Richard’s Almanac by Benjamin Franklin (PH, p. 188) Quotes from Outliers by Malcolm Gladwell: http://www.goodreads.com/work/quotes/3364437-outliers “Speech in the Virginia Convention” by Patrick Henry (PH, p. 169) “The Constitution”: Document Library: Founding Era: http://teachingamericanhistory.org/library/index.asp?category=1 (Many documents are at this site, such as the Constitution, the Declaration of Independence, The Federalist Papers, and the writings of several prominent citizens, including George Washington, Thomas Jefferson, John Adams and Benjamin Franklin.) The Declaration of Independence” (PH, p. 140) “The Gettysburg Address” (PH, p. 480) “The Harvest Gypsies”: http://ebookbrowse.com/the-harvest-gypsies-doc-d50572686 (can be downloaded from this site) “The Magna Carta”: http://www.teachingamericanhistory.org/library/index.asp?document=142 “The Mayflower Compact”: http://teachingamericanhistory.org/library/index.asp?document=143 The Things They Carried by Tim O’Brien (excerpts only)
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DIGITAL CONTENT Media/Films: Any film clips must be building approved; films with an R rating are not permitted based on District Policy 602.10. Film clips accessed through Discovery Education are approved. Scenes from The Pursuit of Happyness (2006, PG-13) Music “Richard Cory” by Simon and Garfunkel: http://youtu.be/euuCiSY0qYs Websites Online Writing Lab at Purdue: “Rhetorical Situations” http://owl.english.purdue.edu/owl/resource/625/01/ “Great Books: The Great Gatsby”: http://app.discoveryeducation.com/player/view/assetGuid/1477F863-60DC-4467- 8EC3-EAEA057F4775 “The Great Gatsby”: (Themes listed at this website) (Log on to discovery Ed and search for this title.) “Making Myths: The West in Public and Private Writings”: http://www.pbs.org/weta/thewest/lesson_plans/lesson06.htm (Very thorough lesson plans which focus on authors such as Zane Grey and Willa Cather, etc.) “Mark Twain and the American West”: http://www.pbs.org/weta/thewest/lesson_plans/lesson02.htm The Story Behind The Grapes of Wrath: (Log on to discovery Ed and search for this title.) SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY 1. Class Bill of Rights (W.11-12.1.d, RL.11-12.9, SL.11-12.1.b): After reading and analyzing The Bill of Rights, students apply the ideas behind the Bill of Rights, have the class come up with a list of rights that every student should have within the classroom. These rights should promote freedom (collective and individual), responsibility, and opportunities to pursue happiness/ success.
READING STRATEGY FOCUS Literature 1. Themes/Central Ideas (RL.11-12.1, RL.11-12.2, RI.11-12.1,): Read from Steinbeck’s “The Harvest Gypsies”, citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. How are these central ideas related to George and Lennie’s pursuit of happiness/success in Of Mice and Men. Compare and contrast what Steinbeck says about happiness and success to Crevecoeur’s “Letters from an American Farmer.” What conclusions can you draw from the text about happiness, success and the American Dream?
2. My American Dream (RL.11-12.9, RI.11-12.7, W.11-12.3, SL.11-12.5): After reading several texts for the unit, students determine the role that happiness, success, and freedom play in the American Dream and provide a reflection of what their American Dream consists of. Using Tagul.com, a web service that enables one to create word clouds, students insert their text and create a visual representation of their vision.
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3. Themes in Great Gatsby (RL.11-12.2, RL.11-12.10): Determine two or more themes or central ideas of The Great Gatsby, and analyze their development over the course of the novel, including how they interact and build on one another to produce a complex account. Scaffold students’ abilities to find textual evidence to support central ideas and themes by writing 1-2 themes on the top of a large piece of paper. Post the papers throughout the room. As students read the novel, have them write quotes or paraphrases from the novel that support the theme on the large paper. Students can then finish the work on their own, and use their evidence to write an analysis of how two of the themes develop throughout the text and how they interact and build on one another. Suggested Resources: The Great Gatsby; Great Books The Great Gatsby (video): (Log on to discovery Ed and search for this title.)
4. Inference (RL.11-12.1): Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text, including determine where the text leaves matters uncertain. Using textual evidence collected and inferences drawn, students create a foldable showing explicit and inferred information. On the cover of the foldable, write what the text says explicitly. In the hidden area, write what is inferred and or left uncertain. Many possible foldable book options are on the Internet. See http://www.youtube.com/watch?feature=player_embedded&v=X6vvv_HhYfs for an example of a “Secret Door Foldable.” Suggested Works: “The End of Something”, “Bernice Bobs Her Hair”, or The Great Gatsby.
5. Decisions (RL.11-12.5, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): In a small group, discuss the choices an author makes in such areas as where to begin or end a story and to provide a comedic or tragic resolution. How do these contribute to the overall structure, meaning and aesthetic impact? Alternative Individual Assignment: Create a flow chart showing how the author’s choices contribute to the overall structure, meaning and aesthetic impact. Suggested Works: “Bernice Bobs Her Hair”, “Short Happy Life of Francis Macomber”
6. Compare and Contrast (RL.11-12.7): Read Of Mice and Men and watch a movie version. In an expository essay, compare and contrast the novel to the movie version and then evaluate how each interprets the text.
7. Point of View: What I Meant vs. What I Said (RL.11-12.6): In order to analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant in a text, students use a two column chart to track explicit and inferential information. Title one column “What is Directly Stated” and the other column “What is Really Meant.” Read a section of a selected text and when what is directly stated differs from what is really meant, fill in the chart by writing exactly what was stated in the first column, and what was really meant in the second column. Then write a short paragraph analyzing the role point of view plays in understanding what is directly stated and what is really meant. Suggested Works: Of Mice and Men, The Great Gatsby, “Winter Dreams.”
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Informational 1. Persuasive Letter (RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.8, RI.11-12.9, W.11-12.1, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11- 12.2.b, L.11-12.3): Read several important speeches and texts from the American Revolution, and analyze the rhetoric and rhetorical devices used in each. Imagine that you are an early American colonist. Write a letter to a family member or friend persuading him or her to join your fight for American independence. Use at least three rhetorical devices in your letter. Suggested Works: Purdue’s OWL “Rhetorician Situations” (http://owl.english.purdue.edu/owl/resource/625/01/), “The Crisis, Number 1”, “Speech in the Virginia Convention”, “Letters from an American Farmer”; Mandatory Works to meet RI.11-12.9: The Declaration of Independence, and The Constitution. Relate the main ideas of the text back to the other works read for this unit. To what extent does each text support the Enduring Understandings for the unit?
2. The Declaration of Independence (RI.11-12.5, RI.11-12.9): Analyze The Declaration of Independence for its theme and purpose in written form, including the use of parallel structure. Relate the main ideas of the text back to the other works read for this unit. To what extent does each text support the Enduring Understandings for the unit? Support ideas with evidence from the text.
WRITING STRATEGY FOCUS 1. Short Story (W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Write a narrative in the style of Tim O’Brien’s short story “Ambush.” Use narrative techniques to develop experiences, events, and/or characters. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, and setting. Support ideas with evidence from the text.
2. Building a Better Me (W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11- 12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Write a narrative chronicling a self- improvement project in the style of Benjamin Franklin, developing real experiences and events using effective techniques, well-chosen details, and well-structured events. Use narrative techniques, such as dialogue, pacing, description, and reflection to develop experiences, events, and characters. Create a blog on blogspot.com to publish individual narratives.
3. Fact-Based Narrative (W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.4, W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11- 12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5, L.11-12.5.a): After reading Steinbeck’s “The Harvest Gypsies,” write a narrative text from the point of view of one of the residents of the camp. This narrative needs to establish a problem, introduce the narrator and/or characters, and establish a smooth progression of events. Use narrative techniques, such as dialog, pacing and description. Sequence events so that they build towards a particular tone or outcome. Use precise language, and include a conclusion.
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SPEAKING AND LISTENING ACTIVITIES 1. The Pursuit of Happiness: (SL.11-12.4, SL.11-12.6): After reading several texts for the class, students answer the essential question “What is happiness” in a multi-media research project presentation. Present information, findings, and supporting evidence, conveying a clear and distinct perspective such that listeners can follow the line of reasoning, making strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
2. Alternatives (RL.11-12.2, SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): In small groups discuss how the story in one of the selected novels develops in relationship to where it is set, how the action is ordered, how the characters are introduced and developed, etc. Also discuss how the author might have done this differently, and how the story might have developed based on alternative choices for these actions. Present the group’s ideas to the class. Suggested Works: The Great Gatsby, Of Mice and Men
3. Guilty or Not Guilty: (SL.11-12.4): Conduct a mock trial in which Tom Buchanan (The Great Gatsby) or George Milton (Of Mice and Men) is each put on trial for murder. Use ample textual evidence.
SBAC PERFORMANCE ASSESSMENT PREP 1. Freedom, Happiness, Success (RL.11-12.1, RL.11-12.10, RI.11-12.1, RI.11-12.10, W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11- 12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a): Read several selections with similar topics, and synthesize information from at least three of them into an essay exploring how the author/speaker of each addresses the role that success, freedom and happiness play in attaining the American Dream. Use ample textual evidence. Suggested Works: “The Harvest Gypsies”, The Declaration of Independence, The Constitution, “Speech in the Virginia Convention”, “Richard Cory”, “I, Too”, “The Crisis, Number 1”
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Grade 11, Unit 2 The Individual & Society
If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured or far away. --Henry David Thoreau OVERVIEW This unit will be taught in 2rd quarter as the natural next step in the curricular sequence. Students will explore the question of where individualism and community (responsibilities) collide through reading fiction and non-fiction and writing informational texts. ENDURING UNDERSTANDINGS Man and society often experience a tension or conflict between spiritual and material motivations (moral dilemma). The struggle with and resolution of moral and ethical dilemmas forges a character. Individual beliefs and values can change society. The pursuit of economic success can interfere with or promote one’s beliefs and values. Individuals expressing beliefs and values often create conflict within a society. ESSENTIAL QUESTIONS How can I remain true to myself and still answer to the demands of society? When or under what circumstances should being an individual outweigh the need to conform to societal expectations? GUIDING QUESTIONS How simply can you live? How much stuff do you need? What is the relationship between personal freedom and social responsibility? When does the need for social order transcend the need for individual freedoms? Is the restriction of freedom ever a good thing? Why or why not? Are there limits to personal freedoms? Explain. To what extent is the American Dream an individual pursuit or a collective idea? To what do we owe our allegiance: Our conscience, the law, or something else? STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY *indicates concept previously introduced in earlier grades. Reading Vocabulary values integrate beliefs Writing Vocabulary synthesize* conform/conformity claim* warrant Language dilemma denotation* Vocabulary ethics digital media conventions* integrity evaluate syntax morals evidence* usage transcend inquiry
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STUDENTS WILL BE ABLE TO DO THE FOLLOWING Reading: Literature Key Ideas and Details RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Integration of Knowledge and Ideas RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Reading: Informational Text Key Ideas and Details RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Craft and Structure RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Integration of Knowledge and Ideas RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
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Writing Text Types and Purposes W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.11-12.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. W.11-12.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.11-12.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Production and Distribution of Writing W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1– 3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.9.a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
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Speaking and Listening Comprehension and Collaboration SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Language Conventions of Standard English L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SUGGESTED WORKS ADOPTED RESOURCES Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall (11th Grade) Write Source (2007), Great Source
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not need to use all of them in this unit. These texts, however, should not be used in any other unit. “Civil Disobedience” by Thoreau (PH, p. 380, Lexile 1340) “Nature” by Emerson (PH, p. 364, Lexile 1140) “Self Reliance” by Emerson (PH, p. 366, Lexile 1140) The Crucible by Arthur Miller (Lexile Level 990) Walden by Henry David Thoreau (PH, p. 374, Lexile 1200)
SUPPORTING TEXTS Novels Billy Budd by Herman Melville (Lexile Level 1450) The Adventures of Huckleberry Finn by Mark Twain (Lexile Level 990) The Awakening by Kate Chopin (Lexile Level 911) The Scarlett Letter by Nathaniel Hawthorne (Lexile Level 1420) Drama Our Town by Thornton Wilder Short Stories “A Wagner Matinee” by Willa Cather: http://cather.unl.edu/ss011.html “Story of an Hour” by Kate Chopin (PH, p. 593) “The Fall of the House of Usher” by Edgar Allen Poe (PH, p. 297) Historical Fiction “Coup de Grace” by Ambrose Bierce: http://www.classicreader.com/book/1168/1/
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Poems Emily Dickinson Selections: (PH, “I heard a Fly buzz—when I died—” p. 396, “Because I could not stop for Death,” p. 397, “My life closed twice before its close—” p.398, The Soul selects her own Society—” p. 398, “There’s a certain Slant of light,” p. 399, “There is a solitude of space” p. 400, “The Brain—is wider than the Sky—” p. 400, “Water, is taught by thirst.” p. 401) “Howl” by A. Ginsberg: http://www.poets.org/viewmedia.php/prmMID/15308 “Leaves of Grass,” by Walt Whitman (PH, p. 406) “PoemHunter.com: Ralph Waldo Emerson”: http://www.poemhunter.com/ralph-waldo-emerson/ “PoemHunter.com: Walt Whitman”: http://www.poemhunter.com/walt- whitman/ Robert Frost Selections: (PH, “Birches,” p. 804, “Mending Wall,” p. 806, “Out, Out,” p. 808, “Stopping by Woods on a Snowy Evening,” p. 810, “Acquainted With the Night, p. 811, “The Gift Outright,” p. 812) “Half-Hanged Mary”: http://www.huffenglish.com/handouts/halfhangedmary.pdf “The Raven” by Edgar Allen Poe (PH, p. 309) “The Rose That Grew from Concrete” by Tupac Shakur: http://www.sing365.com/music/lyric.nsf/The-Rose-that-Grew-from-Concrete- lyrics-2Pac/805AB5EE1B84DB5D48257042002E8568 (also available in song format) “We Wear the Mask” by Paul Dunbar (PH, p. 601) Nonfiction “Letter from Birmingham City Jail” (PH, p. 157)
Novel Units The Scarlett Letter: Discovery Education: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-scarlet- letter.cfm
Picture Books Henry Climbs a Mountain, Henry Hikes to Fitchburg, Henry Builds a Cabin by D. B. Johnson Hooray for Diffendoofer Day! by Dr. Seuss Where the Wild Things Are by Maurice Sendak
DIGITAL CONTENT Art/Photos “American Gothic”: http://www.artic.edu/aic/collections/artwork/6565 “The Raft of the Medusa” by Theodore Gericault: http://www.louvre.fr/en/oeuvre-notices/raft-medusa “The Scream” by Edvard Munch: http://en.wikipedia.org/wiki/The_Scream “The Wanderer Above the Sea of Fog” by Caspar David Friedrich: http://en.wikipedia.org/wiki/File:Caspar_David_Friedrich_032_(The_wanderer_ab ove_the_sea_of_fog).jpg
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Media/Films: Any film clips must be building approved; films with an R rating are not permitted based on District Policy 602.10. Film clips accessed through Discovery Education are approved. Steve Jobs introduces “Think Different”—Apple Special Event excerpts: http://youtu.be/YcneYcl23MU o http://youtu.be/SswMzUWOiJg: o http://youtu.be/l3jjKuTAPHA “American History: Colonial America: Salem Witch Trials” (32 min 21 sec): (Log on to Discovery Ed and search for this title.) Quotes about Individuality: http://www.goodreads.com/quotes/tag/individuality “Salem Witch Trials” (26 min) (includes a teacher’s guide and how to use The Crucible with this video): (Log on to Discovery Ed and search for this title.) Websites “Arthur Miller: Are You Now or Were You Ever?”: http://www.writing.upenn.edu/~afilreis/50s/miller-mccarthyism.html “Arthur Miller’s The Crucible: Fact and Fiction”: http://www.17thc.us/docs/fact- fiction.shtml “Case 39: Rebecca Nurse” (several other cases are available at this site): http://etext.virginia.edu/salem/witchcraft/texts/BoySal2.html “Chart: The Second Red Scare, 1939-1954”: http://faculty.polytechnic.org/gfeldmeth/chart.mccarthyism.pdf “Conformity and Obedience” (only first section on conformity): http://webspace.ship.edu/cgboer/conformity.html “Death Warrant for Sarah Good, Rebecca Nurse, Susannah Martin, Elizabeth How, and Sarah Wilds”: http://etext.virginia.edu/etcbin/toccer- new2?id=BoySal2.sgm&images=images/modeng&data=/texts/english/modeng/ oldsalem&tag=public&part=49&division=div2 “Individuality and Social Conformity” by Ashol Natarajan: http://www.worldacademy.org/forum/individuality-and-social-conformity “Salem Witch Trials: Documentary Archive and Transcription Project” (contains original historical documents of the Salem Witch Trials and additional cases): http://teachinghistory.org/history-content/website-reviews/14606 “Teaching the Crucible with the New York Times” (Many resources are included): http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-with-the- new-york-times/ “The Crucible Anticipation and Reaction Guide”: http://www.webenglishteacher.com/crucible.html “The Crucible: Lesson Plans and Teaching Resources” (multiple links, including Character Recipe): http://www.webenglishteacher.com/crucible.html “The Salem Witchcraft Papers, Volume 2” (contains transcripts relating to Sarah Good and Rebecca Nurse): http://etext.virginia.edu/salem/witchcraft/texts/BoySal2.html “What is Your Conformity Level?”: www.quiztron.com/tests/is_con...quiz_46314.htm
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New York Times article, “Radio Listeners in Panic Taking War Drama as Fact” reporting the hysteria caused by Orson Welles' radio show, “War of the Worlds” at www.war-of-the-worlds.org/Radio/Newspapers/Oct31/NYT.html Political Cartoons “Herblock’s History: Political Cartoons from the Crash to the Millennium”: www.loc.gov/rr/print/swann/herblock/fire.html Movies Dead Poet’s Society (excerpts) Ferris Bueller’s Day Off (excerpts)
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY 1. To Conform or not to Conform (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): “I think the reward for conformity is that everyone likes you except yourself.”—Rita Mae Brown. Students will read two articles about conformity and look at a series of quotes about individuality, conformity, and non-conformity. Students take notes as they are reading indicating to what extent they agree or disagree with the selections. Students select their favorite quote(s) on individuality or they can create their own individuality quotes. Students will participate in a group discussion about their responses to the reading selections and their selected quotes. Students can take the optional quiz. Suggested Works: Individuality and Social Conformity (essay), Conformity and Obedience (article: only first section on conformity), Quotes about Individuality, What is Your Conformity Level ? (Quiz)
READING STRATEGY FOCUS Literature 1. Literary Terminology (RL.11-12.1, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.9): Create a two column chart. Label one column Definition of Literary Terms and the other column Examples of Literary Terms. While reading a selection, fill in the chart with specific examples of literary terms. Suggested Works: “The Raven” or any other poem from one of the authors listed above.
2. Figuratively and Poetically Speaking (RL.11-12.4): Using one of the poems listed above, highlight the figurative language, words with multiple meanings, and word choices that have a high impact on the meaning and tone of the poem. Replace those words and phrases with other words and phrases. Analyze the two forms of the poem to determine how the change in wording changes the meaning and tone of the poem.
3. The Scarlet Letter Character Development: Bio Poem (RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.6): Following the format at the Biopoems website, students will write a character poem about one or more of the main characters in The Scarlet Letter (or any other major work read for class).
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4. Venn diagram (RL.11-12.2, RL.11-12.3): View excerpts from Ferris Bueller’s Day Off or Dead Poets Society. Choose two characters and complete a Venn diagram focusing on the question “Should being an individual outweigh the need to conform to societal expectations?” Show where characters act as an individual and where they conform to societal expectations (shared portion of the diagram).
5. Textual Evidences and Inferences in “Half-Hanged Mary” (RL.11-12.1): Create a table with three columns. Label them: Explicit, Inferences, and Matters Uncertain. In the Explicit column write textual evidence showing what the text says explicitly. In the Inference column write what is inferred and include the text these inferences are based on. In the Matters Uncertain column, list what matters the author leaves uncertain and speculate as to why they are left uncertain. Suggested Works: “The Daily Poetry Movement: Half-Hanged Mary”
6. Cooking up Characters in The Crucible (RL.11-12.3): Students will select a character from The Crucible and create a character recipe for that individual. Follow this link to the Character Recipe at this website: http://prezi.com/qvaasrkyqnfx/the-crucible-projects/.
7. Defining Crucible (RL.11-12.4, RL.11-12.10): Look up several definitions of the word crucible. Discuss the figurative and connotative meanings of the word. What impact does using The Crucible for the title have on the meaning and tone of the play?
8. Structure of The Crucible (RL.11-12.5, RL.11-12.10): Discuss how the following contribute to the play’s overall structure, meaning and aesthetic impact. Suggested Works: The Crucible, “Arthur Miller’s The Crucible: Fact and Fiction” o releasing the exposition of the play in bits and pieces o putting questions in the readers’/viewers’ minds about loyalty and relationships as the action moves forward o using repetition at the ends of Acts I and III o building a crescendo at the end of each act o changing historical facts (See “Arthur Miller’s The Crucible: Fact and Fiction”) o Students note any additional author’s choices concerning the specific parts of a text.
Informational 1. Think Different (RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.7, RI.11-12.10, SL.11-12.2, SL.11-12.5, L.11-12.1): View Apple Computer Think Different commercials (available on YouTube) and/or view print ads in a gallery walk. Each student should pick one individual from the Think Different commercials and complete a web quest to determine how the person impacted society. Students link this person to Emerson’s quote, “To Be Great is to Be Misunderstood.” Present conclusions to class.
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2. Individual vs. Society (RI.11-12.1, RI.11-12.2, RI.11-12.3): Assign students to read and analyze two of the following selections. They will then create a Venn diagram showing how conformity to society’s values is represented similarly and differently in each of the selections. Students who read the same selections will be put in groups to discuss their findings. Each group will share their ideas with the entire class. Suggested Works: “Civil Disobedience,” “Letter from Birmingham City Jail,” “Nature,” “Self Reliance,” and selections from Walden.
3. A Close Rereading (RI.11-12.4, RI.11-12.5, L.11-12.3, L.11-12.3.a): Reread the Declaration of Independence to examine its tie to the enduring understandings for the unit as well as to evaluate how syntax and text structure impact the text’s meaning.
4. Present Day Witch Hunts (RI.11-12.7): Use the resources in the suggested works to answer one or more of the following questions. Suggested Works: The Crucible; Chart: “The Second Red Scare, 1939-1954”; “Herblock’s History: Political Cartoons from the Crash to the Millennium”; “Teaching the Crucible with the New York Times” (This site links to several articles.); “Arthur Miller: Are You Now or Were You Ever?”; “The Crucible Anticipation and Reaction Guide”: a. What groups of people might be targets of a modern day witch hunt and what might that witch hunt look like today? b. How might Arthur Miller’s play, The Crucible have been seen as a metaphor of a modern day witch hunt during the McCarthy period? c. Why did Miller write the play and what consequences resulted from the play being written and performed? d. Do fear and mass hysteria happen in some societies today? If so, what causes this and what is the best way to deal with it? e. Is it better to die for what you believe in than to lie to save your life? Explain your position. f. Should beliefs in opposition to common values be illegal?
WRITING STRATEGY FOCUS 1. On-line Message Board (RI.11-12.2, RI.11-12.7, RI.11-12.10, W.11-12.1, W.11-12.4, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.10, SL.11-12.2, SL.11-12.4, SL.11-12.5, L.11-12.1, L.11-12.2, L.11-12.3): Post six quotes, ideas, pictures, articles, etc… related to the guiding questions. Students must respond to three, comparing or contrasting points of their own. Do not simply repeat or paraphrase what other students are doing.
2. Salem Witch Trials (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a): During the 17th century in America, witchcraft was on the minds of many colonists; anyone, at anytime, could be accused of witchery. The most well-known of such events are the Salem witch trials of 1692. During this period of hysteria and mayhem, 19 colonists were hanged, one pressed to death, and at least four died in prison. All were later exonerated. After reading The Crucible (or The Scarlet Letter), watching “American History: Colonial America: Salem Witch Trials,” and examining other instances in history
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where hysteria created undesirable action (examples: War of the Worlds radio broadcast, the Red Scare, effects of idea that vaccinations can cause autism, etc.), write an expository essay in which you explore how hysteria can develop into catastrophic actions and behaviors. (copied from Discovery Ed). Suggested Works: The Crucible
3. The Crucible, McCarthyism and Modern Day Witch Hunts (W.11-12.2, W.11- 12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, W.11-12.4, W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.6): Write an informative paper showing the relationship between The Crucible, McCarthyism and Modern Day Witch Hunts. Suggested Works: The Crucible, “Teaching the Crucible with the New York Times,” “The Crucible: Lesson Plans and Teaching Resources,” “Arthur Miller: Are You Now or Were You Ever?”
4. (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11- 12.2.f, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.9, W.11-12.9.a, L.11-12.1, L.11- 12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.6): Write a paper showing how two or more eighteenth-, nineteenth-, and early twentieth-century foundational works treat similar themes or topics. Suggested Works: “Civil Disobedience,” and “Self Reliance;” “Nature,” and Walden and “Stopping by Woods on a Snowy Evening”
SPEAKING AND LISTENING ACTIVITIES 1. Survival (RL.11-12.4, RL.11-12.9, SL.11-12.1, SL.11-12.2): Make a list of 10 items you would want to have with you if you were in a cabin for a year. Compare and contrast those lists to Thoreau’s lists in Walden. Each student should analyze his/her own list and comment on what it says about the student. Suggested Works: Walden
2. Personal and Political Actions (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): Throughout America's history, there have always been laws that regulated citizens' personal behavior. Among the Puritans of the 18th century, for example, adultery was a serious crime, as The Scarlet Letter makes clear. Today we have laws forcing motorcycle riders to wear helmets, laws that make suicide illegal, and laws against speeding on an empty highway, among many others. In a small group, discuss the following questions: Where should society draw the line between personal and political actions? Should society have the right to tell you how to behave on your own time? Why or why not? (copied and adapted from Discovery Ed: http://www.discoveryeducation.com/teachers/free-lesson- plans/the-scarlet-letter.cfm)
SBAC PERFORMANCE ASSESSMENT PREP 1. Individual vs. Society (RL.11-12.9, RL.11-12.10, RI.11-12.7, RI.11-12.10, SL.11-12.2, SL.11-12.4, SL.11-12.5): The values of some individuals may conflict with the values of society. After reading and viewing at least one of the suggested works from each of the categories listed below, prepare a power point presentation
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that explores answers to one or more of the questions listed below. Suggested Works: Novel or Drama: The Crucible, The Scarlet Letter; Non-fiction: “Civil Disobedience,” Walden, Advertisements from the Apple “Think Different” Campaign, “Letter from Birmingham City Jail;” Short Story: “A Wagner Matinee,” “Story of an Hour,” Poems, Art/Photos, Picture Books: any of the art/photos listed above, any of the picture books listed above, any poem listed above that supports the individual vs. society theme o How can I remain true to myself and still answer to the demands of society? o When or under what circumstances should being an individual outweigh the need to conform to societal expectations? o What is the relationship between personal freedom and social responsibility? o When does the need for social order transcend the need for individual freedoms? o Under what circumstances, if any, should there be limits to personal freedoms? o Is the American Dream an individual pursuit or a collective idea? o To what do we owe our allegiance: our conscience, the law, or something else?
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Grade 11, Unit 3
Assimilation & Cultural Identity
If civilization is to survive, we must cultivate the science of human relationships–the ability of all peoples, of all kinds, to live together, in the same world at peace. --Franklin D. Roosevelt
OVERVIEW This unit will be taught in the 3rd quarter as the natural next step in the curricular sequence. Historically and logically, assimilation into, or coexistence within society at large obtains as a subsequent development when individual conflicts with that larger society have begun to play out. Students will research for and write an argumentative research paper exploring the American Dream as it relates to immigration and assimilation. ENDURING UNDERSTANDINGS Diversity causes conflict. In a diverse American society people are in conflict between conserving a native cultural identity and assimilating into a unified cultural identity. An individual’s world view is shaped by one’s political, social, economic, and religious beliefs. Personal identity is derived from education, material possessions, socioeconomic status, ethnic/cultural heritage, and personal experience. A diverse society requires that one be aware of biases, including one’s own. Diversity of cultural beliefs and values may cause conflict and drive change within a society. Diversity of cultural beliefs and values may contribute to a society’s vitality. ESSENTIAL QUESTIONS What is the value, if any, of diversity? (religious, political, social, environmental) To what extent does America have a culture? GUIDING QUESTIONS Under what circumstances is conflict bad and bad? How are Americans perceived by other cultures? Why do some countries view Americans negatively? Is America a melting pot or a salad bowl? Explain. Is America still the ‘City on a Hill”? (Winthrop, Reagan) Does America still want your tired, your poor, your huddled masses yearning to breathe free (Statue of Liberty)?
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STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY *indicates concept previously introduced in earlier grades. Reading Vocabulary Writing Vocabulary Language Vocabulary assimilation claim* conventions* bias denotation* usage connotation* digital media figurative evaluate hegemony evidence* inference* inquiry pluralism integrate theme* synthesize* warrant STUDENTS WILL BE ABLE TO DO THE FOLLOWING Reading: Informational Text Key Ideas and Details RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. Integration of Knowledge and Ideas RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
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Writing Text Types and Purposes W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.11-12.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. W.11-12.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.11-12.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Production and Distribution of Writing W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1– 3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Research to Build and Present Knowledge W.11-12.7 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. W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.9.b Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
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Language Conventions of Standard English L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L.11-12.1.b 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. L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.2.a Observe hyphenation conventions. L.11-12.2.b Spell correctly. Knowledge of Language 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. L.11-12.3.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. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SUGGESTED WORKS ADOPTED RESOURCES Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall (11th Grade) Write Source (2007), Great Source
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not need to use all of them in this unit. These texts, however, should not be used in any other unit. Black Like Me by John Howard Griffen (Lexile Level 990)
SUPPORTING TEXTS Short Stories “Antojos” by Julia Alvarez (PH, p. 966)(guava’s and trust in a foreign country) “Desiree’s Baby” by Kate Chopin: http://www.eastoftheweb.com/short- stories/UBooks/DesiBaby.shtml “The Outcasts of Poker Flat” by Bret Harte (PH, p. 535) “A Perfect Day for Bananafish” by J. D. Salinger: http://archives.newyorker.com/?i=1948-01-31#folio=020 (Original story in The New Yorker, print is very small.)
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“The Devil and Tom Walker” authors (PH, p. 236) “Diamond Island: Alcatraz” (PH, p. 51) Novels Cold Sassy Tree by Olive Ann Burns (Lexile Level 930) Moby Dick by Herman Melville (Lexile Level 1200) My Antonia by Willa Cather (Lexile Level 1010) The Awakening by Kate Chopin (Lexile Level 911) The Jungle by Upton Sinclair (Lexile Level 1170) The Red Badge of Courage by Stephen Crane (Lexile Level 900) The Sound and the Fury by William Faulkner (Lexile Level 870) Poems “Booker T. and W.E.B.” by Dudley Randall: http://www.huarchivesnet.howard.edu/9908huarnet/randall.htm “I yearn” by Ricardo Sánchez (PH, pp. 855-856) “Let America Be America Again” by Langston Hughes: http://www.poets.org/viewmedia.php/prmMID/15609 Poems by Langston Hughes: PoemHunter.com: Langston Hughes http://www.poemhunter.com/langston-hughes/poems/ “The Names” by Billy Collins (PH, p. 396) Plays Raisin in the Sun: https://archive.org/details/raisininthesunun008824mbp (can be downloaded at this site Nonfiction Letter from Birmingham City Jail by Martin Luther King (PH, p. 157) Novel Unit Novel Unit: Black Like Me: http://thebestnotes.com/booknotes/Black_Like_Me/Black_Like_Me26.html Music “Paul Revere and the Raiders: Indian Reservation” (lyrics): http://www.oldielyrics.com/lyrics/paul_revere_and_the_raiders/indian_reservatio n.html “Cherokee Nation: Paul Revere and the Raiders”: http://youtu.be/_ojRQ15My7s Media/Films: Any film clips must be building approved; films with an R rating are not permitted based on District Policy 602.10. Film clips accessed through Discovery Education are approved. I Have a Dream speech MLK: http://www.youtube.com/watch?v=smEqnnklfYs (speech) http://www.usconstitution.net/dream.html (text) Websites 50 Rhetorical Devices for Rational Writing: http://www.dailywritingtips.com/50- rhetorical-devices-for-rational-writing/ A More Perfect Union speech by Barrack Obama: http://www.npr.org/templates/story/story.php?storyId=88478467 Abraham Lincoln: Second Inaugural Address: http://www.nationalcenter.org/LincolnSecondInaugural.html Arizona Border Trash: https://www.azbordertrash.gov/index.html August Wilson on Developing Black Culture: (Log on to Discovery Ed and search for this title.)
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Austin Wilson Rejects Assimilation: (Log on to Discovery Ed and search for this title.) Constitutional Rights Foundation: Educating About Immigration: http://www.crfimmigrationed.org/index.php/stuff (Contains several immigration articles.) C-SPAN: Barack Obama Speech at 2004 DNC Convention: http://www.youtube.com/watch?v=eWynt87PaJ0&edufilter=u00dqvAfj8AQ5AU wfrPehw Declaration of Independence: http://www.archives.gov/exhibits/charters/declaration_transcript.html Frayer Model: http://www.worksheetworks.com/miscellanea/graphic- organizers/frayer.html Illegal Immigrants Trash Border Lands with Tons of Waste: http://www.judicialwatch.org/blog/2012/02/illegal-immigrants-trash-border- lands-with-tons-of-waste/ National Immigration Forum: http://www.immigrationforum.org/ (Contains several immigration articles.) “Rejecting Assimilation: African American Culture in the Works of Gloria Naylor”: (Log on to Discovery Ed and search for this title.) “Seizing Power from the Woman Warrior” by Diana Abu-Jaber and Excerpt: “The Woman Warrior” Maxine Hong Kingston: http://www.npr.org/templates/story/story.php?storyId=11163242 Shattering the Melting Pot: http://app.discoveryeducation.com/player/view/assetGuid/956C712A-6D9B- 4DA6-A1FE-6C348F1E1FB1 The Beginnings of an American Dream: Life in Wealthy New England in the Early 1900’s: (Log on to Discovery Ed and search for this title.) “The Pressure of Immigration and Social Theories”: (Log on to Discovery Ed and search for this title.) The United States Constitution (contains the Bill of Rights): http://constitutionus.com/ “Tone vs. Mood” (two tables of words that identify tones and moods): http://astabowen.com/ToneMood.htm Transcript: Illinois Senate Candidate Barack Obama: http://www.washingtonpost.com/wp-dyn/articles/A19751-2004Jul27.html “We Will Be a City Upon a Hill” speech by Ronald Reagan: http://reagan2020.us/speeches/City_Upon_A_Hill.asp
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY 1. Symbol of America (SL.11-12.1, SL.11-12.2, L.11-12.4): Bring in a visual that is emblematic of American culture and/or a quintessential American as a starting point for a conversation about American culture: what it is, what it looks like, how it differs from region to region, and what it might look like moving forward. a. Students complete a Frayer model vocabulary diagram for the word “diversity.”
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b. Students Think-Pair-Share their results. Suggested Resources: Frayer Model: http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
READING STRATEGY FOCUS Literary 1. Theme (RL.11-12.2): Create a graphic organizer with 3 rectangular boxes on top of one another. In the first box, write the topic. In the second box write the theme—what the author is saying about the topic. In the last box give evidence from the text that supports the selected theme. Continue this graphic by adding an additional three rows at the end of each subsequent chapter or act and repeating this pattern. Suggested Works: Black Like Me, Raisin in the Sun Topic Theme—what the author is saying about the topic Evidence—from the text
2. Directly Stated or Really Meant (RL.11-12.6): Create a 2 column table. Title the first column “Directly Stated.” Title the second column “Really Meant.” As you are reading and come to passages that say something different than what is really meant, fill in the chart. In a group discuss why the author choose to state something other than what was really meant. Suggested Works: “Antojos,”
3. Tone (RL.11-12.4): Select a passage from the text that shows the author’s attitude towards his subject (tone). What is the tone of that passage? List the specific words/phrases the author uses to create this tone. Replace those words with synonyms. Now, what is the tone of the rewritten passage? Suggested Works: “Tone vs. Mood,” Black Like Me, “Desiree’s Baby,”
Informational 1. Polar Opposites (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.10): Find two polarizing texts that illuminate current immigration issues: identify biases of each writer. Suggested Works: National Immigration Forum: http://www.immigrationforum.org/ (Contains several immigration articles.), Constitutional Rights Foundation: Educating About Immigration: http://www.crfimmigrationed.org/index.php/stuff (Contains several immigration articles.), Arizona Border Trash: https://www.azbordertrash.gov/index.html, Illegal Immigrants Trash Border Lands with Tons of Waste: http://www.judicialwatch.org/blog/2012/02/illegal-immigrants-trash-border- lands-with-tons-of-waste/
2. Themes, Purposes and Rhetoric (RI.11-12.9): After reading the Bill of Rights, and Lincoln’s Second Inaugural Address, analyze them for themes, purposes and rhetorical features. Do this by creating a 3 column table that lists the names of the documents in individual cells across the top. Label the first two rows themes and purposes. Label the remaining rows with the specific names of the rhetorical devices that will be the focus of this study. Fill in the table with specific examples from each of the documents. Using the table as a reference, have a group
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discussion about the causes, key factors, and possible results of each of these documents. Suggested Works: 50 Rhetorical Devices for Rational Writing
WRITING STRATEGY FOCUS 1. Notable African-Americans (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6): : Research one of the notable African-Americans mentioned in this unit or previous units, such as W.E.B. Du Bois, Mary McLeod Bethune, Phillis Wheatley, or Langston Hughes. Write a biography for this person. Include most notable contributions to American history and greatest challenges given the time period in which he or she lived.
2. City on a Hill (W.11-12.4, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6): In writing, compare and contrast the concept of the City on the Hill from Reagan’s and Winthrop’s City on the Hill speeches and sermons. Delineate and evaluate the reasoning in each of these and discuss the premises, purposes, and arguments in each. Include paraphrases of selected passages from both.
3. Short Fiction Technique (RI.11-12.1, RI.11-12.4, W.11-12.1, W.11-12.2, W.11-12.4, W.11-12.5, W.11-12.7, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.2, L.11-12.5, L.11-12.6): Direct Instruction: o A. Students take notes on traditional plot mechanics and the Joycean Epiphany. o B. Students take notes on the history of modern short fiction (William Boyd). o C. Students take notes on CEW model of writing. Guided Practice: o A. Students apply CEW model to written analysis of selected paragraphs from Poe’s Philosophy of Composition. Formative Assessment: o A. Students read selected short stories from those listed in Suggested Works above, analyzing them for structure and literary technique using CEW model to respond to teacher-provided guiding questions/writing prompts. Summative Assessment: o A. Students review notes and conduct class discussion of what the unit has produced in the way of knowledge of short fiction technique and strategy. o B. Employing CEW model, drawing their evidence in the form of quotes and paraphrases from the reading and notes, students write a limited critique of modern short fiction from the following prompt: How might we describe the methods of modern short fiction?
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4. Argument: Official Language or Religion (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.8, RI.11-12.10, W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c, W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5, W.11-12.7, W.11-12.8, W.11-12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3): Students will choose one of the following questions to research in order to gain different perspectives and data regarding the topic: a) Should the United States have an official language or religion? b) Should bilingual education be taught in the schools? c) Should America be a melting pot or a salad bowl? d) Is America still the “City on a Hill”? Defend your answer. e) Does America still want your tired, your poor, your huddled masses yearning to breathe free? Students will write an argumentative research paper which presents and explores a specific claim related to the topic, and defends the claim with evidence from their research. Students may also create and present a multi- media presentation. Project/paper must follow and exemplify CEW (claim, evidence, warrant) model of argument, and follow MLA or APA citations style and documentation.
5. Photo-Essay (W.11-12.1, W.11-12.7): Compile a collection of photographs that help define your culture. Create a photo essay and write a brief artist’s statement explaining your selections.
SPEAKING AND LISTENING ACTIVITIES 1. Sub-Culture Values (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.7, RI.11-12.10, SL.11-12.4, SL.11-12.5): Select a particular sub-culture, such as an ethnic or religious group, and research its top research centers and collections. Create a PowerPoint presentation illustrating the details of such centers and collections, highlighting well-known artifacts.
SBAC PERFORMANCE ASSESSMENT PREP 1. Melting Pot or Salad Bowl? (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11- 12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6L): Austin Wilson said that the only people who can melt are European ethnic groups, such as the Italians, the Irish, the Germans and the Poles because they share a common sensibility and a cultural sensibility as Caucasians. Gloria Naylor says assimilation can be “extremely dangerous.” After reading and viewing several of the suggested works, write an informative paper that addresses this question: In a diverse American society how should people resolve the conflict between conserving a native cultural identity and assimilating into a unified cultural identity? You can limit your focus to one culture or you can focus on several cultures. Suggested Works: Black Like Me (book), A Raisin in the Sun (play), “Shattering the Melting Pot” (video clip), “Austin Wilson Rejects Assimilation” (video clip), “Rejecting Assimilation: African American Culture in the Works of Gloria Naylor” (video clip), “The Pressure of Immigration and Social Theories” (video clip), “Antojos” (short story) “Let
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America Be” (poem), “I yearn” (poem), “Diamond Island: Alcatraz” (short story), “Indian Reservation” (song)
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Grade 11 Unit 4 The Future of the American Dream
“The river was mild and leisurely, going away from the people who ate shadows for breakfast and steam for lunch and vapors for supper.” ― Ray Bradbury, Fahrenheit 451
OVERVIEW This unit will ask the students to synthesize their understanding of the American Dream-- gained over the course of the year--and to reflect whether it is still achievable. They will develop arguments to assert whether the American Dream is a viable model for the world to follow in the future. ENDURING UNDERSTANDINGS The American Dream is an evolving concept. ESSENTIAL QUESTIONS To what extent is the American Dream still alive? What is the future of the American Dream? GUIDING QUESTIONS To what extent do external forces, such as corporations, government, education and media, and natural forces, such as the environment and science, affect the American Dream? To what extent should the United States of America export its values across the globe? To what extent is a global community influencing the American Dream? Is the American Dream sustainable? Explain. Is the American Dream still worth pursuing? Explain. What are acceptable limits on speech and expression? What is more dangerous to society—government censorship, or self-censorship? (F451) STUDENTS WILL KNOW AND USE THE FOLLOWING TERMS: *indicates concept previously introduced in earlier grades. Reading Vocabulary Writing Vocabulary Language Vocabulary Global economy citation* figurative language* hegemony claim* matching style to illiteracy v. a-literacy persuasion audience and meritocracy proof purpose oligarchy rhetorical argument parallel structure* plutocracy satire parallelism secular synthesis* repetition textual evidence* varied syntax
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STUDENTS WILL BE ABLE TO DO THE FOLLOWING Reading: Literature Key Ideas and Details RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.2 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; provide an objective summary of the text. RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Reading: Informational Text Key Ideas and Details RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Integration of Knowledge and Ideas RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Writing Text Types and Purposes W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. W.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. W.11-12.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.11-12.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
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W.11-12.1.e Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1– 3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge W.11-12.7 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. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Speaking and Listening Comprehension and Collaboration SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed. SL.11-12.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
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SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Presentation of Knowledge and Ideas SL.11-12. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Language Conventions of Standard English L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L.11-12.1.b 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. L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.2.a Observe hyphenation conventions. L.11-12.2.b Spell correctly. Vocabulary Acquisition and Use L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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SUGGESTED WORKS ADOPTED RESOURCES Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall (11th Grade) Write Source (2007), Great Source
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not need to use all of them in this unit. These texts, however, should not be used in any other unit. Proposed Anchor text for 2013-2014—Determine in-building if this text is used here or in 12th grade: Fahrenheit 451(Lexile Level 890)
SUPPORTING TEXTS Short Stories “To Build a Fire” by Jack London, PH, p. 556 “The Writer in the Family,” by E. L. Doctorow (PH, p. 1068) Novels Ethan Frome (Lexile Level 1160) The Grapes of Wrath (Lexile Level 680) Old Man and the Sea (Lexile Level 940) Zen and the Art of Motorcycle Maintenance (Lexile Level 1040) Excerpts from The Epic of America by James Truslow Adams (excerpts) Poems “9-11” by Robert Pinksy: http://www.pbs.org/newshour/bb/entertainment/july- dec02/9-11_9-11.html “Burning a Book” by William Stafford: http://poetryschmmapoetry.blogspot.com/2011/04/burning-book-by-william- stafford.html “The Condoleezza Suite” (excerpt) by Nikky Finney: http://www.poets.org/m/dsp_poem.php?prmMID=22810 (note: This is copyrighted.) “Howl” Ginsberg: http://www.poets.org/viewmedia.php/prmMID/15308 “Hunger in New York City,” by Simon Ortiz (PH, p. 980) “Let America Be America Again,” by Langston Hughes; http://www.poets.org/viewmedia.php/prmMID/15609 “next to of course god America”…by e.e. cummings: http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=7158 “The History Teacher” by Billy Collins: http://www.billy- collins.com/2005/06/the_history_tea.html “The Names,” by Billy Collins: http://www.poemhunter.com/poem/the-names-3/ “Who Burns for the Perfection of Paper,” by Martin Espada (PH, p. 979) Plays Death of a Salesman by Arthur Miller (can be downloaded at this site): http://www.free-ebooks.net/ebook/Death-of-a-salesman/pdf/view
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Nonfiction Anti-science Beliefs Jeopardize U.S. Democracy, Scientific American Magazine, November 2012: http://www.scientificamerican.com/article/antiscience-beliefs- jeopardize-us-democracy/ Citizen’s United v. Federal Elections Commission: Citizen’s United Supreme Court decision regarding corporations: http://www.oyez.org/cases/2000- 2009/2008/2008_08_205 Morse v. Frederick (Supreme Court Case regarding student free speech): http://www.oyez.org/cases/2000-2009/2006/2006_06_278 “For the Love of Books,” by Rita Dove (PH, p. 1010) Founding Documents and speeches including the Constitution, The Declaration of Independence, Federalist Papers, etc. Document Library: Founding Era: http://teachingamericanhistory.org/library/founding/
DIGITAL CONTENT Media/Films: Any film clips must be building approved; films with an R rating are not permitted based on District Policy 602.10. Film clips accessed through Discovery Education are approved. Video segments of Stephen Colbert’s creation of his “super PAC” : http://youtu.be/iypvuL3Yggk “How Much Has Citizens United Changed the Political Game?” New York Times article about Citizen’s United v. Federal Elections Commission http://www.nytimes.com/2012/07/22/magazine/how-much-has-citizens-united- changed-the-political-game.html?pagewanted=all “’Bong hits 4 Jesus’ limits student rights” CNN Article regarding Morse v. Frederick http://www.cnn.com/2007/LAW/06/25/free.speech/ Morse v. Frederick http://www.oyez.org/cases/2000-2009/2006/2006_06_278
Websites “An Absurd Attack on Free Speech,” by George F. Will: http://www.nypost.com/p/news/opinion/opedcolumnists/an_absurd_attack_on _free_speech_j7AAD4RUj56cFKtyihdLEK “Frequently challenged books of the 21st century”: http://www.ala.org/advocacy/banned/frequentlychallenged/21stcenturychalle nged “Censorhip”: (Log on to Discovery Ed and search for this title.) “Colleges Have Free Speech on the Run” by George F. Will: http://articles.washingtonpost.com/2012-11-30/opinions/35585054_1_campus- censorship-greg-lukianoff-liberals “Fahrenheit 451 Quotes”: http://www.goodreads.com/work/quotes/1272463- fahrenheit-451?page=1 “Fahrenheit 451”: http://youtu.be/M9n98SXNGl8 “Here Today Gone Tomorrow: Preserving Culture in Changing Times” by Tom Marshall, NY Times, Oct 16, 2012: http://learning.blogs.nytimes.com/2012/10/16/here-today-gone-tomorrow- preserving-culture-in-changing-times/ (This is a lesson plan.) Origins of Novel “Fahrenheit 451”: http://youtu.be/MnZ6BiQ130s
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“Is the American Dream Only a Dream?” (Fall 2012 Trust Magazine) by Jodi Enda: http://www.pewtrusts.org/news_room_detail.aspx?id=85899418125 “Kurt Vonnegut’s Letter to Drake High School: You Have Insulted Me” by Laura Hibbard: http://www.huffingtonpost.com/2012/03/30/kurt-vonnegut-letter-to- drake-high-school_n_1392557.html “Libraries, Censors and Self-Censorship”: http://www.valkyrie22.com/library/LIS%20899/Presentation/articles/Libraries,%20C ensors%20and%20Self-Censorship.pdf “Putting education first to live the American dream”by Delece Smith-Barrow: http://www.washingtonpost.com/blogs/therootdc/post/putting-education-first- to-live-the-american-dream/2012/07/17/gJQAsMDdrW_blog.html Rethinking the American Dream by David Kamp Vanity Fair 2009: http://www.vanityfair.com/culture/features/2009/04/american-dream200904 “Rigging Free Speech,” by George F. Will: http://www.jewishworldreview.com/cols/will053112.php3 “Colbert v. the Court”: http://www.slate.com/articles/news_and_politics/jurisprudence/2012/02/stephen _colbert_is_winning_the_war_against_the_supreme_court_and_citizens_united_.h tml “Should Twain Be Sanitized: The Case For and Against”: http://www.nytimes.com/2011/01/08/opinion/lweb08twain.html?_r=0 “That’s Not Twain”: http://www.nytimes.com/2011/01/06/opinion/06thu4.html?scp=1&sq=that%27s% 20not%20twain&st=cse “The American Dream”: http://www.krcresearch.com/news_americanDream.html “The Conversion Of The American Dream: Breaking out of robotic patterns of consumption re-engages us with life - and brings high adventure” by Tom Atlee: http://www.context.org/iclib/ic26/atlee/ “The Future of the American Democracy Foundation”: http://thefutureofamericandemocracyfoundation.org/Project2.html “To Tweak or Not to Tweak a Literary Classic: Pro-censor” by Fatia Kasumu: http://temple-news.com/opinion/2011/01/17/to-tweak-or-not-to-tweak-a-literary- classic-pro-censor/ “Treating Money as Free Speech,” by Nolan Bowie: http://belfercenter.ksg.harvard.edu/publication/1724/treating_money_as_free_s peech.html Novel Units “Fahrenheit 451 Teacher’s Guide: National Endowment for the Arts”: http://www.neabigread.org/books/fahrenheit451/teachersguide02.php University Resource Center for the Study of the American Dream at Xavier University: http://www.xavier.edu/americandream/ (There are multiple resources at this link. One of the resources is a Permanent American Dream Video Archive: http://www.xavier.edu/americandream/programs/video-archive.cfm. At this site multiple videos are available that focus on many aspects of the American Dream, such as hard work, education, entrepreneurs, global, immigration, etc.
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Each of these categories links to multiple videos which are interviews with people about their opinion of the American Dream.) Websites Common Core State Standards (logos, pathos, ethos, uses W.11-12.9.b): http://rpdp.net/files/ccss/ELA/ELA_11-12_Curr_Res/Reading%2011- 12/Informational/RI.11-12.8-TeachingRhetoricIntro.pdf SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY 1. Four Featured Poems (RL.11-12.1, RL.11-12.2, RL.11-12.4, SL.11-12.1, SL.11-12.1.c, SL.11-12.1.d): Give students the names of the four featured poems (listed below). Ask students to predict the common theme based on the name. In groups, students read and analyze Billy Collin’s poem, “The Names” with the instructions to make note of the patterns (repetition) and structures. What do they notice about the names? What is the significance of the names? Assert a claim about the poem’s theme. Give student groups the other poems to read and to assert a one-sentence claim about theme for each. Compare groups’ interpretations, and provide evidence for how the group arrived at their conclusion. Go back and read each poem carefully, considering the various claims of meaning and the evidence derived from close reading. Suggested Works: “next to god, america, I” by e.e. cummings, “The Names” by Billy Collins, “9/11” by Robert Pinsky, “Let America Be America Again” by Langston Hughes
READING STRATEGY FOCUS Literature 1. Close Reading (RL.11-12.1, RL.11-12.3, RL.11-12.4, RL.11-12.9): create a T-chart of imagery and sensory word choice used in Mildred’s suicide “attempt” and the self-immolation by the unnamed woman. Using close reading, and researching the historical allusion, students contrast the level of intentionality and consciousness between the two women. Suggested Works: Fahrenheit 451 2. 3 sentence poetry explication (RL.11-12.1, RL.11-12.3): Independently, and after extensive modeling, students read a poem, noticing repetitive patterns, and ruptures to patterns. In sentence one, student asserts a claim about the meaning of the poem. Sentence two—student identifies a poetic device the poet uses to help render that meaning. Sentence three—student imbeds a quoted portion of the poem as evidence that the student used to arrive at his or her interpretation. 3. Death of a Salesman (RL.11-12.3, RL.11-12.7, RL.11-12.9): Students will create a shoebox model of the set to reveal their understanding of how the setting advances the themes in the play. Students then watch the film version, and slides of the Broadway production to compare to their own interpretations. 4. Themes (RL.11-12.2): Use the lesson plans from Day 9 of Fahrenheit 451 Teacher’s Guide from the National Endowment of the Arts as a guide. Students will choose a theme related topic such as happiness, knowledge, freedom, etc. Students will chart in a graphic organizer how this topic is represented over the course of the novel. Students will then choose a quote from the novel that relates to their chosen theme. Students will write a paragraph explaining the relationship they
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see between their selected quote and the theme of the novel. Suggested Works: Fahrenheit 451, “Fahrenheit 451 Quotes,” “Fahrenheit 451 Teacher’s Guide: National Endowment for the Arts, Day 9, Themes” 5. Point of View (RL.11-12.6): Create a two column chart. Title one column “What is Directly Stated” and the other column “What is Really Meant.” Read a section of a selected text and when what is directly stated differs from what is really meant, fill in the chart by writing exactly what was stated in the first column, and what was really meant in the second column. Then write a short paragraph analyzing the role point of view plays in understanding what is directly stated and what is really meant. Suggested Works: Fahrenheit 451, “Fahrenheit 451 Teacher’s Guide: National Endowment for the Arts, Day 3, Point of View” 6. Structure (RL.11-12.5): Have students create a story board for making a movie of Fahrenheit 451. They have to eliminate at least two scenes because of time constraints. Students analyze which 2 scenes can be cut without changing the story. Additional ideas for analyzing an author’s choices can be found at “Day 8, The Plot Unfolds.” Suggested Works: Fahrenheit 451, “Fahrenheit 451 Teacher’s Guide: National Endowment for the Arts, Day 8, The Plot Unfolds”
Informational 1. Citizen’s United Supreme Court ruling (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.6, RI.11-12.7, RI.11-12.8, RI.11-12.10, SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): Students do an “evolution of my thinking” graphic organizer, tracking their evolving opinion periodically over the course of the following discussion. Discuss the impact of money as a form of free speech, and the influence on democracy. Have students read the decision, and conduct a Socratic seminar on what effect they think it will have on the sustainability of democracy. Ask students to engage in a thought experiment about the logical conclusion to this decision. Then show Stephen Colbert material. Discuss the role of political satire in democratic societies. Read George Will, as an advocate for free speech. Read “Treating Money as Free Speech.” Read dissenting opinion from the bench.
WRITING STRATEGY FOCUS 1. Censorship of Ideas (Argument) (W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c, W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5. L.11-12.5.a, L.11-12.6): During Hitler’s reign in Germany, he persuaded his followers that certain books created “un- German thoughts and ideas” and therefore should be burned. On 10 May 1933 at Berlin’s Opernplatz, the “literary purge” occurred. At least 20,000 books were burned. Is censorship of ideas ever appropriate? Write a persuasive essay in which you agree or disagree with this question. Be sure to use specific examples to support your argument. (Copied from Discovery Ed: Censorship of Ideas (Argument). A picture of book burning is available at this Discovery Ed site.)
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2. Degrees of Censorship (W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c, W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7; W.11-12.8, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5. L.11-12.5.a, L.11-12.6): Students will write an argumentative paper in which the pros and cons of degrees of censorship are discussed, and students will take a stand on what they believe is the acceptable degree of censorship, if any. Consider the following: Is there an ideal age at which students should have access to any book? Students will use specific examples from the texts to support their arguments. Suggested Works: Fahrenheit 451, “To Tweak or Not to Tweak a Literary Classic: Pro-censor,” “That’s Not Twain,” “Should Twain Be Sanitized: The Case For and Against,” and “Kurt Vonnegut’s Letter to Drake High School: You Have Insulted Me.”
SPEAKING AND LISTENING ACTIVITIES 1. The American Dream in Prezi or Power Point (RL.11-12.2, RI.11-12.2, SL.11-12.4, SL.11-12.5): Create a Prezi or Power Point with selected quotations, an annotated photo essay, a short documentary or a speech wherein the student asserts the intention of the American Dream as envisioned by at least two authors studied, and then asserts the current reality of that vision.
2. Group Consensus on Theme (RL.11-12.1, RL.11-12.2, RL.11-12.10, SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d, SL.11-12.4, SL.11-12.6): In a small group discuss how each of these selections could tie in with the themes in Fahrenheit 451. As a group agree on the selection that most accurately reflects one of the themes of the novel. As a group create a poster that portrays this theme in pictures and words. Each group will share their poster and ideas with the other groups. Suggested Works: “Who Burns for the Perfection of Paper,” “Hunger in New York City,” “For the Love of Books,” “The Writer in the Family,” Fahrenheit 451
3. American Dream Video: (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6): Students will watch several videos from the “Permanent American Dream Video Archive” at the “Center for the Study of the American Dream At Xavier University.” After watching these videos, students will partner with another student in the class and interview that student about his/her idea of the American Dream. Students will videotape the interview and present it to the class.
4. Questions About the American Dream (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6): Students will choose one of the guiding questions or essential questions and prepare and present a multi-media presentation that answers this question. Students will also evaluate their classmate’s presentations based on SL.11-12.3 Suggested Works: “The Future of the American Democracy Foundation,” “The American Dream” Is the American Dream Only a Dream? (Fall 2012 Trust Magazine), “Putting education first to live the American dream,” “The
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Conversion of The American Dream: Breaking out of robotic patterns of consumption re-engages us with life - and brings high adventure”
SBAC PERFORMANCE ASSESSMENT PREP 1. Government Censorship vs. Self-Censorship (RL.11-12.1, RI.11-12.1, RI.11-12.7, RI.11-12.10, W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c, W.11-12.1.d, W.11- 12.1.e, W.11-12.4, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, L.11-12.1, L.11- 12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5. L.11- 12.5.a, L.11-12.6): After reading the following, write an argumentative paper that answers the question: What is more dangerous to society—government censorship or self-censorship? Be sure to use ample textual evidence to support your point of view. Quote #1: “Remember, the firemen are rarely necessary. The public itself stopped reading of its own accord.” Quote #2: “I ate them like salad, books were my sandwich for lunch, my tiffin and dinner and midnight munch. I tore out the pages, ate them with salt, doused them with relish, gnawed on the bindings, turned the chapters with my tongue! Books by the dozen, the score and the billion. I carried so many home I was hunchbacked for years. Philosophy, art history, politics, social science, the poem, the essay, the grandiose play, you name 'em, I ate 'em.” Read: Fahrenheit 451, “Libraries, Censors and Self-Censorship,” and “Censorship”
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COMMON CORE STATE STANDARDS GRADES 11 and 12 Click on the links to return to the Sample Activities and Assessments for that unit. I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing, SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC Reading: Literature Key Ideas and Details RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.2 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; provide an objective summary of the text. RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Integration of Knowledge and Ideas RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RL.11-12.8. (Not applicable to literature) RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth- century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
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Click on the links to return to the Sample Activities and Assessments for that unit. I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing, SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC
Range of Reading and Level of Text Complexity RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. Reading: Informational Text Key Ideas and Details RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. Integration of Knowledge and Ideas RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
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Click on the links to return to the Sample Activities and Assessments for that unit. I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing, SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. Range of Reading and Level of Text Complexity RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Writing Text Types and Purposes W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. W.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. W.11-12.1.c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.11-12.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.11-12.1.e Provide a concluding statement or section that follows from and supports the argument presented. W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
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W.11-12.2.b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.11-12.2.c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. W.11-12.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.11-12.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.11-12.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). W.11-12.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W.11-12.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1– 3 above.) W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
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Click on the links to return to the Sample Activities and Assessments for that unit. I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing, SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC Research to Build and Present Knowledge W.11-12.7. 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. W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.9.a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). W.11-12.9.b Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). Range of Writing W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes. Speaking and Listening
Comprehension and Collaboration SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
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Click on the links to return to the Sample Activities and Assessments for that unit. I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing, SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed. SL.11-12.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Presentation of Knowledge and Ideas SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Language Conventions of Standard English L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L.11-12.1.b 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.
50 |Revised April 2013, Hotlinks updated May, 2014
Click on the links to return to the Sample Activities and Assessments for that unit. I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing, SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep. Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.2.a Observe hyphenation conventions. L.11-12.2.b Spell correctly. Knowledge of Language 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. L.11-12.3.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. Vocabulary Acquisition and Use L.11-12.4. 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. L.11-12.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.11-12.4.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). L.11-12.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. L.11-12.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. L.11-12.6. Analyze nuances in the meaning of words with similar denotations. L.11-12.6.a Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
51 |Revised April 2013, Hotlinks updated May, 2014