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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 CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide 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. How 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.471741545529500This 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:(1) 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.Throughout 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, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): Teachers can access the TNCore 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: Teachers 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 Work Finder: Links to Support Vocabulary Instruction & Development 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: Teachers 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 Projects Sequenced: Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Using the Curriculum MapsBegin by examining the text(s) selected for each quarter. Read the selections becoming 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 tasks and match them to your objectives.Plan the questions you will ask each day using the Fisher/ Frye Pyramid. 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 the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Using the Fourth Quarter MapsThe fourth quarter centers on the concept of the American Dream. Students will be expected to relate the ideas and issues of the American dream to the novel The Great Gatsby by F. Scott Fitzgerald. To begin, students will read various informational texts in order to explore the American Dream and the historical context for the 1920’s time period. Students will work individually and cooperatively to research and prepare a written and oral presentation on a specific topic. Topics may include but are not limited to: women of the 1920’s, economic concerns, science and technology innovations, influence of the Presidential administration(s), social class, popular entertainment, prohibition, the right to vote, clothing and fashion, music, etc. In addition to basic research and citation procedures, students will gain an understanding of the time period in order to understand the novel in historical context. Upon completion, students will be able to trace some of the major themes of the novel and explore how they relate to their own lives. TN State StandardsEvidence StatementsContentWeeks 1-3Reading Selections The Fallacy of Success (Lexile 1060; text exemplar Appendix B; Informational) ”The Gospel of Wealth (Lexile 1120) Research The Decade of the 1920’sBig Question: How is reading a process of constructing meaning from text? Performance Task Cumulative Performance Task: Consider the relationship between wealth, success, and the 1920s perception of the American Dream. After reading “The Fallacy of Success” and “The Gospel of Wealth” and completing multi-media research on the 1920s, write a synthesis essay in which you defend, challenge or qualify the claim that wealth was a key component to perceived success during the 1920s. Cite evidence from both texts and at least one additional source [R.L.11.7]Week 1 Reading Complex TextsInformationalRI.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. 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 ).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.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.ReviewRI.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. InformationalEvidence StatementsProvides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.1Provides a determination of where the text leaves matters uncertain. RI.1 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning RI. 4Provides a statement of an author’s point of view in a text. RI.6Provides a statement of an author’s purpose in a text. RI.6Provides an analysis of how the author acknowledges and responds to conflicting evidence and/or viewpoints. RI.6Review Provides a statement of two or more central ideas of a text. (1) RI.2Provides 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. (2) RI.2 Provides an objective summary of a text. (3) RI.2 Reading SelectionsInformational TextAnalyze Nonfiction Text Analyze Authors Opinions and ArgumentsAnalyze Chesterton’s understanding of the word “success”The Fallacy of Success (Lexile 1060; text exemplar Appendix B; Informational) RI.11-12.1,4, 6,10Overview: The author argues that books about how to become successful are worthless because they give no real information about how to attain the goals of making more money or reaching a higher social position. Instead, they simply encourage the reader to worship money and those who have lots of it.Reading Informational Text: Guide students to discuss what characteristics of informational texts, such as making an argument, they notice. Have students briefly look through the essay for clues to the author’s opinions and argument. Set a Purpose for reading: Students will read The Fallacy of Success to analyze Chesterton’s understanding of the word “successSkill Focus: textual evidence, inference, analysis, figurative, connotative, and technical meaning of words, author’s point of view, author’s purpose, effective rhetoric, contributions of style and content, analyze ideas over the course of the text, provide an objective summary. List of Tier 3 Domain Specific Words Close Reading and Annotation Students work with a partner to read and annotate G.K. Chesterton’s “The Fallacy of Success." Students take notes which summarize each section of the text. Students write an objective summary of the text, identifying two claims and determining how those claims are developed in the text.First Read: Have students use text evidence and draw inferences to answer the following questions. 1. Explain why Chesterton thinks books about how to succeed are silly. (Sample answer: The books do not give any specific information about how to become better at any one thing. Instead they encourage people to follow their own selfish material interests.)2. Explain to students that Lord Rothschild and Cornelius Vanderbilt were enormously wealthy men who made money from steamships and railroads. Ask: Why would an article on “The Instinct that Makes People Rich” show Rothschild’s picture and use Vanderbilt as an example? (Sample answer: because the article’s author believes that the reader will want to be rich, like Lord Rothschild and Cornelius Vanderbilt.)-RI.11-12.1Second Read: Text Dependent Questions1. What is the meaning of success? (general understanding) 2. According to Chesterton, why are books about Success the “silliest ever known among men”? (Key Detail) 3. What is the “mysticism of money” to which Chesterton refers? (Vocabulary and Text Structure)4. For the author, what role do temperance and good work play in personal betterment? (Author’s Purpose)5. Why are grass and good wine preferable to gold for Chesterton? (Inferences)5. How should we measure success? And what goals should we aim for? (Opinions / Arguments) Progression of Text Dependent Questions - Other Text Dependent Questions:1. What does it mean that “there is nothing that is not successful”? 2. Why does this make it impossible to write about success?3. What can money really buy and what power does it have over us? -RI.11-12.6; RI.11-12.2Third ReadAnalyze the Text ? What does Chesterton mean by claiming that nothing exists which is not successful? Sample answer: Here, Chesterton means that for animals and people to be considered successful, they simply need to continue being what they are. ? What is the meaning of success, according to the writers of books on how to succeed? How does Chesterton seem to regard success as a goal? Sample answer: The author believes that the writers are defining success in terms of money and status. Chesterton thinks these goals are misguided at best.-RI.11-12.4 ResourcesProgression of Text Dependent Questions - Prentice Hall Online Resourceshttp:/ Prentice Hall Reading ToolkitState of Tennessee Prentice Hall Common Core Companion Additional Resources WIDA Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standard 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).English Language Development Standard 1English language learners communicate for Social and Instructional purposes within the school settingSocial and Instructional languageEnglish Language Development Standard 2English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language ArtsThe language of Language ArtsLanguage – VocabularyL.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. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 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.LanguageEvidence Statements Demonstrates the ability to clarify words in context L.4Demonstrates the ability to use context cluesL.4 a Demonstrates the ability to use word patterns L.4.bDemonstrates the ability to use reference materialsL.4.cDemonstrates the ability to verify the meaning of wordsL.4.d Demonstrates the ability to interpret figures of speech in context L.5Demonstrates the ability to use general academic and domain specific words and phrases L.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – 1. chivalry (paragraph 1) ? code of conduct used by medieval knights 2. avarice (paragraph 3) ? greed 3. amassed (paragraph 3) ? collected 4. mysticism (paragraph 3) ? belief without clear evidence 5. unfathomably (paragraph 4) ? in a way that is nearly impossible to understandTier 2 words - Analysis WorkshopSkills: Acquire and use academic vocabulary(After students have read the text, teachers may need to add additional Tier 2 words to the “Fallacy” list.) Interactive Digital PathVocabulary CentralVocabulary Workshop: Multiple Meaning WordsResources(Videos showing strategies for teaching academic vocabulary in context) Common Core Companion Greek and Latin roots Critical Words Your Students Must Know for the Common Core State Standards! Writing to TextsWriting 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. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 on page 55.) L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.WritingEvidence StatementsDevelopment of Ideas Response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization 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 Language 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 Conventions 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. Reviewed throughout the quarterWriting sentences, Topic sentences and supporting details, Essay organization and structure, Thesis statement, Writing paragraphs, Performance TasksDemonstrates the ability to use the convention of standard English L 1Demonstrates the ability to resolve complex usage L1bDemonstrates the ability to use Standard English (e.g. capitalization, punctuation, and spelling L2 Writing Routine Writing (text-dependent): Analytic SummariesGraphic OrganizersDaily Editing PracticeAnnotationAnalysis (inform/explain)Have pairs or small groups of students refer to the text to analyze how the key term, success, is interpreted, used, and refined over the course of Chesterton’s essay. Tell students to consider also if the speaker’s true feelings are left uncertain. Encourage students to ask and answer questions about Chesterton’s use of sarcasm and humor in the essay. W.2Students within each pair or group share their drafts with each other and edit their writing. W.5Individual students submit in their final drafts to the teacher. W.4 1. Draw evidence from the text to support your analysis and reflection. Develop your topic with relevant, well-chosen facts, concrete details, or other information and examples. Demonstrate command of the conventions of standard English, capitalization, punctuation, and spelling in your response.2. Write an essay that summarizes and analyzes how the key idea is introduced, illustrated, and elaborated in the text. Be sure to cite evidence from the text to support your analysis. Follow the conventions of standard written English.Responding to Text:Analysis Essay: Students analyze how the key term “success” is interpreted, used, and refined over the course of G.K.Chesterton’s essay “The Fallacy of Success.” (RI.11-12.4)Analysis Essay: Students determine the central ideas found in The Fallacy of Success by G. K. Chesterton, noting the parallels between it and The Gospel of Wealth by Andrew Carnegie, providing a summary that makes clear the relationships among the key details and ideas of each text and between the texts. (RI.11-12. 2)ResourcesTNCore Rubrics – Informational/ExplanatoryThe Informational/Explanatory Rubric Writing traits for Organization and FocusWriting traits for DevelopmentWriting traits for conventions of standard written English.Speaking and Listening SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.Speaking and ListeningThe student response is effectively developed with information and supporting evidence and is consistently appropriate to the task SL.4The student response is effectively organized with a clear and coherent line of reasoning SL. 4The student response addresses the development, organization, and style appropriate to purpose SL.4Speaking and ListeningPrentice Hall Literature- Pearson Publishing ActivityStudents, individually, with a partner, or a group, deliver a presentation in which they analyze Chesterton’s understanding of the concept of “success”. Resources1. Classroom roles and responsibilities2. Accountable talk – . 3. Close Reading – Week 2The Gospel of Wealth, by Andrew Carnegie Performance Task: Carnegie argues that in his age there is a “…temporary unequal distribution of wealth.” Does Carnegie sufficiently present his argument? Be sure to include a thesis statement, three pieces of evidence (i.e. quotes) and a conclusion. Reading Complex TextsRI 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. 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 ). 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. ReviewRI 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.Provides a statement of two or more central ideas of a text. 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. Provides an objective summary of a text. Provides a statement of the central ideas or information of a primary or secondary source; provides an accurate summary that makes clear the relationships among the key details and ideas. Provides a statement of the central ideas or conclusions of a text; summarizes complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Provides a determination of an author’s point of view or purpose in a text in which the rhetoric is particularly effective RI 2 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). Provides an analysis of how an author uses or refines a key term or terms over the course of a textDemonstrates the ability to determine the meaning of symbols and/or key terms in a specific scientific or technical context relevant to grade 11 texts and topics. RI 4Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text. Provides an analysis of the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Provides an evaluation of the authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, or evidence. RI 6Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. Provides strong and through textual evidence with a determination of where the text leaves matters uncertain. Provides textual evidence to support an analysis of science and/or technical texts, attending to important distinctions the author makes. Provides textual evidence to support an analysis of science and/or technical texts, attending to any gaps or inconsistencies in the account. Provides textual evidence to support an analysis of primary and/or secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RI 1 Reading Selection Informational TextAnalyze Nonfiction Text Analyze Authors Opinions and ArgumentsAuthor’s Point of ViewThe Gospel of Wealth Close Reading and Annotation Set a Purpose for Reading:Carnegie states that in his age there is a “…temporary unequal distribution of wealth.” Does Carnegie sufficiently present his argument?First Read:Read the text aloud. Second Read: Read the text again and stop to discuss some of the vocabulary. Make notes on the vocabulary in the margins where appropriate. Highlight any points that may be important. (For the student – relay to students that they are not expected to know all of the words or understand everything in these initial readings. Additional Reads:Reread this text very closely over several days to uncover its meaning. Text Dependent QuestionsUse the following method to address each of the Text Dependent Questions. ? Reread the section of the text that precedes the question? Take notes to help you formulate an answer to the question ? Discuss the question in a group ? Individually write what you think are the best answers to each questionText has been numbered into sections 1-14.Section 1 Text with Section 1 Text Dependent Questions1. What is the “age” Carnegie is talking about? The Gilded Age or the Industrial Revolution. Students should note the date given on the first page. (General Understanding)2. What is a “harmonious relationship”? Students should differentiate this meaning from other meanings of harmony, and identify that Carnegie is talking here about bettering relations between rich people and poor people. (Key Details)3. What does Carnegie mean by “theadministration of wealth”? The notion of “administering wealth” is not explained until later in the text. At this point students should be given a chance to grapple with this idea, with teachers explaining that the class will return to it later. (Vocabulary and text structure)4. What is the “...change which has come with civilization” that Carnegie alludes to here? In the past the “chief” and his “retainers” were very similar in their “...dress, food and environment.” This is no longer the case. The rich now live in mansions and the laborers in cottages. (Vocabulary and text structure)5. What is Carnegie saying about this change and “civilization”? He is saying that this change “comes with civilization.” This means that, according to Carnegie, when there was no civilization the “chief” and his “retainer” or follower were very much equal (“...little difference”). The difference only came – according to Carnegie – with civilization. (Author’s Purpose) Section 2 Text with Section 2 Text Dependent Questions1. What is “this change” that Carnegie refers to in the first sentence of the paragraph to the left? 2. Carnegie makes a number of points in this paragraph; explain each of these (there should be about five or six).Section 3 Text with Section 3 Text Dependent Questions1. What is the “condition of affairs” in the first sentence here, and what are the “best interests” which Carnegie states this promotes?2. Carnegie states, “...the laws upon which Civilization is founded have thrown it {wealth} into the hands of the few...” What is he claiming are these “laws”? What does “law” mean in this context? 3. What is the main question that Carnegie is posing here? 4. What differences between types of wealth does Carnegie define? Note: Using this module from Achievement Partners, click on the link above to find Text Sections 4-12, with aligned text dependent questions. Section 13 Text with Section 13 Text Dependent Questions1. In paragraph 13, Carnegie summarizes his argument. What main points does he review? Section 14 Text with Section 14 Text Dependent Questions1. Why does Carnegie consider his plan a “gospel”? WIDA Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standard 2 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).English Language Development Standard 1English language learners communicate for Social and Instructional purposes within the school settingSocial and Instructional languageEnglish Language Development Standard 2English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts The language of Language Arts Language – VocabularyL.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. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 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.Language – VocabularyEvidence Statements 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. L4 Demonstrates the ability to clarify words in context L.4Demonstrates the ability to use context clues L.4 a Demonstrates the ability to use word patterns L.4.bDemonstrates the ability to use reference materials L.4.cDemonstrates the ability to verify the meaning of words L.4.d Demonstrates the ability to interpret figures of speech in context L.5Demonstrates the ability to use general academic and domain specific words and phrases. L.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyBelow is an example of the Tier 2 Vocabulary from section 1 of the text. Vocabulary words are “bolded”, throughout each section of text and will look something like this:1. harmonious2. Deplored3. Nay4. Modes5. Surplus wealth6. Decedents7. Bequeathed8. Testation9. Thwarted10. Disposition11. Deprived12. Condemnation For additional vocabulary, click on the link: Tier 2 words - Analysis WorkshopSkills: Acquire and use academic vocabulary(After students have read the text, teachers may need to add additional Tier 2 words to the “Gospel of Wealth” list.) Interactive Digital PathVocabulary CentralVocabulary Workshop: Multiple Meaning WordsResources(Videos showing strategies for teaching academic vocabulary in context) Common Core Companion Greek and Latin roots Critical Words Your Students Must Know for the Common Core State Standards! Writing to TextsWriting Standards1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 on page 55.) Writing Evidence StatementsW 11-12.1 Recognize relevant or sufficient evidence W.1Ability to analyze a substantive topic or text to determine if it is suitable for a written argument W.1a. Ability to write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence which: introduces precise, knowledgeable claim(s) establishes the significance of the claims distinguishes claims from alternate or opposing claims creates an organization that logically sequences claim(s), counterclaims, reasons, and evidence b. Develops claim(s) and counterclaims fairly and thoroughly, with the most relevant evidence for each points out strengths and limitations of claims and counterclaims anticipates the audience’s knowledge level, concerns, valuable, and possible biases c. Uses words, phrases, and clauses as well as varied syntax to link sections of text, create cohesion, and clarify relationships d. Establishes and maintains formal style and objective tone attends to the norms and conventions of the disciplinee. Provides a concluding statement that follows from and supports the argument presented. As students organize their essays for “The Gospel of Wealth” they should be able to incorporate the following:Written Expression: Development of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion2 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.Writing Performance Task:Carnegie argues that in his age there is a “…temporary unequal distribution of wealth.” Does Carnegie sufficiently present his argument? Be sure to include a thesis statement, three pieces of evidence (i.e. quotes) and a conclusion. ANALYSIS: As a class we will review the following questions: A. What is the key argument that Carnegie is making in this piece? Students should recognize that he is arguing that the wealthy have earned their wealth, have a duty to help others, and should do so as they best see fit, as they are superior. There is also religious grounding in his argument B. How does he develop his argument? Students should be able to identify these main chunks of the text: I. Describes the effects of the industrial revolution on income and income distributionII. Analyzes what is beneficial about these changes III. Describes and analyzes current ways of handling great wealth, poses question of how it should be handled IV. Supports the growing idea of a death tax, but also says that this alone is not sufficient i.e. rather than a death tax, which he says is inefficient, we need to have wealthy administer their wealth as they see fit while alive. V. Responds to arguments outside of text (Capitalism & Communism) VI. Proposes his argument – administer it oneself VII. Problem of other modesC. What evidence does he provide? Students should be able to pull these main illustrations used by Carnegie to support his arguments, and they should also be able to identify the points of argument used in their response to the Performance Task: I. The palace and the cottage II. Squalor and Maecenas of Rome III. Inheritors (male vs. female) and the public need IV. Death tax does benefit society V. Doesn’t sap the root of enterprise VI. Because the wealthy are superior for having earned VII. Wasted in indulgences – The Cooper Institute VIII. Mr. Tilden – legal disputesSpeaking and ListeningSL 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 persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range or positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 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. PresentationSpeaking and Listening Ability to identify key supporting ideas from research. Ability to analyze and evaluate text comments claims evidence posed Personal conclusionsthe conclusions of others. Ability to reference evidence from texts and research to support comments and ideas. Ability to justify personal viewpoints by making connections to new evidence or reasons posed.SL 1 and 1aDescribe expectations for civil and democratic discussion and decision-making. Determines goals, deadlines, and individual roles for discussion groups. Evaluates discussions and decision-making processes. Collaborates to develop guidelines for discussion.SL 1bAbility to identify diverse perspectives in text and presented in discussion. Ability to ask thought provoking questions. Ability to identify conclusions posed during discussion or in text. Ability to identify new information posed during discussion. Ability to formulate ideas, opinions, and conclusions based on prior and new evidence. Ability to pose and respond to questions to probe reasoning and evidence. Ability to converse to resolve contradictions. SL 1cAbility to synthesize comments, claims, and evidence for all sides of an issue. Determines additional information needed to further the investigation or complete the task. Responds thoughtfully to consider all positions on an issue or topic. SL1dSpeaking and ListeningTeachers will hold students accountable for their learning through the practice of “Accountable Talk”. This is a classroom process and procedure learned earlier in the school year. The Gospel of Wealth lesson can easily incorporate this best practice. Activity Accountable Talk Common Language around Accountable Talk:1. Students make use of specific and accurate knowledge.Students make specific reference to a text to support arguments and assertions.Students make clear reference to knowledge built in the course of discussion. Examples or claims using outside knowledge are accurate, accessible, and relevant. 2. Students provide evidence for claims and arguments. Unsupported claims are questioned and investigated by discussion participants. Requests are made for factual information, elaboration, rephrasing and examples. Students call for the definition and clarification of terms under discussion.Students challenge whether the information being used to address a topic is relevant to the discussion.Question stems students might use in order to engage in a meaningful conversation with peers: What evidence do you have to support that? Clarify what you mean by __. Based on my evidence, I think ___. How could you prove that? Where did you find that evidence? What is your line of evidence?Resources1. Classroom roles and responsibilities2. Accountable talk – . 3. Close Reading – Accountable Talk Stems: Week 3 Research ProjectYour students may not have the background knowledge of the 1920’s to put the upcoming novel, The Great Gatsby, in proper context. The Roaring 20’s was a time of tremendous growth, change, fun, and excitement. Have them do some basic research on the time period and present their findings to the class in various ways in order to help them visualize the setting and characters of The Great Gatsby. The project is titled: The TIMES Magazine Project. Class begins with the reading of the quote, “It was the best of times; It was the worst of times…” Students will answer the following question: Was the decade of the 1920’s truly “roaring” and prosperous or was it a period that left many Americans disillusioned? Students will complete some research during class integrating information and evaluating multiples sources. Students will focus on two topic areas to answer the posed question, analyzing the development over time. Once the research has been collected, students will write a magazine article based on their completed research. Working in groups, students will proofread and peer edit their articles. Once the articles are edited, students will compile their articles into a class magazine. Most importantly, students will gain an understanding of the time period in order to understand the novel in historical context. The lesson can be easily differentiated by tailoring the requirements for each section based on students’ performance levels and available time. Reading Complex TextsInformationalStandardsRI 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.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. InformationalEvidence StatementsProvides an evaluation of 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. RI 7 I can identify central ideas of the text. I can identify specific details that support the development of central ideas. I can analyze how two central ideas of a text interact and build on one another to provide a complex analysis. I can use specific details to interpret how the text supports key ideas. I can formulate an objective summary that includes how two central ideas interact and build on one another to provide a complex analysis. I can differentiate between basic and complex analysis.RI 2 The concept of the American Dream will occur and how the Roaring 20’s was affected by this evolution. The American Dream has changed throughout the years and is still alive today and is a staple for success for many Americans. The Roaring 20's became a time of change in culture, economy, social issues, law, government, and quality of life for Americans.? Topic Suggestions: The Jazz AgeAmendment 18ProhibitionThe American Economy of the 1920’s The Ford car industryTechnology and InnovationsAdvances in Science and Medicine The Stock Market and Wall StreetCultureAmerican PoliticsSportsLiteratureThe role of womenFederal Radio Commission Infrastructure UrbanizationSuffrageHarlem Renaissance Rise of the Speakeasy Language – VocabularyL 11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed. 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. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 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.Language - Evidence Statements I can recognize that usage is a matter of convention, can change over time, and is sometimes contested. I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 1; L1aI can identify issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 1bDemonstrates 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. L4 Demonstrates the ability to clarify words in context L.4Demonstrates the ability to use context cluesL.4 a Demonstrates the ability to use word patternsL.4.bDemonstrates the ability to use reference materialsL.4.cDemonstrates the ability to verify the meaning of wordsL.4.d Demonstrates the ability to interpret figures of speech in context L.5Demonstrates the ability to use general academic and domain specific words and phrases. L.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families VocabularyWorking independently on research projects, students will conference with their peers. It is important for students to know and be able to use Tier 3 academic vocabulary.Tier 3 VocabularyIntegrateEvaluateArticulateDemonstrateClarifyIdentifyInterpretAnalyze Tier 2 Vocabulary Students will have the opportunity to explore and research topics of interest; therefore, each student will work independently with vocabulary unique to their planned articles. Tier 2 vocabulary will be incorporated into peer conferencing/peer editing.Tier 2 words - Analysis WorkshopSkills: Acquire and use academic vocabulary(After students have read the text, teachers may need to add additional Tier 2 words to the “Gospel of Wealth” list.) Interactive Digital PathVocabulary CentralVocabulary Workshop: Multiple Meaning WordsResources(Videos showing strategies for teaching academic vocabulary in context) Common Core Companion Greek and Latin roots Critical Words Your Students Must Know for the Common Core State Standards! Writing to TextsWritingStandardsW 11-12 W 7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W 11-12 .8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. ReviewW 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.Writing Evidence StatementsAbility to identify: -appropriate short and sustained research topics - multiple sources on the subject of the research Ability to access reference materials (both print and electronic material) Demonstrates ability to narrow or broaden the inquiry when appropriate Ability to evaluate the credibility of sources Ability to construct and refine research questions Demonstrates ability to synthesize information from multiple sources Ability to conduct steps for short as well as sustained research projects to answer a question Ability to conduct short and sustained research to answer a question (including a self-generated question) or solve a problem W 7 Recognizes strengths and weaknesses of a source based on the task, purpose, and audience Defines plagiarism Identifies overreliance on a source Recognizes authoritative sources Ability to cite in standard forms Ability to evaluate sources by assessing strengths and weaknesses in terms of: - task - purpose - audience I can integrate information into text to: - maintain flow of ideas - avoid plagiarism and overreliance on any one source I can gather relevant information from multiple authoritative print and digital sources I can perform advanced searches effectively.W 8Writing Gathering relevant information from multiple sources for research project. Research Question: Was the decade of the 1920’s truly “roaring” and prosperous or was it a period that left many Americans disillusioned? Students will read various informational texts in order to explore the American Dream and the historical context for the 1920’s time period. Students will work individually and cooperatively to research and prepare a written and oral presentation on a specific topic. Topics may include but are not limited to: women of the 1920’s, economic concerns, science and technology innovations, influence of the Presidential administration(s), social class, popular entertainment, prohibition, the right to vote, clothing and fashion, music, etc. In addition to basic research and citation procedures, students will gain an understanding of the time period in order to understand the novel in historical context. Upon completion, students will be able to trace some of the major themes of the novel and explore how they relate to their own lives. Speaking and ListeningStandards SL 11-12. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL 11-12 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL 11-12. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)Speaking and ListeningEvidence Statements Ability to identify: clear, distinct perspective Recognizes that presentation of information is determined by analysis of purpose, audience, and task Recognizes that issues generate alternative and opposing perspectivesAbility to determine:supporting evidence logical organization alternative or opposing viewpoints and appropriate development substance style to: purpose audience range of formal and informal tasksAbility to present: information findingssupporting evidence conveying a clear and distinct perspective so that listeners can follow the line of reasoning Ability to include: alternative perspectives opposing perspectivesSL 4Ability to identify: clear, distinct perspective Recognizes that presentation of information is determined by analysis of purpose, audience, and task Recognizes that issues generate alternative and opposing perspectives Ability to determine: supporting evidence logical organization alternative or opposing viewpoints and appropriate development substancestyle to: purposeaudience range of formal and informal tasksAbility to present: information findings supporting evidence conveying a clear and distinct perspective so that listeners can follow the line of reasoning Ability to include: alternative perspectives opposing perspectivesSL 5Comprehends how strategic digital media is used Evaluates the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and evidence Evaluates the usefulness of digital media in presentations to add interest Ability to use digital media strategically in presentations to: enhance understandingadd interest SL 6Speaking and Listening The Oral Presentation Research Question: Was the decade of the 1920’s truly “roaring” and prosperous or was it a period that left many Americans disillusioned?Students to present their TIMES Magazine:1. Preparing for an oral presentationA. Very similar to putting together an essayB. Instead of just handing in an essay, students will present their topics verbally and visually. C. What is your purpose (to inform the audience?) D. Write down a rough outline of points so you can begin to research.2. Researching for a presentation A. Choose resources that are clear and concise B. Consider examples, pictures and illustrations C. Record your source details3. Writing a presentation A. Organize your ideas like you would for an essay: have an introduction, a body with details, and a conclusion. B. Pay attention to clear and logical progression of ideas. 4. Using visual aids A. It is very helpful to use visual aids in a presentation, as they help people to understand your topic. B. Most people learn visually as well as aurally. 5. Group presentations A. Group presentations can be great because the workload is shared between a number of people. B. Making good use of knowledge and different strengths can be effective.Resources: Week 4 WritingWorkshopStandardsW 11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W 11-12. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 on page 55.) W 11-12. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.Language Standards to be included for the Week of Writing Workshop L 11-12. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. L 11-12. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. L 11-12. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.Evidence Statements W 11-12.1 Recognize relevant or sufficient evidence W.1Ability to analyze a substantive topic or text to determine if it is suitable for a written argumentW.1a. Ability to write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence which: introduces precise, knowledgeable claim(s) establishes the significance of the claims distinguishes claims from alternate or opposing claims creates an organization that logically sequences claim(s), counterclaims, reasons, and evidence b. Develops claim(s) and counterclaims fairly and thoroughly, with the most relevant evidence for each points out strengths and limitations of claims and counterclaims anticipates the audience’s knowledge level, concerns, valuable, and possible biases c. Uses words, phrases, and clauses as well as varied syntax to link sections of text, create cohesion, and clarify relationships d. Establishes and maintains formal style and objective tone attends to the norms and conventions of the disciplinee. Provides a concluding statement that follows from and supports the argument presented. W 1Ability to select - appropriate topic complex ideas appropriate formatting, graphics, and multimedia to aid comprehension supporting details effective transitions O effective word choice tone style effective conclusion that follows from and supports the information or explanation presented. Ability to select well-chosen, relevant, sufficient facts definitions details quotations other appropriate information examples I can develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations other information examplesW2Ability to analyze the reason for writing a piece to decide on task purpose audience Ability to determine suitableidea development strategies organization style appropriate to task purpose and audienceW 4 I can recognize how and when to: plan revise edit rewrite try a new approach W 5 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. I can recognize that usage is a matter of convention, can change over time, and is sometimes contested. I can apply understanding that usage is a matter of convention, can change over time, and is sometimes contested. I can demonstrate command of the conventions of standard English grammar and usage when writing. I can demonstrate command of the conventions of standard English grammar and usage in writing. W 5 I can identify issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. I can resolve issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. I can demonstrate command of the conventions of standard English grammar and usage when writing. W 6 I can identify correct hyphenation usage I can use hyphens in phrases and clauses I can apply correct capitalization, punctuation, and spelling when writing Spell correctly. I can spell correctly. I can apply correct capitalization, punctuation, and spelling when writing. L 1I can determine how language functions in different contexts. I can identify: style syntax. I can apply knowledge of language to:determine how language functions in different contextsmake effective choices for meaning or style comprehend more fully when reading or listening. L 2 I can vary syntax for effect when writing, consulting reference when needed I can apply knowledge of syntax to the study of complex texts when reading Standard #: CC.11-12.L.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. ? I can identify words and phrases that have multiple meanings. I can determine or clarify the meaning of unknown and multiple meaning words and phrases. I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple meaning word or phrase.L 3Writing Workshop Students synthesize information from their readings and research and respond to the performance task. Cumulative Performance Task: Consider the relationship between wealth, success, and the 1920s perception of the American Dream. After reading “The Fallacy of Success” and “The Gospel of Wealth” and completing multi-media research on the 1920s, write a synthesis essay in which you defend, challenge or qualify the claim that wealth was a key component to perceived success during the 1920s. Cite evidence from both texts and at least one additional source [R.L.11.7] Students write and revise toward publication. As students organize their essays during the Writing Workshop, they should be able to incorporate the following:Written Expression: Development of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion2 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.Weeks 5-7Reading SelectionThe Great Gatsby (Lexile 1070; text exemplar Appendix B; Literature)Performance Task:Students provide an objective summary of F. Scott’s Fitzgerald’s Great Gatsby wherein they analyze how over the course of the text different characters try to escape the worlds they come from, including whose help they get and whether anybody succeeds in escaping. [RL.11–12.2] LiteratureRL. 11-12. 2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL 11-12.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 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. Review RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.Literature Provides strong and thorough textual evidence to support analysis of what the text says explicitly. (RL1) Provides strong and thorough textual evidence to support analysis of inferences drawn from the text. (RL1 )Provides a statement of a theme or central idea of a text. (RL 2)Provides an analysis of how a theme or central idea emerges and is shaped (RL 2)Provides an objective summary of a text. (RL 2)Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. (RL 3) Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. (RL 3)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 5)Literature Reading Literature - Analyze Fiction Theme (RL 2)Plot (RL 3)Characters (RL 3) Symbol (RL 3) Author’s Choices (RL 5) Teaching The Great Gatsby as an exploration of the American Dream – Does it really exist or is this “dream” set aside for only the chosen few? The Great Gatsby (Lexile 1070; text exemplar Appendix B; Literature) RI.11-12.12,1,2,3,5(Electronic Version) (Audio Book) Week 5Reading Chapters 1-3: Focus: analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (where a story is set, how the action is ordered, how the characters are introduced and developed)As students read through chapters 1-3, focus on how the author introduces the setting, characters, and events. Text Dependent Questions:SettingDescribe the setting of the valley of ashes where George and Myrtle live. What aspects of the setting imply that it is intended to have a symbolic meaning as well as a literal one? (Inferences, Vocabulary and Text Structure/Author’s Purpose)Compare the setting of the party in Chapter three with the setting of the party in Chapter One. What is significant about the differences in setting here? (Inferences, Vocabulary and Text Structure/Author’s Purpose)PlotDescribe two incidents involving automobiles in this section. What role do automobiles seem to play in the novel so far? (Inferences, Vocabulary and Text Structure/Author’s Purpose)Why does Tom attach Myrtle at the end of the party? How does this exemplify Fitzgerald’s description of Tom in Chapter One?How does Myrtle behave as the party progresses? What does this suggest about her role in the text? (Inferences, Vocabulary and Text Structure/Author’s Purpose)CharactersDescribe the ambiguity in Nick’s initial descriptions of Gatsby. What does this imply about the role Gatsby will play in the text? What does this suggest about Nick’s relationship with Gatsby? How might this color our trust of his narration? (Inferences, Vocabulary and Text Structure/Author’s Purpose)How does the tone of Nick’s description of Tom reveal Nick’s feelings about Tom? Why is this significant? (Inferences, Vocabulary and Text Structure/Author’s Purpose)How would you describe Daisy’s state of mind during dinner? What does she say and so that helps reveal her inner conflicts? (Inferences, Vocabulary and Text Structure/Author’s Purpose)Nick thinks that, given the state of their marriage, Daisy should leave Tom, but it is clear to him that she has no intention of doing so. What indication is there that Tom and Daisy are closely linked despite their marital difficulties? Why is this significant moving forward? (Inferences, Vocabulary and Text Structure/Author’s Purpose)Close Reading Selection: Chapter 2 (The first 8 paragraphs)Conduct a close read of this section of the text. Students should annotate carefully, paying attention to the following:First Impressions.Vocabulary and Diction:a. What words stand out as significant? What words have deeper connotative or figurative meanings? How are adverbs used to modify? Patternsa. Is there an image that has been mentioned before (in the text or outside of the text)? How are these images juxtaposed? What do you notice about the sentences in the passage (syntax)? How does this contribute to the overall meaning of the text? Do you notice any repetition, paradoxes etc.? What is the effect of this? Are there things implied or left out? Why does this matter?Symbolisma. Are there metaphors, symbols, or motifs present? Do these values appear to have traditional connotations? Do you see allusions? Week 6Reading Chapters 4-6Focus: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and toneAs students read chapters 4-6, focus on the language of the text, paying attention to how language supports symbolism and motif in this section. Text Dependent Questions:Language and SymbolismAside from the improbability of his story, what other evidence is there that Gatsby is lying when he tells Nick about his background? Point to specific words and phrases (Vocab and Text Structure/Inferences)With Jordan in his arms, Nick thinks of a phrase: “There are only the pursued, the pursuing, the busy and the tired.” How do you think this phrase reflects on the events of the novel so far? Do you think that Gatsby would agree with the phrase? (Vocab and Text Structure/Inferences)What are Gatsby’s feelings by the end of chapter 5? What words or phrases point to this? (Vocabulary and Text Structure/Inferences).What is Gatsby’s dialogue like in this section? What does it tell us about Gatsby? (Vocabulary and Text Structure/Inferences).Plato held that reality was an imperfect reflection of an ideal, permanent realm. With this in mind, what would you say Nick means when he says that “Jay Gatsby sprang from his Platonic conception of himself?” (Vocabulary and Text Structure/Inferences).What is significant about the color green (the green card) in Chapter 6? What might it represent? (Inferences, Vocab and Text Structure/Author’s Purpose)What is symbolic about the man with the “sort of blue” nose? What might it suggest about the difference between illusion and reality? (Inferences, Vocab and Text Structure/Author’s Purpose)What is significant about the association of the color white with Daisy? What does this suggest about the relationship between Daisy and Gatsby? (Inferences, Vocab and Text Structure/Author’s Purpose)Close Reading Selection: the last part of Chapter 6, beginning “He wanted nothing less . . . .”Conduct a close read of this section of the text. Students should annotate carefully, paying attention to the following:First Impressions.Vocabulary and Diction:a. What words stand out as significant? What words have deeper connotative or figurative meanings? How are adverbs used to modify? Patternsa. Is there an image that has been mentioned before (in the text or outside of the text)? How are these images juxtaposed? What do you notice about the sentences in the passage (syntax)? How does this contribute to the overall meaning of the text? Do you notice any repetition, paradoxes etc.? What is the effect of this? Are there things implied or left out? Why does this matter?Symbolisma. Are there metaphors, symbols, or motifs present? Do these values appear to have traditional connotations? Do you see allusions? Pay attention to color symbolism in this chapter and make strong connections to previous mentions of the colors white, green, and blue. Week 7Reading Chapters 7-9Focus: 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; analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impactAs students read the final chapters of the novel, focus on key themes and how the development of characters, the ending, and the language support these themes. Consider: perspectives on the American Dream (success and wealth juxtaposed with the disillusionment of America in the 1920s: its ideals lost behind the trappings of class and material success), the clash of cultures in America (represented by the East and West Eggs), as well as the differences between Appearances and reality. Ask students to complete a theme discovery wherein they suggest a theme and find evidence from throughout the text to support the theme. This will help students see how the theme developed over the course of the text. Text Dependent Questions:At the end of the chapter, Gatsby is standing alone, looking out at Daisy’s house. Where else in the novel does he do this? How is this different? (Inferences, Vocab and Text Structure, Author’s Purpose)How is Nick’s attitude toward Gatsby ambivalent even at the moment when he says goodbye to him? (Inferences, Vocab and Text Structure, Author’s Purpose)What do the eyes of Dr. T. J. Eckleburg symbolize to George Wilson? What is significant about this symbol? (Inferences, Vocab and Text Structure, Author’s Purpose)How does Nick characterize Tom and Daisy at the end of the book? What has each of them “smashed” during the course of the novel? (Inferences, Vocab and Text Structure, Author’s Purpose)At the end of the book, Nick imagines what the continent must have been like when it was first seen by Dutch sailors. How does this contrast with the environment described in the novel? (Inferences, Vocab and Text Structure, Author’s Purpose)What does the green light symbolize at the end of the novel? (Inferences, Vocab and Text Structure, Author’s Purpose)What is the impact of Nick telling the story in flashback? What incidents or elements of the text appear to provide clues for future events? (Text Structure)Close Reading Selection: the end of Chapter 9, beginning “One afternoon . . .”Students should annotate carefully, paying attention to the following:First Impressions.Vocabulary and Diction:a. What words stand out as significant? What words have deeper connotative or figurative meanings? How are adverbs used to modify? Patternsa. Is there an image that has been mentioned before (in the text or outside of the text)? How are these images juxtaposed? What do you notice about the sentences in the passage (syntax)? How does this contribute to the overall meaning of the text? Do you notice any repetition, paradoxes etc.? What is the effect of this? Are there things implied or left out? Why does this matter?Symbolism a. Are there metaphors, symbols, or motifs present? Do these values appear to have traditional connotations? Do you see allusions? Analyze carefully the symbolism of the green light in reference to the American Dream here).Concluding Questions:We see all the action of The Great Gatsby from the perspective of one character whose narration seems to be shaped by his own values and temperament. In what ways does Carraway’s character and values matter to our understanding of the action of the novel? (Inferences/Author’s Purpose)Early in the novel, Nick says of Gatsby that he “turned out all right at the end.” Later, however, after he tells Gatsby “You’re worth the whole damn bunch put together” and abruptly calls this “the only compliment I ever gave him because I disapproved of him from beginning to end.” What does this curiously ambivalent admiration for Gatsby tell us about Nick and especially about his relation to Gatsby’s “incorruptible dream?” (Inferences/Author’s Purpose/Vocab and Text Structure/Key Details) From his first appearance, Tom Buchanan is a mouthpiece of racism. For instance, he sees himself as one of the “Nordics” who “make civilization;” and who must prevent “these other races” from having “control of things.” Elsewhere, he complains of the lack of “self-control” of people who “begin by sneering at family life and family institutions,” and threaten to “throw everything overboard and have intermarriage between black and white”. How does Tom’s expression of such attitudes illuminate his character, his relations with Daisy, and his sense of his place in the world? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections).How is Wolfsheim, along with the anti-Semitism informing his characterization, important to shaping the conflicts of the novel? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections).One of the concluding images of The Great Gatsby is Nick’s description of “the old island here that flowered once for Dutch sailors’ eyes---a fresh, green breast of the new world.” This imagery reminds us of the predominance in the novel of fantasies insistently associated with men. What is the place for Daisy, and for the novel’s female characters generally, in such fantasies? Are the dreams of the women in the novel consistent with those fantasies, or do we encounter any points of resistance? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections).The introduction of Myrtle and George Wilson underscores the importance of social class in the novel. How does their presence sharpen Fitzgerald’s characterization of the rich, and what might the resulting contrasts suggest about the role of class in shaping social experience in novel? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections).At the end of Chapter Five, Nick makes much of the power of Daisy’s voice over Gatsby: “I think that voice held him most, with its fluctuating, feverish warmth, because it couldn’t be over dreamed—that voice was a deathless song”. Later on, Gatsby observes that “Her voice is full of money,” and Nick develops the point: “That was it, I’d never understood before. It was full of money—that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals’ song of it.” Is it possible for characters in Gatsby’s world to disentangle different kinds of value: In particular, do the social conventions and self-understandings of the main characters allow them to disentangle the material value associated with economic wealth, the value attributed to a human object of desire, the aesthetic value of a beautiful object, and the moral values by which one assesses a person’s character? Why, if it all, does this matter? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections). An intriguing exchange between Nick and Gatsby takes place near the end of Chapter Six: “I wouldn’t ask too much of her,” Nick says “You can’t repeat the past.” “Can’t repeat the past?” Gatsby cries out. “Why of course you can!.” How does the past impinge upon the present in the lives of both Nick and Gatsby? Should we see Gatsby as eccentric in his view that one can not merely repeat, but change, the past by starting over? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections).At Gatsby’s funeral, Nick remembers “without resentment, that Daisy hadn’t sent a message or a flower.” Should Nick’s attitude surprise us, and how might it illuminate the world that Gatsby, Nick, and Daisy inhabited, and the value of Gatsby’s “incorruptible dream”? (Inferences, Author’s Purpose/Opinion, Arguments, and Intertextual Connections). Language – VocabularyL 11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed. 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. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. 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.Evidence Statements I can recognize that usage is a matter of convention, can change over time, and is sometimes contested. I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 1; L1aI can identify issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 1bDemonstrates 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. L4 Demonstrates the ability to clarify words in context L.4Demonstrates the ability to use context cluesL.4 a Demonstrates the ability to use word patternsL.4.bDemonstrates the ability to use reference materialsL.4.cDemonstrates the ability to verify the meaning of wordsL.4.d Demonstrates the ability to interpret figures of speech in context L.5Demonstrates the ability to use general academic and domain specific words and phrases. L.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families VocabularyTier 2 VocabularyAmbiguous IneffableBenediction InnuendoCommensurate IntermittentComplacently IntimationContemptuous JuxtapositionContiguous LanguidConvivial NebulousCountenance ObstinateDebauchee PasquinadeDeft PastoralDefunct PermeateDilatory PortentousDissention PunctiliousDivergence Rancor Divot RedolentErroneous ReproachFa?ade StridentFacet SumptuousFeign SuperciliousFluctuate SuperfluousFortuitously SurmiseFractious TumultGarrulous TurgidHauteur UnobtrusiveHumidor VacuousImperceptible VestigeIncessantly VehementlyLiterary Analysis WorkshopSkills: Acquire and use academic vocabulary Interactive Digital PathVocabulary CentralVocabulary Workshop: Multiple Meaning WordsResources(Videos showing strategies for teaching academic vocabulary in context) Common Core Companion Greek and Latin roots Critical Words Your Students Must Know for the Common Core State Standards! Writing to TextStandardsW 11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W 11-12. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 on page 55.) W 11-12. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.Language Standards to be included for the Week of Writing Workshop L 11-12. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. L 11-12. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. L 11-12. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.Evidence Statements W 11-12.1 Recognize relevant or sufficient evidence W.1Ability to analyze a substantive topic or text to determine if it is suitable for a written argumentW.1a. Ability to write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence which: introduces precise, knowledgeable claim(s) establishes the significance of the claims distinguishes claims from alternate or opposing claims creates an organization that logically sequences claim(s), counterclaims, reasons, and evidence b. Develops claim(s) and counterclaims fairly and thoroughly, with the most relevant evidence for each points out strengths and limitations of claims and counterclaims anticipates the audience’s knowledge level, concerns, valuable, and possible biases c. Uses words, phrases, and clauses as well as varied syntax to link sections of text, create cohesion, and clarify relationships d. Establishes and maintains formal style and objective tone attends to the norms and conventions of the disciplinee. Provides a concluding statement that follows from and supports the argument presented. W 1Ability to select - appropriate topic complex ideas appropriate formatting, graphics, and multimedia to aid comprehension supporting details effective transitions O effective word choice tone style effective conclusion that follows from and supports the information or explanation presented. Ability to select well-chosen, relevant, sufficient facts definitions details quotations other appropriate information examples I can develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations other information examplesW2Ability to analyze the reason for writing a piece to decide on task purpose audience Ability to determine suitableidea development strategies organization style appropriate to task purpose and audienceW 4 I can recognize how and when to: plan revise edit rewrite try a new approach W 5 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. I can recognize that usage is a matter of convention, can change over time, and is sometimes contested. I can apply understanding that usage is a matter of convention, can change over time, and is sometimes contested. I can demonstrate command of the conventions of standard English grammar and usage when writing. I can demonstrate command of the conventions of standard English grammar and usage in writing. W 5 I can identify issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. I can resolve issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. I can demonstrate command of the conventions of standard English grammar and usage when writing. W 6 I can identify correct hyphenation usage I can use hyphens in phrases and clauses I can apply correct capitalization, punctuation, and spelling when writing Spell correctly. I can spell correctly. I can apply correct capitalization, punctuation, and spelling when writing. L 1I can determine how language functions in different contexts. I can identify: style syntax I can apply knowledge of language to:determine how language functions in different contextsmake effective choices for meaning or style comprehend more fully when reading or listening. L 2 I can vary syntax for effect when writing, consulting reference when needed I can apply knowledge of syntax to the study of complex texts when reading Standard #: CC.11-12.L.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. ? I can identify words and phrases that have multiple meanings. I can determine or clarify the meaning of unknown and multiple meaning words and phrases. I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple meaning word or phrase.L 3Writing to TextRoutine Writing: Provide an Objective summary of textAnalysis Writing: Reread the final six paragraphs of the novel to trace Fitzgerald’s commentary on the American Dream: How does Fitzgerald define the American Dream? How does the American Dream continue to motivate us to action? Why does it continue to motivate us? Have students annotate the text,18 underlining or circling words, phrases, and instances of symbolism that reveal Fitzgerald’s tone and meaning. (RL.11-12.4)Analysis Writing: According to one of the characters in Azar Nafisi’s contemporary memoir, Reading Lolita in Tehran, the only “sympathetic“ person in the novel is “the cuckolded husband, Mr. Wilson.” What aspects of The Great Gatsby might be offered as grounds for such a claim, and is the claim ultimately convincing? In your response analyze the impact of the author’s choices regarding the development of Mr. Wilson’s character compared to the other characters. Cite evidence to support your claims. [RL11.3]Analysis Writing: The novel begins with a quote from Thomas Parke D’Invilliers, a character from Fitzgerald’s This Side of Paradise: “Then wear the gold hat, if that will move her; / If you can bounce high, bounce for her too, / Till she cry “Lover, gold-hatted, high-bouncing lover, / I must have you!” What does this poem mean? Ask students to examine the intention behind this epigraph. Based on what they learned from the Audio Guide, why do they think Fitzgerald chose this quote?Speaking and ListeningStandards SL 11-12. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL 11-12 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL 11-12. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)Speaking and ListeningEvidence Statements Ability to identify: clear, distinct perspective Recognizes that presentation of information is determined by analysis of purpose, audience, and task Recognizes that issues generate alternative and opposing perspectivesAbility to determine:supporting evidence logical organization alternative or opposing viewpoints and appropriate development substance style to: purpose audience range of formal and informal tasksAbility to present: information findingssupporting evidence conveying a clear and distinct perspective so that listeners can follow the line of reasoning Ability to include: alternative perspectives opposing perspectivesSL 4Ability to identify: clear, distinct perspective Recognizes that presentation of information is determined by analysis of purpose, audience, and task Recognizes that issues generate alternative and opposing perspectives Ability to determine: supporting evidence logical organization alternative or opposing viewpoints and appropriate development substancestyle to: purposeaudience range of formal and informal tasksAbility to present: information findings supporting evidence conveying a clear and distinct perspective so that listeners can follow the line of reasoning Ability to include: alternative perspectives opposing perspectivesSL 5Comprehends how strategic digital media is used Evaluates the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and evidence Evaluates the usefulness of digital media in presentations to add interest Ability to use digital media strategically in presentations to: enhance understandingadd interest SL 6 Speaking and Listening Accountable TalkSocratic CircleInside Outside CirclesView clips from selected film adaptations of the novel and engage in a discussion that compares and contrasts how each medium portrays theme, character, or conflict. [R.L.7]Week 8StandardsW 11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W 11-12. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 on page 55.) W 11-12. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.Language Standards to be included for the Week of Writing Workshop L 11-12. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. L 11-12. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. L 11-12. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.Evidence Statements W 11-12.1 Recognize relevant or sufficient evidence W.1Ability to analyze a substantive topic or text to determine if it is suitable for a written argumentW.1a. Ability to write an argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence which: introduces precise, knowledgeable claim(s) establishes the significance of the claims distinguishes claims from alternate or opposing claims creates an organization that logically sequences claim(s), counterclaims, reasons, and evidence b. Develops claim(s) and counterclaims fairly and thoroughly, with the most relevant evidence for each points out strengths and limitations of claims and counterclaims anticipates the audience’s knowledge level, concerns, valuable, and possible biases c. Uses words, phrases, and clauses as well as varied syntax to link sections of text, create cohesion, and clarify relationships d. Establishes and maintains formal style and objective tone attends to the norms and conventions of the disciplinee. Provides a concluding statement that follows from and supports the argument presented. W 1Ability to select - appropriate topic complex ideas appropriate formatting, graphics, and multimedia to aid comprehension supporting details effective transitions O effective word choice tone style effective conclusion that follows from and supports the information or explanation presented. Ability to select well-chosen, relevant, sufficient facts definitions details quotations other appropriate information examples I can develop the topic thoroughly by selecting the most significant and relevant facts extended definitions concrete details quotations other information examplesW2Ability to analyze the reason for writing a piece to decide on task purpose audience Ability to determine suitableidea development strategies organization style appropriate to task purpose and audienceW 4 I can recognize how and when to: plan revise edit rewrite try a new approach W 5 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. I can recognize that usage is a matter of convention, can change over time, and is sometimes contested. I can apply understanding that usage is a matter of convention, can change over time, and is sometimes contested. I can demonstrate command of the conventions of standard English grammar and usage when writing. I can demonstrate command of the conventions of standard English grammar and usage in writing. W 5 I can identify issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. I can resolve issues of complex or contested usage, consulting references (e.g., Merriam Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. I can demonstrate command of the conventions of standard English grammar and usage when writing. W 6 I can identify correct hyphenation usage I can use hyphens in phrases and clauses I can apply correct capitalization, punctuation, and spelling when writing Spell correctly. I can spell correctly. I can apply correct capitalization, punctuation, and spelling when writing. L 1I can determine how language functions in different contexts. I can identify: style syntax. I can apply knowledge of language to:determine how language functions in different contextsmake effective choices for meaning or style comprehend more fully when reading or listening. L 2 I can vary syntax for effect when writing, consulting reference when needed I can apply knowledge of syntax to the study of complex texts when reading Standard #: CC.11-12.L.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. ? I can identify words and phrases that have multiple meanings. I can determine or clarify the meaning of unknown and multiple meaning words and phrases. I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown or multiple meaning word or phrase.L 3Writing WorkshopStudents work on their performance task: Students provide an objective summary of F. Scott’s Fitzgerald’s Great Gatsby wherein they analyze how over the course of the text different characters try to escape the worlds they come from, including whose help they get and whether anybody succeeds in escaping. [RL.11–12.2] Students draft, revise, and edit their compositions.As Best Practice, engage students in peer editing. See ReadWriteThink for some useful resources/checklists.Week 9 Comprehensive AssessmentStudents engage in a comprehensive assessment of course objectives (Semester Exams). At the discretion of the teacher and principal, courses that have TNReady Part II tests, may use project based grading for the final assessment. Same topics might include students working together as a team of writers to publish a “magazine”, which highlights various aspects of the 1920s in America and synthesizes elements from Fitzgerald’s The Great Gatsby to historical events from the Jazz Age [RI11.7]. Students will individually write an article for the class magazine. Articles may be presented as editorials, reviews, society pages, obituaries, features, etc. Each article must contain at least one parenthetical documentation, a by-line, and an illustration. Students will use MLA research methods to insert factual elements into their fictitious articles. The magazine will conclude with a Works Cited page which lists all resources used in the magazine. Students will work together to design a cover and a table of contents for the magazine [W.11.2, W.11.4-9.]Teachers are encouraged to add an Oral component to this assessment. ................
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