4-03-14

We’ll start with explanations of your formal paper, but before we start, think about a unit on either a) the Holocaust or b) the US Civil Rights movementin which each student (or group) reads a different book related to the topic. What kinds of activities – reading, writing, speaking – might be appropriate for such a unit?

4:00-4:30 Formal paper talks4:30-5:00 Book clubs

5:10-5:40 Book club discussion5:40-6:10 “Designing a Unit” notes

Formal Paper

Tell us your topic, your thesis, and the highlights of your formal paper. Remember, we all have access to the full paper on the wiki, so you’re giving us only the “teaser” – not the full paper. (Maybe 5 minutes per paper.)

With your book club members, imagine a unit related to your topic. For example, to teach point of view, you might do “Perspectives on the Holocaust” or “Different Views of the Civil Rights Movement,” or you might consider “The Rhetoric of the Civil Rights Movement” as a way to teach persuasion.

Discuss potential strengths and weaknesses/challenges of using multiple books (novels and nonfiction) for such a unit, with your three books as a starting point. Be ready to share your ideas with the rest of us.

Discussion time: 30 minutes.

Sharing your insights:

First, give us a 1- to 2-minute book talk on each book.

Next, tell us the highlights of your discussion. (How might you approach a unit on the Holocaust or the Civil Rights movement? How might having students read multiple books help achieve your goals? What kinds of writing or speaking activities might you use?)

We’ll close with a full-class discussion of book clubs as one way to include literature in the curriculum.

Planning a “unit” of study

District Guidelines/Requirements

English 3 (Am Lit), Second Semester:RealismLiterary Modernism; The Great GatsbyThe Harlem RenaissanceOf Mice and MenContemporary American Lit

English 4 (Brit Lit), Second Semester:SatireThe RomanticsThe Gothics; Dr. Jekyll and Mr. HydeThe Lord of the Flies

Working within your guidelines or requirements, select a focus for your unit of study.

List the standards (SC ELA, CCSS, or whatever) you will address

Describe what the standards look like in your particular unit

Generate activities that let you know whether (or how well) students hit the benchmarks

The student will be able to … (TSWBAT)

What do students need to “bring to the table”?How can you tell whether they have the knowledge/skills?

How can you accommodate for vision/hearing/etc?

List the main ideas students should “get” from the unit.

List the variety of methods you will use. Ex: lecture, discussion, small group work, readaloud, audio/video recording, student presentations

whole class, small group, pairs, individual history, art, music, etcreadaloud, audio file, video, annotate, etc

books, articles, etc audio files (MP3, CDs, tapes) video files computer, projector, document camera, overhead projector, etc

You’ll list i

ndividual activities and estimated tim

es for each day’s le

sson

Informal (evidence from class discussions, Q&A, exit slips, written work in progress, etcFormal (anything that gets graded: quiz, test, paper, project, oral presentation, etc)

Formative (intended to “monitor & adjust” while unit is in process)Summative (intended to measure learning at completion of unit)

Alternative ways students can show learning, or accommodations listed earlier

After teaching the lesson or unit, reflect on the effectiveness of the various activities and assessments, and comment on what you would change for the next time

Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and StructureCCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and IdeasCCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1

CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Let’s say you want to teach a unit on “persuasion” (or “propaganda”) . . .

CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.12.1.C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.12.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.12.1.E Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-LITERACY.W.11-12.2 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.12.2.A Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.12.2.C Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.12.2.D Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.12.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.12.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1

CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2 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.

Students will read a variety of texts – fiction and nonfiction, overtly and implicitly persuasive – and identify persuasive methods and messages.

Students will identify and understand connections between medium, format, and message.

Students will write accurate analyses of various forms of persuasion.

Students will identify persuasive methods and messages in a variety of texts – fiction, nonfiction, posters, and audio-visual media – related to WWII.

Students will identify connections between medium, format, and message in those texts.

Students will write a paper in which they accurately analyze the persuasive techniques and messages presented in various WWII-related texts.

TSWBAT identify and analyze persuasive techniques and messages in a variety of documents and media.

TSWBAT write an accurate, well-crafted analysis of persuasive techniques and messages, following the conventions of standard academic English.

Some general knowledge of WWII.Ability to write multi-paragraph paper.

Printed word, graphics, and audio-visual media available

Elements of persuasionAnalytical skillsHow to write an analytical essay

Lecture: WWII background; elements of persuasion; analysis; how to write an analytical essaySmall group & whole class reading & discussion: novels, nonfiction, posters, and other mediaIndependent & small group writing

whole class, small group, pairs, individual history, art, filmguided questions, readaloud, A/V files

Soldier Boys, Maus, Flyboys, newspaper & textbook articles, posters, sample analytical articles

audio files of various WWII speeches and radio broadcasts

video files (YouTube)

computer, projector, document camera, overhead projector

Informal: evidence from class discussions, Q&A, exit slips, written work in progressFormal: quiz (persuasion), answers to study questions, mini-essay, final paper or presentation

Formative: quiz, study questions, mini-essaySummative: final paper or presentation

Students have choice of texts to read, discuss, and analyze, to include print-only texts, graphic texts, and audio/visual files

Students may write a traditional paper or, with teacher permission, create an oral or video presentation of their analysis

Other Ideas for Units of Study:

Science in Literature

“What does it mean to be human?”

Perspectives on theUS Civil Rights Movement

Next week (April 10): Multi-cultural books

Minilesson from unit plan: due April 17

Unit plan (on wiki): due April 24

6:30 tonight: Robert Edsel