Plan for the concept, topic, or skill – Not for the class period / Name: / Mrs. Holloway
Unit: Unit 1: Explanatory/Informative Writing
Embedded Assessment 1 Unit 1
Defining America
Dates: August 24-28 / Topic:
Learning Goals for this Lesson
Defining by Classification/Function / Standards: / RL.11-12.1, W.11-12.2b, W.11-12.9, W.11-12.9a, RI 11-12.5, RL 11-12.4, W. 11-12.7
Students will know:
Be able to interpret the text using multiple genres
Cite strong and thorough evidence to support analysis of what text says explicitly as well as inferences drawn from the text.
Seek meaning of unknown vocabulary
Know themes or central ideas interact and build on one another to produce a complex account
How to write an objective summary
Analyze how two or more central ides of a text interact and build on one another to provide a complex analysis
Define complex analysis
Identify key elements of story drama
Identify key choices author made relate elements of the story
Recall the meaning of words and phrases
Analyze the reason for writing to decide on task, purpose, and audience
Determine suitable idea development strategies, organization, and style. / Students will do:
Explain inferences drawn from the text
Interpret how text uses ambiguity or leaves matters uncertain
Cite strong and thorough textual evidence to support the text
formulate an object summary that includes how the texts build upon central ideas or themes or central ideas to produce a complex account of the text
Formulate an objective summary that includes how the two or more central ides interact and build on one another to provide a complex analysis.
Interpret how the text supports key ideas and specific details
Make predictions and reread to clarify
Use critical and divergent thinking and assimilating prior knowledge to draw conclusions
Lesson Essential Question:
CMAP: How do an author's life experiences influence his/her writings?
CMAP: How have others chosen to use social context to define themselves in relation to the world around them?
CMAP: What is a commonality found in the literature and authors of various time periods?
Task: How do writers use the strategies of definition to define a concept?
Activating Strategy:
Unit: Students will set up Cornell Notes for the four definition strategies: Exemplification, Negation, Classification, and Function.
They will define these terms and leave space in between each for examples that they will fill in as we read.
LEQ: How do writers use the strategies of definition to define a concept?
Key vocabulary to preview and vocabulary strategy:
Literary Terms:
exemplification, negation, classification, function, allusion, nuance, primary source, synecdoche, argument, concession, qualify, diction, defend, personification, tone, challenge, refutation, annotate, imagery, foundational/seminal
Concept Vocabulary:
American, patriotism, Democracy, promised land, iconic image, hyphenated American, melting pot, disillusionment, Americanized, assimilation, spirit of America, promise of growth, unity, aspiration, freedom, liberty, peace, hope, safety
Lesson Instruction
Learning Activity 1.6:
Students will be reading “What is an American?” p. 28-29
Close reading-
Step 1- read completely on their own, no marginal notes or text marking
Step 2- read again, circle unknown words, underline phrases that you believe tie to the theme (diffusing vocabulary)
Step 3- Read again with a partner and paraphrase sections. (Paragraph one is chunked into 3 sections, section 4 is paragraph 2, section 5 is paragraph 3.)
Step 4- Share paraphrasing in groups of 4
Step 5- Group aloud reading and discussion
Step 6- highlight examples of classification/function to add to chart, discuss how the two are connected
Assessment Prompt for LA 1.6:
The term “melting pot” is a common metaphor used to describe America. De Crevecoeur hints at this metaphor with “Here individuals of all nations are melted into a new race of men.” Evaluate the degree to which this metaphor is still valid. What other metaphor could be used to describe America today?
What are some experiences that define this “new race of men”?
Differentiation:
Marking the text, vocabulary tree, t-chart / Graphic Organizer:
1.6
Vocabulary Tree (web) for the word American, include examples and main ideas from all sources covered so far.
T-Chart
Classification/Function examples p. 30
1.7
Cornell Notes on two videos
1.8
Iconic Image:
Frayer Model: Image in the middle
Upper Left: Title, creation, where it was found, background information (was it controversial, where was it published, etc.)
Lower Left: Connection to the American Dream- Is it in danger, is it being defended, or is it a representation of the American Dream at its best? Explain.
Upper Right: Topic picture represents, why is this topic historically relevant to most Americans?
Lower Right: What is this image iconic? Draw a conclusion about the picture’s importance.
1.8B
Poem:
TP-CASTT
Learning Activity 1.7:
Philosophical Chairs- Do you feel that race is still an issue in America?
Video- Japanese American Internment Camps
Video- Modern discrimination in America
Students will be reading “Growing up Asian in America.” P. 32-35
Students will be asked to randomly choose an article from a stack that deals will discrimination, race, ethnicity, nationality etc. These articles are from many different time periods in American history and they represent diverse opinions on the subject.
Socratic seminar- share articles
Should the process of hyphenating Americans exist or should it cease?
Assessment Prompt for LA 1.7:
Noda recalls that “The voice in me remembers that I am always a Japanese-American in the eyes of many. A third-generation German-American is an American. A third-generation Japanese-American is a Japanese-American.” What inference can you make about the writer’s feelings about the term Japanese-American?
What does the author imply when she describes her parents as “clean, quiet, motivated, and determined to match the American way”? Were they successful?
By the end of the essay, the writer “can say that I am Japanese-American.” Why is this important to her definition of herself as an American?
Is “African” a race? What about “white” people who come from Africa?
Africa is a continent- so if it’s a nationality (location based because there are several “nations” on the continent) why is it mentioned, especially for people who have never been there and therefore can’t be “from” there?
What about labeling according to religion? Is Jewish a race or a religion? What about Muslim?
Will the cycle continue to repeat if hyphenated American doesn’t change to just American?
Is it possible for the separation with a hyphen to exist without discrimination existing?
Why is it that the only people who are not hyphenated are a “white” ethinic group? Is this relevant?
If people can change their ethnicity, but not their race, can I decide that I want to be Mexican-American? If I eat the food, adopt the culture, listen to the music, etc? Why or why not?
Differentiation:
Philosophical chairs, video, Socratic seminar, cornell notes
Assignment:
1.6
Review your initial thinking about the definition of an American and the annotations you made in the margins of the letter. Write an objective summary of de Crevecoeur’s definition of an American using details from the text to support your thinking.
1.7
Essay-
Think about the difference between race, ethnicity, and nationality.
Some people feel that connecting race and/or ethnicity to nationality in America is positive and necessary because it allows for cultural distinction in the “salad bowl” that is America. Others feel that “hyphenating” Americans is a separation tactic that can be used to fuel prejudice, discrimination, and stereotyping. They feel that the label “American” is all that is needed.
You have access to both sides of the issue. Using at least 3 sources, write an explanatory essay expressing your opinion on this subject. Should America keep hyphenating Americans, or is it time for the hyphenating to cease?
Students will plan and write the essay. They will peer-edit according to the worksheet provided to them. They will be discussing and color coding different pieces of the essay.
1.8
Gallery walk- see attachment about the Gallery Walk directions with worksheets for the walk, planning, and reflection
Learning Activity 1.8A:
Iconic image: Students will be researching iconic images. They will gather information and present their image in a gallery walk. Students will take notes and provide feedback on posters. Students will choose from the gallery for their embedded assessment.
Students will be required to incorporate an iconic image into their embedded assessment.
Assessment Prompt for LA 1.8A:
What image have you chosen?
When was it created?
How does this image represent the American dream?
Why is this image considered to be iconic?
Differentiation:
Image, gallery walk, guided worksheets
Learning Activity 1.8B:
Poem: “Let America be American Again”
Review imagery and discuss Langston Hughes.
While reading the poem students will chunk the poem into 4 sections based on changes in tone. We will circle key words that indicate connotative meaning and tone.
Students will underline images as we read which they will tie to an iconic image in a paragraph.
Assessment Prompt for LA 1.8B:
Poem:
Each of the first quatrains uses an image to evoke the dream of America. What image does Hughes use to evoke the promise and possibilities of America?
Generate a list of types of people represented in the poem by those who are “mumbling in the dark.” What do the groups have in common?
The two voices introduced early in this poem represent two conflicting themes. Hughes wants us to see that these themes inhabit the American sense of who we are. What are the two contrasting points of view, and how are they developed in the poem?
According to the poem, who has not enjoyed freedom in America?
Line 41: How does the reader know whether or not Hughes has given up on the American Dream?
In line 83 discuss the allusion to the Constitution with the phrase “We, the people.” Why does he include this allusion?
How does the tone change by the end of the poem? Has the speaker given up on the promise of America?
Differentiation:
Writing, chunking, marking the text / 1.8 B
Paragraph synthesizing poem and image. Students peer edit and color code piece of paragraph.
T- Topic sentence
E- Explain
X- Example from image
A- Analysis
X- Example from poem
A- Analysis
S- Connect the two examples and draw a conclusion.
Summarizing Strategy:
Students will add the definition strategies of classification and function to their Cornell Notes.
Student / Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving directions/presenting.
3. Provide visual aids/graphic organizers.
4. Ensure oral directions are understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study groups.
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