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May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 1 of 15
Course: 11th Grade Academic 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. 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 defined period
6. Recognize purpose and historical context in a variety of sources
7. Identify and research primary
source documents 8. Analyze poetry
9. Define and identify tone
10. Create a well-structured original
poem
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
7. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources
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
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1
Presenting Findings from a Survey
Develop, conduct, interpret, and present the findings of a survey designed to prove or disprove an assumption about the American Dream
Embedded Assessment #2 Synthesizing the American Dream
Synthesize at least 3 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”
Integrate a variety of sources into a coherent, well-written argumentative essay
Writing Workshop #6 Expository Writing
Write a synthesis essay of at least three pages that defines an abstract concept
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
Springboard Level 6 Text
Portfolios
Vocabulary Word Wall
Writing Workshop #6 Expository Writing
Film Clips
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 2 of 15
Course: 11th Grade Academic 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
Active voice
Passive voice
Syntax
Point of view Writing
Expository (Writing Workshop 6)
Thesis statement
The writing process
Argumentative essay
Reading Strategies
Marking the text
Skimming
Scanning
Close reading
Oral interpretation
11. Summarize texts and present
findings 12. Analyze an author’s syntactic
choices 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 connections among and
between texts
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
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
End of Unit 1 Assessment
Multiple Choice Application Exam
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 3 of 15
Course: 11th Grade Academic 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 18. Cite textual evidence to support
inferences 19. Apply the elements of
argumentation to writing 20. Conduct interviews and interpret
findings 21. Determine the types of
arguments used by a speaker 22. Analyze strengths and
weaknesses to promote personal and academic growth
23. Develop a working hypothesis
when researching and writing 24. Utilize a variety of reading
strategies to comprehend text
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 of discipline-specific tasks, purposes and audiences
21. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
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
24. 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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 4 of 15
Course: 11th Grade Academic English Language Arts Unit Two: American Forums: The Marketplace of Ideas
Unit Big Ideas/Understandings Media provides us with an array of information meant to influence our perspectives and
affect decisions we make.
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?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts
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. Utilize research information to
generate and formulate a focused position
2. Identify 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. Recognize satirical techniques in
writing 7. Determine methods an author
utilizes to appeal to multiple audiences
8. Identify an author’s purpose 9. Summarize and critique media
channels
10. Compare and contrast media coverage of the same story
11. Explain the connection between
editorials and the marketplace of ideas
12. Identify the role of newspapers in democracy
1. 1.4.11.W. Gather relevant information
from multiple authoritative print and digital sources
2. 1.4.11.K. Write with an awareness of the stylistic aspects of composition
3. 1.4.11.K. Write with an awareness of the stylistic aspects of composition
4. 1.3.11.B. Analyze the impact of the
author’s choices regarding how to develop and relate elements of a story or drama
5. 1.4.11.Q. Write with an awareness of the stylistic aspects of writing.
6. 1.4.11.K. Write with an awareness of the stylistic aspects of composition
7. 1.2.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
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
10. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources
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
12. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources
Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Creating an Op Ed Page
Plan, develop, write, revise and present an op-ed with 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 #8
Persuasive Writing
Write an editorial of at least one page that requires persuasion and evidence
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,
Springboard Level 6 Text
Editorial Cartoons
Portfolios
Vocabulary Word Wall
Writing Workshop #8 Persuasive Writing
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 5 of 15
Course: 11th Grade Academic English Language Arts Unit Two: American Forums: The Marketplace of Ideas
Unit Big Ideas/Understandings Media provides us with an array of information meant to influence our perspectives and
affect decisions we make.
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?
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
13. Utilize a variety of techniques to refute an argument in writing
14. Identify bias in the media
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. Examine 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
22. Identify the limitations of different types of evidence
23. Identify fallacious logic, appeals,
and rhetoric
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
15. 1.2.11.F. Evaluate how words and phrases shape meaning and tone in texts
16. 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
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
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
22. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources
23. 1.5.11.C. Evaluate how the speaker’s perspective, reasoning, and use of
and/or skills End of Unit 2 Assessment
Multiple Choice Application Exam
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 6 of 15
Course: 11th Grade Academic English Language Arts Unit Two: American Forums: The Marketplace of Ideas
Unit Big Ideas/Understandings Media provides us with an array of information meant to influence our perspectives and
affect decisions we make.
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?
Content/Topics Skills/Competencies Standards Assessments Resources Reading strategies
Marking the text
Skimming/scanning
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
29. Explain how authors subvert clichés
30. Analyze strengths and
weaknesses to promote personal and academic growth
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
24. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
25 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
26. 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
27. 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
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 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
30. 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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 7 of 15
Course: 11th Grade Academic 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?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts
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
Literary Terms/Devices
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. Explain the role of audience in
oral presentation 8. Demonstrate effective oral
literacy skills when speaking 9. Examine the role of syntax
10. Interpret a historical document
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
10. 1.2.11.I. Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical
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 #5 Script Writing
Create and write an original script.
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 3 Assessment
Multiple Choice Application Exam
Springboard Level 6 Text
The Crucible
Kazan and Miller
Good Night and Good Luck
Monty Python and the Holy Grail
Portfolios
Vocabulary Word Wall
Writing Workshop #5 Script Writing
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 8 of 15
Course: 11th Grade Academic 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?
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
11. Formulate predictions before,
during, and after reading and cite textual evidence to support the predictions
12. Describe an author’s attitude
toward his characters 13. Determine the meaning of
theatrical choices made by a director
14. Recognize characteristics of
setting and time period in literature
15. Recognize the attributes of a foil 16. Make connections between
dramatic conflicts and real issues 17. Analyze character development
throughout a text 18. Identify the purpose of
characterization techniques 19. Recognize elements of
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
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
13. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
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
15. 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
16. 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
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
18. 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
19. 1.3.11.B. Analyze the impact of the
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 9 of 15
Course: 11th Grade Academic 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?
Content/Topics Skills/Competencies Standards Assessments Resources characterization
20. Recognize how characterization
affects theme and audience response
21. Create characters and place
them in a setting that serves as a backdrop for social commentary
22. Analyze a writing prompt and
plan a response 23. Analyze strengths and
weaknesses to promote personal and academic growth
author’s choices regarding how to develop and relate elements of a story or drama
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
22. 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
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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 10 of 15
Course: 11th Grade Academic 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?
Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts
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 radition 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
7. Present oneself in a face-to-face
setting 8. Produce a resume and a social
networking page that support the intended self-presentation
1. 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
2. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources
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
5. 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
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 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
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
Present a resume and media presentation to a panel of peers
Writing Workshop #7
Procedural College Application
Write a college application and cover letter
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 4 Assessment:
Multiple Choice Application Exam
Springboard Level 6 Text
Zora is my Name
Their Eyes Were Watching God
Occupational Outlook Handbook
Portfolios
Vocabulary Word Wall
Writing Workshop #7 Procedural College Application
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 11 of 15
Course: 11th Grade Academic 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?
Content/Topics Skills/Competencies Standards Assessments Resources Grammar/Usage
Prefixes
Suffixes
Sentence structures
Fragments
Direct quotations
Summarization Writing
Resume
Cover letter
Analytical essay
Reflective essay
College application essay (Writing Workshop 7)
Writing process
9. Identify and infer biological
information about an author 10. Recognize how an author’s
personal experiences inform writing
11. Identify the historical, cultural, and
geographical context of a novel
12. Determine an author’s characterization and its effect on a story
13. Determine how symbols, images,
diction, and figurative language affect tone and theme in a story
14. Recognize the structural/organizational pattern of a frame story
15. Distinguish among varying points
of view within a text 16. Recognize motifs and their
purpose in literature
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
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
13. 1.3.11.F. Evaluate how words and phrases shape meaning and tone in texts
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
15. 1.3.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
16. 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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 12 of 15
Course: 11th Grade Academic 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?
Content/Topics Skills/Competencies Standards Assessments Resources 17. Explain how motif evolves and
develops significance in a text 18. Analyze critical reviews of a text 19. Support an interpretation of a text
with textual evidence 20. Conduct research 21. Identify and evaluate a variety of
sources to answer a research question
22. Analyze strengths and
weaknesses to promote personal and academic growth
knowledge when considering a word or phrase important to comprehension or expression
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
18. 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
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 and beliefs
20. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources
21 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
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 13 of 15
Course: English 11 Academic 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.
Unit Essential Questions
What does it mean to pursue happiness?
How does a writer represent research through multiple texts?
Content/Topics Skills/Competencies Standards Assessments Resources
Students will know: Concepts
Transcendentalism
Credo
Elements of style o sentence structure o punctuation o tone o bias
Academic Vocabulary
Coherence
Genre
Conventions
Discourse
Biography
Cartoon Literary Terms/Devices
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
incorporating 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 on text
6. Identify slant in writing 7. Analyze the elements of
characterization in a text 8. Analyze epigrammatic texts to
make a thematic connection to a larger work
9. Determine the connection between
research and the construction of a nonfiction work
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
4. 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
5. 1.3.11.F. Evaluate how words and phrases shape meaning and tone in texts
6. 1.4.11.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling
7. 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 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
8. 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
9. 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
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
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 #10 Research
Conduct research
Synthesize information
Cite sources 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 Assessment
Multiple Choice Application Exam
Springboard Level 6 Text
Into the Wild
Multigenre Research Project
Charlie Brown Comics
Portfolios
Vocabulary Word Wall
Writing Workshop #10 Research
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 14 of 15
Course: English 11 Academic 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.
Unit Essential Questions
What does it mean to pursue happiness?
How does a writer represent research through multiple texts?
Content/Topics Skills/Competencies Standards Assessments Resources
Grammar/Usage
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 o asyndeton
Writing Process
10. Identify the purpose of various genres
11. Write a personal essay using
conventions of a genre 12. Analyze diction in writing 13. Identify an author’s purpose and
bias 14. Conduct and present research on
comparable and conflicting perspectives
15. Analyze the stylistic techniques by
which an author brings closure to a book
16. Write a response to an author’s development of a story and its effect on readers
17. Analyze an author’s use of allusion
to convey meaning and create cohesion
18. Analyze an essay for language use, organizational elements, and character development
order to address a question or solve a problem
10. 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
11. 1.4.11.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling
12. 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
13. 1.2.11.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text
14. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources, 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
15. 1.3.11.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
16. 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
17. 1.3.11.F. Evaluate how words and phrases shape meaning and tone in texts
18. 1.4.11.O. Use narrative techniques such
as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters;
May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 15 of 15
Course: English 11 Academic 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.
Unit Essential Questions
What does it mean to pursue happiness?
How does a writer represent research through multiple texts?
Content/Topics Skills/Competencies Standards Assessments Resources
19. Compose a syntactical analysis of a
portion of text 20. Identify tools for exploring,
recording, and interpreting research 21. Identify significant facts in a variety
of research resources 22. Interpret information and represent
ideas in creative genres 23. Cite sources correctly within a
research paper
24. Analyze strengths and weaknesses
to promote personal and academic growth
use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters
19. 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
20. 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
21. 1.4.11.W. Gather relevant information from multiple authoritative print and digital sources
22. 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
23. 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
24. 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