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English 2: Unit 2 Curriculum Guide

Unit 2: Researching Evidence

Overview: In the second quarter, the study will center around the topic of culture. The students will start by reading a work of world literature and analyzing the cultural experience. They will continue to refine the skill of citing textual evidence in writing and discussions on the piece of literature. Teachers should also continue to ask students to work on RL 10.4. Works of world literature offer rich opportunities for students to practice using context clues to determine meaning of unfamiliar words and phrases. Teacher will then shift to reading informational text where they will work on determining the central idea and how it developed.

After students have mastered those skills, they will use them to write a mini-research paper on cultural differences. During the process of writing this paper, students will learn valuable research skills such as how to evaluate credibility of informational sources, how to gather relevant information from authoritative sources, and how to integrate the information into the text to maintain flow of ideas and follow a standard format for citation to avoid charges of plagiarism. During the research process, students will be assigned a partner and will participate in collaborative discussions with this partner. They will be required to justify the relevancy and credibility of their chosen sources and propel the conversation forward by posing and responding to questions about their research. They will use their research to plan, revise, edit, and rewrite a piece of informative/explanatory writing. Writing instruction should focus on the following: organizing ideas, introducing a topic, developing a topic with facts, concrete details, and quotations, using varied and appropriate transitions to create cohesion and clarify relationships, and using precise language to manage complexity of the topic.

Ideally, there should be time at the end of the quarter for students to transform their research papers into a oral presentation that they will deliver in front of their peers.

Essential Questions:● How can we use literature to determine a culture’s characteristics?● Why should we compare and contrast cultural rituals across global societies?● How can we evaluate sources of information to ensure our research is credible?

Time Frame: Quarter 2 (6 - 8 weeks)

CCSS Standards Learning Targets Suggested Skill Assessments

Suggested Texts Language (Vocab and Grammar)

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RL.9-10.6.Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

RI.9-10.1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.2.Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.9-10.4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and

READING LITERATURE

Analyze a cultural experience reflected in a work from outside the United States. Focus on world literature, if possible.

READING INFORMATIONAL TEXT

Determine the central idea of a text.

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

Analyze the development of the central idea of a text.

Analyze how the author’s ideas or claims are developed and refined by sentences, paragraphs, and larger section.

Provide an objective summary of the text.

Determine the meaning of words (figurative, connotative, and technical) in informational text.

Analyze the cumulative impact of words on meaning and tone.

READING LITERATUREShmoop Sample Assignment for RL 10.6

READING INFORMATIVE TEXTGive students a piece of informational text and ask them to write an objective summary that identified the central idea and how it is developed.

Give students an excerpt from a piece of informational text that they have not read. Choose a word that may be unfamiliar to students but the meaning can be deciphered by context clues. (Tip: For advanced students who may have impressive vocabulary, replace a word with a word of gibberish so that they have to rely on context clues to determine meaning.

RESEARCH PROCESS:

Provide a Quickfire challenge in which each student is assigned a question they must answer and is given a time frame under which they must locate a credible website containing a possible answer to the question. Students must be able to respond to questioning by justifying not only the credibility of the site but also the process they used to arrive there including:

WORLD LITERATURE

“Antigone” by Sophocles

"The Death of a Government Clerk" by Anton Chekhov

“The Bet” by Anton Chekhov

After the Dance by Leo Tolstoy

Dream Life and Real Life: A Little African Story

Excerpt from Things Fall Apart (consider Chapter 1)

“Typhoid Fever” by Frank McCourt

A Very Old Man With Enormous Wings by Gabriel Garcia-Marquez

MULTIMEDIA/INFORMATIONAL TEXT:“The Danger of a Single Story” by Chimamanda Adichie (transcript

DOMAIN- SPECIFIC Vocabulary:

● point of view● central idea● objective

summary● figurative

language● claims● technical

meaning● formatting● multimedia● sufficient facts● concrete details● quotations● extended

definitions● transitions● cohesion● research

question● synthesize

sources● credibility● authority● currency● publisher● links and

citations● evaluate● standard citation

format

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tone (e.g. how the language of a court opinion differs from that of a newspaper).

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

W.9-10.2.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.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with

WRITING INFORMATIVE TEXT (FOCUS ON RESEARCH)

Evaluate the credibility and usefulness of information from sources.

Search for and collect credible, useful information from sources.

Integrate information (paraphrase, summary and/or quotations) to maintain flow of ideas.

Using notes from research, plan out and organize complex ideas for an informative essay.

Produce and publish individual research paper in a Google Doc.Introduce topic for audience.

Develop topic using well-chosen facts that are appropriate to the purpose.

Develop topic (as appropriate) using techniques such as extended definitions, concrete details, and quotations.

Cite integrated information (paraphrase, summary

advanced Google search, key words, etc.

WEBSITE CREDIBILITYOpen up Link A and Link B in separate tabs. Then come up with a choice for which article is more credible and support your choice with two pieces of evidence from the websites. (Other Links: Link 1 and Link 2)

RESEARCH PAPERGive students a prompt and a paragraph of informative text. Ask students to integrate a quote from the text into a paragraph that addresses the prompt.

If you have access to Chromebooks, you can ask students to turn in portions of their research paper in progress. After you teach how to integrate information (paraphrase, summary, and/or quotations), you can ask students to turn in one paragraph to show that they can integrate properly.

Provide students with a link to a sample Works Cited page on a Google doc that you have edited to include purposeful mistakes. Ask students to correct the bibliographical errors on the document.

available)

INFORMATIONAL TEXT:“7 Cultures That Celebrate Aging and Respect Their Elders”

“Mother Tongue” by Amy Tan

Lesson Suggestion for “Mother Tongue”

“Why It’s Important to Speak Another Language” by Yii-Huei Phang

“Why They Excel” by Fox Butterfield

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well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

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.9-10.4.Produce clear and coherent writing in which the development, organization,and style are appropriate to task, purpose, and audience. (Grade-specific

and/or quotations) following a standard format for citation (signal phrases, parenthetical citation) to avoid charges of plagiarism.

Take advantage of technology to link to other information.

Use appropriate and varied transitions to create cohesion and clarify relationships. (Suggestion: Do during revision.)

Provide a conclusion that logically follows from what precedes it, discussing the meaning or the importance of the topic and their ideas about it.

Create a works cited page that follows the guidelines of the MLA Handbook.

Propel conversations by posing and responding to questions that relate to the larger idea of credible and relevant research.

SPEAKING AND LISTENING

Integrate multiple sources into an oral presentation.

Make strategic use of digital

Provide students with a few different types of research i.e. a journal article, website and/or video. Ask students to complete a Citation Creation Competition in which they create bibliographic citations for each piece of research and submit when finished.

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expectations for writing types are defined in standards 1–3 above.)

W.9-10.5.

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. (Editing for conventions shoulddemonstrate command of Language standards 1–3 up to and including grades9–10 on page 54.)

W.9-10.6.

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

W.9-10.7.

Conduct short as well as more sustained research

media in an oral presentation to enhance understanding and add interest.

Adapt speech to a given context.

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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.9-10.8.

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

SL.9-10.2

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

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source.

SL.9-10.1.

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SL.9-10.5.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.

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SL.9-10.6.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

L.9-10.3.Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

L.9-10.6.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

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phrase important to comprehension or expression.

Unit 2 Project: The following includes a writing prompt and a rubric for a suggested research project to complete with students. This project is NOT the Performance Task; rather, it’s process writing and can be completed within an estimated 2-3 week time period. Please click on the link above to access an editable copy of this project.

Unit 2 Project:Mini- Research Essay

Researchable Topic: “Cultural Rituals”Essential Question:

How do cultural rituals differ across global societies?

Choose one or two cultural ritual(s) that is(are) interesting to you. Research that ritual(s) for BOTH your own culture and the culture you were assigned. You will write a 2-3 page essay comparing and contrasting the rituals using researched evidence.

In your essay you will:● Cite evidence to support your answers to the essential question throughout the essay● Adhere to MLA writing conventions● Write with an academic audience in mind

Research Requirements:● Synthesize information from at least THREE credible sources by creating source cards

○ One MUST be an audio-visual source (video, song, infographic, etc.)● Include in-text citations from each of your synthesized sources

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● Create a properly-formatted Works Cited page

Formatting & Submitting Final Essay:● Essay must be typed, double-spaced, standard font size 12 using Google docs● Essays must be submitted electronically using Assignment Dropbox● Plagiarism of any kind will result in a failing grade; resubmissions will be considered but not guaranteed

Notes:

Advanced Proficient Basic Below Basic

Not Attempte

d

CCSS W.9-10.7Research

Synthesized at least 3 credible sources. Used sources effectively to answer the research question.

Synthesized 3 credible sources. Most sources were used to answer the research question. Some sources may be used tangentially.

Attempted to synthesize 1-2 sources. Most sources were credible, some may be questionable. Some sources are used to answer the research question. Some sources may be used tangentially.

Used few sources or sources were mostly uncredible. Sources do not work to answer the research question.

No sources used.

CCSS W9-10.2Language Conventions

Appropriate and precise language is used to enhance the content. Proper MLA language

Language is appropriately used to add to the content.

Attempts to use language to add to the content. Some

Errors in language distract from the reader’s understandin

MLA language conventions are missing. Significant

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conventions are adhered to.

Displays a genuine attempt to adhere to MLA language conventions.

aspects of MLA language conventions may be missing or incorrect.

g of the content. MLA language conventions are rarely attempted.

errors in language prevent the reader from understanding the content.

CCSS W10.4Organization & Audience

The essay is well-organized. Ideas flow in a logical order. Transitions are appropriately used to help move the essay along. It is clearly written for an academic audience.

The essay contains an evident organizational structure, and ideas generally flow. The essay contains transitions which generally help to move the essay along. Some transitions may be missing or weak. The essay makes significant attempts to address an academic audience.

The essay contains a weak organizational structure. There are few transitions. The essay weakly addresses an academic audience.

The organizational structure of the essay is unclear. Few transitions are included. The essay shows very few attempts to address an academic audience.

The essay lacks an organizational structure, transitions, and/or attempts to address an academic audience.

CCSS W9-10.8CCSS L9-10.3Source Documentation

Included accurate and clear in-text citations for all used sources. Created a properly- formatted Works Cited page. Everything cited in-

Included accurate in-text citations for all used sources, though some might be

Some in-text citations might be inaccurate or unclear but all are attempted.

In-text citations are inaccurate or unclear. There are some issues in the

There are no in-text citations and/or no Works Cited page.

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text has a corresponding WC entry and vice versa.

unclear. Created a properly-formatted Works Cited page. Everything in-text has a corresponding WC entry.

Created a properly-formatted Works Cited page. Everything in-text has a corresponding WC entry.

formatting of the Works Cited page. Items might be missing either in-text or on the Works Cited page.

Name: __________________________ Period: ___________

Unit 2 Project (if time allows)Part 2

Part 2 of this project includes an opportunity for students to meet CCSS SL 10.5. After completing the cultural research and drafting a compare/contrast essay, students can present their researched evidence.

●

Advanced Proficient Basic Below Basic Not Attempted

CCSS SL.9-10.2 Integrate

Several credible sources of

Several credible sources of

A couple of sources of media, some

One source is used with questionable

No sources used.

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

diverse media (pictures, video, infographics) are included.

media (may be a limited array) are included.

credible,are included.

credibility.

CCSS SL.9-10.5. 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.

Included media works to enhance the audience’s understanding of the findings, reasoning, and evidence, and helps to add interest to the presentation.

Included media generally works to enhance the audience’s understanding of the finding, reasoning, and evidence, but may be occasionally tangential. The media helps to add interest to the presentation.

Included media attempts to enhance the audience’s understanding of the findings, reasoning, and evidence, but falls short. The media may not add interest to the presentation.

Included media confuses the audience’s understanding of the findings, reasoning, and evidence.

Not present.

CCSS SL.9-10.6. Adapt speech

The product appeals to the specific audience in an

The product addresses the specific audience in a

The product addresses an audience. Includes basic

The product does not address any specific

Not present.

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

appropriate way, and accurately includes industry/domain specific vocabulary.

general manner, and includes industry/domain specific vocabulary (used correct most of the time).

vocabulary with an attempt to include industry/domain specific words.

audience. All the vocabulary is basic.

Performance Task:

This Performance Task is designed for students to complete in a single class period. It is in a Google Form and teachers need to make a copy of the master form before distributing to their students. The writing prompt requires the students to evaluate the credibility of two different articles, and the links to each article are on the top of the form under the title.

Web Resources

EasyBib Website Credibility Help

Curriculum Resources

Suggested Teaching Ideas for Evaluating Website Credibility

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Documents

ELA 10: Unit 2.docx€¦ · Web viewChoose a word that may be unfamiliar to students but the meaning can be deciphered by context clues. ... by Frank McCourt. ... Unit 2.docx Last