Grade 11 Term 1 - School District of Philadelphia

Grade 11 2017-2018 SY

Dates of Cycle

Term 1

September 5, 2017 ? November 13, 2017

Total Teaching

Days

Total Instructional Days: 45 Including 1 Half Day

Theme & Suggested Collections

Theme: In Search of America

Study Sync Grade 11: Grade 11 Unit 1

Term 2

November 14, 2017 ? January 29, 2018

Total Instructional Days: 45 Including 3 Half Days * January Keystone Test administration may impact your total days of instruction.

Theme: Living in Two Worlds

Study Sync Grade 11: Grade 11 Unit 2

Term 3

Term 4

January 30, 2018 ? April 9. 2018

April 10, 2018 ? June 12, 2018

Total Instructional Days: 46 Including 3 Half Days

Total Instructional Days: 46 Including * May Keystone Test administration may impact your total days of instruction.

Theme: Wisdom Through Experience

Study Sync Grade 11: Grade 11 Unit 4

Theme: Making a Stand

Study Sync Grade 11: Grade 11 Unit 3

Performance Task and

Performance Assessment

Options

Close Reading (all texts)

Informational/Explanatory Extended Writing Project Study Sync Grade 11, pgs. 81-118

Close Reading (all texts)

Argumentative/Persuasive Extended Writing Project Study Sync Grade 11, 191-223

Close Reading (all texts)

Close Reading (all texts)

Narrative Writing Extended Writing Project Study Sync Grade 11, 324 - 419

Argumentative/Persuasive Extended Writing Project Study Sync Grade 11, 226 - 322

The School District of Philadelphia

Standards Mapping: Grade 11 Term 1 Theme: In Search of America Unit One: We the People

Assessments:

The lessons attached to each reading selection include a variety of tasks for students to complete. Teachers may evaluate any or all tasks toward their assessments of student achievement. Please note that the end-of-unit test will assess the focus standards addressed throughout the unit.

ELL Resources:

Struggling Learner Resources:

The instructional path contains an Access Path, which provides targeted differentiation for English Learners. Students interact with course materials through Access Handouts, which provide differentiated activities for each proficiency level.

The instructional path contains an Access Path, which provides targeted differentiated instruction for struggling learners. Students interact with course materials through Access Handout 4, which provide differentiated activities and support for struggling learners.

Emerging ? Access 1 Intermediate ? Access 2 Advanced ? Access 3

Please note that the Philadelphia School District reports an ELL student's English proficiency level via an access score/level. This level does not align with the Access Path, used by Study Sync Grade 11. Therefore, when selecting which Access Path to support ELL instruction, please evaluate students independently to meet their individual needs and engage in conversation with ESL teacher.

Suggested Days

Texts

Days 1-4

"Of Plymouth Plantation"

Study Sync Grade 11, pgs. 4-9

Online Resource: Blast:

We the People: American

Literature and History

Connected.

Focus Skills: Textual Evidence, Author's Purpose,

Point of View

Writing

Reading Informational Text

PA Common Core Standards Addressed

CC.1.2.11-12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.

CC.1.2.11-12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.

CC.1.2.11-12.J Acquire and use accurately general academic and domain-specific worlds 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. CC.1.4.11-12.T 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 of audience. CC.1.4.11-12.X 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 discipline-specific tasks, purposes, and audiences. CC.1.4.11-12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to like the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition

? Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to

Eligible Content

L.N.1.3.1 L.N.1.3.2 L.N.2.3.3 L.N.1.1.3 L.N.1.3.3 L.N.2.3.3 L.N.2.3.5 L.N.2.4.1 L.N.2.4.3 L.N.1.2.4 L.N.1.2.1 L.N.1.2.2 L.N.1.2.3

C.E.1.1.3 C.E.1.1.5

C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3

Suggested Days

Days 5-7

Texts

"The Scarlet Letter"

Study Sync Grade 11, pgs. 10-14

Online Resource: Blast:

For Shame Connected.mcgraw-



Focus Skills: Story Elements

Reading Literature

Speaking and Listening

manage the complexity of the topic. ? Establish and maintain a formal style and objective tone

while attending to the norms of the discipline in which they are writing.

CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.5.11-12.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively CC.1.5.11-12.B 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.

PA Common Core Standards addressed

CC.1.3.11-12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text

CC.1.3.11-12.C Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama

CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of strategies and tools CC. 1.3.11-12.J Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college- and careerreadiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase

C.E.2.1.4 C.E.2.1.6 C.E.2.1.7

C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Eligible Content

L.F.1.1.1 L.F.2.1.2 L.F.1.3.1 L.F.1.3.2 L.F.1.1.3 L.F.2.3.1 L.F.2.3.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3 L.F.1.2.4

important to the comprehension or expression. CC.1.4.11-12.D Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to like the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition

? Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

? Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.

CC.1.4.11-12.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Writing

Suggested Days

Texts

Days 8-11

"The Crucible" Study Sync Grade

11, pgs. 15-24

Online Resource: Blast:

Let's Get Hysterical Connected.mcgraw-



Reading Literature

CC.1.4.11-12.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying gradelevel reading standards for literature and literary non-fiction.

PA Common Core Standards Addressed

CC.1.3.11-12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text CC.1.3.11-12.C Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama

CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly between a range of

C.E.1.1.3 C.E.1.1.5

C.E.1.1.4 C.E.2.1.1 C.E.2.1.2 C.E.2.1.3 C.E.2.1.4 C.E.2.1.6

C.E.1.1.5 C.E.3.1.1 C.E.3.1.2 C.E.3.1.3 C.E.3.1.4 C.E.3.1.5

Eligible Content

L.F.1.1.1 L.F.2.1.2 L.F.1.3.1 L.F.1.3.2 L.F.1.1.3 L.F.2.3.1 L.F.2.3.4 L.F.1.2.1 L.F.1.2.2 L.F.1.2.3

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