Port Unit Plan

8/20/2019 Port Unit Plan

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A person choosing to be independent must be aware of theirpriorities, understanding what they consider most important.

• Various understandings and definitions of independence will

be present based on what is assigned and what is already

known, learned.

• Infer and evaluate themes of independence differently based

on assigned text.

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•

What are characteristics of someone who is independent?• Is independence necessarily synonymous with being a loner or just

being alone?

• Do humans necessarily need each other physically or emotionallyat some point?

• Does independence have to always have some level of physical

isolation?

• Do humans have to be independent?

• To what extent should a person or country be in order to be

considered independent?

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Learning Goals: (e.g., Iowa/Common Core standards.)

CCSS.ELA-Literacy.RL.11-12.1 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.CCSS.ELA-Literacy.RL.11-12.2

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how theyinteract and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how

the action is ordered, how the characters are introduced and developed).CCSS.ELA-Literacy.RL.11-12.4

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact


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of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or

beautiful. (Include Shakespeare as well as other authors.)CCSS.ELA-Literacy.RL.11-12.5

Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, thechoice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

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.

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.CCSS.ELA-Literacy.W.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured eventsequences.

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standards 1-3 above.)CCSS.ELA-Literacy.W.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what ismost significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up toand including grades 11-12 here.)

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Literary Concepts: Theme

MotifSymbolism

Inference

• The difference between ideas and concepts of

independence and freedom.

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Identify different meanings of independence.

• Compare and contrast use of independence as a theme in

literature.

• Discuss and defend what it takes to be independent.

• Write in accordance to short and long assignments in this unit that

are relevant to the topic of independence.


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• Themes of assigned readings.

• Comparing and contrasting use of independence as a

theme in literature.

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• The summative assessment will be a 2-3 page essay of about 500 words. They will compare and contrast 3 different ideas of

independence discussed in the unit. They will be given workshop and conference time to progress toward a final product that is toinclude an introduction, body and conclusion. It will be worth 50 points: 20 points Content; 20 points Organization; 10 pointsGrammar. Their score will be based on a grading rubric and the following percentages will establish the grading scale:A = 90 and above

B = 80 and aboveC = 70 and above

D = 60 and aboveF = 59 and below.


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discussed during our unit. This should be 2-3 pages, double-spaced typed with an Introduction, Body and Conclusion. It will be

worth 100 points and will be graded according to the attached rubric below (see additional attachment). The essay will be due at the

beginning of class following the day the unit has ended. You are required to present a rough draft or outline of your piece before the

due date. This will be required for your protection making sure you remain on track with the unit. You will also have in-class

workshop time to have peer reviews and conferences regarding your work. Please take into consideration that you are to use this time

wisely.

Grading Scale:

A = 90 and aboveB = 80 and aboveC = 70 and above

D = 60 and aboveF = 59 and below

Differentiated Learners:

*Hand-written assignments will be accepted if there is a deficiency in computer/word processing operation.

*Special Needs students may have a reduced assignment that will ask them to discuss 1 or compare and contrast 2 different concept(s)

of Independence with more leniencies in regards to the grading rubric.

*Advanced students will be welcomed to write about more than 3aspects but no more than 5.

*Late Assignments will be accepted on a case-by-case basis.


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Summative Assessment

Grading Rubric

19-20 17-18 11-16 6-10 0-5

Content It is clear the studentunderstood theassignment and was

able to apply 3 pointsrequired of the essay.Information is well

connected from the beginning to the end.The student is able to

relate theinformation in awell-formatted

manner with only 1-2 minor errors, ifany.

The studentunderstands theassignment and is

able to apply 3 pointsrequired of the essaywith good use of

organization that stillshow some evidenceof a few mistakes

present that could beeliminated for better

polish of finished

work.

The essay shows thestudent had a fairgrasp of the

assignment andrequirements andcould do more to

work on theconnection of theinformation

provided. They wereable to take 3 pointsof the story and

apply them to theirwork.

There is someevidence to supportuse of content but

amount is stilllacking inaccordance of the

assignment. Theymay have used only1 or 2 points in the

story or may haveduplicated a point ortwo in the choice of

their content.

There is little or noevidence to supportthe student has a

grasp on the themeof Independence andis not able to take 3

points from thereadings and useexamples from the

assigned readings tosupport theirstatements. The

students may havenot used 3 examplesrequired of the

assignment.

Organization Introduction, Bodyand Conclusion are

quite clear in the piece withorganization of

information wellconnected with oneor two minor errors

present.

Much strength isshown in the set up

of the essayincludingIntroduction, Body

and Conclusion witha few errors inorganization and

connection of the piece.

Format of the pieceshows evidence of

Introduction, Bodyand Conclusion withformat being

acknowledged butthere remains someevidence to show

additional workneeds to be done for

better clarity in

connection ofinformation.

There is someevidence to support

the format of the piece is beingfollowed by there are

still significant errorsto identify therequired structure

and connection of providedinformation.

There is no clearevidence of

Introduction, Bodyor Conclusion. Thestudent did not

follow therequirements forformatting the piece.

Grammar N/A N/A N/A There is some properuse of grammar andsentence structureshown in the piece

There is little or no

evidence to showadequate commandof grammar or


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but there are some places where

significant mistakesare evident.

sentence structurerequired for the

essay.

Port Unit Plan

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