TRENTON PUBLIC SCHOOLS

Literature III Language Arts

Curriculum Framework

CURRICULUM OFFICES ndash TRENTON BOARD OF EDUCATION

108 N Clinton Avenue

3rd Floor ~ Room 301

Dr Fredrick H McDowell Jr Superintendent of Schools

Elizabeth DeJesus Chief Academic Officer

Leslie Septor Humanities Supervisor

Adopted August 28 2017

Mission Statement

All students will graduate with a vision for their future motivated to learn

continually and prepared to succeed in their choice of college or career

ATTACHMENT 1-QQ

Literature III

Unit 1 The Making of Heroes

Grade Level 11

Timeframe 15 -20 days

Unit Overview The heros journey a quest that leads to self-discovery has been central to literature since the earliest epics including the herorsquos journey in

Beowulf The Iliad and many others The theme of the hero myth is universal occurring in every culture in every time it is as infinitely varied as the human

race itself and yet its basic form remains the same an incredibly tenacious set of elements that spring in endless repetition from the deepest reaches of the

mind of man The repeating characters of the hero myth such as the young hero the wise old man or woman the shape-shifting woman or man and the

shadowy antagonist are identical with the archetypes of the human mind as revealed in dreams Thatrsquos why myths and stories constructed on this

mythological model strike us as psychologically true Learning the characteristics of this ldquojourneyrdquo leads to analysis of textual thematic connections and

allows for effective writing modes that involve drafting refining and understanding the various elements of persuasive expository and narrative styles

Enduring Understandings Essential Questions

bull The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an authorrsquos intent

bull Effective writing involves drafting refining and understanding the various elements of persuasive expository and narrative styles

bull Close reading of text allows for more effective comprehension and analysis

bull Collaborative discussions build on otherrsquos ideas and allow for democratic self-expression

bull Evaluation of full and excerpted texts indiscriminate of culture and gender builds enduring understanding

How does the structure of a text and use of language contribute to understanding literature How do focus and organization contribute to writing an effective

essay How can different rhetorical effects be achieved through various storytelling techniques How can learning the characteristics of the herorsquos journey lead

to analysis of textual thematic connections How do you determine authorial intent and style

Common Core Standards

StandardsCumulative Progress Indicators (Taught and Assessed)

RLRI111 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn

from the text including determining where the text leaves matters uncertain

RLRI112 Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build

on one another to produce a complex account and provide an objective summary of the text

RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is

ordered how the characters are introduced and developed)

RLRI114 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings analyze the impact of specific

word choices on meaning and tone including words with multiple meanings or language that is particularly fresh engaging or beautiful (eg Shakespeare as well as

other authors)

RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony

or understatement)

RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the

power persuasiveness or beauty of the text

W112A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective

selection organization and analysis of content

W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

W117 (Choice) 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

SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts

and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to

the task purpose and audience

L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

21st Century Skills Standard and Progress Indicators

Critical Thinking and Problem Solving

Creativity and Innovation

Collaboration Teamwork and Leadership

Cross-Cultural Understanding and Interpersonal Communication

Accountability Productivity and Ethics

Unit 1 Academic Vocabulary and Terminology

Characteristics of the herorsquos journey as outlined by Joseph Campbell Chronological Order Cause and Effect Problem to Solution Order Compare and Contrast

Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Flat character Round character Dynamic character Static

character Direct quotation Annotated Bibliography MLA format Paraphrase Summary

Application in Classroom

Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot

ideasresponsesfindings in classroom notebook to complete close reading for meaning

Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes

Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles

TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment

SGO assessment

Unit Learning

Objectives

Instructional Practice Student

Strategies

Formative Assessment Resources and Activities Reflection

SWBAT

Comprehend key

ideas and details

of The Herorsquos

Journey

Reflect on key

ideas and details

in a text as

evidence to

support

understanding of

the text

Reference

evidence from

texts and research

to support

comments and

ideas

Identify and demonstrate

effective classroom

behaviorshabits

Establish and practice

guidelines for

organization structure

procedures and behaviors

during small group and

independent learning

Review of Technological

Requirements and Student

Need for Training andor

Remediation

Writing Fundamentals

DifferentiationModificati

ons as necessary

Active Listening

Discussion

Consolidating

Thought

Summarizing

Synthesizing

Inferring

Discussion Web

Interest-Based

OptionsStudent

ProcessProduct

Choice

Close reading of

text Annotation

Academic

Vocabulary

acquisition

Misconception Checks

Index Card Summaries

and Questions

Visual Representation

Written Responses Using

Individual White Boards

Exit Slips

Additional selected

strategies as determined

by student readiness

Strategies for Student

Reflection

httpwwwuvmedu deweyreflection_manual

startinghtml

McDougall Littell Literature amp

Language 11-12

Selections from Beowulfrsquo

And of Clay We Are Created Allende

Selections from The Iliad

The Man in the Water Rosenblatt

Selections from Profiles in Courage

by John F Kennedy

Excerpts from A Hero with a

Thousand Faces by Joseph Campbell

wwwfilesmeetupcom6873932cam

pbell

The Aeneid Virgil The Internet

Classics Archive at MIT

Inferno Dante

wwwgutenburgorgfiles10011001-

h1001-hhtm

ldquoThe Seafarerrdquo

wwwnexuslearningnetbookselemen

ts_of_lit_course6

ldquoThe Wandererrdquo

wwwanglo-

saxonsnethwaetdo=getamptype=textamp

id=wdr

Excerpts from Gilgamesh

httpwwwathenscsdorguserfiles37

Classes970the20epic20of20gi

lgameshpdfid=1942

httpsfarrington1600wikispacescom

fileviewGilgameshpdf

Osiris (Ancient Egypt)

fileCUsersUserDownloadsTheS

toryofIsisandOsirisText20of20Sto

rypdf

Teacher Questions

for Self-Reflection

Here are ten questions to ask

yourself answer and consider as

part of a self-reflection about

your teaching

Each question also has sub-

questions to help refine thinking

ideas and practices These are

also good questions for shared

reflection and group discussion

They might lead to a rethinking

of teaching and learning as well

as suggest thoughtful ways to set

new goals teach in different

ways assess more effectively

customize learning and make

instructional improvements

during the school year

1 What am I trying to

accomplish with my students

Whatrsquos the core

What are my short-term goals

versus long-term goals Why are

these goals important Where do

these goals come from Are they

helpful to someone living in a

21st century world What critical

skills am I trying to develop

Attitudes Understandings

Behaviors Are these goals

specific enough to suggest what

they will look like in practice

Do these goals suggest the ways

that my students will differ at the

end of my teaching them from

when I began teaching them

Literature III

Unit 1 The Making of Heroes

Grade Level 11

Timeframe 15 -20 days

Unit Overview The heros journey a quest that leads to self-discovery has been central to literature since the earliest epics including the herorsquos journey in

Beowulf The Iliad and many others The theme of the hero myth is universal occurring in every culture in every time it is as infinitely varied as the human

race itself and yet its basic form remains the same an incredibly tenacious set of elements that spring in endless repetition from the deepest reaches of the

mind of man The repeating characters of the hero myth such as the young hero the wise old man or woman the shape-shifting woman or man and the

shadowy antagonist are identical with the archetypes of the human mind as revealed in dreams Thatrsquos why myths and stories constructed on this

mythological model strike us as psychologically true Learning the characteristics of this ldquojourneyrdquo leads to analysis of textual thematic connections and

allows for effective writing modes that involve drafting refining and understanding the various elements of persuasive expository and narrative styles

Enduring Understandings Essential Questions

bull The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an authorrsquos intent

bull Effective writing involves drafting refining and understanding the various elements of persuasive expository and narrative styles

bull Close reading of text allows for more effective comprehension and analysis

bull Collaborative discussions build on otherrsquos ideas and allow for democratic self-expression

bull Evaluation of full and excerpted texts indiscriminate of culture and gender builds enduring understanding

How does the structure of a text and use of language contribute to understanding literature How do focus and organization contribute to writing an effective

essay How can different rhetorical effects be achieved through various storytelling techniques How can learning the characteristics of the herorsquos journey lead

to analysis of textual thematic connections How do you determine authorial intent and style

Common Core Standards

StandardsCumulative Progress Indicators (Taught and Assessed)

RLRI111 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn

from the text including determining where the text leaves matters uncertain

RLRI112 Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build

on one another to produce a complex account and provide an objective summary of the text

RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is

ordered how the characters are introduced and developed)

RLRI114 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings analyze the impact of specific

word choices on meaning and tone including words with multiple meanings or language that is particularly fresh engaging or beautiful (eg Shakespeare as well as

other authors)

RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony

or understatement)

RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the

power persuasiveness or beauty of the text

W112A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective

selection organization and analysis of content

W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

W117 (Choice) 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

SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts

and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to

the task purpose and audience

L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

21st Century Skills Standard and Progress Indicators

Critical Thinking and Problem Solving

Creativity and Innovation

Collaboration Teamwork and Leadership

Cross-Cultural Understanding and Interpersonal Communication

Accountability Productivity and Ethics

Unit 1 Academic Vocabulary and Terminology

Characteristics of the herorsquos journey as outlined by Joseph Campbell Chronological Order Cause and Effect Problem to Solution Order Compare and Contrast

Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Flat character Round character Dynamic character Static

character Direct quotation Annotated Bibliography MLA format Paraphrase Summary

Application in Classroom

Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot

ideasresponsesfindings in classroom notebook to complete close reading for meaning

Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes

Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles

TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment

SGO assessment

Unit Learning

Objectives

Instructional Practice Student

Strategies

Formative Assessment Resources and Activities Reflection

SWBAT

Comprehend key

ideas and details

of The Herorsquos

Journey

Reflect on key

ideas and details

in a text as

evidence to

support

understanding of

the text

Reference

evidence from

texts and research

to support

comments and

ideas

Identify and demonstrate

effective classroom

behaviorshabits

Establish and practice

guidelines for

organization structure

procedures and behaviors

during small group and

independent learning

Review of Technological

Requirements and Student

Need for Training andor

Remediation

Writing Fundamentals

DifferentiationModificati

ons as necessary

Active Listening

Discussion

Consolidating

Thought

Summarizing

Synthesizing

Inferring

Discussion Web

Interest-Based

OptionsStudent

ProcessProduct

Choice

Close reading of

text Annotation

Academic

Vocabulary

acquisition

Misconception Checks

Index Card Summaries

and Questions

Visual Representation

Written Responses Using

Individual White Boards

Exit Slips

Additional selected

strategies as determined

by student readiness

Strategies for Student

Reflection

httpwwwuvmedu deweyreflection_manual

startinghtml

McDougall Littell Literature amp

Language 11-12

Selections from Beowulfrsquo

And of Clay We Are Created Allende

Selections from The Iliad

The Man in the Water Rosenblatt

Selections from Profiles in Courage

by John F Kennedy

Excerpts from A Hero with a

Thousand Faces by Joseph Campbell

wwwfilesmeetupcom6873932cam

pbell

The Aeneid Virgil The Internet

Classics Archive at MIT

Inferno Dante

wwwgutenburgorgfiles10011001-

h1001-hhtm

ldquoThe Seafarerrdquo

wwwnexuslearningnetbookselemen

ts_of_lit_course6

ldquoThe Wandererrdquo

wwwanglo-

saxonsnethwaetdo=getamptype=textamp

id=wdr

Excerpts from Gilgamesh

httpwwwathenscsdorguserfiles37

Classes970the20epic20of20gi

lgameshpdfid=1942

httpsfarrington1600wikispacescom

fileviewGilgameshpdf

Osiris (Ancient Egypt)

fileCUsersUserDownloadsTheS

toryofIsisandOsirisText20of20Sto

rypdf

Teacher Questions

for Self-Reflection

Here are ten questions to ask

yourself answer and consider as

part of a self-reflection about

your teaching

Each question also has sub-

questions to help refine thinking

ideas and practices These are

also good questions for shared

reflection and group discussion

They might lead to a rethinking

of teaching and learning as well

as suggest thoughtful ways to set

new goals teach in different

ways assess more effectively

customize learning and make

instructional improvements

during the school year

1 What am I trying to

accomplish with my students

Whatrsquos the core

What are my short-term goals

versus long-term goals Why are

these goals important Where do

these goals come from Are they

helpful to someone living in a

21st century world What critical

skills am I trying to develop

Attitudes Understandings

Behaviors Are these goals

specific enough to suggest what

they will look like in practice

Do these goals suggest the ways

that my students will differ at the

end of my teaching them from

when I began teaching them

W117 (Choice) 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

SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts

and issues building on othersrsquo ideas and expressing their own clearly and persuasively

SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to

the task purpose and audience

L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

21st Century Skills Standard and Progress Indicators

Critical Thinking and Problem Solving

Creativity and Innovation

Collaboration Teamwork and Leadership

Cross-Cultural Understanding and Interpersonal Communication

Accountability Productivity and Ethics

Unit 1 Academic Vocabulary and Terminology

Characteristics of the herorsquos journey as outlined by Joseph Campbell Chronological Order Cause and Effect Problem to Solution Order Compare and Contrast

Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Flat character Round character Dynamic character Static

character Direct quotation Annotated Bibliography MLA format Paraphrase Summary

Application in Classroom

Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot

ideasresponsesfindings in classroom notebook to complete close reading for meaning

Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes

Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles

TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment

SGO assessment

Unit Learning

Objectives

Instructional Practice Student

Strategies

Formative Assessment Resources and Activities Reflection

SWBAT

Comprehend key

ideas and details

of The Herorsquos

Journey

Reflect on key

ideas and details

in a text as

evidence to

support

understanding of

the text

Reference

evidence from

texts and research

to support

comments and

ideas

Identify and demonstrate

effective classroom

behaviorshabits

Establish and practice

guidelines for

organization structure

procedures and behaviors

during small group and

independent learning

Review of Technological

Requirements and Student

Need for Training andor

Remediation

Writing Fundamentals

DifferentiationModificati

ons as necessary

Active Listening

Discussion

Consolidating

Thought

Summarizing

Synthesizing

Inferring

Discussion Web

Interest-Based

OptionsStudent

ProcessProduct

Choice

Close reading of

text Annotation

Academic

Vocabulary

acquisition

Misconception Checks

Index Card Summaries

and Questions

Visual Representation

Written Responses Using

Individual White Boards

Exit Slips

Additional selected

strategies as determined

by student readiness

Strategies for Student

Reflection

httpwwwuvmedu deweyreflection_manual

startinghtml

McDougall Littell Literature amp

Language 11-12

Selections from Beowulfrsquo

And of Clay We Are Created Allende

Selections from The Iliad

The Man in the Water Rosenblatt

Selections from Profiles in Courage

by John F Kennedy

Excerpts from A Hero with a

Thousand Faces by Joseph Campbell

wwwfilesmeetupcom6873932cam

pbell

The Aeneid Virgil The Internet

Classics Archive at MIT

Inferno Dante

wwwgutenburgorgfiles10011001-

h1001-hhtm

ldquoThe Seafarerrdquo

wwwnexuslearningnetbookselemen

ts_of_lit_course6

ldquoThe Wandererrdquo

wwwanglo-

saxonsnethwaetdo=getamptype=textamp

id=wdr

Excerpts from Gilgamesh

httpwwwathenscsdorguserfiles37

Classes970the20epic20of20gi

lgameshpdfid=1942

httpsfarrington1600wikispacescom

fileviewGilgameshpdf

Osiris (Ancient Egypt)

fileCUsersUserDownloadsTheS

toryofIsisandOsirisText20of20Sto

rypdf

Teacher Questions

for Self-Reflection

Here are ten questions to ask

yourself answer and consider as

part of a self-reflection about

your teaching

Each question also has sub-

questions to help refine thinking

ideas and practices These are

also good questions for shared

reflection and group discussion

They might lead to a rethinking

of teaching and learning as well

as suggest thoughtful ways to set

new goals teach in different

ways assess more effectively

customize learning and make

instructional improvements

during the school year

1 What am I trying to

accomplish with my students

Whatrsquos the core

What are my short-term goals

versus long-term goals Why are

these goals important Where do

these goals come from Are they

helpful to someone living in a

21st century world What critical

skills am I trying to develop

Attitudes Understandings

Behaviors Are these goals

specific enough to suggest what

they will look like in practice

Do these goals suggest the ways

that my students will differ at the

end of my teaching them from

when I began teaching them

SWBAT

Comprehend key

ideas and details

of The Herorsquos

Journey

Reflect on key

ideas and details

in a text as

evidence to

support

understanding of

the text

Reference

evidence from

texts and research

to support

comments and

ideas

Identify and demonstrate

effective classroom

behaviorshabits

Establish and practice

guidelines for

organization structure

procedures and behaviors

during small group and

independent learning

Review of Technological

Requirements and Student

Need for Training andor

Remediation

Writing Fundamentals

DifferentiationModificati

ons as necessary

Active Listening

Discussion

Consolidating

Thought

Summarizing

Synthesizing

Inferring

Discussion Web

Interest-Based

OptionsStudent

ProcessProduct

Choice

Close reading of

text Annotation

Academic

Vocabulary

acquisition

Misconception Checks

Index Card Summaries

and Questions

Visual Representation

Written Responses Using

Individual White Boards

Exit Slips

Additional selected

strategies as determined

by student readiness

Strategies for Student

Reflection

httpwwwuvmedu deweyreflection_manual

startinghtml

McDougall Littell Literature amp

Language 11-12

Selections from Beowulfrsquo

And of Clay We Are Created Allende

Selections from The Iliad

The Man in the Water Rosenblatt

Selections from Profiles in Courage

by John F Kennedy

Excerpts from A Hero with a

Thousand Faces by Joseph Campbell

wwwfilesmeetupcom6873932cam

pbell

The Aeneid Virgil The Internet

Classics Archive at MIT

Inferno Dante

wwwgutenburgorgfiles10011001-

h1001-hhtm

ldquoThe Seafarerrdquo

wwwnexuslearningnetbookselemen

ts_of_lit_course6

ldquoThe Wandererrdquo

wwwanglo-

saxonsnethwaetdo=getamptype=textamp

id=wdr

Excerpts from Gilgamesh

httpwwwathenscsdorguserfiles37

Classes970the20epic20of20gi

lgameshpdfid=1942

httpsfarrington1600wikispacescom

fileviewGilgameshpdf

Osiris (Ancient Egypt)

fileCUsersUserDownloadsTheS

toryofIsisandOsirisText20of20Sto

rypdf

Teacher Questions

for Self-Reflection

Here are ten questions to ask

yourself answer and consider as

part of a self-reflection about

your teaching

Each question also has sub-

questions to help refine thinking

ideas and practices These are

also good questions for shared

reflection and group discussion

They might lead to a rethinking

of teaching and learning as well

as suggest thoughtful ways to set

new goals teach in different

ways assess more effectively

customize learning and make

instructional improvements

during the school year

1 What am I trying to

accomplish with my students

Whatrsquos the core

What are my short-term goals

versus long-term goals Why are

these goals important Where do

these goals come from Are they

helpful to someone living in a

21st century world What critical

skills am I trying to develop

Attitudes Understandings

Behaviors Are these goals

specific enough to suggest what

they will look like in practice

Do these goals suggest the ways

that my students will differ at the

end of my teaching them from

when I began teaching them

Interpret how the

text supports key

ideas with

specific details

Gather and

evaluate relevant

information from

multiple

authoritative print

and digital

resources

Produce clear and

coherent writing

in which the

development

organization and

style are

appropriate to

task purpose

and audience

Do Now

Anticipatory Set

Direct Instruction

Modeling

GuidedIndependent

Practice

Homework

Cooperative

Learning-Small

Groups

Questions and

Material Check

Think Pair Share

Oral

Questioning

Fishbowl

Misconception Checks

Index Card Summaries

and Questions

Visual Representation

Written Responses Using

Individual White Boards

Exit Slips

Additional selected

strategies as determined

by student readiness

Strategies for Student

Reflection

httpwwwuvmedu deweyreflection_manual

startinghtml

Internet Resources

wwwthewritersjourneycomherorsquos_j

ourneyhtmHero

ldquoWhat Makes a Herordquo httpswwwyoutubecomwatchv=H

hk4N9A0oCA

Jung and Archetypes

wwwstjohns-

chsorgenglishgothicworksCarl2

0Jungpdf

Suggested Open Educational

Resources

Reading

bull Mining Literature for Deeper

Meaning

bull Close Reading A Reason to

Read

bull Multiple Perspectives on Theme

bull Rhetorical Devices

bull DIDLS guide for rhetorical

analysis

bull Comparing multiple

interpretations of a text

bull Analyzing speeches as arguments

bull Sample Close Reading from

Walden

bull Reading a Supreme Court Case

Analyzing purpose and meaning in

political cartoons

2 What are my beliefs about

how students learn

How ldquoup-to-daterdquo are my

beliefs How much are they

based on research or on my own

opinions and ideas How do my

beliefs influence the way I

teach

3 How do I create a positive

climate for learning

How do I build strong positive

relationships with my students

Engage and motivate all my

students to learn Inspire my

students to learn and to continue

their learning after they leave

me

4 What ldquoessentialrdquo questions

do I want my students to

explore

Instead of thinking about my

teaching in terms of goals and

objectives how can I design

core essential to promote

inquiry among my students

What questions should be the

starting points for my teaching

during the year

Recognize strong

and thorough

textual evidence

Conduct steps for

short as well as

sustained

research projects

to answer a

question

Gather relevant

information from

multiple

authoritative print

and digital

resources

Produce clear and

coherent writing

in which the

development

organization and

style are

appropriate to

task purpose

and audience

Do Now

Anticipatory Set

Direct Instruction

Modeling

GuidedIndependent

Practice

Homework

Anticipation

Guides

Consolidating

Thought

Summarizing

Synthesizing

Inferring

Discussion Web

Quick Write-Free

Write

SOAPstone

KWLH Inquiry

FQUIP Foucs-

Question-Image-

Predict

Misconception Checks

Index Card Summaries and

Questions

Visual Representation

Written Responses Using

Individual White Boards

Exit Slips

Additional selected

strategies as determined by

student readiness

Strategies for Student

Reflection

httpwwwuvmedu deweyreflection_manual

startinghtml

WritingLanguage

bull Improving Student Writing

Through Critical Thinking

bull Evaluating a source survey

bull Analyzing style formal and

informal language

bull The Passion of Punctuation

bull Developing Core Proficiencies

from Engage New York

bull Writing an Argumentative

Essay About the First Chapter

of Up From Slavery

bull Developing Persuasive

Arguments Through Ethical

Inquiry Two Pre-Writing

Strategies

bull Spend a Day in My Shoes

Exploring the Role of

Perspective in Narrative

bull PARCC Scoring Rubric for

Prose Constructed Response

Items

bull Purdue Online Writing Lab

5 What are the primary core

types of instructional strategies

that I use regularly

Are these effective Are they

ldquopowerfulrdquo Engaging Why do

I use these Do they work Why

or why not

6 How do I know when my

students have accomplished my

goals

What are the best ways for me to

determine whether my students

have accomplished my goals

What types of student work will

best demonstrate

success Student performances

Behaviors Use and application

of skills Attitudes

7 How do I get feedback from

my students on how well they

are doing How do I use

feedback to improve student

learning

What types of student work

demonstrates progress on the

part of my students How can I

provide constructive feedback so

that students improve on what

they do over time

Write

informative

explanatory texts

to examine and

convey complex

ideas concepts

and information

clearly and

accurately

through the

effective

selection

organization and

analysis of

content

Do Now

Anticipatory Set

Direct Instruction

Modeling

GuidedIndependent

Practice

Homework

Socratic Seminar

Dialectical

Journal

Double Entry

JournalLearning

Log

LINK List-

Inquire-Note-

Know

Oral

Questioning

Fishbowl

Misconception Checks

Index Card Summaries and

Questions

Visual Representation

Written Responses Using

Individual White Boards

Exit Slips

Additional selected

strategies as determined by

student readiness

Strategies for Student

Reflection

httpwwwuvmedu deweyreflection_manual

startinghtml

Speaking amp Listening

bull Taking Lecture and Class Notes

bull Conver-Stations A Discussion

Strategy

bull Using Debate to Develop

Thinking and Speaking

bull Developing Core Proficiencies

from Engage New York

bull Lessons to Use with Popular

Stories

bull Lessons to Use with

Anthologies

bull English Language Arts

Methods Grades 9-12 Model

Lessons

bull For Arguments Sake Playing

ldquoDevilrsquos Advocaterdquo with Non

Fiction Texts

bull The Pros and Cons of

Discussion

bull PVLEGS A Public Speaking

Acronym that Transforms

Students

8 How do I customize and

individualize learning for my

students What can I do to help

every student achieve my goals

What can I do better to make

this happen

9 Whatrsquos special and unique

about my teaching

What makes my individual style

of teaching unique and special

What makes it work for me

Why do I do what I do

10How will I work on my

teaching in order to improve

what I do

What opportunities are there for

improvement Who and what

helps me to improve What

resources do I use How do I

collaborate with others

httpedgeascdorgblogpostexe

rcise-ten-teacher-questions-for-

self-reflection

Critical Thinking

bull College Board SAT Critical

Thinking

bull Critical Thinking A Path to

College and Career

bull Critical thinking through whole

class dialogue

bull Developing Critical and

Analytical Thinking about

Literary Characters

bull Teaching Channel Presents

Inquiry-Based Teaching

bull Inquiry Graphic Organizer

bull Assessing Cultural Relevance

Exploring Personal Connections

to a Text

bull How to Encourage Higher

Order Thinking

bull Handbook of Critical Thinking

Resources

bull How to Mark a Book

Summative Written Assessments

Unit 1 Reading Extended Text Beowulf 3-5 short texts

Portfolio Writing Informative and explanatory writing Research writing Routine writing

Summative Performance Assessment

Unit 1 InformativeExplanatory Writing

Literature III Unit 2 Passion for Power

Grade Level 11 Timeframe 20 -30 days

Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text

is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore

nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth

Enduring Understandings Essential Questions

bull Pieces of literature stand the test of time because of their universal themes

bull Power can corrupt people

bull There are both positive and negative consequences to the choices one makes

bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures

bull The tragic character must come to realize that he has caused his own fate

bull Theater has been an important aspect of all cultures throughout history

Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does

drama differ from other literary genres How do authors refine and develop central themes

Common Core Standards

StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text including determining where the text leaves matters uncertain RLRI112 Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings analyze the impact of specific word choices on meaning and tone including words with multiple meanings or language that is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

W117 (Choice) 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 SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics

Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood

Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment SGO assessment

Unit Learning Objectives

Instructional Practice Student

Strategies

Formative Assessment Resources and Activities Reflection

SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas

Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary

Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition

Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml

Required Text Macbeth by William Shakespeare Pursuit of Power

Selections from The Prince by

Niccolo Machiavelli

-Chapter 14 That Which Concerns

A Prince On The Subject Of The

Art Of -Chapter 15 Concerning

Things For Which Men And

Especially Princes Are Praised Or

Blamed

-Chapter 16 Concerning Liberality

And Meanness

-Chapter 17 Concerning Cruelty

And Clemency And Whether It Is

Better To Be Loved Than Feared

-Chapter 19 That One Should

Avoid Being Despised And Hated

Full Text

httpwwwgutenbergorgfiles1

2321232-h1232-hhtm

httpdsapresentsorgstaffchad

-

russellfiles201408machiavelli_

excerpts_and_questionspdf

Violence and Trauma

PTSD Overview

httpswwwnimhnihgovhealth

topicspost-traumatic-stress-

disorder-ptsdindexshtml

Teacher Questions for Self-Reflection

Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them

W117 (Choice) 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 SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics

Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood

Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment SGO assessment

Unit Learning Objectives

Instructional Practice Student

Strategies

Formative Assessment Resources and Activities Reflection

SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas

Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary

Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition

Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml

Required Text Macbeth by William Shakespeare Pursuit of Power

Selections from The Prince by

Niccolo Machiavelli

-Chapter 14 That Which Concerns

A Prince On The Subject Of The

Art Of -Chapter 15 Concerning

Things For Which Men And

Especially Princes Are Praised Or

Blamed

-Chapter 16 Concerning Liberality

And Meanness

-Chapter 17 Concerning Cruelty

And Clemency And Whether It Is

Better To Be Loved Than Feared

-Chapter 19 That One Should

Avoid Being Despised And Hated

Full Text

httpwwwgutenbergorgfiles1

2321232-h1232-hhtm

httpdsapresentsorgstaffchad

-

russellfiles201408machiavelli_

excerpts_and_questionspdf

Violence and Trauma

PTSD Overview

httpswwwnimhnihgovhealth

topicspost-traumatic-stress-

disorder-ptsdindexshtml

Teacher Questions for Self-Reflection

Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them

SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas

Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary

Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition

Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml

Required Text Macbeth by William Shakespeare Pursuit of Power

Selections from The Prince by

Niccolo Machiavelli

-Chapter 14 That Which Concerns

A Prince On The Subject Of The

Art Of -Chapter 15 Concerning

Things For Which Men And

Especially Princes Are Praised Or

Blamed

-Chapter 16 Concerning Liberality

And Meanness

-Chapter 17 Concerning Cruelty

And Clemency And Whether It Is

Better To Be Loved Than Feared

-Chapter 19 That One Should

Avoid Being Despised And Hated

Full Text

httpwwwgutenbergorgfiles1

2321232-h1232-hhtm

httpdsapresentsorgstaffchad

-

russellfiles201408machiavelli_

excerpts_and_questionspdf

Violence and Trauma

PTSD Overview

httpswwwnimhnihgovhealth

topicspost-traumatic-stress-

disorder-ptsdindexshtml

Teacher Questions for Self-Reflection

Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them

Macbeth as a PTSD Victim

httpswarontherockscom2015

10macbeth-as-a-ptsd-victim

httpwwwbbcamericacomangl

ophenia201505michael-

fassbender-macbeth-has-post-

traumatic-stress-disorder

Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework

Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl

Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml

httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading

bull Mining Literature for Deeper Meaning

bull Close Reading A Reason to Read

bull Multiple Perspectives on Theme

bull Rhetorical Devices

2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year

bull DIDLS guide for rhetorical analysis

bull Comparing multiple interpretations of a text

bull Analyzing speeches as arguments

bull Sample Close Reading from Walden

bull Reading a Supreme Court Case

Analyzing purpose and meaning in political cartoons

Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework

Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict

Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml

WritingLanguage

bull Improving Student Writing Through Critical Thinking

bull Evaluating a source survey

bull Analyzing style formal and informal language

bull The Passion of Punctuation

bull Developing Core Proficiencies from Engage New York

bull Writing an Argumentative Essay About the First Chapter of Up From Slavery

bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies

bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative

bull PARCC Scoring Rubric for Prose Constructed Response Items

bull Purdue Online Writing Lab

5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework

Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl

Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml

Speaking amp Listening

bull Taking Lecture and Class Notes

bull Conver-Stations A Discussion Strategy

bull Using Debate to Develop Thinking and Speaking

bull Developing Core Proficiencies from Engage New York

bull Lessons to Use with Popular Stories

bull Lessons to Use with Anthologies

bull English Language Arts Methods Grades 9-12 Model Lessons

bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts

bull The Pros and Cons of Discussion

bull PVLEGS A Public Speaking Acronym that Transforms Students

8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection

Critical Thinking

bull College Board SAT Critical Thinking

bull Critical Thinking A Path to College and Career

bull Critical thinking through whole class dialogue

bull Developing Critical and Analytical Thinking about Literary Characters

bull Teaching Channel Presents Inquiry-Based Teaching

bull Inquiry Graphic Organizer

bull Assessing Cultural Relevance Exploring Personal Connections to a Text

bull How to Encourage Higher Order Thinking

bull Handbook of Critical Thinking Resources

bull How to Mark a Book

Summative Written Assessments

Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing

Summative Performance Assessment

Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play

Literature III

Unit 3 Dystopian SocietyThe Dangers of Totalitarianism

Grade Level 11

Timeframe 15 -20 days

Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both

social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments

about information validity of work and both historical and literary significance of dystopian works

Enduring Understandings Essential Questions

bull The concept of dystopia is used to examine and analyze contemporary and social ills

bull Writers use dystopian works to protest wrongs in their own society and government

bull Dystopian literature will shed light on the nature and loss of human dignity

bull Informational and surveillance technology can have both positive and negative implications

bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear

bull The formation and destruction of language can be used to restrict thought and rebellion

1 Why are people torn between the desire to conform and the desire to be an individual

2 To what extent does technology both improve and damage peoplersquos lives

3 What is the importance of human dignity memory and history

4 What are the psychological effects of totalitarianism and conformity throughout history

5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today

6 What is the significance of language in the production of values and formation of identity

Common Core Standards

StandardsCumulative Progress Indicators (Taught and Assessed)

RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world

literature

RLRI11-121 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the

text including determining where the text leaves matters uncertain

RLRI11-12 Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one

another to produce a complex account and provide an objective summary of the text

RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is

ordered how the characters are introduced and developed)

RLRI11-124 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings analyze the impact of specific word

choices on meaning and tone including words with multiple meanings or language that is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)

RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a

comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact

RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or

understatement)

RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed

RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power

persuasiveness or beauty of the text

RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a

question or solve a problem

RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US

Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)

W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection

organization and analysis of content

W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA

Style) focusing on addressing what is most significant for a specific purpose and audience

W11-127 (Choice) 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

W11-128 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 (MLA or APA Style Manuals)

W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar

themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of

constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of

public advocacy [eg The Federalist presidential addresses]rdquo)

W11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks

purposes

SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and

issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats

including visually quantitatively and orally

SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and

accuracy of each source

SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis

and tone used

SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the

task purpose and audience

SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings

reasoning and evidence and to add interest

SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more

fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts

L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range

of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or

phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general

and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise

meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred

meaning in context or in a dictionary)

L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in

context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations

L11-126 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

21st Century Skills Standard and Progress Indicators

Critical Thinking and Problem Solving

Creativity and Innovation

Collaboration Teamwork and Leadership

Cross-Cultural Understanding and Interpersonal Communication

Accountability Productivity and Ethics

Unit 3 Academic Vocabulary and Terminology

Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution

Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round

character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary

Application in Classroom

Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom

notebook to complete close reading for meaning

Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes

Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles

TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment

SGO assessment

Unit Learning Objectives

Instructional

Practice

Student Strategies Formative

Assessment

Resources and Activities Reflection

SWBAT

Analyze a particular point of

view or cultural experience

reflected in a work of

literature form outside the

United States drawing on a

wide reading of world

literature

Cite strong and thorough

textual evidence to support

analysis of text as well as

infer including matters of

uncertainty

Analyze the development of

two or more themes over the

course of the text including

how they interact and build on

one another to produce a

complex account

Analyze a case in which

grasping a point of view

requires distinguishing satire

(what is really meant v what

is directly stated)

Analyze the impact of the

authorrsquos choice regarding how

to develop and relate elements

of a story or drama

Apply knowledge of language

to understand how language

functions in different

contexts to make effective

choices for meaning or style

and to comprehend more fully when reading or listening

Identify and

demonstrate

effective

classroom

behaviorshabits

Establish and

practice

guidelines for

organization

structure

procedures and

behaviors during

small group and

independent

learning

Review of

Technological

Requirements

and Student Need

for Training

andor

Remediation

Writing

Fundamentals

DifferentiationM

odifications as

necessary

Socratic Seminar

Active Listening

Discussion

Consolidating

Thought

Summarizing

Synthesizing

Inferring Discussion

Web

Interest-Based

OptionsStudent

ProcessProduct

Choice

Close reading of text

Annotation

Academic Vocabulary

acquisition

Projects and

Presentations

Chunking

Student Conference

Misconception Check

Whip Around

Readiness Checks

Summaries and

Open Ended

Questions

Visual

Representation

Quick Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

Gallery Walk

Think-Pair-Share

Socratic Seminar

Character

Representations

Game Show

Theme

(a) Governmental Monopoly of

Information

Animal Farm by George Orwell ldquoIgnorance

is Strengthrdquo

Film Clips V for Vendetta

(b) Rewriting of History

1984 George Orwell ldquoWho controls the past

controls the future who controls the

present controls the pastrdquo

(c) Equality as Primary Motivating

Agent of Governmental Actions

Selections from

Atlas Shrugged by Ayn Rand

Brave New World by Aldous Huxley

Short Story

Harrison Bergeron by Kurt Vonnegut

The Ones Who Walk from Omelas by

Ursula Leguin

Teacher Questions

For Self-Reflection

(1) How can we teach

inclusively while

ensuring that all

learners are

supported

(2) What techniques

or tools have you

tried that have been

successful

(3) What are some

effective strategies

for giving learners

feedback on their

writing

(4) How do you

mark learners

errors Do you get

learners to peer

review How do

you decide what

techniques to use

each time

Provide an objective summary

of the text

Analyze how an authorrsquos

choice concerning how to

structure specific parts of a

text contributes to its overall

structure and meaning as well

as its aesthetic impact

Gather and evaluate relevant

information from multiple

authoritative print and digital

resources

Produce clear and coherent

writing in which the

development organization

and style are appropriate to

task purpose and audience

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

Integrate and evaluate

multiple sources of

information presented in

different formats in order to

address a question or solve a

problem

Do Now

Anticipatory Set

Direct Instruction

Modeling

GuidedIndepend

ent

Practice

Homework

Cooperative Learning-

Small Groups

Questions and

Material Check

Think Pair Share

Oral Questioning

Fishbowl

Socratic Seminar

Dialectical Journal

Double Entry

JournalLearning Log

LINK List-Inquire-

Note-Know

Misconception

Checks

Index Card

Summaries and

Questions

Visual

Representation

Written Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

httpwwwuvmedu

deweyreflection_m

anual

startinghtml

(d) Loss of Individual Identity

Short StoryNovella

A Modest Proposal by Jonathan Swift

Anthem by Ayn Rand

Selections from

FilmNovel The Giver by Lois Lowery

The Hunger Games by Suzanne Collins

The Maze Runner by James Dashner

Selections from

Gulliverrsquos Travels by Jonathan Swift

ArticlesNon-Fiction for Review

Politics and the English Language by

George Orwell

httpwwwnprorgblogsombudsmanPolitic

s_and_the_English_Language-1pdf

The Case for Torture by Michael Levin

httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf

The Gender Gap at Schoolcedilby David Brooks

httpwwwnytimescom20060611opinion

11brookshtml

Why the Reckless Survive By Melvin

Konner httpwwwmelvinkonnercomwp-

contentuploads200902Sciences-MayJune-

1987-Why-The-Reckless-Survivepdf

(5) mLearning ndash

Have you

incorporated some

form of

contemporary

technology or new

literacy into your

classroom Is this

something you have

tried before

(6) If you are

reusing last yearrsquos

lessons how have

you altered them to

reflect todaysrsquo

classroom Where

your changes

successful

RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed

RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power

persuasiveness or beauty of the text

RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a

question or solve a problem

RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US

Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)

W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection

organization and analysis of content

W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience

W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA

Style) focusing on addressing what is most significant for a specific purpose and audience

W11-127 (Choice) 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

W11-128 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 (MLA or APA Style Manuals)

W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg

ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar

themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of

constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of

public advocacy [eg The Federalist presidential addresses]rdquo)

W11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks

purposes

SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and

issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats

including visually quantitatively and orally

SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and

accuracy of each source

SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis

and tone used

SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the

task purpose and audience

SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings

reasoning and evidence and to add interest

SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate

L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more

fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts

L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range

of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or

phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general

and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise

meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred

meaning in context or in a dictionary)

L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in

context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations

L11-126 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

21st Century Skills Standard and Progress Indicators

Critical Thinking and Problem Solving

Creativity and Innovation

Collaboration Teamwork and Leadership

Cross-Cultural Understanding and Interpersonal Communication

Accountability Productivity and Ethics

Unit 3 Academic Vocabulary and Terminology

Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution

Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round

character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary

Application in Classroom

Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom

notebook to complete close reading for meaning

Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes

Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles

TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment

SGO assessment

Unit Learning Objectives

Instructional

Practice

Student Strategies Formative

Assessment

Resources and Activities Reflection

SWBAT

Analyze a particular point of

view or cultural experience

reflected in a work of

literature form outside the

United States drawing on a

wide reading of world

literature

Cite strong and thorough

textual evidence to support

analysis of text as well as

infer including matters of

uncertainty

Analyze the development of

two or more themes over the

course of the text including

how they interact and build on

one another to produce a

complex account

Analyze a case in which

grasping a point of view

requires distinguishing satire

(what is really meant v what

is directly stated)

Analyze the impact of the

authorrsquos choice regarding how

to develop and relate elements

of a story or drama

Apply knowledge of language

to understand how language

functions in different

contexts to make effective

choices for meaning or style

and to comprehend more fully when reading or listening

Identify and

demonstrate

effective

classroom

behaviorshabits

Establish and

practice

guidelines for

organization

structure

procedures and

behaviors during

small group and

independent

learning

Review of

Technological

Requirements

and Student Need

for Training

andor

Remediation

Writing

Fundamentals

DifferentiationM

odifications as

necessary

Socratic Seminar

Active Listening

Discussion

Consolidating

Thought

Summarizing

Synthesizing

Inferring Discussion

Web

Interest-Based

OptionsStudent

ProcessProduct

Choice

Close reading of text

Annotation

Academic Vocabulary

acquisition

Projects and

Presentations

Chunking

Student Conference

Misconception Check

Whip Around

Readiness Checks

Summaries and

Open Ended

Questions

Visual

Representation

Quick Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

Gallery Walk

Think-Pair-Share

Socratic Seminar

Character

Representations

Game Show

Theme

(a) Governmental Monopoly of

Information

Animal Farm by George Orwell ldquoIgnorance

is Strengthrdquo

Film Clips V for Vendetta

(b) Rewriting of History

1984 George Orwell ldquoWho controls the past

controls the future who controls the

present controls the pastrdquo

(c) Equality as Primary Motivating

Agent of Governmental Actions

Selections from

Atlas Shrugged by Ayn Rand

Brave New World by Aldous Huxley

Short Story

Harrison Bergeron by Kurt Vonnegut

The Ones Who Walk from Omelas by

Ursula Leguin

Teacher Questions

For Self-Reflection

(1) How can we teach

inclusively while

ensuring that all

learners are

supported

(2) What techniques

or tools have you

tried that have been

successful

(3) What are some

effective strategies

for giving learners

feedback on their

writing

(4) How do you

mark learners

errors Do you get

learners to peer

review How do

you decide what

techniques to use

each time

Provide an objective summary

of the text

Analyze how an authorrsquos

choice concerning how to

structure specific parts of a

text contributes to its overall

structure and meaning as well

as its aesthetic impact

Gather and evaluate relevant

information from multiple

authoritative print and digital

resources

Produce clear and coherent

writing in which the

development organization

and style are appropriate to

task purpose and audience

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

Integrate and evaluate

multiple sources of

information presented in

different formats in order to

address a question or solve a

problem

Do Now

Anticipatory Set

Direct Instruction

Modeling

GuidedIndepend

ent

Practice

Homework

Cooperative Learning-

Small Groups

Questions and

Material Check

Think Pair Share

Oral Questioning

Fishbowl

Socratic Seminar

Dialectical Journal

Double Entry

JournalLearning Log

LINK List-Inquire-

Note-Know

Misconception

Checks

Index Card

Summaries and

Questions

Visual

Representation

Written Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

httpwwwuvmedu

deweyreflection_m

anual

startinghtml

(d) Loss of Individual Identity

Short StoryNovella

A Modest Proposal by Jonathan Swift

Anthem by Ayn Rand

Selections from

FilmNovel The Giver by Lois Lowery

The Hunger Games by Suzanne Collins

The Maze Runner by James Dashner

Selections from

Gulliverrsquos Travels by Jonathan Swift

ArticlesNon-Fiction for Review

Politics and the English Language by

George Orwell

httpwwwnprorgblogsombudsmanPolitic

s_and_the_English_Language-1pdf

The Case for Torture by Michael Levin

httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf

The Gender Gap at Schoolcedilby David Brooks

httpwwwnytimescom20060611opinion

11brookshtml

Why the Reckless Survive By Melvin

Konner httpwwwmelvinkonnercomwp-

contentuploads200902Sciences-MayJune-

1987-Why-The-Reckless-Survivepdf

(5) mLearning ndash

Have you

incorporated some

form of

contemporary

technology or new

literacy into your

classroom Is this

something you have

tried before

(6) If you are

reusing last yearrsquos

lessons how have

you altered them to

reflect todaysrsquo

classroom Where

your changes

successful

L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in

context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations

L11-126 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

21st Century Skills Standard and Progress Indicators

Critical Thinking and Problem Solving

Creativity and Innovation

Collaboration Teamwork and Leadership

Cross-Cultural Understanding and Interpersonal Communication

Accountability Productivity and Ethics

Unit 3 Academic Vocabulary and Terminology

Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution

Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round

character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary

Application in Classroom

Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom

notebook to complete close reading for meaning

Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes

Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles

TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment

SGO assessment

Unit Learning Objectives

Instructional

Practice

Student Strategies Formative

Assessment

Resources and Activities Reflection

SWBAT

Analyze a particular point of

view or cultural experience

reflected in a work of

literature form outside the

United States drawing on a

wide reading of world

literature

Cite strong and thorough

textual evidence to support

analysis of text as well as

infer including matters of

uncertainty

Analyze the development of

two or more themes over the

course of the text including

how they interact and build on

one another to produce a

complex account

Analyze a case in which

grasping a point of view

requires distinguishing satire

(what is really meant v what

is directly stated)

Analyze the impact of the

authorrsquos choice regarding how

to develop and relate elements

of a story or drama

Apply knowledge of language

to understand how language

functions in different

contexts to make effective

choices for meaning or style

and to comprehend more fully when reading or listening

Identify and

demonstrate

effective

classroom

behaviorshabits

Establish and

practice

guidelines for

organization

structure

procedures and

behaviors during

small group and

independent

learning

Review of

Technological

Requirements

and Student Need

for Training

andor

Remediation

Writing

Fundamentals

DifferentiationM

odifications as

necessary

Socratic Seminar

Active Listening

Discussion

Consolidating

Thought

Summarizing

Synthesizing

Inferring Discussion

Web

Interest-Based

OptionsStudent

ProcessProduct

Choice

Close reading of text

Annotation

Academic Vocabulary

acquisition

Projects and

Presentations

Chunking

Student Conference

Misconception Check

Whip Around

Readiness Checks

Summaries and

Open Ended

Questions

Visual

Representation

Quick Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

Gallery Walk

Think-Pair-Share

Socratic Seminar

Character

Representations

Game Show

Theme

(a) Governmental Monopoly of

Information

Animal Farm by George Orwell ldquoIgnorance

is Strengthrdquo

Film Clips V for Vendetta

(b) Rewriting of History

1984 George Orwell ldquoWho controls the past

controls the future who controls the

present controls the pastrdquo

(c) Equality as Primary Motivating

Agent of Governmental Actions

Selections from

Atlas Shrugged by Ayn Rand

Brave New World by Aldous Huxley

Short Story

Harrison Bergeron by Kurt Vonnegut

The Ones Who Walk from Omelas by

Ursula Leguin

Teacher Questions

For Self-Reflection

(1) How can we teach

inclusively while

ensuring that all

learners are

supported

(2) What techniques

or tools have you

tried that have been

successful

(3) What are some

effective strategies

for giving learners

feedback on their

writing

(4) How do you

mark learners

errors Do you get

learners to peer

review How do

you decide what

techniques to use

each time

Provide an objective summary

of the text

Analyze how an authorrsquos

choice concerning how to

structure specific parts of a

text contributes to its overall

structure and meaning as well

as its aesthetic impact

Gather and evaluate relevant

information from multiple

authoritative print and digital

resources

Produce clear and coherent

writing in which the

development organization

and style are appropriate to

task purpose and audience

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

Integrate and evaluate

multiple sources of

information presented in

different formats in order to

address a question or solve a

problem

Do Now

Anticipatory Set

Direct Instruction

Modeling

GuidedIndepend

ent

Practice

Homework

Cooperative Learning-

Small Groups

Questions and

Material Check

Think Pair Share

Oral Questioning

Fishbowl

Socratic Seminar

Dialectical Journal

Double Entry

JournalLearning Log

LINK List-Inquire-

Note-Know

Misconception

Checks

Index Card

Summaries and

Questions

Visual

Representation

Written Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

httpwwwuvmedu

deweyreflection_m

anual

startinghtml

(d) Loss of Individual Identity

Short StoryNovella

A Modest Proposal by Jonathan Swift

Anthem by Ayn Rand

Selections from

FilmNovel The Giver by Lois Lowery

The Hunger Games by Suzanne Collins

The Maze Runner by James Dashner

Selections from

Gulliverrsquos Travels by Jonathan Swift

ArticlesNon-Fiction for Review

Politics and the English Language by

George Orwell

httpwwwnprorgblogsombudsmanPolitic

s_and_the_English_Language-1pdf

The Case for Torture by Michael Levin

httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf

The Gender Gap at Schoolcedilby David Brooks

httpwwwnytimescom20060611opinion

11brookshtml

Why the Reckless Survive By Melvin

Konner httpwwwmelvinkonnercomwp-

contentuploads200902Sciences-MayJune-

1987-Why-The-Reckless-Survivepdf

(5) mLearning ndash

Have you

incorporated some

form of

contemporary

technology or new

literacy into your

classroom Is this

something you have

tried before

(6) If you are

reusing last yearrsquos

lessons how have

you altered them to

reflect todaysrsquo

classroom Where

your changes

successful

SWBAT

Analyze a particular point of

view or cultural experience

reflected in a work of

literature form outside the

United States drawing on a

wide reading of world

literature

Cite strong and thorough

textual evidence to support

analysis of text as well as

infer including matters of

uncertainty

Analyze the development of

two or more themes over the

course of the text including

how they interact and build on

one another to produce a

complex account

Analyze a case in which

grasping a point of view

requires distinguishing satire

(what is really meant v what

is directly stated)

Analyze the impact of the

authorrsquos choice regarding how

to develop and relate elements

of a story or drama

Apply knowledge of language

to understand how language

functions in different

contexts to make effective

choices for meaning or style

and to comprehend more fully when reading or listening

Identify and

demonstrate

effective

classroom

behaviorshabits

Establish and

practice

guidelines for

organization

structure

procedures and

behaviors during

small group and

independent

learning

Review of

Technological

Requirements

and Student Need

for Training

andor

Remediation

Writing

Fundamentals

DifferentiationM

odifications as

necessary

Socratic Seminar

Active Listening

Discussion

Consolidating

Thought

Summarizing

Synthesizing

Inferring Discussion

Web

Interest-Based

OptionsStudent

ProcessProduct

Choice

Close reading of text

Annotation

Academic Vocabulary

acquisition

Projects and

Presentations

Chunking

Student Conference

Misconception Check

Whip Around

Readiness Checks

Summaries and

Open Ended

Questions

Visual

Representation

Quick Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

Gallery Walk

Think-Pair-Share

Socratic Seminar

Character

Representations

Game Show

Theme

(a) Governmental Monopoly of

Information

Animal Farm by George Orwell ldquoIgnorance

is Strengthrdquo

Film Clips V for Vendetta

(b) Rewriting of History

1984 George Orwell ldquoWho controls the past

controls the future who controls the

present controls the pastrdquo

(c) Equality as Primary Motivating

Agent of Governmental Actions

Selections from

Atlas Shrugged by Ayn Rand

Brave New World by Aldous Huxley

Short Story

Harrison Bergeron by Kurt Vonnegut

The Ones Who Walk from Omelas by

Ursula Leguin

Teacher Questions

For Self-Reflection

(1) How can we teach

inclusively while

ensuring that all

learners are

supported

(2) What techniques

or tools have you

tried that have been

successful

(3) What are some

effective strategies

for giving learners

feedback on their

writing

(4) How do you

mark learners

errors Do you get

learners to peer

review How do

you decide what

techniques to use

each time

Provide an objective summary

of the text

Analyze how an authorrsquos

choice concerning how to

structure specific parts of a

text contributes to its overall

structure and meaning as well

as its aesthetic impact

Gather and evaluate relevant

information from multiple

authoritative print and digital

resources

Produce clear and coherent

writing in which the

development organization

and style are appropriate to

task purpose and audience

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

Integrate and evaluate

multiple sources of

information presented in

different formats in order to

address a question or solve a

problem

Do Now

Anticipatory Set

Direct Instruction

Modeling

GuidedIndepend

ent

Practice

Homework

Cooperative Learning-

Small Groups

Questions and

Material Check

Think Pair Share

Oral Questioning

Fishbowl

Socratic Seminar

Dialectical Journal

Double Entry

JournalLearning Log

LINK List-Inquire-

Note-Know

Misconception

Checks

Index Card

Summaries and

Questions

Visual

Representation

Written Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

httpwwwuvmedu

deweyreflection_m

anual

startinghtml

(d) Loss of Individual Identity

Short StoryNovella

A Modest Proposal by Jonathan Swift

Anthem by Ayn Rand

Selections from

FilmNovel The Giver by Lois Lowery

The Hunger Games by Suzanne Collins

The Maze Runner by James Dashner

Selections from

Gulliverrsquos Travels by Jonathan Swift

ArticlesNon-Fiction for Review

Politics and the English Language by

George Orwell

httpwwwnprorgblogsombudsmanPolitic

s_and_the_English_Language-1pdf

The Case for Torture by Michael Levin

httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf

The Gender Gap at Schoolcedilby David Brooks

httpwwwnytimescom20060611opinion

11brookshtml

Why the Reckless Survive By Melvin

Konner httpwwwmelvinkonnercomwp-

contentuploads200902Sciences-MayJune-

1987-Why-The-Reckless-Survivepdf

(5) mLearning ndash

Have you

incorporated some

form of

contemporary

technology or new

literacy into your

classroom Is this

something you have

tried before

(6) If you are

reusing last yearrsquos

lessons how have

you altered them to

reflect todaysrsquo

classroom Where

your changes

successful

Provide an objective summary

of the text

Analyze how an authorrsquos

choice concerning how to

structure specific parts of a

text contributes to its overall

structure and meaning as well

as its aesthetic impact

Gather and evaluate relevant

information from multiple

authoritative print and digital

resources

Produce clear and coherent

writing in which the

development organization

and style are appropriate to

task purpose and audience

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

Integrate and evaluate

multiple sources of

information presented in

different formats in order to

address a question or solve a

problem

Do Now

Anticipatory Set

Direct Instruction

Modeling

GuidedIndepend

ent

Practice

Homework

Cooperative Learning-

Small Groups

Questions and

Material Check

Think Pair Share

Oral Questioning

Fishbowl

Socratic Seminar

Dialectical Journal

Double Entry

JournalLearning Log

LINK List-Inquire-

Note-Know

Misconception

Checks

Index Card

Summaries and

Questions

Visual

Representation

Written Responses

Using Individual

White Boards

Exit Slips

Additional selected

strategies as

determined by

student readiness

Strategies for

Student Reflection

httpwwwuvmedu

deweyreflection_m

anual

startinghtml

(d) Loss of Individual Identity

Short StoryNovella

A Modest Proposal by Jonathan Swift

Anthem by Ayn Rand

Selections from

FilmNovel The Giver by Lois Lowery

The Hunger Games by Suzanne Collins

The Maze Runner by James Dashner

Selections from

Gulliverrsquos Travels by Jonathan Swift

ArticlesNon-Fiction for Review

Politics and the English Language by

George Orwell

httpwwwnprorgblogsombudsmanPolitic

s_and_the_English_Language-1pdf

The Case for Torture by Michael Levin

httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf

The Gender Gap at Schoolcedilby David Brooks

httpwwwnytimescom20060611opinion

11brookshtml

Why the Reckless Survive By Melvin

Konner httpwwwmelvinkonnercomwp-

contentuploads200902Sciences-MayJune-

1987-Why-The-Reckless-Survivepdf

(5) mLearning ndash

Have you

incorporated some

form of

contemporary

technology or new

literacy into your

classroom Is this

something you have

tried before

(6) If you are

reusing last yearrsquos

lessons how have

you altered them to

reflect todaysrsquo

classroom Where

your changes

successful

Suggested Open Educational Resources

Reading

bull Mining Literature for Deeper Meaning

bull Multiple Perspectives on Theme

bull Rhetorical Devices

bull DIDLS guide for rhetorical analysis

bull Comparing multiple interpretations of a

text

bull Analyzing speeches as arguments

Recognize strong and

thorough textual evidence

Conduct steps for short as

well as sustained research

projects to answer a question

Gather relevant information

from multiple authoritative

print and digital resources

Produce clear and coherent

writing in which the

development organization

and style are appropriate to

task purpose and audience

Write informative

explanatory texts to examine

and convey complex ideas

concepts and information

clearly and accurately through

the effective selection

organization and analysis of

content

Anticipation Guides

Consolidating

Thought

Summarizing

Synthesizing

Inferring

Discussion Web

Quick Write-Free

Write

SOAPstone

KWLH Inquiry

FQUIP Focus-

Question-Image-

Predict

WritingLanguage

bull Improving Student Writing Through

Critical Thinking

bull Evaluating a source survey

bull Analyzing style formal and informal

language

bull The Passion of Punctuation

bull Developing Persuasive Arguments

Through Ethical Inquiry Two Pre-Writing

Strategies

bull Spend a Day in My Shoes Exploring the

Role of Perspective in Narrative

bull PARCC Scoring Rubric for Prose

Constructed Response Items

bull Purdue Online Writing Lab

bull Cornell Note Taking System

httplsccornelledustudy-skillscornell-

note-taking-system

Speaking amp Listening

bull Taking Lecture and Class Notes

bull Conver-Stations A Discussion Strategy

bull Using Debate to Develop Thinking and

Speaking

bull Developing Core Proficiencies from

Engage New York

bull Lessons to Use with Popular Stories

bull Lessons to Use with Anthologies

bull English Language Arts Methods Grades

9-12 Model Lessons

bull For Arguments Sake Playing ldquoDevilrsquos

Advocaterdquo with Non Fiction Texts

bull The Pros and Cons of Discussion

bull PVLEGS A Public Speaking Acronym

that Transforms Students

Critical Thinking

bull College Board SAT Critical Thinking

bull Critical Thinking A Path to College and

Career

bull Critical thinking through whole class

dialogue

bull Developing Critical and Analytical

Thinking about Literary Characters

bull Teaching Channel Presents Inquiry-Based

Teaching

bull Inquiry Graphic Organizer

bull Assessing Cultural Relevance Exploring

Personal Connections to a Text

bull How to Encourage Higher Order Thinking

bull Handbook of Critical Thinking Resources

bull How to Mark a Book

Summative Written Assessments

Unit 3 Writing A Modest Proposal

Narrative Writing Informative and explanatory writing Research writing Routine writing

Summative Performance Assessment

Unit 3 InformativeExplanatory Writing

See attached writing assignment and rubric

Literature III Unit 4 RomanticismNature and the Human Condition

Grade Level 11 Timeframe 17-22 days

Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The

movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of

nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements

of the period

Enduring Understandings Essential Questions

bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals

bull Why did certain philosophical and political movements affect Romantic writers

bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason

bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life

bull Is this period still relevant How and Why

Common Core Standards

StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text including determining where the text leaves matters uncertain RLRI11-122 Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings analyze the impact of specific word choices on meaning and tone including words with multiple meanings or language that is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed

W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the

effective selection organization and analysis of content

W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators

Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language

Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker

dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism

Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment Pre-assessment provided by ELA Department

Unit Learning Objectives

Instructional Practice

Student Strategies Formative Assessment

Resources and Activities Reflection

WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text including determining Where the text leaves matters uncertain Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account provide an objective summary of The text Analyze the impact of the

authorrsquos choices regarding

how to develop and relate

elements of a story or

drama (eg where a story is

set how the action is

ordered how the characters

are introduced and

developed)

Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar

Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry

Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show

ReadingReading Informational Text

Theme

Romanticism as a period and a Concept

Pre-Romantics

The POETRY of William Blake William

Wordsworth and John Keats

NOVEL

Frankenstein by Mary Shelley

Novels are not limited to the

Victorian Time periodthey may be

taught thematically with other units

Film Clips

Frankenstein (several theatrical versions

for different effect)

Pride and Prejudice

SelectionsExcerpts from

Rime of the Ancient Mariner by Samuel Taylor Coleridge

Pride and Prejudice by Jane Austen

The Picture of Dorian Gray by Oscar Wilde

Teacher Questions For Self-Reflection

(1) How can we teach

inclusively while

ensuring that all

learners are

supported

(2) What techniques

or tools have you

tried that have been

successful

(3) What are some

effective strategies

for giving learners

feedback on their

writing

(4) How do you mark

learners errors Do

you get learners to

peer review How do

you decide what

techniques to use

each time

Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another

Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading

Cooperative Learning-Small Groups Questions and Material Check Think Pair Share

ArticlesNon-Fiction for Review

A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf

Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf

The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf

On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf

Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf

Suggested Open Educational Resources Reading

bull Mining Literature for Deeper Meaning

bull Multiple Perspectives on Theme

bull Rhetorical Devices

(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful

W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the

effective selection organization and analysis of content

W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 Write routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks purposes SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators

Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language

Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker

dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism

Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment Pre-assessment provided by ELA Department

Unit Learning Objectives

Instructional Practice

Student Strategies Formative Assessment

Resources and Activities Reflection

WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text including determining Where the text leaves matters uncertain Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account provide an objective summary of The text Analyze the impact of the

authorrsquos choices regarding

how to develop and relate

elements of a story or

drama (eg where a story is

set how the action is

ordered how the characters

are introduced and

developed)

Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar

Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry

Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show

ReadingReading Informational Text

Theme

Romanticism as a period and a Concept

Pre-Romantics

The POETRY of William Blake William

Wordsworth and John Keats

NOVEL

Frankenstein by Mary Shelley

Novels are not limited to the

Victorian Time periodthey may be

taught thematically with other units

Film Clips

Frankenstein (several theatrical versions

for different effect)

Pride and Prejudice

SelectionsExcerpts from

Rime of the Ancient Mariner by Samuel Taylor Coleridge

Pride and Prejudice by Jane Austen

The Picture of Dorian Gray by Oscar Wilde

Teacher Questions For Self-Reflection

(1) How can we teach

inclusively while

ensuring that all

learners are

supported

(2) What techniques

or tools have you

tried that have been

successful

(3) What are some

effective strategies

for giving learners

feedback on their

writing

(4) How do you mark

learners errors Do

you get learners to

peer review How do

you decide what

techniques to use

each time

Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another

Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading

Cooperative Learning-Small Groups Questions and Material Check Think Pair Share

ArticlesNon-Fiction for Review

A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf

Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf

The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf

On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf

Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf

Suggested Open Educational Resources Reading

bull Mining Literature for Deeper Meaning

bull Multiple Perspectives on Theme

bull Rhetorical Devices

(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful

Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language

Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker

dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism

Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations

Instructional Plan Reflection

Pre-assessment Pre-assessment provided by ELA Department

Unit Learning Objectives

Instructional Practice

Student Strategies Formative Assessment

Resources and Activities Reflection

WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text including determining Where the text leaves matters uncertain Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account provide an objective summary of The text Analyze the impact of the

authorrsquos choices regarding

how to develop and relate

elements of a story or

drama (eg where a story is

set how the action is

ordered how the characters

are introduced and

developed)

Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar

Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry

Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show

ReadingReading Informational Text

Theme

Romanticism as a period and a Concept

Pre-Romantics

The POETRY of William Blake William

Wordsworth and John Keats

NOVEL

Frankenstein by Mary Shelley

Novels are not limited to the

Victorian Time periodthey may be

taught thematically with other units

Film Clips

Frankenstein (several theatrical versions

for different effect)

Pride and Prejudice

SelectionsExcerpts from

Rime of the Ancient Mariner by Samuel Taylor Coleridge

Pride and Prejudice by Jane Austen

The Picture of Dorian Gray by Oscar Wilde

Teacher Questions For Self-Reflection

(1) How can we teach

inclusively while

ensuring that all

learners are

supported

(2) What techniques

or tools have you

tried that have been

successful

(3) What are some

effective strategies

for giving learners

feedback on their

writing

(4) How do you mark

learners errors Do

you get learners to

peer review How do

you decide what

techniques to use

each time

Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another

Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading

Cooperative Learning-Small Groups Questions and Material Check Think Pair Share

ArticlesNon-Fiction for Review

A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf

Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf

The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf

On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf

Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf

Suggested Open Educational Resources Reading

bull Mining Literature for Deeper Meaning

bull Multiple Perspectives on Theme

bull Rhetorical Devices

(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful

WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text including determining Where the text leaves matters uncertain Determine two or more themes or central ideas of a text and analyze their development over the course of the text including how they interact and build on one another to produce a complex account provide an objective summary of The text Analyze the impact of the

authorrsquos choices regarding

how to develop and relate

elements of a story or

drama (eg where a story is

set how the action is

ordered how the characters

are introduced and

developed)

Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar

Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry

Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show

ReadingReading Informational Text

Theme

Romanticism as a period and a Concept

Pre-Romantics

The POETRY of William Blake William

Wordsworth and John Keats

NOVEL

Frankenstein by Mary Shelley

Novels are not limited to the

Victorian Time periodthey may be

taught thematically with other units

Film Clips

Frankenstein (several theatrical versions

for different effect)

Pride and Prejudice

SelectionsExcerpts from

Rime of the Ancient Mariner by Samuel Taylor Coleridge

Pride and Prejudice by Jane Austen

The Picture of Dorian Gray by Oscar Wilde

Teacher Questions For Self-Reflection

(1) How can we teach

inclusively while

ensuring that all

learners are

supported

(2) What techniques

or tools have you

tried that have been

successful

(3) What are some

effective strategies

for giving learners

feedback on their

writing

(4) How do you mark

learners errors Do

you get learners to

peer review How do

you decide what

techniques to use

each time

Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another

Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading

Cooperative Learning-Small Groups Questions and Material Check Think Pair Share

ArticlesNon-Fiction for Review

A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf

Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf

The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf

On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf

Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf

Suggested Open Educational Resources Reading

bull Mining Literature for Deeper Meaning

bull Multiple Perspectives on Theme

bull Rhetorical Devices

(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful

Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another

Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading

Cooperative Learning-Small Groups Questions and Material Check Think Pair Share

ArticlesNon-Fiction for Review

A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf

Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf

The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf

On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf

Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf

Suggested Open Educational Resources Reading

bull Mining Literature for Deeper Meaning

bull Multiple Perspectives on Theme

bull Rhetorical Devices

(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful

Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging

Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading

Cooperative Learning-Small Groups Questions and Material Check Think Pair Share

ArticlesNon-Fiction for Review

A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf

Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf

The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf

On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf

Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf

Suggested Open Educational Resources Reading

bull Mining Literature for Deeper Meaning

bull Multiple Perspectives on Theme

bull Rhetorical Devices

(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful

By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band

bull DIDLS guide for rhetorical analysis

bull Comparing multiple interpretations of a text

bull Analyzing speeches as arguments

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience Write informative explanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection organization and analysis of content 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 Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of

Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework

Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict

Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger

WritingLanguage

bull Improving Student Writing Through Critical Thinking

bull Evaluating a source survey

bull Analyzing style formal and informal language

bull The Passion of Punctuation

bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies

bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative

bull PARCC Scoring Rubric for Prose Constructed Response Items

bull Purdue Online Writing Lab

bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system

standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

Modeling GuidedIndependent Practice

Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar

Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml

Speaking amp Listening

bull Taking Lecture and Class Notes

bull Conver-Stations A Discussion Strategy

bull Using Debate to Develop Thinking and Speaking

bull Developing Core Proficiencies from Engage New York

bull Lessons to Use with Popular Stories

bull Lessons to Use with Anthologies

bull English Language Arts Methods Grades 9-12 Model Lessons

bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts

bull The Pros and Cons of Discussion

bull PVLEGS A Public Speaking Acronym that Transforms Students

Modeling GuidedIndependent Practice

Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion

Critical Thinking

bull College Board SAT Critical Thinking

bull Critical Thinking A Path to College and Career

bull Critical thinking through whole class dialogue

bull Developing Critical and Analytical Thinking about Literary Characters

bull Teaching Channel Presents Inquiry-Based Teaching

bull Inquiry Graphic Organizer

bull Assessing Cultural Relevance Exploring Personal Connections to a Text

bull How to Encourage Higher Order Thinking

bull Handbook of Critical Thinking Resources

bull How to Mark a Book

Summative Written Assessments

Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively

Modeling GuidedIndependent Practice

Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar

Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml

Speaking amp Listening

bull Taking Lecture and Class Notes

bull Conver-Stations A Discussion Strategy

bull Using Debate to Develop Thinking and Speaking

bull Developing Core Proficiencies from Engage New York

bull Lessons to Use with Popular Stories

bull Lessons to Use with Anthologies

bull English Language Arts Methods Grades 9-12 Model Lessons

bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts

bull The Pros and Cons of Discussion

bull PVLEGS A Public Speaking Acronym that Transforms Students

Modeling GuidedIndependent Practice

Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion

Critical Thinking

bull College Board SAT Critical Thinking

bull Critical Thinking A Path to College and Career

bull Critical thinking through whole class dialogue

bull Developing Critical and Analytical Thinking about Literary Characters

bull Teaching Channel Presents Inquiry-Based Teaching

bull Inquiry Graphic Organizer

bull Assessing Cultural Relevance Exploring Personal Connections to a Text

bull How to Encourage Higher Order Thinking

bull Handbook of Critical Thinking Resources

bull How to Mark a Book

Summative Written Assessments

Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric

Summative Performance Assessment

To be supplied by ELA Department