Foundations of English I Unit 1 -...

Foundations of English I Unit 1

English Curriculum Support Documents 2013-2014

Unit 1- The Impact of Home

Common Core State Standards

READING INFORMATIONAL

READING LITERATURE WRITING SPEAKING and

LISTENING LANGUAGE

RI1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI3 – Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI5 – Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text RI6 – Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI8 – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL2 – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. RL5 – Analyze how an author’s choices concerning how to structure a text, order events within and manipulate time create such effects as mystery, tension, or surprise. RL10 – By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W2 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. W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL1 – Initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL2 – Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source. SL3 – Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL4 – Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL5 – Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to add interest. SL6 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate.

L1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. L5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L6 – Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Unit Overview

In this unit, students will consider the implications of the concept of home. What bias does an author promote in their writing? How does our understanding of home both include and alienate others? In what ways are global concepts of home similar or different than our own?



Through close reading and analysis, students will explore various texts, genres, and authors and develop a deeper understanding of a common theme. They will explore their conceptual knowledge in writing in various modes.

Unit Essential Questions

• How do I read critically in order to analyze a text? • How do I create a clear, cohesive and mechanically sound work? • How do I distinguish between argumentative, critical, and informative writing?

Lesson Essential Questions

1. What is the author’s purpose in writing this text?

2. Who is the intended audience?

3. What words does the author choose for a specific reason? What does it matter?

4. What text structure choices did the author use to produce a tone for the work?

5. Whose voice is presented in this text? Why?

6. Whose perspective is not presented? Why?

7. What values does the author highlight in the text, both explicitly and implicitly? Why?

8. What connections do you see between this text and real-world events?

9. How does the author call the audience to action?

10. What rhetoric is used? Why?

11. How does the author prod the reader to consider alternate views?

12. How credible is this writer?

13. How can readers address bias in a text?

14. What purpose is there is using allusions and other figurative devices in text?

Discipline Specific VocabularyDenotation Connotation Allusion Anecdote Imagery Oxymoron Simile

Metaphor Symbolism Euphemism Diction Inference Paraphrase Analogy

Prefix Suffix Parallelism Clause: Main, Subordinate Appositive

Unit VocabularyGenre Author’s Craft Figurative Language Modes of Writing Characterization

Voice Theme Perspective/POV Author’s Purpose Literary Analysis

Credibility Synthesis Symbolism Rhetorical Strategies Annotation

English 9th Grade

Unit 1

Unit 1 3

Argument Vocabulary in Context Textual Support Research

Composition Transitions Clarity Coherence

Sentence Structure Syntax Sentence Variety

• Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify vocabulary in context and teach students words that help them access and make meaning of texts. See appendix for vocabulary instruction tips.

Unit 1- Goals

What do students need to KNOW? What do students need to be able to DO?

Reading Strategies

Argument

Exposition

Rhetoric

Bias

Author’s purpose

Write for a specific purpose and audience

Edit writing for clarity and cohesion

Critique another’s writing

Decode unfamiliar vocabulary using strategies

Read for extended periods of time

Make notes from reading to use in writing

Participate in class discussions appropriately

Ask and answer text-dependent questions

I Can… Statements

I Can… RI1 Make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can

infer indirectly. RI3 Examine how the author introduces and develops his main points RI5 Identify an author’s ideas and claims Analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop his ideas and claims RI6 Show how the author uses his arguments to develop his point of view or purpose. RI8 Delineate the argument and specific claims of a text. Evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2) false

statements and fallacious reasoning. RL1 Make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can

infer indirectly. RL2 Determine a theme and explain its development throughout the text using specific details. Objectively summarize a text. RL4 Figure out the meaning of words and phrases as they are used in context. Figure out the meaning of figurative words and phrases as they are used in the text. Analyze the use of word choice including figurative words and words with strong connotation and its effect on meaning and

tone. RL5 Figure out the structure of the text and the order of events. Show how the author manipulates time. Show how the order of events and manipulation of time create mystery, tension, or surprise. W1 Analyze a substantive topic or text

English 9th Grade

Unit 1

Unit 1 4

Introduce a precise claim Provide reasons and substantive evidence to support claim Identify and distinguish counterclaims Develop claims and counterclaims fairly Organize reasons and evidence in a logical manner Analyze and address audience considerations Determine relevance of evidence Utilize credible sources Utilize transitional expressions to establish relationships among claims and reasons Understand how to maintain a formal style and objective tone Provide an effective conclusion. W2 Understand and use various organizational structures Utilize formatting, graphics, and multimedia Introduce a topic/thesis statement and preview what is to follow Use facts, concrete details, quotations, examples to develop

the topic Utilize various transitional expressions to establish cohesion among ideas and concepts Understand and use precise vocabulary Incorporate definitions of terms Understand and use domain-specific vocabulary Understand and use a formal style and objective tone Provide an effective conclusion W4 Understand various writing text types and their organizational structures Identify and understand the writing task Identify and understand the writing purpose Determine and address the audience appropriately Understand and utilize appropriate style W9 Analyze literary or informational texts Assess soundness of reasoning and relevance of evidence Utilize evidence to support analysis/research Recognize and understand organizational structures SL1 Prepare for discussion by reading and researching topic Make reference to the evidence discovered during reading and researching During group discussions come to consensus, make decisions, set goals and define individual roles Pose questions designed to

move the discussion forward Include everyone in the discussion and build on their ideas as well as challenging them Consider & respond to diverse perspectives Justify your views and make new connections if necessary when presented with new evidence. SL2 Present information using a variety of media or formats Integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each source Evaluate the accuracy of each source

SL3 Identify the speakers point of view Determine if the speaker's reasoning is sound Know rhetorical devices (i.e.; parallelism, restatement, analogy ) Identify faulty logic, or reasoning based on misleading statements Identify distorted or exaggerated evidence SL4 Present information clearly, concisely, and logically Present evidence in support of a thesis Draw information from primary and secondary sources and provide a conclusion Present a recitation SL5 Know and use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements) Strategically use digital media to emphasize key points, or findings Understand the effect of each element on your audience Use media to convey your reasoning and evidence used to support your point of view. SL6

English 9th Grade

Unit 1

Unit 1 5

Identify audience Identify context or situation Adapt speech delivery to audience and purpose L1 Understand concepts of parallelism ( i.e.; repeated grammatical patterns, types of phrases, and types of clauses) Understand the differences between a phrase and a clause Identify and use various types of phrases Identify and use various types of clauses Know various sentence variety patterns Understand how sentence variety (use of clauses and phrases) affects meaning and interest L2 Understand and correctly use English conventions Know spelling conventions of standard English L3 Identify the context and the appropriate language choice Identify and have knowledge of various style guidelines Consult reference materials (style manuals) for guidelines appropriate to the discipline Know standard English grammar, punctuation, and capitalization Know standard format for citing reference sources in a bibliography or Works Cited page L4 Use context clues to derive word meaning Use Greek and Latin affixes and roots to derive word meaning Trace the etymology of words Verify word meaning L5 Understand figurative language ( simile, metaphor personification, euphemism, oxymoron) Understand denotation and connotations L6 Identify, understand, and use general academic terms Identify, understand, and use domain-specific terms Independently build vocabulary

Unit 1- Assessment Options:

W1- Literacy Common Core Power Standard: Writing Arguments • Does an American concept of home impact our view of the world? After reading and analyzing

the unit texts, make a claim that argues whether our ideal or understanding of the concept of home impacts our view of the world. Does the author’s concept of home show bias? Be sure to include support from at least two sources.

W2- Literacy Common Core Power Standard: Writing Informative Texts • After reading and analyzing the unit texts, explain how authors treat the idea of “home” in their

work. What impact does this treatment have on the work as a whole? Possible modes of writing: editorial, blog post, essay, speech, chart, graphic organizer, Prezi, or power point

R1/R10- Literacy Common Core Power Standard: Reading Closely Over Time with a Variety of Texts

• Complete the modified Frayer model to analyze vocabulary in the text. • Use the SODAS strategy to analyze relationships within the text. • Use the RAFTS strategy to analyze relationships creatively. • Use the text to create a text-dependent question, trade with a partner, and answer using the Yes

MA’AM strategy. • Using the Diction Analysis strategy, students can closely examine a text to discover an author’s

specific word choices and how they affect the work as a whole. • Using the Citing Textual Evidence strategy, students can examine an excerpt of the text that

showcases the author’s style.

English 9th Grade

Unit 1

Unit 1 6

• Using the Bracket Busters strategy, students can examine several techniques of narrative style or pieces of literature and decide which is most important to the central question. This process of elimination will give students practice with argumentation skills and can precede a larger argumentative task.

Suggested Texts: Special Note: Teachers should choose texts from An Anthology for Reading Apprenticeship: Building Academic Literacy. Teachers may choose supplemental texts not being taught in another English class. The list of texts provided below is suggestion only, and is not comprehensive. Please coordinate your text choices with your department. Unit questions and objectives are aligned to standards, not specific texts, and can be tailored to any appropriate text.

“Inside Out” Francisco Jimenez “The Poets in the Kitchen” Paule Marshall “Island Morning” Jamaica Kincaid “House on Mango Street” Sandra Cisneros Biography of Jamaica Kincaid “Dear Mama” Tupac Shakur “I Ask My Mother to Sing”



Unit 2- Love and Politics

Essential Standards –



LISTENING LANGUAGE

RI 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. RI 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. RI 5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text

RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL 2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise

W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W2: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. W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L3:Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

http://www.corestandards.org/ELA-Literacy/RI/9-10/5/

http://www.corestandards.org/ELA-Literacy/RL/9-10/1/




http://www.corestandards.org/ELA-Literacy/W/9-10/4/

http://www.corestandards.org/ELA-Literacy/SL/9-10/1/



Unit Overview

In this unit, students will read and analyze poetry and short stories to understand an author’s purpose, word choice, format decisions, and how those choices impact the overall meaning of the text. They will also participate in class discussions, Socratic seminars, and recitations to build speaking and listening skills.

Unit Essential Questions • How effective is poetry in telling a story versus a novel or short story? • To what extent does background knowledge of an author increase understanding of a text? • In what way does the validity of historical contexts impact the meaning of a text?


1. How is a sonnet different from other forms of poetry? 2. How does the author use descriptions to develop theme? 3. How does the reader cite evidence to support inferences drawn from the text or to support the analysis of what the

text says explicitly? 4. How does the reader determine the author’s purpose in a text? 5. How does the reader determine connotative meaning of words as they are used in the text? 6. How does the reader determine the meaning of unknown or multiple meaning words within a text? 7. What influence does a reader’s prior knowledge have on their understanding of the text? 8. How can I revise my own writing for clarity and cohesion? 9. Is my writing precise and my purpose clear? 10. How can I use my notes to prepare for class discussions? 11. Are my questions and answers dependent on the anchor text? 12. Do I base my argument in evidence from the text?

Discipline Specific Vocabulary

Denotation Connotation Allusion Anecdote Imagery Oxymoron Simile



Unit Vocabulary Prose Sonnet Alliteration Onomatopoeia Symbolism Stereotype

Extended metaphor Free Verse Parody Epic Hero Rhyming couplet

Special Note: The vocabulary lists above are suggestions. The expectation is that teachers will identify vocabulary in context and teach students words that help them access and make meaning of texts. See appendix for vocabulary instruction tips



Unit 1- Goals


Poetic forms

Author’s style

Literary devices

Grammar and spelling conventions

Note-taking strategies

Vocabulary decoding strategies

Write for various purposes

Write for specific audiences

Edit their own and other’s writing

Tackle a complex text using appropriate reading strategies

Contribute to a class discussion or Socratic Seminar

Create a non-text representation of textual understanding

I Can… Statements

I Can… RI 1 Make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer

indirectly.

RI 3 Summarize the order in which the author unfolds his main ideas or events. Examine how the author introduces and develops his main points. Determine the connections between the author’s main points

RI 5 Identify an author’s ideas and claims Analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop his ideas and claims.

RL1 Make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer

indirectly. RL2 Define “theme” Read a text and be able to extract the author’s purpose Find appropriate quotations and references from the entire work that show how the theme emerges and is refined

RL3 Identify and analyze complex characters. Show how a complex character develops throughout the text. Show how a complex character interacts with other characters. Show how the complex character and his/her interactions with other characters advance the plot. Show how the complex character and his/her interactions with other characters develop the theme.

RL4 Analyze the use of word choice including figurative words and words with strong connotation and its effect on meaning and tone.. RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,

pacing, flashbacks) create such effects as mystery, tension, or surprise. RL10 Distinguish an author’s particular treatment of a shared theme or element and identify how various authors develop the theme or

element.

W1 Analyze a substantive topic or text Provide relevant reasons and evidence from substantive text to support claim(s) and counterclaim(s)



Write an effective argument (or produce and deliver an effective argument) Organize reasons and evidence in a logical manner

W2 Understand and use various organizational structures Utilize formatting, graphics, and multimedia Introduce a topic/thesis statement and preview what is to follow Use facts, concrete details, quotations, examples to develop the topic Utilize various transitional expressions to establish cohesion among ideas and concepts Understand and use precise vocabulary Incorporate definitions of terms Understand and use domain-specific vocabulary Understand and use a formal style and objective tone Provide an effective conclusion W4 Understand various writing text types and their organizational structures Identify and understand the writing task Identify and understand the writing purpose Determine and address the audience appropriately Understand and utilize appropriate style SL1 Prepare for discussion by reading and researching topic Make reference to the evidence discovered during reading and researching During group discussions come to consensus, make decisions, set goals and define individual roles Pose questions designed to move the

discussion forward Include everyone in the discussion and build on their ideas as well as challenging them Consider & respond to diverse perspectives Justify your views and make new connections if necessary when presented with new evidence.

L1 Understand concepts of parallelism ( i.e.; repeated grammatical patterns, types of phrases, and types of clauses) Understand the differences between a phrase and a clause Identify and use various types of phrases Identify and use various types of clauses Know various sentence variety patterns Understand how sentence variety (use of clauses and phrases) affects meaning and interest L3 Identify the context and the appropriate language choice Identify and have knowledge of various style guidelines Consult reference materials (style manuals) for guidelines appropriate to the discipline Know standard English grammar, punctuation, and capitalization Know standard format for citing reference sources in a bibliography or Works Cited page L6 Identify, understand, and use general academic terms Identify, understand, and use domain-specific terms Independently build vocabulary


W1: Writing Arguments After reading selected poems and texts, identify the author’s position on the theme of love within the work.

What choices did the author make to promote his/her own concept of love? Whose voice is heard, and whose is not? Make a claim about how these textual choices impact the readers’ understanding of the text. Support your claim with evidence from the texts.

In what way do accurate interpretations of historic events impact the meaning of a text? Using evidence from texts to support your claim, make a statement that answers the question above. Be sure to include opposing views.

W2: Writing Informative Texts • After completing a Concept Bundle activity, create a visual and text explanation of which concept the author

promotes as the central theme of the work. Cite textual evidence to support your explanation.



• Using notes from your readings, participate in a class discussion about the theme of a work you have studied. Ask and answer relevant questions, using citations from the text to support your statements.


• Complete the modified Frayer model to analyze vocabulary in the text. • Use the SODAS strategy to analyze relationships within the text. • Use the RAFTS strategy to analyze relationships creatively. • Use the Loaded Words to analyze specific connotation of an author’s word choice. • Use the text to create a text-dependent question, trade with a partner, and answer using the Yes



showcases the author’s style. • Use Concept Bundles to analyze the elements of poetry and as a pre-writing activity to a larger

writing task.

Suggested Texts:

Special Note: Teachers should choose texts from An Anthology for Reading Apprenticeship: Building Academic Literacy. Teachers may choose supplemental texts not being taught in another English class. The list of texts provided below is suggestion only, and is not comprehensive. Please coordinate your text choices with your department. Unit questions and objectives are aligned to standards, not specific texts, and can be tailored to any appropriate text.

“Discovering Books” Richard Wright “Brownsville Schooldays” Alfred Kazin “Precious Words” Emily Dickinson “The Secret Language of Custom” Evelyn H. Selected poetry



Unit 3- The Impact of Dreams




LISTENING LANGUAGE

RI1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI3 – Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI5 – Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text RI6 – Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI8 – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL2 – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL4 – Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. RL5 – Analyze how an author’s choices concerning how to structure a text, order events within and manipulate time create such effects as mystery, tension, or surprise. RL10 – By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W2 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. W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL1 – Initiate and participate effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL2 – Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source. SL5 – Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to add interest. SL6 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

L1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. when reading or listening. L4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. L6 – Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Unit Overview

In this unit, students will explore the idea that dreams are motivational and can move a society. Students will read from several authors, including historic documents and primary source materials. Students will also expand their writing to include a research paper on a global issue and make connections to their own lives and community.

Unit Essential Questions • How effective is public speaking to promote an idea or advance a movement? • How do authors and speakers use diction, style, and literary choices to influence societal change? • What makes a speech or text timeless?


1. How is a journalistic text different from a fictional or personal narrative? 2. How does the author use descriptions to develop an argument? 3. How does the reader cite evidence to support inferences drawn from the text or to support the analysis of what the

text says explicitly? 4. How does the listener determine the speaker’s purpose? 5. How does the reader determine connotative meaning of words as they are used in the text? 6. How does the reader determine the meaning of unknown or multiple meaning words within a text? 7. What influence does a reader’s prior knowledge have on their understanding of the text? 8. How did this author format the text to clarify the theme or central idea? 9. How can I revise my own writing for clarity and cohesion? 10. Is my writing precise and my purpose clear? 11. How can I use my notes to prepare for class discussions? 12. Are my questions and answers dependent on the anchor text?





Unit Vocabulary Prose Soliloquy Rhetoric Logos Symbolism Ethos

Extended metaphor Pathos Parody Modulation Hyperbole




Unit 1- Goals


Text Features

Structural style

Comprehension strategies







Monitor their own comprehension

Paraphrase texts


Contribute to a class discussion or Socratic Seminar

Create a non-text representation of textual understanding

I Can… Statements

I Can… RI1 Make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can

infer indirectly. RI3 Examine how the author introduces and develops his main points RI5 Identify an author’s ideas and claims Analyze how an author uses particular sentences, paragraphs, or larger portions of the text to develop his ideas and claims RI6 Show how the author uses his arguments to develop his point of view or purpose. RI8 Delineate the argument and specific claims of a text. Evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2) false

statements and fallacious reasoning. RL1 Make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can

infer indirectly. RL2 Determine a theme and explain its development throughout the text using specific details. Objectively summarize a text. RL4 Figure out the meaning of words and phrases as they are used in context. Figure out the meaning of figurative words and phrases as they are used in the text. Analyze the use of word choice including figurative words and words with strong connotation and its effect on meaning and

tone. RL5 Figure out the structure of the text and the order of events. Show how the author manipulates time. Show how the order of events and manipulation of time create mystery, tension, or surprise. W1 Analyze a substantive topic or text Introduce a precise claim Provide reasons and substantive evidence to support claim Identify and distinguish counterclaims Develop claims and counterclaims fairly Organize reasons and evidence in a logical manner Analyze and address audience considerations Determine relevance of evidence Utilize credible sources Utilize transitional expressions to establish relationships among claims and reasons Understand how to maintain a formal style and objective tone Provide an effective conclusion. W2



Understand and use various organizational structures Utilize formatting, graphics, and multimedia Introduce a topic/thesis statement and preview what is to follow Use facts, concrete details, quotations, examples to develop

the topic Utilize various transitional expressions to establish cohesion among ideas and concepts Understand and use precise vocabulary Incorporate definitions of terms Understand and use domain-specific vocabulary Understand and use a formal style and objective tone Provide an effective conclusion W4 Understand various writing text types and their organizational structures Identify and understand the writing task Identify and understand the writing purpose Determine and address the audience appropriately Understand and utilize appropriate style W9 Analyze literary or informational texts Assess soundness of reasoning and relevance of evidence Utilize evidence to support analysis/research Recognize and understand organizational structures SL1 Prepare for discussion by reading and researching topic Make reference to the evidence discovered during reading and researching During group discussions come to consensus, make decisions, set goals and define individual roles Pose questions designed to

move the discussion forward Include everyone in the discussion and build on their ideas as well as challenging them Consider & respond to diverse perspectives Justify your views and make new connections if necessary when presented with new evidence. SL2 Present information using a variety of media or formats Integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each source Evaluate the accuracy of each source

SL5 Know and use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements) Strategically use digital media to emphasize key points, or findings Understand the effect of each element on your audience Use media to convey your reasoning and evidence used to support your point of view. SL6 Identify audience Identify context or situation Adapt speech delivery to audience and purpose L1 Understand concepts of parallelism ( i.e.; repeated grammatical patterns, types of phrases, and types of clauses) Understand the differences between a phrase and a clause Identify and use various types of phrases Identify and use various types of clauses Know various sentence variety patterns Understand how sentence variety (use of clauses and phrases) affects meaning and interest L2 Understand and correctly use English conventions Know spelling conventions of standard English L4 Use context clues to derive word meaning Use Greek and Latin affixes and roots to derive word meaning Trace the etymology of words Verify word meaning L6 Identify, understand, and use general academic terms Identify, understand, and use domain-specific terms Independently build vocabulary



Unit 1- Assessment Options: W1: Writing Arguments

After reading and analyzing the unit texts, create a claim that argues whether dreams can change the world. Be sure to include support from at least two sources.

Choose a theme that has been highlighted in class readings and connect that theme to a global issue. Research possible solutions to the issue. Make a claim about which solution is most viable and support your solution with evidence from research. Make sure to include opposing views or alternate solutions.

W2: Writing Informative Texts • After reading and analyzing the unit texts, choose an author whose use of diction, style, and other literary devices to

illustrate his/her point influenced societal change. Explain your choice either in a written text, or with a graphic text. Make sure you cite text evidence to support your statements.

• Using notes from your readings, participate in a class discussion about the theme of a work you have studied. Ask and answer relevant questions, using citations from the text to support your statements.


• Complete the modified Frayer model to analyze vocabulary in the text. • Use the SODAS strategy to analyze relationships within the text. • Use the RAFTS strategy to analyze relationships creatively. • Use the Loaded Words to analyze specific connotation of an author’s word choice. • Use the text to create a text-dependent question, trade with a partner, and answer using the Yes




writing task.

Suggested Texts:


“Discovering Books” Richard Wright “Brownsville Schooldays” Alfred Kazin “Precious Words” Emily Dickinson “The Secret Language of Custom” Evelyn H. Selected poetry



Unit 4- Exploring Informational Text




LISTENING LANGUAGE

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.9-10.7 Analyze various accounts of a subject told in different

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time to create such effects as mystery, tension, or surprise. RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence. W.9-10.2 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. W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.5 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. W.9-10.9a Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly persuasively. SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.2c Spell correctly. L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. L.9-10.4a 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. L.9-10.4c Consult general and specialized reference materials (e.g.,



mediums, determining which details are emphasized in each account.

and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). W.9-10.9b Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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, or its etymology. L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.9-10.5b Analyze nuances in the meaning of words with similar denotations. L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Unit Overview

In this unit, students will explore informational texts, analyze particular formats and craft writing that is modeled on exemplar texts. Students will do a close study of specific word choice and grammatical style to develop the tone and theme of a work. By reading various global authors, they will extend their world view and conceptual knowledge of global issues.

Unit Essential Questions • How do authors make style choices when writing informational texts? • How do authors and speakers use diction, style, and literary choices to influence societal change? • What makes a speech or non-fiction text timeless?


1. What impact do cause-effect relationships have on problems and their possible solutions? 2. How can historical context influence lyrics of a song? 3. How does a person’s belief and values influence their purpose for writing? 4. How does the author’s culture influence their story elements and author’s craft? 5. How do differences in point of view, perspective and voice influence how the reader gathers meaning

from the text? 6. How does the author use descriptions to develop an informational text? 7. How does the reader paraphrase a text accurately? 8. How does the listener determine the speaker’s purpose? 9. How does the reader determine connotative meaning of words as they are used in the text?



10. How does the reader determine the meaning of unknown or multiple meaning words within a text? 11. What influence does a reader’s prior knowledge have on their understanding of the text? 12. How did this author format the text to clarify the theme or central idea? 13. How can I revise my own writing for clarity and cohesion? 14. Is my writing precise and my purpose clear? 15. How can I use my notes to prepare for class discussions? 16. Are my questions and answers dependent on the anchor text?





Unit Vocabulary Anthem Censorship Lyric Perspective Symbolism Ethics

Column Lead Point of View Voice Figurative language Editorial


Unit 1- Goals


Text Features

Structural style




Claim, warrant, evidence




Paraphrase texts


Make a claim and support it with text evidence

I Can… Statements

(RI 1-1, RL 1-1) I can cite strong and thorough textual evidence that supports my inferences and analysis of the text.

(RI 2-1) I can determine a central idea in a text, and analyze how its development and how it emerges and is shaped through details.



(RI 3-1) I can analyze how an author unfolds an analysis or series of events. (RL 2-1) I can determine the theme of a text. (RL 2-2) I can analyze the development of the theme throughout a text, including how it is shaped

(RI 2-2, RL 2-3) I can give an objective summary of a text.

(RL 3-1) I can analyze how complex characters develop through the text, interact with other characters, advance the plot, or develop the theme.

(RI 10-1, RL 10-1) I can read and comprehend literature at the nine-ten grade span; reading literature appropriate to my grade level and skill.

(W 1-1) I can write arguments to support claims of substantive topics or texts, using valid reasoning, relevant, and sufficient evidence.

(W 2-1) I can write an informative piece, which examines and conveys complex ideas/information through effective selection, organization, and analysis of content.

(W 4-1) I can produce clear, coherent writing in which the development, organization, and style are appropriate for tenth grade tasks, purposes, and audiences.

(W 10-1) I can write for a range of time, tasks, purposes, and audiences.

(SL 1a-1) I can prepare for a class discussion and participate by referring to my findings during discussion.

(SL 1c-1) I can propel a conversation by asking questions, incorporating others into a discussion, and clarifying or challenging the ideas of others.

(SL 1d-1) I can respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and justify or change my own views in light of new ideas and information.

(SL 4-1) I can clearly and concisely present important findings and supporting evidence so listeners can follow the line of reasoning.

(L 1b-1) I can use various types of phrases and clauses to convey meaning and add variety and interest to my writing.

(L 2c-1) I can spell correctly.

(L 5a-1) I can interpret figures of speech in context.

(L 6-1) I can use vocabulary appropriate to ninth grade context.


W1: Writing Arguments After reading and analyzing the unit texts, draw conclusions about women’s rights as presented by the authors. Make

sure to include differing views. Make a claim and support it with textual evidence, elaborating with warrants supported by text.

W2: Writing Informative Texts • Using several national anthems, analyze how lyrics reflect certain ideals from a specific time period. Choose three

national anthems that represent different time periods. Explain the connections between the lyrics and historic events of the same time period.

Choose an issue (destruction of environment, censorship in school, racial profiling) and research the impact of the issue on your community. Students should analyze data, policy makers, and effects of expected outcome. Students should use digital literacy to present their findings.



R1/R10: Reading Closely Over Time with a Variety of Texts • Annotate the texts, looking for figurative language that is used effectively. Create a chart

highlighting your findings.. • Complete the modified Frayer model to analyze vocabulary in the text. • Use the SODAS strategy to analyze relationships within the text. • Use the RAFTS strategy to analyze relationships creatively. • Use the Loaded Words to analyze specific connotation of an author’s word choice. • Use the text to create a text-dependent question, trade with a partner, and answer using the Yes




writing task.

Suggested Texts:


“Aria: The Memory of a Bilingual Child” Richard Rodriguez “Libraries and the Attack on Illiteracy” Timothy Healy “Silence” Maxine Hong Kingston “India’s Literacy Miracle” Selected informational texts

Vertically Aligned Assignments for Research Ninth Grade: • Paraphrase the text. Use these three questions: What does it say? What does it mean? Why does it matter?

• Use transitions in class writings. Keep an interactive notebook with writing notes and drafts. • Create an annotated bibliography of 3 texts read to answer an essential question. • Create note cards from texts to use for in-text citations in a short writing exercise. • Complete the Yes, MAAM activity to create short constructed responses to essential questions • Make and use note cards in an oral presentation in class. • Create a technologically enhanced visual display of your understanding of a concept or theme from your readings. Cite

references to text. Use Glogster, Wordle, or Zapd. • Make an outline of a short paper that includes an opening, thesis, elaboration, and conclusion. • Write a one-two page research paper to answer an essential question. Follow MLA format for in-text citations and works

cited.

Tenth Grade: • Write a three paragraph constructed response answer to an essential question that makes clear your claim. Provide quotes from the text to support your claim.

• Relate a current event to some concept you are studying and present in 3-5 minutes to the class. Answer questions with support from the texts.

• Research a topic related to texts studied in class. Write a two-three page paper making a claim and supporting that claim with evidence from at least 3 sources.

• Work with a group to present understanding of a major concept in the reading by creating a short animated video using Vimeo, Animoto, Teacher Tube, Closed Youtube, or other online site. Cite your sources and text references.

• Eleventh Grade: Graduation Project:

• Identify topic and narrow research • Begin documentation for research: Keep portfolio with research notes, process logs, obtain signatures • Complete rough and final drafts of 6-8 page research paper, following MLA format with complete Works Cited page

Twelfth Grade: Graduation Project: • Create a visual display of researched information • Present findings to a panel of judges. Answer extemporaneous questions. • Complete portfolio with documentation of all aspects of project and reflective writings.

Research/ Inquiry Unit: English I- IV

Common Core Standards: READING

INFORMATIONAL READING

LITERATURE WRITING

SPEAKING and LISTENING

LANGUAGE

RI 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. RI5 : Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI 8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL 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.

W 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W 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. W 4: Produce a clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 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. W 6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments. W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W9: Draw evidence from literary or informational texts to support analysis, reflection, and research

SL 2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL 4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL 5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL 6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Unit Overview * Special Note: This unit is designed to be used in conjunction with other units in the curriculum guides. Teachers may choose which standards and objectives should be addressed as students need instruction. Research skills should be a focus of every level of English curriculum instruction. Tasks should be scaffolded throughout high school to culminate with the Graduation Project.

In this unit, students will narrow a topic and conduct research using various texts, including multimedia presentations and technologically enhanced texts. Students may present their findings in various ways which could include written forms, visual formats, and spoken word. Students will practice argumentation skills, such as stating a claim, supporting that claim with text-based evidence, and providing warrants that strengthen the argument.

Essential Questions

1. Why do research? 2. How is an argument created and supported so that it matters? 3. How does a researcher develop a thesis? 4. How do researchers find quality source material and document it properly? 5. How do researchers organize their ideas and information effectively? 6. How do researchers differentiate their ideas from the ideas of others? 7. How can an audience benefit from reading about a certain topic? 8. How can awareness of an issue prevent or decrease a problem? 9. What is the danger of plagiarism? 10. What makes a source reliable?


1. What are the main points of the argument? Cite specific passages to support your answer. 2. What is the primary purpose of this work? Cite specific passages that make the author’s purpose clear. 3. What purpose does the use of rhetorical devices serve in this work? 4. What effect does the author achieve with the use of literary devices? Cite specific examples. 5. What inferences can you draw from this text? Support your answer with text evidence. 6. How does the author/speaker develop the main points of the argument? 7. How successful was the argument for its time, and how well does it transfer to today? 8. What point of view is being privileged? What POV is being dismissed or played down? Why? 9. What evidence does the author/speaker leave out of their argument? For what reason? 10. How well does the author clearly state the incident that prompted the development of this argument? If

not, why not? 11. Does the reasoning lack essential details and specifics? Does the author rely on generalities? 12. How do the words chosen by the author create the tone of the piece? 13. How does the author/speaker order their ideas? 14. How does the author/speaker transition between ideas? 15. How does this excerpt develop the main idea of the work? 16. How does the author use an appeal to make the argument more persuasive? 17. What assumptions does the author make about their audience? About the topic? 18. Does the work reflect all aspects of the issues in an equitable manner? 19. How is a source’s credibility established? 20. In my own argument, is my purpose clearly stated and have I supported it well? 21. In my own writing, do I need to narrow or broaden my focus? 22. How do I refine/ narrow a topic and still include relevant information? 23. How do I represent differing opinions in my research? 24. What is the best way to evaluate resources? 25. Have I utilized primary sources appropriately? 26. Have I presented all sides of the argument effectively? 27. What is the difference between MLA and APA formats? 28. Which format is most appropriate to use with my topic?


Unit Vocabulary: Reference Document Primary Source Draft Outline Editing/Revision Citation Plagiarism Work Cited Database Supporting Detail Claim Evidence Warrant Rhetoric

Unit Goals

I Can… Statements

RI 1

• I can make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly.

RI 5

• I can identify an author’s ideas and claims

RI 8

• I can delineate the argument and specific claims of a text.

• I can evaluate the argument and specific claims in terms of 1) reasoning and evidence (is it valid and sufficient?), and 2) false statements and fallacious reasoning.

RL 1

• I can make specific references to passages and events from a text to prove what the text says directly as well as the meaning I can infer indirectly.

RL 9 • I can figure out how an author uses and transforms source material in his work.

W 1

I can write arguments to support claims of substantive topics or texts. I can use valid reasoning, relevant, and sufficient evidence. I can introduce precise, knowledgeable claims. I can establish the significance of claims. I can distinguish my claims from opposing claims. I can create an organization that logically sequences claims, counterclaims, and evidence.

W 2

I can write an informative piece, which examines and conveys complex ideas and information. I can understand and use various organizational structures.


• Argument format • Rhetorical modes • Fact v. opinion • MLA and APA format • Public speaking skills • Source Credibility • Primary/ Secondary Sources

• Make a claim • Support the claim with textual evidence • Provide warrants to enhance argument • Determine credibility of source • Use appropriate language for task • Make considered choices in content • Evaluate sources for bias • Narrow a topic • Gather relevant information from a variety of

sources


W 4 • I can understand various writing text types and their organizational structures. • I can identify and understand the writing task. • I can identify and understand the writing purpose.. • I can determine and address the audience appropriately • I can understand and utilize appropriate style.

W 5 • I can understand and focus on purpose and audience. • I can develop and use planning templates. • I can understand and utilize revision techniques. • I can identify and edit text-problems. • I can understand and use multiple writing approaches. • I can receive and provide writing guidance.

W 7 • I can understand steps of an investigation. • I can develop an inquiry question.. • I can conduct research drawing on multiple sources Refocus inquiry/generate additional questions when appropriate • I can broaden or narrow an inquiry. • I can synthesize and summarize information. • I can cite a variety of sources.

W 8 • I can gather print and digital information (research). • I can assess relevance and usefulness of information. • I can assess credibility and accuracy of sources. • I can utilize quotes. • I can paraphrase correctly. • I can cite sources correctly within my writing. • I can create a works cited page.

SL 2 • I can present information using a variety of media or formats. • I can integrate multiple sources of information including visual, quantitative and oral Evaluate the credibility of each

source. • I can evaluate the accuracy of each source

SL 3

• I can identify the speaker’s point of view. • I can determine if the speaker's reasoning is sound. • I can use rhetorical devices (i.e.; parallelism, restatement, analogy). • I can identify faulty logic, or reasoning based on misleading statements. • I can identify distorted or exaggerated evidence.

SL 4

I can present information clearly, concisely, and logically. I can present evidence in support of a thesis. I can draw information from primary and secondary sources and provide a conclusion. I can present a recitation.

SL 5

• I can use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements) • I can strategically use digital media to emphasize key points, or findings • I can understand the effect of each element on your audience • I can use media to convey your reasoning and evidence used to support your point of view.

SL 6 • I can use a variety of digital media formats (i.e.; textual, graphical, audio, visual, and interactive elements) • I can strategically use digital media to emphasize key points, or findings • I can understand the effect of each element on your audience


• I can use media to convey your reasoning and evidence used to support your point of view. L 1

I can understand concepts of parallelism (i.e.; repeated grammatical patterns, types of phrases, and types of clauses). I can understand the differences between a phrase and a clause. I can identify and use various types of phrases Identify and use various types of clauses Know various sentence variety

patterns. I can understand how sentence variety (use of clauses and phrases) affects meaning and interest.

L 2 • I can understand and correctly use English conventions. • I can understand and correctly use/punctuate multiple independent clauses. • I can identify and use conjunctive adverbs.

L 3 • I can identify the context and the appropriate language choice. • I can identify and have knowledge of various style guidelines. • I can consult reference materials (style manuals) for guidelines appropriate to the discipline. • I can use standard English grammar, punctuation, and capitalization. • I can use standard format for citing reference sources in a bibliography or Works Cited page.

L6 • I can identify, understand, and use general academic terms. • I can identify, understand, and use domain-specific terms. • I can independently build vocabulary.

Unit Assessment: Sample Tasks

*For more ideas, reference the Inquiry Projects suggestions included in the Research Unit folder

W1- Literacy Common Core Power Standard: Writing Arguments • After reading, viewing, or hearing (list of texts) that address basic human rights with global

viewpoints, write an essay that makes a claim in which you take a stance about global human rights. Provide evidence from the texts to support your claim.

• Identify a global issue and narrow the focus to how this issue impacts your own community.

Research possible solutions to the issue and present the most viable one in a letter to the mayor. Make sure you include how you will implement the solution. Your argument should include your rationale for choosing this solution.

• Analyze several sources for reliability. Determine the author’s credibility and the scope of their

argument. Complete a graphic organizer that ranks each source in terms of reliability. • Listen to a speaker to create an outline of their argument. Determine what pieces are missing,

what needs support, and where the speaker used rhetorical devices to influence the audience. • Research a topic, narrow the scope, and present your findings to an audience either in writing,

orally, or visually. Make sure you cite your sources and make connections among the texts and the real world.

W2: Writing Informative/Explanatory Texts

• Read an informative article about a current event drawing government action for how it is affecting the local community, a community drawing news coverage, or the nation at large. In a brief essay (can be tailored for length and formality), summarize why the government is choosing its action/inaction. The writing should include at least three reasons citing specific evidence from the


article.

• Using the Internet, students research a current topic of their choice. After finding AT LEAST three relevant sources, students create a “RAFTS” prompt for their topic. Students can then trade (teacher can decide if “trading” is by choice, by topic interest, topic difficulty, random, etc.) sources and RAFTS and each write a response to the one given.

R1, R7, R10: Reading Closely Over Time with a Variety of Texts

• Gather many texts that relate to the topic and select quotes from each one that express the best thoughts of the author.

• Complete the “Citing Textual Evidence” as you read a text.

• Complete the “SODAS” activity as you consider a researched solution to a problem.

• Use various sources to research a common topic while evaluating each source for reliability and validity.

SL2-6: Presenting Information and Findings to Others and Critiquing Information Presented by Others

• Using information gleaned from research in above assignments, students present findings. This can be done many ways:

o Small group presentations to class o Individuals present within small groups (groups can be assigned or formed by teacher

discretion) o Individual presentations to whole class o Presentations to community members o Culminating activity: Senior Graduation Project Presentations

• Students critique presentations by others and provide constructive feedback

*Students will need instruction on how to evaluate presentations and provide formative feedback----suggestion: provide a rubric/checklist with specific criteria related to the standards:

• speaker’s effective integration of multiple sources of information in diverse formats (SL2)

• speaker’s point of view, tone, reason, evidence, word choice, etc. (SL3) • speaker’s ability to present findings clearly and coherently (SL4) • speaker’s strategic use of digital media to enhance findings (SL5) • speaker’s command of formal English (SL6)

L3,6: Language Skills and Application

• These standards are covered during student presentations described above.

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