Shelby County Schools
IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times: Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously. Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning. The above represents guidelines, but professional judgment should always be used when planning and instructing.509270016192500How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:Regular practice with complex text and its academic language.Reading, writing, and speaking grounded in evidence from text, both literary and informational. Building knowledge through content-rich nonfiction.-5834430035500Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.The Tennessee State Literacy StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: to Support Vocabulary Instruction & Development Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Project: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary Teachers can use these resources to enhance interactive read- and think-aloud practices. VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text. Because copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction: the Curriculum Maps, Grades 9-12Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements to help.Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using your school’s preferred lesson plan template. Remember to include differentiated activities throughout your lesson, as appropriate to meet students’ needs, particularly in teacher-led, small group instruction and literacy stations.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking. Skills Based and Meaning Based CompetenciesIn early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary. Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.Quarter 3 At-a-GlanceAdhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 3, students will delve into two classic dramas and build knowledge through accompanying nonfiction texts. Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 3.English IV, Quarter 3Texts RecommendationsWeek 1Section 2, Part XIII, from PoeticsOedipus Rex, Sophocles (p. 422-428 of textbook)Culminating Writing Task/Writing WorkshopStudents will craft a persuasive essay that requires an investigation of the internal conflict of the main character: Use the following guidelines/resources for the composition of persuasive essays in order to guide instruction effectively:Persuasive Essay GuideWriting Workshop (p. 442 in textbook) Week 2Oedipus Rex, Sophocles (p. 422-428 of textbook)“Oedipus Rex as the Ideal Tragic Hero of Aristotle” by Marjorie BarstowWeek 3Culminating Writing Task / Writing WorkshopWeek 4A Modest Proposal by Jonathan Swift, p. 617, 1810LGulliver’s Travels by Jonathan Swift, p. 606, 1480LGulliver’s Travels is an extended text written by Jonathan Swift. The textbook covers only the end of Ch. 4 and the beginning of Ch. 5 in Part I plus the end of Ch. 3 through the top of Ch. 7 in Part II. To fill in missing pieces of the story for students who need a more comprehensive exposure, use clips from the full video here: Use this source for the audio text for Gulliver’s Travels as needed: The Onion is a modern satirical news outlet. Use this resource as a great opportunity to discuss “fake news” with students.Week 5Gulliver’s Travels by Jonathan Swift, p. 606, 1480L“A Gut Visible All the Way from the 18th Century” by A. O. ScottWeek 6from An Essay on Man by Alexander Pope, p. 630from The Rape of the Lock by Alexander Pope, p. 632Week 7Should Animals Be Doing More for the Animal Rights Movement? From The Onion (video)Modern Satire Loses Its Bite by Nicholas Swisher, 1050LCulminating Writing Task / Writing WorkshopWeek 8“Elizabeth McCracken Introduces Frankenstein by Mary Wollstonecraft Shelley”, p. 756Introduction to Frankenstein by Mary Wollstonecraft Shelley, p. 760Pills made from poop cure serious gut infections (NewsELA), 1130LScientists announce success in creating smallest living organism (NewsELA), 1110LHere's the science behind fruits and veggies that look good, taste better (NewsELA), 1230LThe purpose of this unit is to get students to thinking about the power of modern science. Starting with the idea of Gothic literature and Mary Shelley’s experience with writing Frankenstein to the modern era of gene manipulations and GMO food production, students should explore the power of knowledge and creation. The knowledge built in Week 8 will prepare students for the writing task in Week 9.Week 9Culminating Writing Task / Writing WorkshopCulminating Writing Task explained in a student-friendly one-pager: Weeks 1 – 3Reading Selections / Anchor TextsWeek 1 HYPERLINK "" Section 2, Part XIII, from PoeticsOedipus Rex, Sophocles ( p. 422-428 in textbook)Week 2Oedipus Rex, Sophocles ( p. 422-428 in textbook)“Oedipus Rex as the Ideal Tragic Hero of Aristotle” by Marjorie BarstowWeek 3Writing WorkshopEssential Question: Is there evidence in the play to suggest that Oedipus is ennobled by suffering?Performance Task: Students will craft a persuasive essay that requires the student to investigate the internal conflict of the main character. How successful is Sophocles in developing the conflict between Oedipus’s guilt and his innocence? Use evidence from the text to support your response.TN Ready StandardsEvidence StatementsContentWeek 1Reading: LiteratureRL.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.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 they interact and build on one another to produce a complex account; provide an objective summary of the text.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).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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.Reading: Informational TextRI.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.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.L.11-12.6 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.WritingW.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.W.11-12.10 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.Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.1 Provides a determination of where the text leaves matters uncertain.RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.RL.11-12.3 Provides an analysis of the impact of an 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).RL.11-12.5 Provides an analysis of 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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.2 Provides an objective summary of a text.RI.11-12.8 Provides a delineation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist,presidential addresses).RI.11-12.8 Provides an evaluation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selections for Week 1 HYPERLINK "" Section 2, Part XIII, from PoeticsOedipus Rex, Sophocles (p. 422-428 in textbook)Week 1 Lessons/ResourcesDay 1: Lesson 2Day 2: Differentiated Instruction p. 423Comparing Tragedies p. 424Literature in Context p. 424Enrichment: Building Context p. 425Day 3: Comparing Tragedies p. 425Critical Thinking p. 426Enrichment: Investigating Culture p. 426Background: Art of the Chorus, p. 427Day 4: Comparing tragedies p. 428Think Aloud p. 428Students should complete Critical Reading, p. 428, in writing and review with a partner or small group.Day 5: Students should respond to one of the following writing prompts by using the Claim, Cite, Clarify methodology to insure that evidence from the text is used to authenticate responses. Prompt #1One of the chief elements of the Greek tragedy was the playwright’s use of the Chorus. Write a well-organized essay in which you analyze the Chorus’s contribution to the plot and meaning of Oedipus Rex. Prompt #2The ongoing philosophical debate of whether human life is governed by fate or individual free will is the subject of much of the world’s best literature. In a well-organized essay, demonstrate that the fate versus free will puzzle is at the heart of the Oedipus myth. TN Ready StandardsEvidence StatementsContentWeek 2Reading: LiteratureRL.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.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 they interact and build on one another to produce a complex account; provide an objective summary of the text.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).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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Reading: Informational TextRI.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.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3 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.11-12.5 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.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.L.11-12.6 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.Speaking and Listening SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.2 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.WritingW.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.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 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.Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.1 Provides a determination of where the text leaves matters uncertain.RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.RL.11-12.3 Provides an analysis of the impact of an 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).RL.11-12.5 Provides an analysis of 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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.RL.11-12.6 Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.RI.11-12.5 Provides an analysis and evaluation of 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.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selections for Week 2Oedipus Rex, Sophocles (p. 422-428 in textbook)“Oedipus Rex as the Ideal Tragic Hero of Aristotle” by Marjorie BarstowWeek 2 Lessons/ResourcesDay 1: Comparing Tragedies p. 435Students should write out answers independently first then work in small groups to discuss and review.Day 2: Timed Writing p. 435Students should compare the tragic heroes in MacBeth and Oedipus Rex.This timed essay may be completed with an open book.Day 3: Have students read and annotate “Oedipus Rex as the Ideal Tragic Hero of Aristotle” The following techniques can be employed for successful annotation:Underline important terms.Circle definitions and meanings.Signal where important information can be found with key words or symbols in the margin.Write short summaries in the margin next to the section where the answer is found.Indicate steps in a process by using numbers in the margin. Using a collaborative group setting, allow students to discuss their findings. Students may use these Bloom’s Taxonomy stem questions in order to facilitate higher-order thinking skills during discussion.Day 4: Have students answer the following text-dependent questions in association with “Oedipus Rex as the Ideal Tragic Hero of Aristotle” by Marjorie Barstow. Students may first discuss topics in small groups and then share out with the whole group.In “Oedipus Rex as the Ideal Tragic Hero of Aristotle,” is Barstow saying that Oedipus was unhappy because he was a bad person, or is she saying that he was unhappy because he was a good person who had some bad habits or made some bad decisions? Why does Barstow say that what happens to Oedipus is “most pitiful?” What would it mean if an ordinary high school student “pitied” the great Oedipus? How does this relate to the idea that Oedipus was “ennobled” by the suffering he endured? Day 5: Revise and Edit Timed Writing from Day 2:Students should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task. Week 3TN Ready StandardsEvidence StatementsContentWeek 3Speaking and Listening SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.2 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.11-12.3 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.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 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.11-12.10 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.Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Culminating Writing Task/Writing WorkshopStudents will craft a persuasive essay that requires an investigation of the internal conflict of the main character: How successful is Sophocles in developing the conflict between Oedipus’s guilt and his innocence? Use evidence from the text to support your response.Use the following guidelines/resources for the composition of persuasive essays in order to guide instruction effectively:Persuasive Essay GuideWriting Workshop (p. 442 in textbook) Read-Around Groups (RAGs) give students the opportunity of sharing their writing with one another. In this case, it is done anonymously. Use the following activity after students have written their initial draft of the persuasive essay. Rules for RAGSStudents bring clean drafts to the RAGs. They do not put their names on the paper. Instead, they identify themselves by writing five-digit numbers or code words at the top of their papers.Students are randomly placed in groups of four or five. Their papers are collected in one pile for each group. It is better to not have all the best (or worst) writers at the same table.At the start, on the teacher signal, the papers are passed from one group to the next. Students do not read papers by members of their own group. Each student receives one paper and reads it for one minute. Not all students will finish all papers, but in one minute they have an opportunity to get a strong feel for the paper.At the teacher’s signal, papers are passed clockwise within the groups. Each student now has a new paper and has one minute to read the paper. This process is continued until everyone in the group has read all four or five papers.Once everyone in the group has read the set, each group is charged with the task of determining which paper is the “best”. They have two minutes to do so. The hope is that this will produce arguments, because it is through these arguments that students think deeply about the merits of good writing.One student in each group is designated as the recorder. This student records the five-digit number or code word of the winning paper.Once the winner is recorded, the papers get passed again and the process repeats itself. This is continued until all students have read all papers. Remember, each group is not to score their own papers.Once the seven steps are complete, the teacher asks the recorders for the winning entries and charts all the winning numbers (or code words) for the students to see. Generally, two or three papers in the class will receive the most votes. These papers are read aloud (again, no names identified). As they are read, students are asked to take bullet notes as to what made the papers the “best”. The lesson is completed by students sharing their bullet notes aloud.Weeks 4 – 9Reading Selections / Anchor TextsWeek 4A Modest Proposal by Jonathan Swift, p. 617, 1810LGulliver’s Travels by Jonathan Swift, p. 606, 1480L“A Gut Visible All the Way from the 18th Century” by A. O. ScottWeek 5Gulliver’s Travels by Jonathan Swift, p. 606, 1480L“A Gut Visible All the Way from the 18th Century” by A. O. ScottWeek 6from An Essay on Man by Alexander Pope, p. 630from The Rape of the Lock by Alexander Pope, p. 632Week 7Should Animals Be Doing More for the Animal Rights Movement? From The Onion (video)Modern Satire Loses Its Bite by Nicholas Swisher, 1050LEssential Questions: How does satire reflect historical and social aspects of the time? Is modern satire as pungent as its predecessors?Performance Task: Students will choose one of the following tasks to complete.Option One: Work collaboratively to investigate modern works of satire (print or nonprint). Examples may include, but are not limited to, publications such as The Onion, comics such as Dilbert, sketch comedies such as Saturday Night Live, and films such as The Truman Show. Choose one example and write an argument defending or disputing the claim presented in “Modern Satire Loses Its Bite” by applying the claims to the sample works of modern satire you reviewed. Introduce and develop your argument with a logical organization and relevant evidence; create cohesion through words, phrases, and clauses; establish and maintain formal style and objective tone; and provide a relevant conclusion.Option Two: Write a satirical proposal by selecting a social issue to satirize and researching this issue in order to provide an accurate, detailed description of the problem. Then, offer an “A Modest Proposal”–style solution to the problem, listing the advantages of your solution and defending it against counterclaims in order to support the need for social reform. Present your proposal to the class in a formal multimedia presentation, conveying a clear and distinct perspective with organization, development, substance, and style appropriate to the task, purpose and audience.TN Ready StandardsEvidence StatementsContentWeek 4Reading: LiteratureRL.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.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 they interact and build on one another to produce a complex account; provide an objective summary of the text.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).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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source test. Reading: Informational TextRI.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.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).Speaking and Listening SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.3 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.WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.10 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.Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.1 Provides a determination of where the text leaves matters uncertain.RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.RL.11-12.3 Provides an analysis of the impact of an 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).RL.11-12.5 Provides an analysis of 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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.RL.11-12.6 Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).RL.11-12.7 Provides an analysis of multiple interpretations of a piece of literature.RL.11-12.7 Provide an evaluation of how each version interprets the source text.Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.RI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selections for Week 4A Modest Proposal by Jonathan Swift, p. 617, 1810LGulliver’s Travels by Jonathan Swift, p. 606, 1480L“A Gut Visible All the Way from the 18th Century” by A. O. ScottWeek 4 Lessons/ResourcesDay 1: A Modest Proposal by Jonathan Swift, p. 617, 1810LLiterary Analysis, p. 604About the Author, p. 605 – Students should read the passage and identify key details of Jonathan Swift’s life. Note the last sentence of the Background section, p. 605: Swift is considered the greatest prose satirist in the English language.Humanities, p. 617What details in the picture support the idea that this family’s comforts contrast most sharply with the poverty of the Irish population?How can illustrations such as this help enhance an essay writer’s purpose or arguments?Critical Viewing, p. 617In what way does this painting embody the “relentless pursuit of luxury” that Swift addresses through his essay? (Interpret)Close read the subheading of the essay – top of page 618 in gold – “For preventing the children of poor people from being a burden to their parents or country, and for making them beneficial to the public.”Ask students about their reaction to this quote.Who is the burden to our country? Who needs to be made beneficial to the public?Who gets to judge who is a burden and who is beneficial? Does it matter?How does this subheading set the tone for the essay?For Less Proficient Readers: Remind students that Swift uses irony in “A Modest Proposal.” Explain that verbal irony is a discrepancy between what is said and what is meant. As students read the selection, help them understand that Swift writes one thing but means something else entirely.Enrichment, p. 618 – Irish PovertyNot many students know about the Irish famine in the 1800s. This video compares the Irish famine to the famine in Somalia in the early 1990s. Both famines had similar effects and patterns of disease and death. Use clips from this video to build knowledge: Building knowledge on the famine will enhance students’ empathy and understanding of Swift’s visceral comparisons to the upper class. Some students will not need this mini-lesson to appreciate the satire, so the clips should be used for purposeful scaffolding.First Read: Students should use the remaining class time to begin reading A Modest Proposal to get the gist of the satire.Supporting Resource: Day Two: A Modest Proposal by Jonathan Swift, p. 617, 1810LStudents should continue reading the text to get the gist. While reading, have students make notes about satire and include answers to the literary analysis questions in the margin.Second Read: Reread the text in chunks and answer all Literary Analysis questions in the margin to explore the author’s use of satire.p. 620 (top) – What effect do words like breed and savages have on the tone in this paragraph?p. 620 (bottom) – In what way does Swift’s sarcasm sharpen his satirical attack on landlords?p. 622 – What realistic solution to Ireland’s problems is suggested in Swift’s second argument?p. 623 – Explain Swift’s use of exaggeration in this passage.p. 624 – What understatement does Swift use in the first sentence of this paragraph?p. 625 – Why does Swift uses the phrases “sincerity of my heart” and “not the least personal interest” in the final paragraph?Students may also benefit from identifying satirical devices on this chart: More resources here:ReadWriteThink lesson plans: LearnZillion lesson plan: Day Three: Gulliver’s Travels by Jonathan Swift, p. 606, 1480LKnowledge Demands – If students will have difficulty with the historical targets of Swift’s satire, have them focus on plot events and settings in their first reading. Then, as they reread, have them concentrate on the general satire of human foibles.Synthesizing – If students will not have difficulty with the targets of Swift’s satire, have them discuss the general impression that his satirical details convey about England in his day.Begin Lesson 3.The textbook begins in the middle of Part I, Ch. 4.Day Four: Gulliver’s Travels by Jonathan Swift, p. 606, 1480LFinish Lesson 3.The textbook’s first section ends in the middle of Part I, Ch. 5.Day Five: “A Gut Visible All the Way from the 18th Century” by A. O. ScottBegin Lesson 4.TN Ready StandardsEvidence StatementsContentWeek 5Reading: LiteratureRL.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.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 they interact and build on one another to produce a complex account; provide an objective summary of the text.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).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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source test. Reading: Informational TextRI.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.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).Speaking and Listening SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.3 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.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 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.11-12.10 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.Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.3 Provides an analysis of the impact of an 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).RL.11-12.5 Provides an analysis of 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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.RL.11-12.6 Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).RL.11-12.7 Provides an analysis of multiple interpretations of a piece of literature.RL.11-12.7 Provide an evaluation of how each version interprets the source text.Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.RI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selections for Week 5Gulliver’s Travels by Jonathan Swift, p. 606, 1480L“A Gut Visible All the Way from the 18th Century” by A. O. ScottWeek 5 Lessons/ResourcesDay 1: “A Gut Visible All the Way from the 18th Century” by A. O. ScottFinish Lesson 4.Day 2: Gulliver’s Travels by Jonathan Swift, p. 606, 1480LBegin Lesson 5.Day 3: Gulliver’s Travels by Jonathan Swift, p. 606, 1480LFinish Lesson 5.Day 4: Gulliver’s Travels by Jonathan Swift, p. 606, 1480LBegin Culminating Task.Day 5: Gulliver’s Travels by Jonathan Swift, p. 606, 1480LFinish Culminating Task.TN Ready StandardsEvidence StatementsContentWeek 6Reading: LiteratureRL.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 they interact and build on one another to produce a complex account; provide an objective summary of the text.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).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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.10 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.Reading: LiteratureRL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.RL.11-12.3 Provides an analysis of the impact of an 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).RL.11-12.5 Provides an analysis of 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, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.RL.11-12.6 Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).L.11-12.5 Demonstrates the ability to interpret figures of speech in context.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selections for Week 6from An Essay on Man by Alexander Pope, p. 630from The Rape of the Lock by Alexander Pope, p. 632Week 6 Lessons/ResourcesDay 1: from An Essay on Man by Alexander Pope, p. 630Literary Analysis – Parody, p. 628Think Aloud – Model the Skill, p. 628Students should read p. 629 about Alexander Pope. Mention the note in the TE on p. 629 that Alexander Pope is among the most quotable writers in the English language. (Examples are given in the TE.)Humanities, p. 630Explain that Pope, like many others of his day, viewed all of creation as a Great Chain of Being.Levels of Meaning – If students will have difficulty understanding Pope’s view of the Great Chain of Being, have them focus on each couplet of the poem and the point it makes. Then, have students state the general impression of humanity the passage conveys.Synthesizing – If students will not have difficulty understanding Pope’s view of the Great Chain of Being, have them synthesize each point he makes into a single statement about humanity.First Read: Students read the entire text to get the gist and author’s purpose.Critical Reading, p. 631, Questions 1 and 2.Supporting Resource: Day 2: from An Essay on Man by Alexander Pope, p. 630Second Read: Students read to integrate knowledge and ideas by completing these text-dependent questions:What does Pope say should be the object of Man’s study? (Key Details/Author’s Purpose)Why do you think Pope says “presume not God to scan”? (Inferences)According to Pope, what prevents man from being a skeptic or a stoic? What is the result of this? Explain. (Key Details)What does each “half” of man do? (Key Details)How can man be both a “lord of all things” and “a prey to all”? (Inferences/Key Details)What twentieth century events suggest that humans are any or all of the following: “the glory, jest, and riddle of the world”? Explain. (Opinions, Arguments, and Intertextual Connections)How is line 12 an example of antithesis? (Vocab and Text Structure)In what way does antithesis help Pope describe the human condition? (Key Details/Inferences)Critical Reading, p. 631, Questions 3 and 4.Day 3: from The Rape of the Lock by Alexander Pope, p. 632Background, p. 632Explain that this is a mock-epic that pokes fun at the upper-class people in Pope’s day.Be sure to explain to students that the use of the word “rape” does not convey sexual assault in this text. The writer is intending to have a shocking effect on the reader by using this extreme term to convey that something has been taken away from the owner without permission.Knowledge Demands – If students will have difficulty understanding court life, have them focus on the poem’s basic story. Then, as they reread, have them consider how the lofty tone jarringly contrasts with the poem’s actual events.Synthesizing – If students will not have difficulty understanding the lifestyle, have them focus on details that mock aristocratic life.Read and reread aloud the first sentence of the Background section on p. pare the description of the five cantos to the structure of a Shakespearean play or Homeric epic. Ask students what effect this has on the text? Why would Alexander Pope use this structure for his satire?Humanities, p. 633The British Tradition – Have students read about the Neoclassical style and the heroic couplet before reading the poem.First Read: Students read Canto III, p. 634-639 to get the gist.Check in with students and/or consider using read aloud for the first read to help ensure a tone/mood that matches the mocking of the satire.To support less proficient readers, use the Literary Analysis Graphic Organizer B, p. 114 in the Graphic Organizer Transparencies, to help students understand what to look for in reading a mock epic. Then, in a group, work through a passage of approximately fifteen lines, and have students identify the mock epic elements.Fashions of the Times, p. 640 Day 4: from The Rape of the Lock by Alexander Pope, p. 632Consider using this video from : (For multiple viewings without having an account, clear your browsing history and try the link again. The first five minutes help give students context for the poem.)Second Read: Students read to integrate knowledge and ideas by completing these text-dependent questions:What happens during the game of cards? (Key Details)What does the way they play reveal about Belinda and the Baron? (Inferences)To what trivial subject and epic convention does Pope refer in lines 33-66? (Key Details/Vocab and Text Structure)What does Clarissa help the baron do to Belinda? (Key Details)What is the key conflict of the text? What is your evidence for this? (Inferences)What happens to the lock of hair in lines 79-88? (Key Details)In what way is the claim that Pope makes in lines 78-88 ridiculous? Is there any truth to this? Explain? (Inferences)What is the effect of the antithesis in line 92? (Inferences/Vocab and Text Structure)In what ways do line 125 and 126 fit the Neoclassical style and outlook? (Inferences/Vocab and Text Structure)How is Belinda’s reaction to the loss of her hair appropriate for a mock epic? (Author’s Purpose)Identify an example of epic simile in Canto V. How does this simile add to the absurdity of the action Pope is describing? (Vocab and Text Structure/Author’s Purpose)What is Pope’s criticism of the rituals he describes? (Author’s Purpose)Which of the epic elements that Pope uses adds most to his criticism of upper- class courtship rituals? Explain. (Author’s Purpose/Opinions, Arguments, and Intertextual Connections)In what way does antithesis help Pope mock upper class pretensions? (Vocab and Text Structure) What is Pope’s intention with this Mock Epic? (Opinions, Arguments, and Intertextual Connections)Day Five: Culminating TaskStudents will draft an essay to integrate ideas from the text sets in this unit.Prompt: Have students write a timed essay in response to this question: How do Swift and Pope introduce and develop characters in order to criticize social customs and courtly routines of their time?Remind students to introduce claims and distinguish those claims from opposing claims gleaned from the seminar, citing relevant evidence as support.Support for students:SOAPSTone TN Ready StandardsEvidence StatementsContentWeek 7Reading: LiteratureRL.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.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 they interact and build on one another to produce a complex account; provide an objective summary of the text.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).RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).Reading: Informational TextRI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageL.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.Speaking and Listening SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelySL.11-12.2 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.11-12.3 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.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 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.11-12.10 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.Reading: LiteratureRL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.RL.11-12.1 Provides a determination of where the text leaves matters uncertain.RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.RL.11-12.2 Provides an objective summary of a text.RL.11-12.3 Provides an analysis of the impact of an 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).RL.11-12.6 Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).Reading: Informational TextRI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageL.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.SL.11-12.3 Demonstrates ability to evaluate a speaker’s point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selections for Week 7Should Animals Be Doing More for the Animal Rights Movement? From The Onion (video)Modern Satire Loses Its Bite by Nicholas Swisher, 1050LWeek 7 Lessons/ResourcesDay 1: Should Animals Be Doing More for the Animal Rights Movement? From The Onion (video)Project the satirical video to the whole class for viewing and discussion. The video is less than 2m long. For the first viewing, allow students to watch without any frontloading or support.After a second viewing, have students discuss key questions such as:What elements of the video make it look real?What evidence helps a viewer determine that the video is a satire?Who are the speakers on the panel?What are their roles / jobs? Do these titles belong to these people or are they fake? How would you know?What is the central idea of this fake panel discussion?How does this central idea impact the true intent of The Onion?How does the humanization of animals convey the satirical messages?How easy would it be for anyone to create a video like this? If it were shared on Facebook, would people believe it and share it? Why or why not? How do you know?Review the elements of satire on p. 604 of the textbook. Have students write a brief essay on this prompt: Based on standards of satire as seen in Jonathan Swift’s writing, would the news story from The Onion qualify as a classic satire if it were released back in the 1700s?Day 2: Modern Satire Loses Its Bite by Nicholas Swisher, 1050LStudents read the article by Nicholas Swisher to get the gist of the piece.Have students summarize Swisher’s stance on modern satire. What is the inherent issue with satirical shows or websites? Does Swisher pose a solution? Why or why not?Distribute students writing from Day One about The Onion video. Have students compare their writing to Swisher’s writing. Ask if students agree with Swisher or have evidence to the contrary. Day 3 Begin Performance Task – Students may research and complete either Option One or Option Two.Day 4: Continue Performance Task.Incorporate peer editing and feedback.Day 5:Finish Performance Task.Encourage students to share out.Weeks 8 – 9Reading Selections / Anchor TextsWeek 8“Elizabeth McCracken Introduces Frankenstein by Mary Wollstonecraft Shelley”, p. 756Introduction to Frankenstein by Mary Wollstonecraft Shelley, p. 760Pills made from poop cure serious gut infections (NewsELA), 1130LScientists announce success in creating smallest living organism (NewsELA), 1110LHere's the science behind fruits and veggies that look good, taste better (NewsELA), 1230LWeek 9Culminating Writing TaskEssential Question: Knowledge is power. Can too much knowledge be dangerous?Performance Task: Explained in a student-friendly one-pager: Throughout the novel, Mary Shelly warns of the danger that knowledge may possess. Victor states, “Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, then he who aspires to become greater than his nature will allow.” Even today this warning is relevant in our increasingly changing society. Devise an argument to either support or deny Victor Frankenstein’s warning about the acquirement of knowledge being dangerous. Make sure to bring in modern day examples to support your argument.TN Ready StandardsEvidence StatementsContentWeek 8Reading: Informational TextRI.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.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3 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.11-12.5 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.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageRL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).L.11-12.6 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.Speaking and Listening SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasivelyWritingW.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.W.11-12.10 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.Reading: Informational TextRI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.RI.11-12.2 Provides a statement of two or more central ideas of a text.RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.2 Provides an objective summary of a text.RI.11-12.3 Provides an analysis of a complex set of ideas.RI.11-12.3 Provides an analysis of a sequence of events.RI.11-12.3 Provides an explanation of how specific individuals interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.RI.11-12.5 Provides an analysis and evaluation of 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.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageRL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.Speaking and ListeningSL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others’ ideas and expressing their own, clearly and persuasively.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Selections for Week 8“Elizabeth McCracken Introduces Frankenstein by Mary Wollstonecraft Shelley”, p. 756Introduction to Frankenstein by Mary Wollstonecraft Shelley, p. 760Pills made from poop cure serious gut infections (NewsELA), 1130LScientists announce success in creating smallest living organism (NewsELA), 1110LHere's the science behind fruits and veggies that look good, taste better (NewsELA), 1230LWeek 8 Lessons/ResourcesDay 1: “Elizabeth McCracken Introduces Frankenstein by Mary Wollstonecraft Shelley”, p. 756Students read the text, p. 756-757 to get the gist and author’s purpose.Themes Across Centuries, p. 756How is Mary McCracken’s work similar to Mary Shelley’s?Dreaming Up Monsters, p. 756What elements of McCracken’s recurring nightmare were especially frightening?Why might young Elizabeth not want to be comforted?The Thrill of the Terrifying, p. 756Why do readers enjoy being terrified?Based on the text, if she had not lived in a safe suburban world, might scary literature Elizabeth read have been as appealing to her?Where Do Great Characters Come From?Do you think a child’s under-the-bed monster can be the beginning of great fiction? Why?Critical Reading, p. 757Day 2: Introduction to Frankenstein by Mary Wollstonecraft Shelley, p. 760Explain to students that this text is about how and why Mary Shelley wrote Frankenstein. Students will not be reading the actual text.Literary Analysis, p. 758Show introductory video clip (CrashCourse, stop at 5:29): Levels of Meaning – If students will have difficulty with Shelley’s ideas about inspiration, have them identify her main goal and her process for achieving it. Then, as they reread, have them focus on the process.Synthesizing – If students will not have difficulty with Shelley’s ideas, have them focus on what she reveals about literary inspiration.Humanities, p. 760Read the Background note on p. 760. Remind students about Prometheus in Greek mythology using this source: Day 3 Introduction to Frankenstein by Mary Wollstonecraft Shelley, p. 760 First Read: Students read p. 760-764 to get the gist of the text.Second Read: Students revisit the text and note the Scholar’s Insight pieces from Elizabeth McCracken.Third Read: Students review the text and answer text-dependent questions:Based on the second paragraph of her essay, do you think Shelley might have liked this image? Why? (Speculate)What has the author set out to explain at the bottom of p. 761? (Author’s Purpose)What elements of the Gothic tradition are incorporated in the image of a shape “lost beneath the shadow of the castle walls”? (Analysis)After You Read, p. 765 – Questions 1, 3, 7, and 8Day 4: Pills made from poop cure serious gut infections (NewsELA), 1130L AND Scientists announce success in creating smallest living organism (NewsELA), 1110LDistribute copies of Pills made from poop cure serious gut infections (NewsELA).First Read: Students read the text to get the gist.Second Read: Students reread the text and answer text-dependent questions:What happens to the good stool bacteria when it’s frozen?Why is C-diff infection such a serious problem?What do doctors hope to gain in the future?Distribute copies of Scientists announce success in creating smallest living organism (NewsELA).First Read: Students read the text to get the gist.Second Read: Students reread the text and answer text-dependent questions:What is the central idea of the article?What does the word “sobering” convey in the second sentence?What are the two challenges that Venter and his team face, according to this article?Day 5: Here's the science behind fruits and veggies that look good, taste better (NewsELA), 1230LDistribute copies of the article.First Read: Students read the text to get the gist.Second Read: Students reread the text and answer text-dependent questions:What text structure or text structures help organize this article (e.g. narrative, compare/contrast, cause and effect, claim and supports...)? Give examples from the text to support your answer.Which paragraph in the section "Bananas Face Big Trouble" BEST explains why Cavendish bananas are endangered?According to the text, what is genetic modification?What is the central idea of this article?Does the author claim that GMOs are beneficial or that GMOs are harmful, or does the author remain neutral?After exploring the British Gothic tradition, the theme of creation in Frankenstein, and the articles on modern science, have students discuss the quote in the culminating writing task: Victor states, “Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, then he who aspires to become greater than his nature will allow.”Students may work in groups to discuss how this quote relates to the texts examined in this week’s study.TN Ready StandardsEvidence StatementsContentWeek 9Reading: Informational TextRI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageL.11-12.6 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.WritingW.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.5 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.11-12.10 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.Reading: Informational TextRI.11-12.6 Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective.RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.7 provides an evaluation of multiple sources ofinformation presented in different media or formats (e.g.,visually, quantitatively) as well as in words in order to address a question or solve a problem.LanguageL.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Week 9 Lessons/ResourcesPerformance Task: Explained in a student-friendly one-pager: Throughout the novel, Mary Shelly warns of the danger that knowledge may possess. Victor states, “Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, then he who aspires to become greater than his nature will allow.” Even today this warning is relevant in our increasingly changing society. Devise an argument to either support or deny Victor Frankenstein’s warning about the acquirement of knowledge being dangerous. Make sure to bring in modern day examples to support your argument.As part of the instructional routines, students will complete the following six steps of the writing process.Review task and rubricRead the text. Reflect. Draft.Peer-review/peer exchangeEdits: thesis/introduction, development, conventions, conclusions, sources and documentation Revisions (Consider using the STAR Revision Protocol – see below.)Publish (type) writingsSTAR RevisionMaterials Needed: STAR Revision Sample (p. 31 of this document), writing drafts, four different colored pencilsMinilessonConnecting: Tell students that writing is a recursive process. Inform them that writers often read back through their work to make substitutions, take words out, add and/or rearrange words or phrases in their writing. Tell them that writers reuse many, many times until the story is as good as it can get.Teaching Point: Tell students that today you will teach them to revisit their drafts using STAR revision.Teaching: Show students STAR revision by using the STAR Revision hand out. Read the examples aloud and share your thinking as you go through each step of STAR Revision: substituting, taking out, adding, and rearranging. Using your memoir as an example, demonstrate for students how you go through the STAR revision categories, looking for ways to improve your writing.Actively Engaging: Tell your students to revise their writing drafts using the STAR revision method.Linking: Tell your students that today and every day they can improve their writing by revising their work using the STAR Revision method.Conferring: Go around and offer help when needed. Encourage students to work on all four parts of STAR revision and make appropriate choices that improve the writing.Sharing: Invite students to share with the class one revision they made to their draft. ................
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