Concept English III2015/2016

Map of11th Grade Requirements

Title/ NOTE: Create units working backward from the assessment
Calendar: Approximate months of units – 5 to 7 weeks / Collection/Unit 1 – Coming to America
Read historical background
August/September / Collection/Unit 2 – Building a Democracy
Read historical background
October / Collection/Unit 3 – The Individual and Society
Read historical background
November/December / Collection/Unit 4 – A New Birth of Freedom
Read historical background
January/February / Collection/Unit 5 – An Age of Realism
Read America Transformed
March/April / Collection/Unit 6 – The Modern World
Read Life in a Global Society
May/June
Assessments/Performance Tasks
Minimum one PBA per unit
Concept Tests / Assess knowledge and understanding of claims and counter-claims. Check ability to compare/contrast adaptations.
Final: Write an argument.
EOC#1 / Assess the ability to compare/contrast two public documents.
Final: Write an informative essay. / Assess speaking and listening skills as well as formal elements of debate.
Final: Debate an Issue.
EOC#2 / Assess formal speaking skills and understanding of the roles of speeches.
Final: Present a persuasive speech. / Assess understanding of text structures and author’s purpose.
Final: Write an analytical essay. / Assess citing evidence, paraphrasing, summarizing and elements of an argument.
Final: 1. Participate in a panel discussion. 2. Write an argument.
EOC#3
Enduring Understanding / Countries are made up of complex people. / Balancing individual and social rights is difficult. / Writers represent culture and society. / Equality is a struggle. / Social Change is inevitable. / Literature reflects our response to the world.
Essential Question / How does society decide whose beliefs and values will be represented? / How do I determine when the rights of others must go ahead of my own? / How did writer’s shape literature to reflect American ideas? / How can there be rights without laws to support them? / What are the side effects of growth and how do we cope with them? / How do you reflect the world in your words?
Learning Objectives/Standards/Skills
Targeted for scope/sequence, not a complete list / Cite textual evidence; make inferences, determined two or more central idea/analyze its development, provide objective summaries, analyze a complex set of ideas, analyze, analyze and evaluate the effectiveness of structure, analyze author’s choices/ point of view, analyze multiple interpretations of a story/drama, integrate and evaluate multiple sources, write arguments – develop claims/counter claims, respond to diverse perspectives.Also, academic vocabulary (adapt, coherent, device, displace, dynamic) / Cite textual evidence, determine a central idea and analyze its development, determine the meaning of words, analyze the features of a foundational U.S. document, analyze and evaluate structure, determine an author’s point of view/purpose, introduce and organize complex ideas, draw evidence from texts to support analysis, reflection, and research, write an informative/expository text, produce clear/coherent writing. Also, academic vocabulary (contrary, founder, ideological, publication, revolution) / Cite textual evidence; make inferences, provide an objective summary, determine themes of a text, analyze and author’s choices regarding hot to develop and relate elements, analyze author’s choices, analyze the structure the author uses to organize a text, write informative/explanatory texts, use context as a clue to meaning or work or phrase. Also, academic vocabulary (analogy, denote, quote, topic, unique) / Cite text evidence, determine central ideas of a text, analyze and evaluate its structure, delineate and evaluate the reasoning in seminal US texts, analyze foundational documents, determine author’s point of view/purpose, propel conversations by posing and responding to questions, vary syntax for effect, clarify the meaning of unknown words/meanings..Also, academic vocabulary (confirm, definitely, deny, format, unify) / Cite textual evidence, make inferences, determine themes/central ideas of a text, analyze author’s choices, structures of text, analyze how grasping a point of view requires distinguishing what is directly stated in a text from what is really meant, determine author’s point of view/purpose, write informative/explanatory tests, demonstrate command of English, gather relevant information from sources, compare two sources. Also, academic vocabulary (ambiguous, clarify, implicit, revise, somewhat) / Cite text evidence; make inferences, determine a theme or central idea; provide a summary, analyze the impact of the author’s choices regarding how to develop/relate elements of story, how author’s choices concerning structure contribute to overall meaning, the impact of the author’s choices on the elements of drama, write arguments, use details to convey a vivid picture, Also, academic vocabulary (contemporary, global, infinite, simulated, virtual)
Suggested Activities/Note
Research based strategies
Vocabulary and language skills taught in context / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading Strategies ,Inferencing Questions, Think Alouds, Argumentative Visual Organizer, Magnet Summaries, Everything’s an Argument activities. / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading strategies, Inferencing Questions, IBET, Two Column Notes, Vocabulary Webs, Meaning and Tone tables, Socratic Seminar, etc. / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading strategies, Cornell Notes, Turn and Talk, , Meaning and Tone tables, Socratic Seminar, Four Square, etc. / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading strategies, Think Alouds, Two Column Notes, Blooms Question Stems, Four Square, / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading strategies, Think Alouds, Two Column Notes, Blooms Question Stems, Four Square / Balanced Literacy, Gradual Release Model, Close Reading strategies. Character Grids, Word Trace Journals, Dialectical Journals, Meaning and Tone Tables, Shakespeare Set Free, etc.
Resources
Anchor Text (s) Provided
Note: Novels should be assigned sparingly.
Disciplinary Literacy / From “Of Plymouth Plantation” historical document and from “The Tempest” drama
History / “The Declaration of Independence” and from “The United States Constitution” foundational documents
History / From “Song of Myself” poetry and “Against Nature” argument
Highly recommend reading excerpts from Walden as well.
Technology / “Second Inaugural Address” speech by Lincoln and add “What to the Slave is the Fourth of July” by Douglass and “The 54th Massachusetts” Documentary
HistoryTechnology / “To Build a Fire” short story and two non-anchor texts from “The Jungle” novel and from “Fast Food Nation” non-fiction literary text. / “Winter Dreams” short story and “The Crucible” drama
Could be a longer unit.