StudySync Grade 11Correlation to English Standards …...--Argumentative Presentation, pp. 51-65...

Publisher: McGraw-Hill School Education Program Title: StudySync® Grade 11

Virginia

StudySync Grade 11Correlation to English Standards of Learning Framework

Grade 11

Grade 11

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StudySync Grade 11 Correlation to English Standards of Learning Framework Grade 11

Standard Standard Language Publisher Citations

11.1 The student will make planned informative and persuasive multimodal, interactive presentations collaboratively and individually.

a) Select and effectively use multimodal tools to design and develop presentation content.

Speaking & Listening Skills Handbook Presentation Skills, pp. 51-56 Using Digital Media in Presentations: Checklist, p. 73 Using Digital Media in Presentations: Student Model, pp. 74-77 Using Digital Media in Presentations: Rubric, p. 78 Thematic Unit 1: We the People Research (Informative Presentation) Thematic Unit 4: Seeking Romance Research (Informative Presentation)

b) Credit information sources.

Additional Resources (SE) Grammar, Language and Composition Guide Grammar and Composition Handbook: --MLA Style Guide, pp. 512-517 Thematic Unit 1: We the People Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

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Thematic Unit 1: We the People Research Teacher: 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Individual Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher:

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1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Research Teacher: 3. Assemble the Research --Focus --Write Explanations

c) Demonstrate the ability to work collaboratively with diverse teams.

Additional Resources Speaking and Listening Handbook: --Collaborative Discussions, pp. 2-14 Thematic Unit 1: We the People Research Teacher: 2. Break Students Into Five Groups 3. Assemble the Research 4. Group Multimedia Presentations Thematic Unit 2: The Individual Instructional Path Adventures of Huckleberry Finn First Read: Adventures of Huckleberry Finn Teacher: 4. Think --Sync-Style Discussion Thematic Unit 3: Modern Times Research Teacher: 2. Break Students Into Five Groups 3. Assemble the Research 4. Group Multimedia Presentations Thematic Unit 4: Seeking Romance Instructional Path

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A Midsummer Night’s Dream First Read: A Midsummer Night’s Dream Student: 4. Think --Questions 6-8 Teacher: 4. Think --Sync-Style Discussion

d) Respond thoughtfully and tactfully to diverse perspectives, summarizing points of agreement and disagreement.

Speaking & Listening Skills Handbook During the Discussion, pp. 3-4 Handout: Collaborative Discussion Strategies, p. 10 Handout: Discussion Evaluation, pp. 12-13 Formative Assessment: Discussion, p. 14 Thematic Unit 2: The Individual Instructional Path Song of Myself First Read: Song of Myself Student: 2. Read --Think Questions 1-8 Teacher: 2. Read --Discuss Thematic Unit 2: The Individual Instructional Path The Adventures of Huckleberry Finn Close Read: The Adventures of Huckleberry Finn Student: 2. Read Teacher: 2. Read --Discuss Thematic Unit 3: Modern Times Instructional Path The Great Gatsby

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First Read: The Great Gatsby Student: 2. Read --Think Questions 1-8 Teacher: 2. Read --Discuss Thematic Unit 3: Modern Times Instructional Path The Great Gatsby Close Read: The Great Gatsby Student: 2. Read Teacher: 2. Read --Discuss Thematic Unit 4: Seeking Romance Instructional Path Cyrano de Bergerac First Read: Cyrano de Bergerac Teacher: 4. Think --SyncTV-Style Discussion Thematic Unit 4: Seeking Romance Instructional Path Cyrano de Bergerac Close Read: Cyrano de Bergerac Student: 2. Read Teacher: 2. Read --Discuss

e) Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.

Additional Resources Speaking and Listening Handbook: --Collaborative Discussions, pp. 2-14 --Critical Listening, pp. 15-23

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Thematic Unit 1: We the People Research Teacher: 2. Break Students Into Five Groups 3. Assemble the Research 4. Group Multimedia Presentations Thematic Unit 2: The Individual Instructional Path Adventures of Huckleberry Finn First Read: Adventures of Huckleberry Finn Teacher: 4. Think --Sync-Style Discussion Thematic Unit 3: Modern Times Research Teacher: 2. Break Students Into Five Groups 3. Assemble the Research 4. Group Multimedia Presentations Thematic Unit 4: Seeking Romance Instructional Path A Midsummer Night’s Dream First Read: A Midsummer Night’s Dream Student: 4. Think --Questions 6-8 Teacher: 4. Think --Sync-Style Discussion

f) Anticipate and address alternative or opposing perspectives and counterclaims.

Additional Resources Speaking and Listening Handbook: --Argumentative Presentation, pp. 51-65 Thematic Unit 1: We the People

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Instructional Path The Scarlet Letter First Read: The Scarlet Letter Student: 4. Think --Question 7 Teacher: 4. Think --SyncTV-Style Discussion Thematic Unit 1: We the People Instructional Path The Crucible First Read: The Crucible Student: 4. Think --Question 6 Teacher: 4. Think --SyncTV-Style Discussion Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10 Skill: Arguments and Claims (part 1) Student: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10 Skill: Arguments and Claims (part 2) Student: 1. Define 2. Model 3. Your Turn

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g) Evaluate the various techniques used to construct arguments in multimodal presentations.

Additional Resources Speaking and Listening Handbook: --Argumentative Presentation, pp. 51-65 Thematic Unit 1: We the People Instructional Path The Crisis Skill: Rhetoric Student: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10 Skill: Arguments and Claims (part 1) Student: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10 Skill: Arguments and Claims (part 2) Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Research Teacher: --Overview, Argumentative Presentation --Discuss --Conduct Research --Introduce Assignment --Present

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Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro Thematic Unit 3: Modern Times Extended Writing Project Skill: Thesis Statement Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Supporting Details Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

h) Use vocabulary appropriate to the topic, audience, and purpose.

Additional Resources Speaking and Listening Handbook: --Argumentative Presentation, pp. 53-54 Thematic Unit 1: We the People Extended Writing Project Skill: Audience and Purpose Student: 1. Define

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2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Extended Writing Project Skill: Style Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Extended Writing Project Blast: Style Student: --Background Teacher: --Background Thematic Unit 2: The Individual Research Teacher: --Discuss Thematic Unit 3: Modern Times Extended Writing Project Blast: Audience, Purpose, and Style Student: --Background Teacher: --Background

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Thematic Unit 3: Modern Times Research Teacher: --Discuss Thematic Unit 4: Seeking Romance Extended Writing Project Blast: Fans of Fiction Student: --Background Teacher: --Background Thematic Unit 4: Seeking Romance Extended Writing Project Skill: Descriptive Details Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Extended Writing Project Blast: Precise Language Student: --Background Teacher: --Background

i) Evaluate effectiveness of multimodal presentations. Additional Resources Speaking and Listening Handbook: --Argumentative Presentation, pp. 57-58, 63-66 Thematic Unit 1: We the People Research Teacher: --Extension: Respond

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Thematic Unit 2: The Individual Research Teacher: --Extension: Respond Thematic Unit 3: Modern Times Instructional Path Hiroshima Skill: Media Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Research Teacher: --Extension: Respond Thematic Unit 4: Seeking Romance Instructional Path A Midsummer Night’s Dream First Read: A Midsummer Night’s Dream Teacher: 4. Think --Analyze Multiple Interpretations Thematic Unit 4: Seeking Romance Research Teacher: --Extension: Respond

11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

a) Describe possible cause and effect relationships between mass media coverage and public opinion trends.

Thematic Unit 1: We the People Instructional Path The Scarlet Letter

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Blast: For Shame! Student: --Background Teacher: --Background Thematic Unit 3: Modern Times Instructional Path Brown v. Board of Education Blast: Seeing is Believing Student: --Background --Create Your Blast Teacher: --Background --Create Your Blast Thematic Unit 3: Modern Times Instructional Path Hiroshima Skill: Media Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path Hiroshima Close Read: Hiroshima Student: 3. Write Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro

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b) Create media messages with a specific point of view.

Additional Resources Speaking and Listening Handbook: --Using Digital Media in Presentations, pp. 73-78 Thematic Unit 1: We the People Instructional Path Of Plymouth Plantation Skill: Author’s Purpose and Author’s Point of View Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path The Story of an Hour Close Read: The Story of an Hour Student: 3. Write Thematic Unit 2: The Individual Research Teacher: Overview --Suggested Prompts Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro Thematic Unit 3: Modern Times Extended Writing Project

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Blast: Audience, Purpose, and Style Student: --Background Thematic Unit 3: Modern Times Extended Writing Project Skill: Thesis Statement Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Research Teacher: Overview --Suggested Topics

c) Evaluate media sources for relationships between intent and content.

Thematic Unit 3: Modern Times Instructional Path Brown v. Board of Education Blast: Seeing is Believing Student: --Background --Create Your Blast Teacher: --Background --Create Your Blast Thematic Unit 3: Modern Times Instructional Path Hiroshima Skill: Media Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define

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2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Instructional Path A Midsummer Night’s Dream Blast: Matchmaker, Matchmaker Student: --Background Teacher: --Background --Research Links Thematic Unit 4: Seeking Romance Instructional Path Cyrano de Bergerac Blast: The Lost Art of Love Letters Student: --Background --Create Your Blast

d) Analyze the impact of selected media formats on meaning.

Thematic Unit 3: Modern Times Instructional Path Brown v. Board of Education Blast: Seeing is Believing Student: --Background --Create Your Blast Teacher: --Background --Create Your Blast Thematic Unit 3: Modern Times Instructional Path Hiroshima Skill: Media Student: 1. Define 2. Model

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3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path Hiroshima Close Read: Hiroshima Student: 3. Write

e) Determine the author’s purpose and intended effect on the audience for media messages.

Thematic Unit 3: Modern Times Instructional Path Brown v. Board of Education Blast: Seeing is Believing Student: --Background --Create Your Blast Teacher: --Background --Create Your Blast Thematic Unit 3: Modern Times Instructional Path Hiroshima Skill: Media Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path

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Hiroshima Close Read: Hiroshima Student: 3. Write

f) Manage, analyze, and synthesize multiple streams of simultaneous information.

Additional Resources Speaking and Listening Handbook: --Research Using Various Media, pp. 24-50 Thematic Unit 1: We the People Research Teacher: 2. Break Students Into Five Groups --Make a Research Plan --Gather Resources 3. Assemble the Research --Share --Focus --Write Explanations Thematic Unit 2: The Individual Research Teacher: 2. Research Thematic Unit 3: Modern Times Instructional Path Hiroshima Skill: Media Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Research and Note-Taking Student: 1. Define

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2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

g) Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

Additional Resources Speaking and Listening Handbook: --Argumentative Presentation, pp. 37-38, 47 Thematic Unit 1: We the People Research Teacher: 2. Break Students Into Five Groups --Gather Resources 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Individual Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Research Teacher: 2. Research --Gather Resources 5. Discuss the Rubrics Thematic Unit 3: Modern Times Extended Writing Project Skill: Research and Note-Taking Student:

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1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Research Teacher: 2. Break Students Into Five Groups --Gather Resources 3. Assemble the Research --Focus --Write Explanations

11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.

a) Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.

Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Language Workbook: --Vocabulary and Spelling, pp. 293-296 Additional Resources Vocabulary Workbook: -- pp. 3-6, 23-26, 73-76 Thematic Unit 1: We the People Unit Overview Key Grammar Skills Additional Grammar Practice Prefixes and Suffixes Student: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path Olaudah Equiano, or Gustavus Vassa, the African Skill: Word Meaning

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Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Instructional Path Dumped Skill: Greek and Latin Affixes and Roots Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

b) Use context, structure, and connotations to determine meanings of words and phrases.

Thematic Unit 1: We The People Instructional Path On the Emigration to America and Peopling the Western Country Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We The People Instructional Path On the Emigration to America and Peopling the Western Country

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Close Read: On the Emigration to America and Peopling the Western Country Student: 2. Read --Questions 3, 4 Teacher: 2. Read --Discuss Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Close Read: Because I could not stop for Death Student: 2. Read --Questions 1, 3-6 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 3: Modern Times Instructional Path

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The Latin Deli: An Ars Poetica Skill: Tone Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path The Latin Deli: An Ars Poetica Close Read: The Latin Deli: An Ars Poetica Student: 2. Read --Questions 1-5 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 4: Seeking Romance Instructional Path Sonnet 116 Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

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Thematic Unit 4: Seeking Romance Instructional Path Sonnet 116 Close Read: Sonnet 116 Student: 2. Read --Questions 2-5 Teacher: 2. Read --Discuss

c) Discriminate between connotative and denotative meanings and interpret the connotation.

Thematic Unit 1: We The People Instructional Path On the Emigration to America and Peopling the Western Country Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We The People Instructional Path On the Emigration to America and Peopling the Western Country Close Read: On the Emigration to America and Peopling the Western Country Student: 2. Read --Questions 3, 4 Teacher: 2. Read --Discuss Thematic Unit 2: The Individual Instructional Path

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Because I could not stop for Death Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Close Read: Because I could not stop for Death Student: 2. Read --Questions 1, 3-6 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 3: Modern Times Instructional Path The Latin Deli: An Ars Poetica Skill: Tone Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

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Thematic Unit 3: Modern Times Instructional Path The Latin Deli: An Ars Poetica Close Read: The Latin Deli: An Ars Poetica Student: 2. Read --Questions 1-5 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 4: Seeking Romance Instructional Path Sonnet 116 Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Instructional Path Sonnet 116 Close Read: Sonnet 116 Student: 2. Read --Questions 2-5 Teacher: 2. Read --Discuss

d) Explain the meaning of common idioms. Thematic Unit 1: We The People of 90


Instructional Path On the Emigration to America and Peopling the Western Country Skill: Figurative Language Access Handouts: --Access 1 Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Figurative Language Teacher: 1. Define --Read and Discuss Access Handouts: --Access 1 Thematic Unit 4: Seeking Romance Instructional Path Love is Not All Skill: Figurative Language Teacher: 1. Define --Watch

e) Explain the meaning of literary and classical allusions and figurative language in text.

Thematic Unit 1: We The People Instructional Path Letters to John Adams Close Read: Letters to John Adams Student: 2. Read --Questions 1, 5 Teacher: 2. Read --Discuss Thematic Unit 1: We The People

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Instructional Path The Crisis. No. 1 Close Read: The Crisis Student: 2. Read --Questions 2, 5 Teacher: 2. Read --Discuss Thematic Unit 2: The Individual Instructional Path What to the Slave Is the Fourth of July? Close Read: What to the Slave Is the Fourth of July? Student: 2. Read --Questions 2, 4 Teacher: 2. Read --Discuss Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death

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Close Read: Because I could not stop for Death Student: 2. Read --Questions 1, 3-6 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 4: Seeking Romance Instructional Path Sonnet 116 Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Instructional Path Sonnet 116 Close Read: Sonnet 116 Student: 2. Read --Questions 2-5 Teacher: 2. Read --Discuss Thematic Unit 4: Seeking Romance Instructional Path Cyrano de Bergerac

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First Read: Cyrano de Bergerac Teacher: 2. Read --Grammar, Usage, and Mechanics Core Handout: Grammar

f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Language Workbook: Vocabulary and Spelling, pp. 291-296 Additional Resources Vocabulary Workbook: Using Context Clues, pp. 41-42, 61-62, 81-82 Thematic Unit 1: We the People Instructional Path Olaudah Equiano, or Gustavus Vassa, the African Skill: Word Meaning Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path The Constitution of the Iroquois Nations Close Read: The Constitution of the Iroquois Nations Teacher: 2. Read --Discuss Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10

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Skill: Technical Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Declaration of Sentiments by the Seneca Falls Convention Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Unit Overview Academic Vocabulary Academic Vocabulary – Lesson 51 Student: 1. Define 2. Model 3. Your Turn

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture.

a) Describe contributions of different cultures to the development of American literature.

Thematic Unit 1: We the People Instructional Path American Literature and History: Early America to 1800 Student:

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2. Read 3. Think --Questions 2-3 Thematic Unit 1: We the People Instructional Path On Being Brought from Africa to America First Read: On Being Brought from Africa to America Teacher: 1. Introduction --Access Prior Knowledge Thematic Unit 1: We the People Instructional Path The Constitution of the Iroquois Nations Close Read: The Constitution of the Iroquois Nations Student: 3. Write Thematic Unit 2: The Individual Instructional Path American Literature and History: Regionalism and Realism (1880-1910) Student: 2. Read --The Birth of Realism Thematic Unit 2: The Individual Instructional Path What to the Slave Is the Fourth of July? Close Read: What to the Slave Is the Fourth of July? Student: 2. Read --Introduction Thematic Unit 3: Modern Times Instructional Path American Literature and History: Beginnings of the Modern Age (1910-1930s)

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Student: 2. Read --Central Idea Three: The Harlem Renaissance

b) Compare and contrast the development of American literature in its historical context.

Thematic Unit 1: We the People Instructional Path On the Emigration to America and Peopling the Western Country Skill: Compare and Contrast (to On Being Brought from Africa to America) Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path On the Emigration to America and Peopling the Western Country Close Read: On the Emigration to America and Peopling the Western Country Student: 3. Write Teacher: 3. Write Thematic Unit 2: The Individual Instructional Path The Adventures of Huckleberry Finn Skill: Compare and Contrast (to Song of Myself) Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define

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2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path The Adventures of Huckleberry Finn Close Read: The Adventures of Huckleberry Finn Student: 3. Write Teacher: 3. Write Thematic Unit 3: Modern Times Instructional Path Any Human to Another Skill: Compare and Contrast (to Theme for English B) Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path Any Human to Another Close Read: Any Human to Another Student: 3. Write Teacher: 3. Write

c) Analyze American literature, as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

Thematic Unit 1: We the People Instructional Path Of Plymouth Plantation Close Read: Of Plymouth Plantation

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Student: 3. Write Thematic Unit 1: We the People Instructional Path The Crucible Close Read: The Crucible Student: 3. Write Thematic Unit 1: We the People Instructional Path The Crisis Close Read: The Crisis Student: 3. Write Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 1: We the People Research Teacher: Overview Thematic Unit 2: The Individual Instructional Path American Literature and History: Regionalism and Realism (1880-1910) Student: 2. Read --Central Idea One --Central Idea Two --Central Idea Three 3. Think --Question 2

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Thematic Unit 2: The Individual Instructional Path Song of Myself Skill: Theme Student: 1. Define 2. Model 3. Your Turn Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path The Adventures of Huckleberry Finn Skill: Compare and Contrast Student: 1. Define 2. Model 3. Your Turn Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path The Adventures of Huckleberry Finn Close Read: The Adventures of Huckleberry Finn Student: 3. Write Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro

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Thematic Unit 3: Modern Times Instructional Path American Literature and History: Into the 21st Century (1960s to Present) Student: 2. Read --Central Idea One --Central Idea Two --Central Idea Three Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro

d) Interpret the social or cultural function of American literature.

Thematic Unit 1: We the People Instructional Path American Literature and History: Early America to 1800 Student: 2. Read --The Legacy of Stories Thematic Unit 1: We the People Instructional Path The Crisis Close Read: The Crisis Student: 3. Write Thematic Unit 1: We the People Instructional Path Founding Documents of the United States of America Close Read: Founding Documents of the United States of America Student: 3. Write Thematic Unit 1: We the People Extended Writing Project

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Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 2: The Individual Instructional Path American Literature and History: The Civil War Era (1850-1880) Student: 2. Read --Slave Narratives --Legacy of the Period Thematic Unit 2: The Individual Instructional Path Society and Solitude Close Read: Society and Solitude Student: 3. Write Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 3: Modern Times Instructional Path American Literature and History: Beginnings of the Modern Age (1910-1930s) Student: 2. Read --Legacy of the Period

e) Analyze how context and language structures convey an author’s intent and viewpoint.

Thematic Unit 1: We the People Instructional Path On the Emigration to America and Peopling the Western Country Skill: Connotation and Denotation Student:

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1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path The Story of an Hour Skill: Irony Student: 2. Model Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Tone Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path

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The Latin Deli: An Ars Poetica Skill: Tone Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Blast: Audience, Purpose, and Style Student: --Background Teacher: --Background

f) Critique how authors use key literary elements to contribute to meaning including character development, theme, conflict, and archetypes within and across texts.

Thematic Unit 1: We The People Instructional Path The Crucible Skill: Dramatic Elements Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We The People Instructional Path The Crucible Close Read: The Crucible Student: 2. Read

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--Questions 1-6 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 3: Modern Times Instructional Path The Great Gatsby Skill: Character Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path The Great Gatsby Close Read: The Great Gatsby Student: 2. Read --Questions 1-6 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 3: Modern Times Instructional Path The Road Skill: Story Elements

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Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path The Road Close Read: The Road Student: 2. Read --Questions 1-5 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 4: Seeking Romance Instructional Path A Midsummer Night’s Dream Skill: Dramatic Elements Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Instructional Path

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A Midsummer Night’s Dream Close Read: A Midsummer Night’s Dream Student: 2. Read --Questions 1-5 3. Write Teacher: 2. Read --Discuss 3. Write

g) Interpret how the sound and imagery of poetry support the subject, mood, and theme, and appeal to the reader’s senses.

Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Tone Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path

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Any Human to Another Skill: Compare and Contrast Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path The Latin Deli: An Ars Poetica Close Read: The Latin Deli: An Ars Poetica Student: 3. Write Thematic Unit 4: Seeking Romance Instructional Path Sonnet 116 Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Instructional Path Love Is Not All Close Read: Love Is Not All Student: 3. Write

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h) Evaluate how specific word choices, syntax, tone, and voice support the author’s purpose.

Thematic Unit 1: We the People Instructional Path On the Emigration to America and Peopling the Western Country Skill: Compare and Contrast Student: 2. Model Thematic Unit 2: The Individual Instructional Path The Story of an Hour Skill: Irony Student: 2. Model Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Tone Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Because I could not stop for Death Skill: Figurative Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

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Thematic Unit 3: Modern Times Instructional Path Any Human to Another Skill: Compare and Contrast Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path The Latin Deli: An Ars Poetica Skill: Tone Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path The Latin Deli: An Ars Poetica Close Read: The Latin Deli: An Ars Poetica Student: 3. Write Thematic Unit 3: Modern Times Extended Writing Project Blast: Audience, Purpose, and Style Student: --Background Teacher: --Background

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Thematic Unit 4: Seeking Romance Instructional Path Love Is Not All Close Read: Love Is Not All Student: 3. Write

i) Analyze the use of dramatic conventions in American literature.

Thematic Unit 1: We the People Instructional Path The Crucible First Read: The Crucible Student: 4. Think --Question 7 Thematic Unit 1: We the People Instructional Path The Crucible Skill: Dramatic Elements Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path The Crucible Close Read: The Crucible Student: 3. Write

j) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

Thematic Unit 1: We the People Instructional Path The Scarlet Letter

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First Read: The Scarlet Letter Student: 4. Think Thematic Unit 1: We the People Instructional Path The Scarlet Letter Close Read: The Scarlet Letter Student: 3. Write Thematic Unit 1: We the People Instructional Path The Crucible First Read: The Crucible Student: 4. Think Thematic Unit 1: We the People Instructional Path The Crucible Close Read: The Crucible Student: 3. Write Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro

k) Compare/contrast literary and informational nonfiction texts. Thematic Unit 1: We the People Instructional Path On the Emigration to America and Peopling the Western Country Close Read: On the Emigration to America and Peopling the Western Country Student: 3. Write Teacher:

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3. Write Thematic Unit 1. We the People Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro

11.5 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.

a) Apply information from texts to clarify understanding of concepts.

Thematic Unit 1: We the People Instructional Path Of Plymouth Plantation Close Read: Of Plymouth Plantation Student: 3. Write Thematic Unit 1: We the People Instructional Path The Crisis Close Read: The Crisis Student: 3. Write Thematic Unit 1. We the People

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Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 1. We the People Research Teacher: --Overview Thematic Unit 2: The Individual Instructional Path American Literature and History: Regionalism and Realism (1880-1910) Student: 2. Read --Central Idea One --Central Idea Two --Central Idea Three 3. Think --Question 2 Thematic Unit 2: The Individual Instructional Path Society and Solitude Close Read: Society and Solitude Student: 3. Write Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 3: Modern Times Instructional Path Brown v. Board of Education First Read: Brown v. Board of Education

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Student: 3. Think --Questions 1-3 Thematic Unit 3: Modern Times Instructional Path Brown v. Board of Education Close Read: Brown v. Board of Education Student: 3. Write Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro

b) Read and correctly interpret an application for employment, workplace documents, or an application for college admission.

This standard can be met through classroom activities and assignments.

c) Analyze technical writing for clarity.

Thematic Unit 1: We the People Instructional Path The Federalist Papers: No 10 First Read: The Federalist Papers: No 10 Student: 3. Think Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10 Skill: Technical Language Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn

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Thematic Unit 2: The Individual Instructional Path Declaration of Sentiments by the Seneca Falls Convention Skill: Connotation and Denotation Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path Plessy v. Ferguson Skill: Rhetoric Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Instructional Path Brown v. Board of Education Skill: Arguments and Claims Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Instructional Path What is Love: Five Theories on the Greatest Emotion of All First Read: What is Love: Five Theories on the Greatest Emotion of All Student: 3. Think

d) Paraphrase and synthesize ideas within and between texts.

Thematic Unit 1: We the People Instructional Path Founding Documents of the United States of America First Read: Founding Documents of the United States of America

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Student: 4. Think --Questions 1, 3 Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10 First Read: The Federalist Papers: No. 10 Student: 4. Think --Questions 1-3 Thematic Unit 1: We the People Research Teacher: 3. Assemble the Research --Share --Focus --Write Explanations 4. Group Multimedia Presentations --Summarize 5. Write Thematic Unit 2: The Individual Instructional Path Walden First Read: Walden Student: 4. Think --Questions 1-3 Thematic Unit 2: The Individual Instructional Path Walden Close Read: Walden Student: 3. Write Thematic Unit 2: The Individual

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Instructional Path Lincoln’s Second Inaugural Address Skill: Compare and Contrast Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Lincoln’s Second Inaugural Address Close Read: Lincoln’s Second Inaugural Address Student: 3. Write Thematic Unit 2: The Individual Research Teacher: 7. Write Thematic Unit 3: Modern Times Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn

e) Draw conclusions and make inferences on explicit and implied information using textual support.

Thematic Unit 1: We The People Instructional Path Of Plymouth Plantation Skill: Textual Evidence Student: 1. Define

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2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We The People Instructional Path Of Plymouth Plantation Close Read: Of Plymouth Plantation Student: 2. Read --Questions 1-5 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 2: The Individual Instructional Path Lee Surrenders to Grant Skill: Textual Evidence Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Lee Surrenders to Grant Close Read: Lee Surrenders to Grant

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Student: 2. Read --Questions 1-5 3. Write Teacher: 2. Read --Discuss 3. Write Thematic Unit 3: Modern Times Instructional Path Hiroshima First Read: Hiroshima Student: 4. Think --Questions 1-3 Teacher: 4. Think --Answer and Discuss Thematic Unit 4: Seeking Romance Instructional Path Dumped! First Read: Dumped! Student: 4. Think --Questions 1-3 Teacher: 4. Think --Answer and Discuss

f) Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.

Thematic Unit 1: We the People Instructional Path Founding Documents of the United States of America Close Read: Founding Documents of the United States of America Student: 3. Write

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Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 1: We the People Research Teacher: --Overview Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 3: Modern Times Instructional Path Plessy v. Ferguson Close Read: Plessy v. Ferguson Student: 3. Write Teacher: 2. Read 3. Write Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro Thematic Unit 4: Seeking Romance Instructional Path What is Love: Five Theories on the Greatest Emotion of All Close Read: What is Love: Five Theories on the Greatest Emotion of All Student:

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1. Intro 2. Read 3. Write Teacher: 1. Intro 2. Read 3. Write

g) Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.

Thematic Unit 1: We the People Instructional Path The Crisis Skill: Rhetoric Student: 1.Define 2. Model 3. Your Turn Teacher: 1.Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10 Skill: Arguments and Claims (part 1) Student: 1.Define 2. Model 3. Your Turn Teacher: 1.Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path The Federalist Papers: No. 10 Skill: Arguments and Claims (part 2)

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Student: 1.Define 2. Model 3. Your Turn Teacher: 1.Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path What to the Slave is the Fourth of July? Skill: Rhetoric Student: 1.Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path What They Fought For Close Read: What They Fought For Student: 3. Write Thematic Unit 3: Modern Times Instructional Path Plessy v. Ferguson Close Read: Plessy v. Ferguson Student: 3. Write

h) Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.

Thematic Unit 1: We the People Instructional Path On the Emigration to America and Peopling the Western Country Skill: Connotation and Denotation Student: 1.Define

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2. Model 3. Your Turn Teacher: 1.Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path On the Emigration to America and Peopling the Western Country Skill: Figurative Language Student: 1.Define 2. Model 3. Your Turn Teacher: 1.Define 2. Model 3. Your Turn Thematic Unit 1: We the People Instructional Path The Crisis Skill: Rhetoric Student: 1.Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Declaration of Sentiments by the Seneca Falls Convention Skill: Connotation and Denotation Student: 1.Define 2. Model 3. Your Turn

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Thematic Unit 2: The Individual Instructional Path The Story of an Hour Skill: Irony Student: 2. Model Thematic Unit 3: Modern Times Instructional Path The Latin Deli: An Ars Poetica Skill: Tone Student: 2. Model

i) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

Thematic Unit 1: We the People Instructional Path Of Plymouth Plantation First Read: Of Plymouth Plantation Student: 3. Think Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 1: We the People Research Teacher: 2. Break Students Into Five Groups --Make a Research Plan --Gather Resources 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Individual

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Instructional Path Walden Close Read: Walden Student: 3. Write Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 3: Modern Times Instructional Path Plessy v. Ferguson Close Read: Plessy v. Ferguson Student: 3. Write Thematic Unit 3: Modern Times Instructional Path Hiroshima First Read: Hiroshima Student: 4. Think

11.6 The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.

a) Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.

Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 1: We the People

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Extended Writing Project Skill: Audience and Purpose Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Extended Writing Project Skill: Organize Informative Writing Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 2: The Individual Extended Writing Project Blast: Audience and Purpose Student: --Background --Create Your Blast Teacher: --Background --Create Your Blast Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing

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Student: 1. Intro Thematic Unit 4: Seeking Romance Extended Writing Project Extended Writing Project: Narrative Writing Student: 1. Intro

b) Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.

Thematic Unit 2: The Individual Extended Writing Project Skill: Thesis Statement Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Extended Writing Project Skill: Conclusions Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Research Teacher: --Overview Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing

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Student: 1. Intro Thematic Unit 3: Modern Times Extended Writing Project Skill: Thesis Statement Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Supporting Details Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Plan Student: 1. Write

c) Organize claims, counterclaims, and evidence in a sustained and logical sequence.

Thematic Unit 2: The Individual Extended Writing Project Skill: Thesis Statement

Student: 1. Define 2. Model 3. Your Turn

Teacher: 1. Define 2. Model 3. Your Turn

Thematic Unit 2: The Individual

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Extended Writing Project Skill: Organize Argumentative Writing Student:

1. Define 2. Model 3. Your Turn


Thematic Unit 2: The Individual Extended Writing Project Skill: Introductions



Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Draft Student:

1. Write Teacher:

1. Write --Discuss --Organize --Write Thematic Unit 2: The Individual Research Teacher

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Conduct Research

2. Research

--Research

--Gather Resources

Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project:

Argumentative Writing

Student: 1. Introduction 2. Read 3. Think

--Questions 1-3 Teacher:

1. Introduction 2. Read 3. Think

Thematic Unit 3: Modern Times Extended Writing Project Skill: Thesis Statement Student:



Thematic Unit 3: Modern Times Extended Writing Project Skill: Organize Argumentative Writing

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Thematic Unit 3: Modern Times Extended Writing Project Blast: Introductions and Conclusions Student: Title/Driving Question Background Create Your Blast Teacher: Title/Driving Question Background Create Your Blast --Blast Thematic Unit 3: Modern Times Instructional Path Brown v. Board of Education Close Read: Brown v. Board of Education Student:

3. Write Teacher:

3. Write d) Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.

Thematic Unit 1: We the People Extended Writing Project Skill: Audience and Purpose Student: 1. Define 2. Model 3. Your Turn Teacher:

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1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Extended Writing Project Skill: Style Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Research Teacher: 4. Group Multimedia Presentations --Present Thematic Unit 2: The Individual Extended Writing Project Blast: Audience and Purpose Student: --Background --Create Your Blast Teacher: --Background --Create Your Blast Thematic Unit 2: The Individual Extended Writing Project Blast: Style Student: --Background --Create Your Blast Teacher:

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--Background --Create Your Blast Thematic Unit 3: Modern Times Extended Writing Project Blast: Audience, Purpose, and Style Student: --Background Thematic Unit 4: Seeking Romance Extended Writing Project Blast: Fans of Fiction Student: --Background --Create Your Blast Teacher: --Background --Create Your Blast Thematic Unit 4: Seeking Romance Extended Writing Project Skill: Narrative Techniques Student: 1. Define 2. Model 3. Your Turn Thematic Unit 4: Seeking Romance Extended Writing Project Skill: Descriptive Details Student: 1. Define 2. Model 3. Your Turn

e) Use words, phrases, clauses, and varied syntax to create a cohesive argument.

Thematic Unit 2: The Individual Extended Writing Project Skill: Body Paragraphs and Transitions Student:

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Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Draft Student:

1. Write Teacher:

1. Write --Write --Review Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Revise Student:

1. Write Teacher:

1. Write --Write --Review Thematic Unit 2: The Individual Extended Writing Project: Edit/Proofread/Publish Student:

1. Write Teacher:

1. Write --Discuss --Write Thematic Unit 3: Modern Times

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Extended Writing Project Extended Writing Project: Argumentative Writing

Student: 1. Introduction 2. Read

Teacher: 1. Introduction

--Read and Annotate 2. Read Thematic Unit 3: Modern Times Extended Writing Project Skill: Body Paragraphs and Transitions Student:



Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Draft Student:

1. Write Teacher:

1. Write --Write --Review Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Revise Student:

1. Write

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Teacher: 1. Write

--Write --Review Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Edit/ Proofread/Publish Student:

1. Write Teacher:

1. Write --Write

f) Blend multiple forms of writing including embedding narratives to produce effective essays.

The following extended writing projects can be adapted through classroom instruction to include blended/embedded writing. Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro Thematic Unit 4: Seeking Romance

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Extended Writing Project Extended Writing Project: Narrative Writing Student: 1. Intro

g) Revise writing for clarity of content, accuracy and depth of information.

Additional Resources (SE) Grammar, Language and Composition Guide Grammar and Composition Handbook: --Composition, Revise, pp. 446, 458, 467 Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Revise Student: 1. Write Teacher: 1. Write Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Revise Student: 1. Write Teacher: 1. Write Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Revise Student: 1. Write Thematic Unit 4: Seeking Romance Extended Writing Project Extended Writing Project: Revise

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Student: 1. Write

h) Write and revise to a standard acceptable both in the workplace and in postsecondary education.

Additional Resources (SE) Grammar, Language and Composition Guide Grammar and Composition Handbook: --Composition, Revise, pp. 446, 458, 467 --MLA Style Guide, pp. 512-517 Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 1: We the People Extended Writing Project Skill: Sources and Citations Student: 2. Model Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Revise Student: 1. Write Teacher: 1. Write Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Edit, Proofread, and Publish Student: 1. Write Teacher:

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1. Write Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Literary Analysis Student: 1. Intro Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Revise Student: 1. Write Thematic Unit 2: The Individual Extended Writing Project Extended Writing Project: Edit, Proofread, and Publish Student: 1. Write

11.7 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.

a) Use complex sentence structure to infuse sentence variety in writing.

Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Revise Student: 1. Write Thematic Unit 3: Modern Times Instructional Path Hiroshima First Read: Hiroshima Core Handouts: --Grammar, Compound and Complex Sentences

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Thematic Unit 3: Modern Times Instructional Path Hiroshima Skill: Syntax Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Revise Student: 1. Write Teacher: 1. Write --Grammar, Usage, and Mechanics Core Handouts: --Grammar, Writing Effective Sentences Thematic Unit 4: Seeking Romance Instructional Path Cyrano de Bergerac First Read: Cyrano de Bergerac Teacher: 1. Write --Grammar, Usage, and Mechanics Core Handouts: --Grammar, Syntax

b) Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.

Additional Resources (SE) Grammar, Language and Composition Guide Grammar and Language Workbook: --Phrases, pp. 85-96 Grammar and Composition Handbook: --Verbals and Verbal Phrases, pp. 150-160

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Thematic Unit 2: The Individual Unit Overview Key Grammar Skills Additional Grammar Practice Infinitives and Infinitive Phrases Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Walden First Read: Walden Core Handouts: --Grammar: Infinitives and Infinitive Phrases

c) Distinguish between active and passive voice. Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Language Workbook: --Voice of Verbs, pp. 155-156 Thematic Unit 2: The Individual Unit Overview Key Grammar Skills Additional Grammar Practice Active and Passive Voice Student: 1. Define 2. Model 3. Your Turn Thematic Unit 2: The Individual Instructional Path Lincoln’s Second Inaugural Address First Read: Lincoln’s Second Inaugural Address Core Handouts: --Grammar, Voice of Verbs

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Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Revise Access Handouts: --Access 1

11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.

a) Critically evaluate quality, accuracy, and validity of information.

Additional Resources Speaking and Listening Handbook: --Research Using Various Media, pp. 44-46 Thematic Unit 1: We the People Extended Writing Project Skill: Sources and Citations Student: 2. Model Teacher: 2. Model Thematic Unit 1: We the People Research Teacher: 2. Break Students Into Five Groups --Gather Resources 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Individual Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher:

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1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Research Teacher: 2. Break Students Into Five Groups --Gather Resources 3. Assemble the Research --Focus --Write Explanations

b) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting

Speaking & Listening Skills Handbook Research Using Various Media: To Build Knowledge, pp. 24-32

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information, point of view or bias.

Research Using Various Media: To Answer a Question, Make an Informed Decision, or Solve a Problem, pp. 33-39 Handout: Building Knowledge, pp. 40-42 Handout: Evaluating the Research Question, p. 43 Handout: Evaluating Sources, pp. 44-46 Handout: Integrating Sources, pp. 47-49 Formative Assessment: Research Using Various Media, p. 50 Thematic Unit 1: We the People Research Thematic Unit 4: Seeking Romance Research

c) Synthesize relevant information from primary and secondary sources and present it in a logical sequence.

Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Informative Writing Student: 1. Intro Thematic Unit 1: We the People Research Teacher: --Complete Project Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Argumentative Writing Student: 1. Intro Thematic Unit 3: Modern Times Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher:

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1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Thesis Statement Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Organize Argumentative Writing Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Supporting Details Student: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Draft Student: 1. Define 2. Model 3. Your Turn

d) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological

Additional Resources (SE) Grammar, Language and Composition Guide Grammar and Composition Handbook:

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Association (APA).

--MLA Style Guide, pp. 512-517 Thematic Unit 1: We the People Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Research Teacher: 3. Assemble the Research --Focus --Write Explanations Thematic Unit 2: The Individual Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn

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Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Research Teacher: 3. Assemble the Research --Focus --Write Explanations

e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.

Speaking & Listening Handbook Research Using Various Media: To Build Knowledge, p. 24 Integrating Sources, p. 28 Handout: Integrating Sources, p. 47 Thematic Unit 1: We the People Research Teacher: Conducting the Research 2. Break Students Into Small Groups --Gather Resources 3. Assemble the Research in Each Group --Focus

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--Write Explanations of Facts Present the Research

Thematic Unit 1: We the People Extended Writing Project Extended Writing Project: Skill: Sources and Citations Student:



Thematic Unit 1: We the People Research Teacher: Conducting the Research 2. Break Students Into Small Groups --Gather Resources 3. Assemble the Research in Each Group --Focus --Write Explanations of Facts Present the Research

Thematic Unit 2: The Individual Research Teacher: Conducting the Research 2. Break Students Into Small Groups --Gather Resources 3. Assemble the Research in Each Group --Focus

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--Write Explanations of Facts Present the Research

Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Skill: Research and Note-Taking Student:



Thematic Unit 3: Modern Times Extended Writing Project Extended Writing Project: Skill: Sources and Citations Student:



Thematic Unit 3: Modern Times Research Teacher: Conducting the Research 2. Break Students Into Small Groups --Gather Resources 3. Assemble the Research in Each Group

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--Focus --Write Explanations of Facts Present the Research

Thematic Unit 4: Seeking Romance Research Teacher: Conducting the Research 2. Break Students Into Small Groups --Gather Resources 3. Assemble the Research in

Each Group --Focus --Write Explanations of Facts Present the Research

f) Demonstrate ethical use of the Internet. Additional Resources (SE) Grammar, Language, and Composition Guide Grammar and Composition Handbook: --MLA Style Guide, pp. 512-517 Thematic Unit 1: We the People Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 1: We the People Research Teacher: 3. Assemble the Research --Focus --Write Explanations

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Thematic Unit 2: The Individual Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Research and Note-Taking Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Extended Writing Project Skill: Sources and Citations Student: 1. Define 2. Model 3. Your Turn Teacher: 1. Define 2. Model 3. Your Turn Thematic Unit 3: Modern Times Research Teacher:

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3. Assemble the Research --Focus --Write Explanations

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StudySync Grade 11Correlation to English Standards …...--Argumentative Presentation, pp. 51-65...

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Transcript of StudySync Grade 11Correlation to English Standards …...--Argumentative Presentation, pp. 51-65...