ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 11 · PDF fileMay 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACCELERATED Page 1 of 20 ... Unit Essential Questions ... Denotation Connotation

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACCELERATED Page 1 of 20

Course: 11th Grade Accelerated English Language Arts Unit One: The American Dream Unit Big Ideas/Understandings “The American Dream” is a 400 year-old promise available to both immigrants and

residents.

Our personal “American Dream” defines the choices we make and the places we will go.

Unit Essential Questions In what ways does the American Dream manifest itself in American life?

How does one create a personal definition of the American Dream?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts

Puritan Philosophy

Revolutionary Philosophy

Transcendentalist Philosophy

American virtues

Survey techniques

Perspectives of the “American Dream”

Journaling

Elements of

argumentation

o hook o claim o support o concessions o refutations o call to action

Academic Vocabulary

Primary sources

Secondary sources

Literary Terms/Devices

Imagery

Analogy

Aphorism

Tone

Denotation

Connotation

Diction

Simile

Metaphor

Personification

Grammar/Usage

Parts of speech

Sentence types

Sentence structures

Phrases and clauses

Parallel structure

Word roots

Direct quotes

Students will be able to: 1. Define and classify primary and

secondary sources

2. Develop a working definition of The American Dream

3. Apply knowledge of denotation and connotation to vocabulary acquisition

4. Contrast past and present views of the “American Dream”

5. Identify the philosophical, religious, ethical, and social influences that shaped the literature of a period

6. Analyze purpose and historical context in varied sources

7. Identify and research primary source documents

1. 1.4.11.X. 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 discipline-specific tasks, purposes and audiences

2. 1.2.11.C. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text

3. 1.2.11.K. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools

4. 1.2.11.I. Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features

5. 1.2.11.H. Analyze seminal texts based upon reasoning, premises, purposes, and arguments

6. 1.4.11.W. 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

7. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1

Presenting Findings from a Survey

Students will develop, conduct, interpret, and present the findings of a survey that is designed to prove or disprove an assumption about the American Dream

Embedded Assessment #2 Synthesizing the American Dream

Students will synthesize at least 5 sources and personal observations to defend, challenge, or quality the statement that America still provides access to the American Dream to the “tired, the poor, and the huddled masses”

This assignment requires students to integrate a variety of sources into a coherent, well-written argumentative essay

Writing Workshop #1 The Writing Process Utilize the stages of the

writing process and writing strategies during the writing process

Writing Workshop #6

Expository Writing

Write a synthesis essay of at 4 – 5 pages that defines an abstract concept

Springboard Level 6 Text

Portfolios

Vocabulary Word Wall

Writing Workshop #1 The Writing Process

Writing Workshop #6 Expository Writing

Film Clips

Independent Reading Biography



residents.




Content/Topics Skills/Competencies Standards Assessments Resources

Active voice

Passive voice

Syntax

Point of view Writing

Expository (Writing Workshop 6)

Thesis statement

The Writing process (Writing Workshop 1)

Reading Strategies

Marking the text

Skimming

Scanning

Close reading

Oral interpretation

8. Analyze poetry

9. Define and identify tone

10. Create a well-structured original poem

11. Summarize texts and present findings

12. Analyze an author’s syntactic choices

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

8. 1.3.11.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

9. 1.2.11.F.(Informational Text); 1.3.11.F.(Literature) Evaluate how words and phrases shape meaning and tone in texts

10. 1.4.11.J. Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented

11. 1.2.11.A. Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text 1.3.11.A Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs

12. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama

Unit Self Reflection:

Identify evidence of learning by responding to unit essential questions using academic vocabulary

Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills

End of Unit 1 Assessment

Multiple Choice Application Exam



residents.




Content/Topics Skills/Competencies Standards Assessments Resources 13. Examine a single topic from multiple

points of view

14. Compose an expository text that defines an abstract concept

15. Manipulate language when writing to reflect a particular tone and point of view

16. Analyze the purpose and context of two texts by the same author

17. Make text-to-text connections

18. Use textual evidence as the basis for inferences

19. Apply the elements of argumentation to writing

20. Conduct interviews and interpret findings

13. 1.3.11.G. 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.)

14. 1.4.11.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

15. 1.4.11.Q. Write with an awareness of the stylistic aspects of writing

16. 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text

17. 1.2.11.G. 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

18. 1.2.11.B. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama

19. 1.4.11.G. Write arguments to support claims in an analysis of substantive topics

20. 1.4.11.X. 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



residents.





21. Analyze the types of arguments used by a speaker

22. Analyze personal strengths and personal weaknesses to promote growth

23. Develop a working hypothesis when researching and writing

24. Use varied reading strategies to understand multiple genres

of discipline-specific tasks, purposes and audiences


22. 1.2.11.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.11.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

23.1.4.11.G. Write arguments to support claims in an analysis of substantive topics



Course: 11th Grade Accelerated English Language Arts Unit Two: American Forums: The Marketplace of Ideas

Unit Big Ideas/Understandings Media provides us with an array of information that is crucial to our ability to make

informed decisions.

The information we receive creates a forum where our perspectives are shaped and revised.

Unit Essential Questions How do newspapers impact public opinion or public perception?

How does a writer use tone to advance an opinion?


Fallacies o ad hominem o straw man o appeal to pity o slippery slope o argument from

outrage o red herring o hasty generalization o post hoc o ad populum o either/or

Debate format

Marketplace of ideas

Research

Rhetorical devices o labeling o rhetorical analogy o rhetorical definition o rhetorical explanation o innuendo o down players o hyperbole o ridicule/sarcasm o loaded language

Types of evidence o illustrative examples o hypothetical cases o analogies/comparison o expert testimony o statistics/surveys o causal relationships

Satirical techniques o irony o caricature o wit o ridicule o parody o invective

Students will be able to: 1. Research and collect topical

information to generate and develop focused positions

2. Utilize elements of persuasion in literature

3. Use language, visual symbols, and evidence for rhetorical effect in writing

4. Evaluate the effectiveness of an author’s language and reasoning

5. Use diction, syntax, and imagery to develop tone

6. Apply satirical techniques in writing

7. Analyze how an author appeals to multiple audiences

8. Identify and analyze an author’s purpose

9. Critique media channels


2. 1.4.11.K. Write with an awareness of the stylistic aspects of composition



5. 1.4.11.Q. Write with an awareness of the stylistic aspects of writing



8. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text

9. 1.4.11.U. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Creating an Op Ed Page

Plan, develop, write, revise and present a op-ed.

The op-ed page must have at least two unsigned editorials that reflect the same perspective; at least two editorial cartoons that represent a variety of viewpoints; at least two guest columnist editorials, two of which must be opposing viewpoints; and at least two letters to the editor written in response to previous news stories, editorials, and current events

Embedded Assessment #2 Writing a Satirical Piece

Write a satirical piece of at least two pages that critiques some aspect of American society

Writing Workshop #2 Short Story

Write three imaginative short stories with well-developed conflicts; complex characters; a range of literary strategies; and details that define mood and tone

Writing Workshop #8 Persuasive Writing

Write an editorial of at least one page that requires persuasion and evidence


Editorial Cartoons

Portfolios


Writing Workshop #2 Short Story

Writing Workshop #8

Persuasive Writing

Independent Reading Satire




informed decisions.




Content/Topics Skills/Competencies Standards Assessments Resources Academic Vocabulary

Editorial

Bias

Tone

Slant

Spin

Target audience

Secondary audience

Objectivity

Subjectivity

Propaganda

Assumption

Perspective

Prejudice

Parody

Reasoning

Evidence

Inductive reasoning

Deductive reasoning

Concession

Refutation

Theme

Satire

Cliché

Grammar/Usage

Quotation formats

Paraphrasing quotes

Syntax

Imagery

Diction

Verb phrases

Gerund

Participle

Writing

Editorial (Writing Workshop 8)

Letter to the editor

Op Ed

Satire

Audience

Focus

Short Story (Writing Workshop 2)

10. Compare and contrast media coverage of the same story

11. Discuss the connection between editorials and the marketplace of ideas

12. Evaluate the role of newspapers in democracy

13. Utilize various techniques for refuting an argument in writing

14. Identify and examine bias in the media


11. 1.5.11.A. Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively


13. 1.4.11.I. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

14. 1.5.11.C. Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone

Unit Self Reflection



End of Unit 2 Assessment





informed decisions.




Content/Topics Skills/Competencies Standards Assessments Resources Reading strategies

Marking the text

Skimming/scanning

15. Analyze how language can be used to manipulate readers

16. Distinguish between biased and objective rhetoric

17. Revise writing to eliminate loaded language in writing

18. Distinguish between propaganda and persuasion

19. Analyze the impact of audience and context on rhetorical choices

20. Craft an editorial that incorporates persuasion techniques and evidence

21. Analyze the purpose of different types of evidence

15. 1.2.11.F. Evaluate how words and phrases shape meaning and tone in texts


17. 1.4.11.T. 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

18. 1.3.11.J. 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.

19. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.

20. 1.4.11.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

21. 1.4.11.W. 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




informed decisions.





22. Identify and describe the limitations of different types of evidence

23. Identify fallacious logic, appeals, and rhetoric

24. Analyze a visual text for its tone and message

25. Recognize elements of satire

26. Distinguish among different purposes for satire

27. Analyze how parody is used to critique a subject

28. Interpret the relationship between tone and theme in a satirical piece

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation




25. 1.3.11.l. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11-12 reading and content, choosing flexibly from a range of strategies and tools



28. 1.3.11.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide




informed decisions.





29. Explore how authors subvert clichés

30. Analyze personal strengths and weaknesses to promote growth

an objective summary of the text 29. 1.3.11.D. Evaluate how an author’s

point of view or purpose shapes the content and style of a text



Course: 11th Grade Accelerated English Language Arts Unit Three: Power of Persuasion Unit Big Ideas/Understandings Persuasive free speech is at the heart of our democracy’s vitality.

Effective oral communication can successfully convey information.

Unit Essential Questions

How are the components of rhetoric applied to the creation and delivery of persuasive speeches?

How can artistic expression advance social commentary?


Inaugural addresses

Diffusion

Puritan history

Visualization techniques

Oral speaking skills o oral literacy o audience o persuasive speeches

Elements of characterization o actions o appearance o thoughts o speech o other’s opinions

Academic Vocabulary

Rhetoric

Social commentary

Foil

Rhetorical appeals o pathos o ethos o logos

Rhetorical devices o repetition o aphorism o parallelism o allusion o rhetorical question o argument by analogy o metaphor and simile


Analogy

Extended metaphor

Repetition

Irony

Setting

Character development

Dramatic elements

Students will be able to:

1. Define the appeals and devices of rhetoric

2. Analyze, create, and present persuasive speeches

3. Create and present a dramatic scene

4. Incorporate rhetorical devices in an original speech

5. Analyze the components of an effective speech

6. Compose an original script

7. Explore the role of audience in oral presentation

8. Utilize effective oral literacy skills when speaking

9. Examine the role of syntax

1. 1.4.11.G. Write arguments to

support claims in an analysis of substantive topics

2. 1.5.11.D. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task 1.5.11.F. Adapt speech to a variety of contexts and tasks

3. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama 1.5.11.D. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task

4. 1.5.11.F. Adapt speech to a variety of contexts and tasks

5. 1.5.11.F. Adapt speech to a variety of contexts and tasks

6. 1.4.11.M. Write narratives to develop real or imagined experiences or events

7. 1.5.11.D. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task

8. 1.5.11.F. Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence

9. 1.5.11.G. Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Creating and Presenting a Persuasive Speech

Demonstrate understanding of the art of persuasion by writing and delivering a two-to three-minute original persuasive speech that addresses a contemporary issue

Embedded Assessment #2 Creating and Performing a Dramatic Scene

With a group, write and perform an original dramatic script that makes a statement about a conflict that faces society

Writing Workshop #3 Poetry

Write poetry that includes figurative language, poetic techniques, precise vocabulary and compelling verbs, detailed images, a variety of sentence structures, purposeful tone, and transitional words and phrases

Writing Workshop #5 Script Writing

Create and write an original script.



Create a portfolio page that


The Crucible

Kazan and Miller

Good Night and Good Luck

Monty Python and the Holy Grail

Portfolios


Writing Workshop #3 Poetry

Writing Workshop #5

Script Writing

Independent Reading Non-fiction







Content/Topics Skills/Competencies Standards Assessments Resources Grammar/Usage

Active voice

Passive voice

Syntax

Declarative sentences

Exclamatory sentences

Interrogative sentences

Imperative sentences

Simple sentences

Compound sentences

Complex sentences

Compound-complex sentences

Cumulative sentences

Periodic sentences

Balanced sentences

Colon usage

Synonym

Parallel structure

Anaphora

Clauses

Prefixes

Suffixes

Word roots Writing

Script (Writing Workshop 5)

Writing process

Thesis

Poetry (Writing Workshop 3)

10. Analyze and interpret a historical document

11. Make predictions before, during, and after reading

12. Examine an author’s attitude toward his characters

13. Determine the meaning of theatrical choices made by the director

14. Identify characteristics of setting and time period in literature

15. Recognize the attributes of a foil

16. Make connections between dramatic conflicts and real issues

10. 1.2.11.I. Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features

11. 1.3.11.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs



14. 1.3.11.J. 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



explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills

End-of-Unit 3 Assessment








Content/Topics Skills/Competencies Standards Assessments Resources 17. Track character development

18. Determine the purpose of characterization techniques

19. Identify and utilize elements of characterization

20. Analyze how characterization affects theme and audience response

21. Create characters and place them in

a setting that serves as a backdrop for the social commentary

22. Analyze a writing prompt and plan a

response 23. Analyze personal strengths and

personal weaknesses to promote growth

17. 1.3.11.E. Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole



20. 1.3.11.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text

21. 1.4.11.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters




Course: 11th Grade Accelerated English Language Arts Unit Four: An American Journey

Unit Big Ideas/Understandings

The ways that you present yourself in a variety of situations ultimately determine your journey to self-discovery.

Unit Essential Questions How can an author’s style construct and reflect identity?

How do communication skills enhance self-expression?


Harlem Renaissance History

Tall Tales

Frame Story

Resume

Film Productions Academic Vocabulary

Verbal Communication o pitch o tone o volume

Nonverbal communication o movement o gestures o facial expressions o eye contact o spatial relations

Oral Tradition Literary Terms/Devices

Diction

Dialect

Figurative language

Foreshadowing

Allusions

Style

Tone

Theme

Symbol

Imagery

Analogy

Metaphor

Simile

Motif

Irony

Point of view

Students will be able to: 1. Analyze a writer’s style

2. Analyze the communication demands of a career

3. Use speaking and listening skills to construct a presentation of self that is appropriate for the audience

4. Identify theme in a novel

5. Make a connection between elements of style and/or literary elements and the identified theme

6. Use the writing process to produce an organized and coherent analytical essay



3. 1.5.11.B. Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, 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

4. 1.3.11.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs


6. 1.4.11.T. 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

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Writing an Analytical Essay

Write an analytical essay of at least 3 pages that discusses how a key theme in Their Eyes Were Watching God by Zora Neale

Hurston is expressed through her style and use of literary elements

Embedded Assessment #2 Using Communication Skills to Present Myself

Showcase communication skills in an interview with a panel of peers in which they present their resume and media presentation

Writing Workshop #7 Procedural College Application

Write a college application and cover letter

Writing Workshop #9 Response to Literary and Expository Text

Analyze, draft, and revise an analytical essay in response to the unit’s poetry





Zora is my Name

Their Eyes Were Watching God

Occupational Outlook Handbook

Portfolios


Writing Workshop #7 Procedural College Application

Writing Workshop #9 Response to Literary and Expository Text

Independent Reading Drama








Prefixes

Suffixes

Sentence structures

Fragments

Direct quotations

Summarization Writing

Resume

Cover letter

Analytical essay

Reflective essay

College application essay (Writing Workshop 7)

Writing process

Response to literature (Writing Workshop 9)

7. Present oneself in a face-to-face

setting

8. Produce a resume and a social networking page that support the intended self-presentation

9. Identify and infer biological information about an author

10. Recognize how an author’s personal experiences inform writing

11. Situate a novel in its historical, cultural, and geographical context

12. Analyze an author’s characterization

and audience 7. 1.5.11.D. Present information,

findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task

8. 1.4.11.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately 1.4.11.U. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information

9. 1.2.11.B. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs 1.2.11.C. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text

10. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text

11. 1.2.11.H. Analyze seminal texts based upon reasoning, premises, purposes, and arguments


End-of-Unit 4 Assessment








Content/Topics Skills/Competencies Standards Assessments Resources 13. Determine how symbols, images,

diction, and figurative language affect tone and theme in a story

14. Recognize the frame story as a structural/organizational pattern

15. Distinguish among varying points of view within a text

16. Recognize motifs and their purpose in literature

17. Analyze how motif evolves and develops significance

18. Evaluate critical reviews of a text

19. Support an interpretation of a text with textual evidence





17. 1.3.11.E. Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole


19. 1.2.11.B. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions








20. Determine and evaluate communication skills

21. Conduct research

22. Identify, analyze, and evaluate a variety of sources to answer a research question


and beliefs 20. 1.5.11.G. Demonstrate command

of the conventions of standard English when speaking based on grade 11-12 level and content


22. 1.4.11.S. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction

23. 1. 2.11.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.11.K. Read and comprehend literary fiction on grade level, reading independently and proficiently


Course: 11th Grade Accelerated English Language Arts Unit Five: The Pursuit of Happiness Unit Big Ideas/Understandings The pursuit of happiness is an integral part of the American Dream and a part of the

foundation of our country.

The pursuit of happiness means different things for different people.


What does it mean to pursue happiness?

How does a writer represent research through multiple texts?


Transcendentalism

Credo

Elements of style o sentence structure o punctuation o tone o bias

Academic Vocabulary

Coherence

Genre

Conventions

Discourse

Biography

Cartoon


Diction

Tone

Style

Syntax

Analogy

Characterization

Allusion

Connotation

Details

Slant

Coherence

Motif

Elements of characterization o actions o appearance o thoughts o speech o other’s opinions

Students will be able to:

1. Analyze the structural and stylistic features of texts

2. Compose a personal essay that employs stylistic techniques

3. Synthesize research into a multi-genre research paper

4. Analyze a personal statement (credo)

5. Analyze the function and effect of tone, diction, syntax, and punctuation

6. Identify and use slant in writing

7. Analyze the elements of characterization

8. Write to analyze character

1. 1.3.11.E. Evaluate the structure of

texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole

2. 1.4.11.Q. Write with an awareness of the stylistic aspects of writing.

3. 1.4.11.V. 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



6. 1.4.11.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling


8. 1.4.11.S. Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Writing a Personal Essay

Write a multi-paragraph reflective essay about a significant personal experience

Describe the experience and respond to it

Reflect on the significance of the experience

Embedded Assessment #2 Writing a Multi-Genre Research Project

Write a multi-genre research paper of at least 5 pages on a person, event, movement, or topic of interest as it relates to The American Dream

Writing Workshop #4 Reflective Essay

Write a reflective essay that describes a significant incident

Response to it

Reflect on response Writing Workshop #10

Research

Conduct research, synthesize information, and cite sources.

Unit Reflection


Create a portfolio page that explains how an artifact demonstrates personal


Into the Wild

Charlie Brown Comics

Portfolios


Writing Workshop #4 Reflective Essay

Writing Workshop #10 Research

Independent Reading Autobiography/Memoir









Punctuation

Sentence structure

Conjunctive adverbs

Compound sentences

Complex sentences

Adverb clause

Asyndeton

Auxiliary verb

Verb phrases

Participial phrases Writing

Personal essay

Research paper (Writing Workshop 10)

Stylistic choices o color o photographic image o key words o cover design

Rhetorical Devices

asyndeton

Writing Process

Reflective Essay (Writing Workshop 4)

9. Analyze epigrammatic texts to make a thematic connection to a larger work

10. Determine the connection between research and the construction of a nonfiction work

11. Identify the purpose of various genres

12. Write a personal essay using conventions of a genre

13. Analyze diction in writing

14. Identify an author’s purpose and bias

15. Conduct and present research on comparable and conflicting perspectives

9. 1.2.11.B. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs



12. 1.4.11.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling



15. 1.4.11.W. 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

growth or an increase in understanding of unit big ideas, concepts, content, and/or skills

End-of-Unit Assessment










16. Analyze the stylistic techniques by which an author brings closure to a book

17. Write a response to an author’s development of a story and its effect on readers

18. Analyze an author’s use of allusion to convey meaning and create cohesion

19. Analyze an essay for language use, organizational elements, and character development

20. Conduct a syntactical analysis of a portion of text

21. Determine tools for exploring, recording, and interpreting research

plagiarism and overreliance on any one source and following a standard format for citation. 1.5.11.D. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task


17. 1.4.11.C. Develop and analyze 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; include graphics and multimedia when useful to aiding comprehension




21. 1.4.11.V. Conduct short as well as more sustained research projects to answer a question or









22. Analyze multiple research resources to extract significant facts

23. Interpret information and represent ideas in creative genres

24. Cite sources correctly when composing a research paper


solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation


23. 1.5.11.B. Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, 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

24. 1.4.11.V. Conduct short as well as more sustained research projects to answer a 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

25. 1.2.11.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.11.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

Documents

ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 11 · PDF fileMay 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACCELERATED Page 1 of 20 ... Unit Essential Questions ... Denotation Connotation