ROADMAP FOR LEVEL 4—UNIT 1

Coming of Age: Quarter 1

2014-15 Roadmap Plan for Unit 1:

1)Start as soon as possible at the beginning of the school year

2)Finish by October 17th

3)Teach 5 words per week, following a teacher-chosen “routine” (e.g., Freyer model, or model developed by middle school teachers, or other routines that are consistent from week to week and include:

  1. Teacher-chosen words pulled from
  2. domain-specific (from Springboard vocabulary list)
  3. words chosen directly from texts students will read (i.e., words critical to understanding the text)
  4. “direction words”
  5. Intentional, purposeful instruction about each word followed by (see 3c to follow)…
  6. Daily, brief review and ended with…
  7. Teacher-chosen end-of-week exam (e.g., exit slip, written exam, etc.)

SUMMATIVES scored as listed below (unless otherwise noted in directions):

100 points EAs2 per this unittotal points = 200

10 points for weekly vocab 1 per weektotal points = 80 (approximate)

20 points exam on Oranges1 timetotal points = 20

TOTAL PTS = 300

ESSENTIAL QUESTIONS FOR THE UNIT:

  1. What does it mean to “come of age”? (same as last year)
  2. How are rhetorical appeals used to influence an audience? (same as last year)

SPRINGBOARD GOALS:

  • Understand the concept of coming of age
  • Identify diction, syntax, imagery, and tone—and understand the way they work together to convey an author or speaker’s voice
  • Incorporate voice effectively in writing
  • Analyze and use rhetorical appeals and evidence to present an argument to an audience
  • Support an inference or claim using valid reasoning and relevant and sufficient evidence

SPRINGBOARD VOCABULARY:

Academic Vocabulary / Already Knew Or Learned Easily
(√) / Needs more
instruction/practice
(√) / Literary Vocabulary / Needs more
instruction/practice
(√) / Needs more
instruction/practice
(√)
strategize / voice
inference / tone
denotation / narrative
connotation / narrator
transcript / anaphora
claim / diction
analogy / juxtaposition
counter claim / rhetorical appeals
prose
EMBEDDED ASSESSMENT #1 (Pages 54-55) / EMBEDDED ASSESSMENT #2 (Pages 83-84)
Writing and Presenting an Interview Narrative:
Interview a person who has attended a post-secondary institution (i.e., a two- or four-year college, a training or vocational school, the military, and to write an interview narrative that effectively portrays the voice of the interviewee while revealing how the experience contributed to his or her coming of age. / Writing an Argumentative Essay
Write an essay of argumentation about the value of a college education. Your essay must be organized as an argument in which you assert a precise claim, support it with reasons and evidence, and acknowledge and refute counterclaims fairly.
ACTIVITY / Page / TASK/PURPOSE / ESSENTIAL
(√) / HELPFUL
(√) / IF TIME…
(√)
Unit Overview / 1 / Coming of Age / √
1.1 / 4 / Previewing the Unit
  • Preview the big ideas and vocabulary for the unit
  • Identify and analyze skills and knowledge needed to complete Embedded Assessment 1 successfully
/ √
ACTIVITY / Page / TASK/PURPOSE / ESSENTIAL
(√) / HELPFUL
(√) / IF TIME…
(√)
1.2 / 5-7 / Talking about Voice
  • Identify and analyze how a writer’s use of language creates a distinct voice
  • Cite textual evidence of voice to support inferences about a speaker
/ √
1.3 / 8-11 / Narrative Voices
  • Apply a strategy for active reading and note taking
  • Interpret writers’ choices that create voice, engage readers, and suggest meanings
/ √
1.4 / 12-13 / Language and Writer’s Craft: Parallel Structure
  • Identify parallel structure
  • Identify and revise instances of faulty parallelism
  • Use parallel structure in writing
/ √
1.5 / 14-24 / Defining Experiences
  • Explain how a writer creates effects through the connotations of words and images
  • Use textual details to support interpretive claims
/ √
1.6 / 25-28 / Learning How to Interview
  • Develop effective open-ended interview questions
  • Reproduce another person’s voice through direct and indirect quotations in writing
/ √
1.7 / 29-31 / Conversations with Characters
  • Analyze the diction, syntax, and imagery by which an author creates the voice of a narrator
  • Write open-ended questions to prepare for an interview
/ √
ACTIVITY / Page / TASK/PURPOSE / ESSENTIAL
(√) / HELPFUL
(√) / IF TIME…
(√)
1.8 / 32-39 / Two Versions of One Narrative
  • Compare and contrast language and content in two texts in different genres
  • Explain how a writer’s choices regarding language and content construct the meaning of a text
  • Construct interview questions appropriate to a particular audience and topic
  • Draft an account of an interview narrative
/ √
From
previous
SB TG / Page 22-23 / Assign a reading:
Orangesby Gary Soto / √
1.9 / 40-44 / Reading an Interview Narrative
  • Analyze the relationship between a writer, the target audience, and the writer’s purpose informs a writer’s choices
  • Analyze the intended effect of descriptive narrative on readers’ perspectives
/ √
1.10 / 45-49 / Examining the Art of Questioning
  • Transform an interview transcript into a narrative
  • Develop criteria for carefully crafting questions, including follow-up questions
  • Sequence questions to improve logical flow in an interview
/ √
ACTIVITY / Page / TASK/PURPOSE / ESSENTIAL
(√) / HELPFUL
(√) / IF TIME…
(√)
1.11 / 50-51 / Transforming the Transcript
Examine and transform an interview transcript into a narrative
Compare and evaluate two approaches to establishing point of view and focus in an interview narrative, and choose which best fits purpose and audience / √
1.12 / 52-53 / Planning an Interview
  • Plan and prepare to conduct an effective interview
/ √
EA #1 / 54-55 / Embedded Assessment Assignment #1
Writing and Presenting an Interview Narrative:
Interview a person who has attended a post-secondary institution (i.e., a two- or four-year college, a training or vocational school, the military) and write an interview narrative that effectively portrays the voice of the interviewee while revealing how the experience contributed to his or her coming of age. / √
1.13 / 56-58 / Previewing Embedded Assessment 2 and Preparing to Write an Argument
  • Identify the knowledge and skills needed to complete Embedded Assessment #2 successfully and reflect on prior learning that supports the knowledge and skills needed
  • Examine the essential elements of an argument
/ √
1.14 / 59-60 / Language and Writer’s Craft: Phrases and Clauses
  • Identify and analyze the effect of independent and dependent clauses
  • Integrate clauses into writing
/ √
1.15 / 61-64 / Building an Argument
  • Evaluate how reasons support a claim
  • Examine and select appropriate evidence to support a persuasive claim
/ √
1.16 / 65-72 / Using Rhetorical Appeals
  • Identify and analyze the effectiveness of the use of logos, ethos, and pathos in texts
  • Explain how a writer or speaker uses rhetoric to advance his or her purpose
/ √
1.17 / 73-76 / Testing Your Audience
  • Identify different types of evidence and their purposes
  • Select evidence, appeals, and techniques specifically to reach a target audience
/ √
1.18 / 77-82 / Evaluating Claims and Reasoning
  • Identify counterclaims and refutations in an argument
  • Analyze conclusions to an argument
  • Describe counterclaims and refutations in writing
/ √
EA #2 / 83-84 / Embedded Assessment Assignment
Writing an Argumentative Essay
Write an essay of argumentation about the value of a college education. The essay must be organized as an argument in which you assert a precise claim, support it with reasons and evidence, and acknowledge and refute counterclaims fairly / √