ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 11 … · May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 1 of 15 ... 7. Identify and ... 11th Grade Academic English Language

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



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

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



residents.




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


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


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?


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


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.


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


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


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


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


Editorial Cartoons

Portfolios


Writing Workshop #8 Persuasive Writing








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


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



23. 1.5.11.C. Evaluate how the speaker’s perspective, reasoning, and use of

and/or skills End of Unit 2 Assessment









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


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


25 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


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


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?


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.




End-of-Unit 3 Assessment



The Crucible

Kazan and Miller

Good Night and Good Luck

Monty Python and the Holy Grail

Portfolios


Writing Workshop #5 Script Writing







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



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



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. 1.3.11.B. Analyze the impact of the







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


author’s choices regarding how to develop and relate elements of a story or drama


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


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 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?


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



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



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




End-of-Unit 4 Assessment:



Zora is my Name

Their Eyes Were Watching God

Occupational Outlook Handbook

Portfolios


Writing Workshop #7 Procedural College Application







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





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







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


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


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


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


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.


What does it mean to pursue happiness?

How does a writer represent research through multiple texts?


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



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



End-of-Unit Assessment



Into the Wild

Multigenre Research Project

Charlie Brown Comics

Portfolios


Writing Workshop #10 Research









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


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


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


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


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;









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




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


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

Documents

ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 11 … · May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 11 ACADEMIC Page 1 of 15 ... 7. Identify and ... 11th Grade Academic English Language