Durham Public Schools 2013-2014
English III & IV Unit 1 Roadmap
Instructional Time: 4x4 block= 4.5 weeks Alternating Block & Traditional= 9 weeks
Unit Focus Concept: Narrative Structure
Webb’s Depth of Knowledge: Levels 1-4 of Webb’s Depth of Knowledge should be evident in student tasks.
Unit Summary: The teaching and learning throughout this unit focuses on identifying, understanding, analyzing and creating narrative texts. Student knowledge and ability to participate in academic literary discourse is fortified and expanded through the exploration of a wide range of high quality fiction and non-fiction narrative texts. Students will also be exposed to narrative structure in non-print texts that may include, but are not limited to, fine art, music, film clips, oral tradition, and performance. By the end of this unit students should be able to participate in live and online literary discussions and construct written responses about narrative texts using appropriate academic and domain specific vocabulary using textual evidence to support their ideas.
Common Core State Standards for Literacy in English Language Arts Grades 11-12* Bold text indicates the skill progression contained in that standard for grades 11-12.
Reading: Informational Texts / Reading: Literature
1. 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. / 1. 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.
2. Determinetwo or morecentral ideas of a text and analyze their development over the course of the text, including howthey interact and build on one another to provide a complex analysis; provide an objective summary of the text. / 2. Determinetwo or morethemes 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.
3. 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. / 3. Analyzethe impact of the author’s choices regarding how to develop and relate elements of a story or drama(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyzehow an author uses and refines the meaning of a key term or terms over the course of a text(e.g., how Madison defines faction in Federalist No. 10). / 4. 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. (Include Shakespeare as well as other authors.)
Writing
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
A. Engage and orient the reader by setting out a problem, situation, or observationand its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
C. Use a variety of techniques to sequence events so that they build on one another to create a coherent wholeand build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
D. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
5. 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.
Speaking & Listening
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
B. Work with peers topromote civil, democratic discussionsand decision-making, set clear goals and deadlines, and establish individual roles as needed.
C. Propel conversations by posing and responding to questions thatprobe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
A. Respond thoughtfully to diverse perspectives;synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
Language
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content,
choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s 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 (e.g., conceive, conception, conceivable).
C. Consult general and specialized reference materials (e.g., 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.
A. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
A. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
B. Analyze nuances in the meaning of words with similar denotations.
Essential Questions:
Why is it important to pay attention to how a text is structured?
What kinds of things can we infer about an author’s purpose based on how they structure a text?
How can I help people understand why I think/feel the way I do about a text?
How do events help develop character?
How do characters/people help develop plot/events?
Enduring Understandings:
The structure of a text helps an author achieve his/her purpose.
Authors can use the structure of a text to achieve specific effects within a text.
People/characters and events/plot influence one another.
Solid ideas/claims are best supported with textual or factual evidence.
Understanding the main idea of a text can make analyzing it easier.
Understanding the important parts of a text/idea can lead to a deeper understanding of the whole text/idea.
Academic & Domain Specific Vocabulary:
Analyze, cite, explicit, textual evidence, conclude, infer, inference, theme, central idea, objective, subjective, summarize, refine, advance, rhetoric, rhetorical devices, dialogue, incident, series, phrase, propel, aspect, provoke, round/flat character, static/dynamic character, protagonist, antagonist, figurative, literal, connotation, denotation, tone, mood, diction, word choice, analogy, allusion, cumulative, evoke, formal/informal tone, conflict, internal/external conflict, literary point of view, cultural point of view, direct/indirect character development, foreshadow, coherent writing, idea development, organization, voice, sentence fluency, style, task, purpose, audience, planning, revising, editing, rewriting, draft, publish, collaborative/collegial discussion, clarify, verify, qualify, justify,
Implementation:
Below are evidence based best practice classroom activities and student tasks that are aligned to small clusters of the Common Core State Standards that are the focus of this Narrative Structure unit. The activities are standards based and can be used with a wide variety of complex texts. In order to ensure clear instructional focus on the standards and student learning targets, teachers should select learning activities and student tasks that are aligned to the activity and student needs before selecting texts to use for classroom instruction.
Vocabulary Acquisition and Word Skills Activity: OED New Word EntryLearning Focus / 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. (Include Shakespeare as well as other authors.)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content,
choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s 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 (e.g., conceive, conception, conceivable).
C. Consult general and specialized reference materials (e.g., 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 (e.g., by checking the inferred meaning in context or in a dictionary).
Acceptable Student Evidence / New Word Entry for OED and Argumentative Essay:
Students prepare to submit an official entry into the OED and write an argumentative essay to support the acceptance or denial of another student’s word submission. Plans and materials to support this student work is available below.
Instructional Activity / The lesson plan at the link below is aligned to the Common Core State Standards. It published as a lesson for grades 9-12 and supports rigorous instruction of the grades 11-12 Common Core State Standards for vocabulary acquisition & word study.
http://www.readwritethink.org/classroom-resources/lesson-plans/brave-words-novice-lexicography-1182.html?tab=4#tabs
Language Study Activity: Master Manipulation
Learning Focus / Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
A. Interpret figures of speech (e.g., euphemism, oxymoron) in contextand analyze their role in the text.
B. Analyze nuances in the meaning of words with similar denotations.
Acceptable Student Evidence / Students select excerpts from a text and rewrite it paying close attention to keep meaning the same while manipulating tone. Plans and materials to support this student work are available below.
Instructional Activity / The lesson plans at the links below are aligned to the Common Core State Standards. They are published as lessons for grades 9-12 and are easily adapted for rigorous instruction of the grades 9-12 Common Core State Standards by using grade appropriate complex texts.
Manipulating sentences: http://www.readwritethink.org/classroom-resources/lesson-plans/manipulating-sentences-reinforce-grammar-248.html
Iago’s Word Play: http://edsitement.neh.gov/lesson-plan/shakespeares-othello-and-power-language
Informational Reading and Speaking & Listening Activity: Group Presentation
Learning Focus / 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.
Determinetwo or morecentral ideas of a text and analyze their development over the course of the text, including howthey interact and build on one another to provide a complex analysis; provide an objective summary of the text.
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.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyzehow an author uses and refines the meaning of a key term or terms over the course of a text(e.g., how Madison defines faction in Federalist No. 10).
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
B. Work with peers topromote civil, democratic discussionsand decision-making, set clear goals and deadlines, and establish individual roles as needed.
C. Propel conversations by posing and responding to questions thatprobe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
D. Respond thoughtfully to diverse perspectives;synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Acceptable Student Evidence / Student group presentation on a myth about “The Gettysburg Address.” Plans and materials to support this student work are available below.
Instructional Activity / The lesson plan at the link below is aligned to the Common Core State Standards. It published as a lesson for grades 9-12 and supports rigorous instruction of the grades 11-12 Common Core State Standards for vocabulary acquisition & word study.
http://www.readwritethink.org/classroom-resources/lesson-plans/myth-truth-gettysburg-address-885.html?tab=4#student-assessment
Literary Reading & Narrative Writing Activity: In Character Conversation
Learning Focus / 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.