Www.scsk12.org
Introduction
In 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 ready
▪ 90% of students will graduate on time
▪ 100% 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 (CCRS) 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 Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
3) 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 TN DOE Standards |
|The TN DOE Standards: |Teachers can access the TN DOE 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 Language |
|Student 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: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 |
|Links to Support Vocabulary Instruction & Development |academic vocabulary contained within the text. |
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|Tier-3-Terms-for-ELA-and-Math.pdf | |
|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |
|Student 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-fiction |
|Student 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 Maps
• Begin 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/ Frey 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 MPIs
WIDA 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.
Quarter 1 At-a-Glance
Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 1, students will learn from three modules and a culminating mini-research project. Week 2 through Week 8 comprises two units and two writing workshops on the topic of environmental issues. Please review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 1.
|English III, Quarter 1 |
| |Texts |Recommendations |
|Week 1 |The Story of an Hour |Instruction will routinely focus on close reading, annotation, modes of writing, critical thinking, Accountable Talk, |
| | |and POW+TIDE. Use the starter texts on the left to model your expectations for students. |
|Week 2 |Address to the Senate on the Nineteenth Amendment |At the beginning of week 2, distribute “Address to the Senate on the Nineteenth Amendment” text, with prompt (these |
|And | |texts have been provided to your school). Ask each class to read the text and respond to the prompt. This is your |
|Week 3 |“The Crisis” |first data point to score what your students know and are able to do. This will be helpful as you plan for the |
| | |Instructional Design (GRRM). |
| |“On Women’s Right to Vote” |For the remainder of week two and three, plan for students to the other texts. Follow the recommendations in the |
| | |Curriculum Map. The topic is Woman’s Suffrage. |
|Week 4 |Writing Workshop |Task: (For Week1,Text 1) Louise Mallard is consistently portrayed as a frail woman in need of protection. Does her |
| | |character help support the claim that Kate Chopin writes feminist stories? What kind of feminism does Louise's story |
| | |present? Write an essay that analyzes how feminism relates to the evolution of Louise Mallard's character. |
| | |(For the 3-Text Module) Write an essay that delineates and evaluates the reasoning in all three speeches and argues |
| | |which speech has the most effective reasoning. Be sure to cite strong and thorough evidence from all three texts to |
| | |support your analysis |
|Week 5 | “ The Yellow Wallpaper” by Charlotte Gilman (920L) |Reading Literature |
| | | |
| |“ Why I Wrote the Yellow Wallpaper” by Charlotte Gilman |Reading Informational Text |
| | | |
| |“ Study the Masters” by Lucille Clifton (page 916) NP | |
| |“For My Children” by Collen McElroy (page 917) NP | |
| |“There’s a Certain Slant of Light” by Emily Dickinson (p.412) CCSS Exemplar NP | |
|Week 6 |Because I Could Not Stop for Death” by Emily Dickerson (p. 408-409) (CCSS |Reading Poetry |
| |Exemplar Appendix B ) NP | |
| | | |
| |“I Heard a Fly Buzz-When I Died” by Emily Dickinson (p.411) CCSS Exemplar NP | |
|Week 7 |My Life Closed Twice Before its Close” by Emily Dickinson (p.413) CCSS Exemplar |Reading Poetry |
| |NP | |
| |“The Soul Selects Her Own Society” by Emily Dickinson (p.414) CCSS Exemplar NP | |
|Week 8 |Writing Workshop |Task: During the suffrage movement, many women felt trapped in a lifestyle they could only escape through death. |
| | |Analyze the main character from “The Yellow Wallpaper” and pair that with one or two of the Emily Dickinson poems |
| | |written around the recurring theme of “Death”. What symbols and motifs does the author use to represent death? Cite |
| | |specific examples from the poem to support your ideas. Quote precisely and accurately |
|Week 9 |Mini-Research Project |Culminating Project Task |
| | |"Women's Rights and the Suffrage Movement" |
|Quarter 1 |
| |CCRS |EVIDENCE STATEMENTS |CONTENT |
|Weeks 1-3 |
|Topic: Women’s Suffrage |
|Module 1 - |
|“ The Story of an Hour “ by Kate Chopin 960L (p. 628-632) |
|“Address to the Senate on the Nineteenth Amendment” by President Woodrow Wilson (1330 L) |
|“The Crisis” by Carrie Chapman Catt (980 L) |
|“On Women’s Right to Vote” by Susan B. Anthony (1290 L) |
|Performance Task: |
|(For Week1,Text 1) Louise Mallard is consistently portrayed as a frail woman in need of protection. Does her character help support the claim that Kate Chopin writes feminist stories? What kind of feminism does |
|Louise's story present? Write an essay that analyzes how feminism relates to the evolution of Louise Mallard's character. |
|(For the 3-Text Module) Write an essay that delineates and evaluates the reasoning in all three speeches and argues which speech has the most effective reasoning. Be sure to cite strong and thorough evidence from all |
|three texts to support your analysis |
|WEEK 1 | | | |
|Building Knowledge |RI.11-12.1 Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|Reading Selections |
|through Content-rich |support analysis of what the text says explicitly as well |of what the text says explicitly and/or inferences drawn from the|“ The Story of an Hour “ by Kate Chopin (p. 628-632) |
|Nonfiction |as inferences drawn from the text, including determining |text. RI.1 |-Background about Kate Chopin (p. 627) |
| |where the text leaves matters uncertain. | | |
|and | |Provides a statement of a theme or central idea of a text. RI.2 |Text Dependent Questions for the selection |
| |RI.11-12.2 Determine two or more central ideas of a text | |“ The Story of an Hour “ by Kate Chopin (p. 628-632) |
|Reading Complex Texts |and analyze their development over the course of the text, |Provides an analysis of how a theme or central idea emerges and |Why does the author choose the phrase “monstrous joy” to describe |
| |including how they interact and build on one another to |is shaped and refined by specific details over the course of the |how Mrs. Mallard is feeling? (Key Details) |
| |provide a complex analysis; provide an objective summary of|text. RI.2 |Mrs. Mallard admits to love, but then says it does not count “…in |
| |the text. | |the face of this possession of self assertion which she suddenly |
| | |Provides an objective summary of a text. RI.2 |recognized as the strongest impulse of her being!” According to |
| |RI.11-12.3 Analyze a complex set of ideas or sequence of | |this passage, what is more important than love? (Key Details) |
| |events and explain how specific individuals, ideas, or |Provides an explanation of how specific ideas interact and |The author states “…Mrs. Mallard was afflicted with a heart |
| |events |develop over the course of the text. R.I 3
|trouble.” What does the word “afflicted” mean based on context? |
| | | |(Vocabulary/Text Structure) |
| |RI 11-12.5: Analyze and evaluate the effectiveness of the |Provides an evaluation of the authors’ differing points of view |“…she carried herself unwittingly like a goddess of Victory.” What|
| |structure an author uses in his or her exposition or |on the same historical event or issue by assessing the authors’ |does the narrator mean by this? Why would the author choose this |
| |argument, including whether the structure makes points |claims, reasoning, or evidence.
RI.6 |description? (Author’s Purpose) |
| |clear, convincing, and engaging. | |Look at the phrase “..life might be long.” Why does the author |
| | | |choose to repeat it? What does it mean each time? (Vocabulary/Text|
| |RI 11-12.6: Determine an author’s point of view or purpose | |Structure) |
| |in a text in which the rhetoric is particularly effective, | |Josephine and Richards tell Mrs. Mallard the news. Why do they |
| |analyzing how style and content contribute to the power, | |break it to her so gently? What do you think they fear based on |
| |persuasiveness, or beauty of the text. | |your reading? (Opinion) |
| | | | |
| | | |Close Reading - Annotation |
| | | |Teach students to annotate any text from which they may need to |
| | | |produce evidence for an essay, debate, or examination. Give them |
| | | |the following instructions: |
| | | |As you read highlight key information. |
| | | |As you read take marginal notes. These notes can include stars, |
| | | |check marks, phrases, questions, question marks, words, etc. |
| | | |Keep a list of key information with page numbers and line numbers |
| | | |on the front cover (Students will need guidance on what |
| | | |constitutes key information, which depends on genre, purpose, and |
| | | |reading level.). |
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|Regular Practice with |Language |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.11-12.4: Determine or clarify the meaning of unknown |Academic vocabulary is the language you encounter in textbooks’ |“ The Story of an Hour “ by Kate Chopin |
| |and multiple-meaning words and phrases based on grades 11th|and on standardized tests. Review the word list below. Some |Forestall |
| |-12th reading and content, choosing flexibly from a range |students may need to use |Repression |
| |of strategies. | |Elusive |
| |Use context (e.g., the overall meaning of a sentence, |Textual evidence |Tumultuously |
| |paragraph, or text; a word’s position or function in a |Cultural theme |Intercept |
| |sentence) as a clue to the meaning of a word or phrase. |Symbolism |Evanescent |
| |Identify and correctly use patterns of word changes that |Author’s purpose |Briskly |
| |indicate different meanings or parts of speech (e.g., |Perspective |Vocabulary Acquisition and Use – Synonyms |
| |analyze, analysis, analytical; advocate, advocacy). |Irony |p. 633 |
| |Consult general and specialized reference materials (e.g., | | |
| |dictionaries, glossaries, thesauruses), both print and |Demonstrates the ability to determine the meaning of words and |The tools and strategies intended to be used to build students' |
| |digital, to find the pronunciation of a word or determine |phrases as they are used in a text (e.g., figurative, |vocabulary during reading instruction. |
| |or clarify its precise meaning, its part of speech, or its |connotative) and/or provides an analysis of the impact of | |
| |etymology. |specific word choice on meaning and/or tone. L.4 | |
| |Verify the preliminary determination of the meaning of a | |ACT/SAT Word Boosters |
| |word or phrase (e.g., by checking the inferred meaning in |Provides a statement demonstrating accurate meaning and use of |
| |context or in a dictionary). |grade-appropriate general academic words and phrases. L.6 |laryThatMattersA.pdf |
| | | |ACT Vocabulary Practice Test |
| |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. | | |
|Writing to Texts |Writing |Writing |Writing Content |
| | | |Cite strong and thorough textual evidence |
| |W.11-12.2: Write informative/explanatory texts to examine|Written Expression Evidence Statements |Select and integrate quotations, details, and examples |
| |and convey complex ideas, concepts and information clearly | |Use appropriate organizational pattern |
| |and accurately through the effective selection, |Development of Ideas: |Write strong thesis statements |
| |organization and analysis of content. |The student response addresses the prompt and provides effective |Plan, draft, revise, edit, and rewrite |
| |Introduce a topic; organize complex ideas, concepts and |and comprehensive development of the claim, topic and/or |Use appropriate style and tone for purpose |
| |information to make important connections and distinctions;|narrative elements4 by using clear and convincing reasoning, | |
| |include formatting (e.g., headings), graphics (e.g., |details, text-based evidence, and/or description; the development|Routine Writing: |
| |figures, tables) and multimedia when useful to aiding |is consistently appropriate to the task, purpose, and audience. |Write an objective summary of the short story, “ The Story of an |
| |comprehension.
| |Hour”. |
| |Develop the topic with well-chosen, relevant and sufficient|Organization: | |
| |facts, extended definitions, concrete details, quotations, |The student response demonstrates purposeful coherence, clarity, |Narrative Writing: |
| |or other information and examples appropriate to the |and cohesion and includes a strong introduction, conclusion, and |In a reflective essay, draw upon your own memories and observation|
| |audience’s knowledge of the topic.
|a logical, well-executed progression of ideas, making it easy to |to write your own “story of an hour” about a moment when your life|
| |Use appropriate and varied transitions to link the major |follow the writer’s progression of ideas. |dramatically changes. Create an authentic tone when writing. |
| |sections of the text, create cohesion and clarify the | | |
| |relationships among complex ideas and concepts. |The student response establishes and maintains an effective |Analysis Writing: |
| |Use precise language and domain-specific vocabulary to |style, while attending to the norms and conventions of the |Determine how Chopin’s philosophy contributes to the credibility |
| |manage the complexity of the topic.
|discipline. The response uses precise language consistently, |of Mrs. Mallard’s character. |
| |Establish and maintain a formal style and objective tone |including descriptive words and phrases, sensory details, linking|Strategies: |
| |while attending to the norms and conventions of the |and transitional words, words to indicate tone6, and/or |Model Think-Aloud ( / then, for |
| |discipline in which they are writing.
|domain-specific vocabulary. |textbook logins) |
| |Provide a concluding statement or section that follows from| |Using SRSD |
| |and supports the information or explanation presented |Knowledge of Language and Conventions: |-POW |
| |(e.g., articulating implications or the significance of the|The student response demonstrates command of the conventions of |-POW+TIDE |
| |topic).
|standard English consistent with effectively edited writing. |() |
| | |Though there may be a few minor errors in grammar and usage. |SOAPSTone |
| | | |(
| | | |r/45200.html) |
|Reading, Writing and |Speaking and Listening |Speaking and Listening |Speaking and Listening |
|Speaking Grounded in | | | |
|Evidence from Text, Both |SL.11-12.1. Initiate and participate effectively in a range|Students will be able to effectively participate in collaborative|Accountable Talk |
|Literary and |of collaborative discussions (one-on-one, in groups, and |discussions (we do, they do) Students will be able to refer to |Class discussion |
|Informational |teacher-led) with diverse partners on grades 9-10 topics, |textual evidence as ideas are exchanged. Students will be able to| |
| |texts, and issues, building on others’ ideas and expressing|question posed ideas and themes when agreeing and/or disagreeing |Accountable Talk is conversation that works in the classroom. |
| |their own clearly and persuasively. |with text summaries. SL. 1 |This academic talk helps students to achieve at higher levels |
| |Come to discussions prepared, having read and researched | |using standards and targeted effort. Clear expectations will |
| |material under study; explicitly draw on that preparation |Students will be able to evaluate a speaker’s evidence and |allow students the opportunity for continual growth. “The |
| |by referring to evidence from texts and other research on |reasoning. SL.1 |"accountable" in Accountable Talk comes from its three dimensions:|
| |the topic or issue to stimulate a thoughtful, well-reasoned| |Accountability to the Learning Community, Accountability to |
| |exchange of ideas. |Students will demonstrates ability to integrate multiple sources |Accurate Knowledge, and Accountability to Rigorous Thinking.” To |
| |Work with peers to set rules for collegial discussions and |of information presented in diverse media or formats SL.2 |get started with Accountable Talk, go to: |
| |decision-making (e.g., informal consensus, taking votes on | | |
| |key issues, presentation of alternative views), clear goals| | |
| |and deadlines, and individual roles as needed. | | |
| |Propel conversations by posing and responding to questions | | |
| |that relate the current discussion to broader themes or | | |
| |larger ideas; actively incorporate others into the | | |
| |discussion; and clarify, verify, or challenge ideas and | | |
| |conclusions. | | |
| |Respond thoughtfully to diverse perspectives, summarize | | |
| |points of agreement and disagreement, and, when warranted, | | |
| |qualify or justify their own views and understanding and | | |
| |make new connections in light of the evidence and reasoning| | |
| |presented. | | |
| | | | |
| |SL.11-12.2. Integrate multiple sources of information | | |
| |presented in diverse media or formats (e.g., visually, | | |
| |quantitatively, orally) evaluating the credibility and | | |
| |accuracy of each source. | | |
| | | | |
| | | | |
| |English Language Development Standard 1 |English language learners communicate for Social and |Social and Instructional language |
|W | |Instructional purposes within the school setting | |
|I | | | |
|D | | | |
|A | | | |
| |English Language Development Standard 2 |English language learners communicate information, ideas and |The language of Language Arts |
| | |concepts necessary for academic success in the content area of | |
| | |Language Arts | |
| |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. |
| |Standards 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). |
|WEEK 2 | | | |
|Building Knowledge |RI.11-12.1 Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|Reading Selections |
|through Content-rich |support analysis of what the text says explicitly as well |of what the text says explicitly and/or inferences drawn from the|It is suggested, that during week 2, text 1 and 2 are used as a |
|Nonfiction |as inferences drawn from the text, including determining |text. RI.1 |formative assessment, cold read and write. This will be your |
| |where the text leaves matters uncertain. | |first data point(s) for quarter 1. |
|and | |Provides a statement of a theme or central idea of a text. RI.2 | |
| |RI.11-12.2 Determine two or more central ideas of a text |Provides an analysis of how a theme or central idea emerges and |Text 1: “Address to the Senate on the Nineteenth Amendment” by |
|Reading Complex Texts |and analyze their development over the course of the text, |is shaped and refined by specific details over the course of the |President Woodrow Wilson |
| |including how they interact and build on one another to |text. RI.2 |Text 2: “The Crisis” by Carrie Chapman Catt |
| |provide a complex analysis; provide an objective summary of| |
| |the text. |Provides an objective summary of a text. RI.2 |s/ELA209-1220Study20Group201/11-12TextPkpgs1-16.pdf |
| | | | |
| |RI.11-12.3 Analyze a complex set of ideas or sequence of |Provides an explanation of how specific ideas interact and |Graphic Organizer: |
| |events and explain how specific individuals, ideas, or |develop over the course of the text. R.I 3
|Central Idea in“ The Crisis” |
| |events | |Determine two central ideas that are developed by the details in |
| | |Provides an evaluation of the authors’ differing points of view |Catt’s speech and that interact or build on one another. In your |
| |RI 11-12.5: Analyze and evaluate the effectiveness of the |on the same historical event or issue by assessing the authors’ |own words, write these two central ideas as sentences in the |
| |structure an author uses in his or her exposition or |claims, reasoning, or evidence.
RI.6 |graphic organizer below. |
| |argument, including whether the structure makes points | |Select three particular details in the speech that develop each of|
| |clear, convincing, and engaging. | |the two central ideas you determined. |
| |RI 11-12.6: Determine an author’s point of view or purpose | |Write a brief analysis of how two central ideas develop over the |
| |in a text in which the rhetoric is particularly effective, | |course of the text, including how they interact and build on one |
| |analyzing how style and content contribute | |another. Write this analysis in the final row of the graphic |
| | | |organizer below. |
| | | |
| | | |f |
| | | | |
| | | |Set a purpose for reading (Texts Topic – the suffrage movement). |
| | | |Text Dependent Questions |
| | | | |
| | | |How has the status of women changed since the creation of the |
| | | |United States? |
| | | | |
| | | |Are women currently treated equally in society? If not, in what |
| | | |ways are they not? |
| | | | |
| | | |How were women able to secure the vote in America? |
| | | | |
| | | |What methods are most efficient when creating change? |
| | | | |
| | | |Should more be done to ensure that women are treated equally |
| | | |today? |
| | | | |
| | | |Close Reading: |
| | | |Jigsaw Reading Process: Reading, Annotating and Taking Notes from |
| | | |Historical Speeches |
| | | | |
| | | | |
| | | | |
| | | |Tools for Analyzing Primary Sources and Close Reading |
| | | |
| | | |/analyzing-primary-sources |
| | | | |
|Regular Practice with |Language |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | | |
|Academic Language |L.11-12.4: Determine or clarify the meaning of unknown |Academic vocabulary is the language you encounter in textbooks’ |Accommodate |
| |and multiple-meaning words and phrases based on grades 11th|and on standardized tests. Review the word list below. Some |Articulate |
| |-12th reading and content, choosing flexibly from a range |students may need to use |Biased |
| |of strategies. |Multiple point of views |Predilections |
| |Use context (e.g., the overall meaning of a sentence, |Summary |Ratified |
| |paragraph, or text; a word’s position or function in a |Textual evidence |Rectify |
| |sentence) as a clue to the meaning of a word or phrase. |Perspective |Resolution |
| |Identify and correctly use patterns of word changes that |Analytical | |
| |indicate different meanings or parts of speech (e.g., |Demonstrates the ability to determine the meaning of words and | |
| |analyze, analysis, analytical; advocate, advocacy). |phrases as they are used in a text (e.g., figurative, |Write the definitions of the words you know. |
| |Consult general and specialized reference materials (e.g., |connotative) and/or provides an analysis of the impact of |Consult a dictionary to confirm the definitions of the words you |
| |dictionaries, glossaries, thesauruses), both print and |specific word choice on meaning and/or tone. L.4 |know. Revise your definitions if necessary. |
| |digital, to find the pronunciation of a word or determine | |Using a print or an online dictionary, look up the meanings of the|
| |or clarify its precise meaning, its part of speech, or its |Provides a statement demonstrating accurate meaning and use of |words you do not know. Then, write the meanings. |
| |etymology. |grade-appropriate general academic words and phrases. L.6 |4.Use all the words in a brief paragraph |
| |Verify the preliminary determination of the meaning of a | | |
| |word or phrase (e.g., by checking the inferred meaning in | |The tools and strategies intended to be used to build students' |
| |context or in a dictionary). | |vocabulary during reading instruction. |
| | | | |
| |L.11-12.6: Acquire and use accurately general academic and| |ACT/SAT Word Boosters |
| |domain-specific words and phrases, sufficient for reading, | |
| |writing, speaking, and listening at the college and career | |laryThatMattersA.pdf |
| |readiness level; demonstrate independence in gathering | |ACT Vocabulary Practice Test |
| |vocabulary knowledge when considering a word or phrase | | |
| |important to comprehension or expression. | | |
|Writing |Writing |Written Expression Evidence Statements |Writing Fundamentals |
|to Texts | | | |
| |W.11-12. 2 Write informative/explanatory texts to examine |Development of Ideas: |Cite strong and thorough textual evidence |
| |and convey complex ideas, concepts and information clearly |The student response addresses the prompt and provides effective |Select and integrate quotations, details, and examples |
| |and accurately through the effective selection, |and comprehensive development of the claim, topic and/or |Use appropriate organizational pattern |
| |organization and analysis of content. |narrative elements4 by using clear and convincing reasoning, |Use appropriate style and tone for purpose |
| |Introduce a topic; organize complex ideas, concepts and |details, text-based evidence, and/or description; the development| |
| |information to make important connections and distinctions;|is consistently appropriate to the task, purpose, and audience. |Summary/Analysis Writing: |
| |include formatting (e.g., headings), graphics (e.g., | |Read and determine two central ideas from an informational text |
| |figures, tables) and multimedia when useful to aiding |Organization: |piece provided on by the TN Core website. Write an essay that both|
| |comprehension. |The student response demonstrates purposeful coherence, clarity, |summarizes and analyzes how these central ideas are developed, |
| |Develop the topic with well-chosen, relevant and sufficient|and cohesion5 and includes a strong introduction, conclusion, and|including how they interact and build on one another over the |
| |facts, extended definitions, concrete details, quotations, |a logical, well-executed progression of ideas, making it easy to |course of the text. Cite strong and thorough evidence from the |
| |or other information and examples appropriate to the |follow the writer’s progression of ideas. |text to support your analysis. Follow the conventions of standard |
| |audience’s knowledge of the topic. |The student response establishes and maintains an effective |written English. |
| |Use appropriate and varied transitions to link the major |style, while attending to the norms and conventions of the | |
| |sections of the text, create cohesion and clarify the |discipline. The response uses precise language consistently, |Routine Writing: |
| |relationships among complex ideas and concepts. |including descriptive words and phrases, sensory details, linking|Compare and contrast the thoughts of Wilson and Catt when it came |
| |Use precise language and domain-specific vocabulary to |and transitional words, words to indicate tone6, and/or |to women’s rights when it came to voting |
| |manage the complexity of the topic. |domain-specific vocabulary. | |
| |Establish and maintain a formal style and objective tone | |Strategies: |
| |while attending to the norms and conventions of the |Knowledge of Language and Conventions: | |
| |discipline in which they are writing. |The student response demonstrates command of the conventions of |Model Think-Aloud ( / then, for |
| |Provide a concluding statement or section that follows from|standard English consistent with effectively edited writing. |textbook logins) |
| |and supports the information or explanation presented |Though there may be a few minor errors in grammar and usage. |Using SRSD |
| |(e.g., articulating implications or the significance of the| |-POW |
| |topic. | |-POW+TIDE |
| | | |() |
| | | |SOAPSTone |
| | | |(
| | | |r/45200.html) |
|Reading, Writing and |SL.11-12.1. Initiate and participate effectively in a range|Speaking and Listening |Speaking and Listening |
|Speaking Grounded in |of collaborative discussions (one-on-one, in groups, and |Students will be able to effectively participate in collaborative|Accountable Talk |
|Evidence from Text, Both |teacher-led) with diverse partners on grades 9-10 topics, |discussions (we do, they do) Students will be able to refer to |Class discussion |
|Literary and |texts, and issues, building on others’ ideas and expressing|textual evidence as ideas are exchanged. Students will be able to| |
|Informational |their own clearly and persuasively. |question posed ideas and themes when agreeing and/or disagreeing |Discussion Questions: |
| |Come to discussions prepared, having read and researched |with text summaries. SL. 1 |Why did so many states deny women the right to vote? Why was |
| |material under study; explicitly draw on that preparation | |women’s suffrage legal in some states? |
| |by referring to evidence from texts and other research on |Students will be able to evaluate a speaker’s evidence and |What strategies did women use to win the right to vote? Which were|
| |the topic or issue to stimulate a thoughtful, well-reasoned|reasoning. SL.1 |most successful? What made them successful? |
| |exchange of ideas. | |What role did the government play in extending voting rights to |
| |Work with peers to set rules for collegial discussions and |Students will demonstrates ability to integrate multiple sources |women? What role did the federal government play? |
| |decision-making (e.g., informal consensus, taking votes on |of information presented in diverse media or formats SL.2 | |
| |key issues, presentation of alternative views), clear goals| |Additional Reading Materials |
| |and deadlines, and individual roles as needed. | |“Why Women Couldn’t Vote” |
| |Propel conversations by posing and responding to questions | |
| |that relate the current discussion to broader themes or | |_vote[1].pdf |
| |larger ideas; actively incorporate others into the | |Video – Sandra Day O’Conner |
| |discussion; and clarify, verify, or challenge ideas and | |
| |conclusions. | |e-paul |
| |Respond thoughtfully to diverse perspectives, summarize | | |
| |points of agreement and disagreement, and, when warranted, | | |
| |qualify or justify their own views and understanding and | | |
| |make new connections in light of the evidence and reasoning| | |
| |presented. | | |
| | | | |
| |SL.11-12.2. Integrate multiple sources of information | | |
| |presented in diverse media or formats (e.g., visually, | | |
| |quantitatively, orally) evaluating the credibility and | | |
| |accuracy of each source. | | |
|WEEK 3 | | | |
|Building Knowledge |Literature and Informational Text(s) |Provides strong and thorough textual evidence to support analysis|Reading Selections |
|through Content-rich | |of what the text says explicitly and/or inferences drawn from the|Text 3: “On Women’s Right to Vote” by Susan B. Anthony |
|Nonfiction |RI.11-12.1 Cite strong and thorough textual evidence to |text. RI.1 |
| |support analysis of what the text says explicitly as well | |roups/ELA%209-12%20Study%20Group%201/11-12TextPkpgs1-16.pdf |
|and |as inferences drawn from the text, including determining |Provides a statement of a theme or central idea of a text. RI.2 | |
| |where the text leaves matters uncertain. | |Graphic Organizers: |
|Reading Complex Texts | |Provides an analysis of how a theme or central idea emerges and |Purpose and Themes in“ On Women’s Right to Vote” |
| |RI.11-12.2 Determine two or more central ideas of a text |is shaped and refined by specific details over the course of the |Determine the purpose of Anthony’s speech. Write the purpose as a |
| |and analyze their development over the course of the text, |text. RI.2 |sentence in the graphic organizer below. |
| |including how they interact and build on one another to | |Determine a theme Anthony develops in her speech and Determine |
| |provide a complex analysis; provide an objective summary of|Provides an objective summary of a text. RI.2 |three details from the speech that help to develop the theme |
| |the text. | | |
| | |Provides an explanation of how specific ideas interact and |
| |RI.11-12.3 Analyze a complex set of ideas or sequence of |develop over the course of the text. |f |
| |events and explain how specific individuals, ideas, or |R.I 3 | |
| |events interact and develop over the course of the text. | |Close Reading: |
| | |Provides an evaluation of the authors’ differing points of view |Jigsaw Reading Process: Reading, Annotating and Taking Notes from |
| |RI 11-12.5: Analyze and evaluate the effectiveness of the |on the same historical event or issue by assessing the authors’ |Historical Speeches |
| |structure an author uses in his or her exposition or |claims, reasoning, or evidence. RI.6 | |
| |argument, including whether the structure makes points | | |
| |clear, convincing, and engaging. | | |
| | | |Tools for Analyzing Primary Sources and Close Reading |
| |RI 11-12.6: Determine an author’s point of view or purpose | |
| |in a text in which the rhetoric is particularly effective, | |/analyzing-primary-sources |
| |analyzing how style and content contribute | | |
| | | | |
|Regular Practice with |Language |Tier 3 Vocabulary |Tier 2 Vocabulary |
|Complex Text and Its | | |Indictment |
|Academic Language |L.11-12.4: Determine or clarify the meaning of unknown and |Academic vocabulary is the language you encounter in textbooks’ |Tranquility |
| |multiple-meaning words and phrases based on grades 11-12 |and on standardized tests. Review the word list below. Some |Mockery |
| |reading and content. |students may need to use |Ex post facto law |
| | | |Oligarchy |
| |L.11-12.4.C: Consult general and specialized reference |Textual evidence |Dissension |
| |materials (e.g., dictionaries, glossaries, thesauruses), |Cultural theme | |
| |both print and digital, to find the pronunciation of a word|Symbolism |Write the definitions of the words you know. |
| |or determine or clarify its precise meaning, its part of |Author’s purpose |Consult a dictionary to confirm the definitions of the words you |
| |speech, its etymology, or its standard usage. |Perspective |know. Revise your definitions if necessary. |
| | | |Using a print or an online dictionary, look up the meanings of the|
| |L.10.6: Acquire and use accurately general academic and |Demonstrates the ability to determine the meaning of words and |words you do not know. Then, write the meanings. |
| |domain-specific words and phrases, sufficient for reading, |phrases as they are used in a text (e.g., figurative, |Use all the words in a brief paragraph |
| |writing, speaking, and listening. |connotative) and/or provides an analysis of the impact of | |
| | |specific word choice on meaning and/or tone. L.4 |The tools and strategies intended to be used to build students' |
| | | |vocabulary during reading instruction. |
| | |Provides a statement demonstrating accurate meaning and use of | |
| | |grade-appropriate general academic words and phrases. L.6 |ACT/SAT Word Boosters |
| | | |
| | | |laryThatMattersA.pdf |
| | | |ACT Vocabulary Practice Test |
| | | | |
|Writing to Texts |Writing |Evidence Statements |Writing Content |
| | | |Cite strong and thorough textual evidence |
| |W.11-12.2: Write informative/explanatory texts to examine|Development of Ideas: |Select and integrate quotations, details, and examples |
| |and convey complex ideas, concepts and information clearly |The student response addresses the prompt and provides effective |Use appropriate organizational pattern |
| |and accurately through the effective selection, |and comprehensive development of the claim, topic and/or |Write strong thesis statements |
| |organization and analysis of content. |narrative elements4 by using clear and convincing reasoning, |Plan, draft, revise, edit, and rewrite |
| |Introduce a topic; organize complex ideas, concepts and |details, text-based evidence, and/or description; the development|Use appropriate style and tone for purpose |
| |information to make important connections and distinctions;|is consistently appropriate to the task, purpose, and audience. | |
| |include formatting (e.g., headings), graphics (e.g., | |Routine Writing: |
| |figures, tables) and multimedia when useful to aiding |Organization: |Write an objective summary of each text. |
| |comprehension. |The student response demonstrates purposeful coherence, clarity, | |
| |Develop the topic with well-chosen, relevant and sufficient|and cohesion and includes a strong introduction, conclusion, and |Reflective Writing: |
| |facts, extended definitions, concrete details, quotations, |a logical, well-executed progression of ideas, making it easy to |How do you think each author contributed to the success of the |
| |or other information and examples appropriate to the |follow the writer’s progression of ideas. |suffrage movement? |
| |audience’s knowledge of the topic. | | |
| |Use appropriate and varied transitions to link the major |The student response establishes and maintains an effective | |
| |sections of the text, create cohesion and clarify the |style, while attending to the norms and conventions of the |Strategies: |
| |relationships among complex ideas and concepts. |discipline. The response uses precise language consistently, |Model Think-Aloud ( / then, for |
| |Use precise language and domain-specific vocabulary to |including descriptive words and phrases, sensory details, linking|textbook logins) |
| |manage the complexity of the topic. |and transitional words, words to indicate tone6, and/or |Using SRSD |
| |Establish and maintain a formal style and objective tone |domain-specific vocabulary. |-POW |
| |while attending to the norms and conventions of the | |-POW+TIDE |
| |discipline in which they are writing. |Knowledge of Language and Conventions: |() |
| |Provide a concluding statement or section that follows from|The student response demonstrates command of the conventions of |SOAPSTone |
| |and supports the information or explanation presented |standard English consistent with effectively edited writing. |(
| |(e.g., articulating implications or the significance of the|Though there may be a few minor errors in grammar and usage |r/45200.html) |
| |topic). | | |
|WEEK 4 | | | |
|Writing Workshop |Writing |Writing |Writing Task |
| | | | |
| |W.11-12.2: Write informative/explanatory texts to examine|Written Expression Evidence Statements |Students will produce coherent writings in response to the |
| |and convey complex ideas, concepts and information clearly | |performance task prompt. |
| |and accurately through the effective selection, |Development of Ideas: | |
| |organization and analysis of content. |The student response addresses the prompt and provides effective |Students will: |
| |Introduce a topic; organize complex ideas, concepts and |and comprehensive development of the claim, topic and/or |Cite strong and thorough textual evidence |
| |information to make important connections and distinctions;|narrative elements4 by using clear and convincing reasoning, |Select and integrate quotations, details, and examples |
| |include formatting (e.g., headings), graphics (e.g., |details, text-based evidence, and/or description; the development|Use appropriate organizational pattern |
| |figures, tables) and multimedia when useful to aiding |is consistently appropriate to the task, purpose, and audience. |Write strong thesis statements |
| |comprehension.
| |Plan, draft, revise, edit, and rewrite |
| |Develop the topic with well-chosen, relevant and sufficient|Organization: |Use appropriate style and tone for purpose |
| |facts, extended definitions, concrete details, quotations, |The student response demonstrates purposeful coherence, clarity, | |
| |or other information and examples appropriate to the |and cohesion and includes a strong introduction, conclusion, and |Performance Tasks |
| |audience’s knowledge of the topic.
|a logical, well-executed progression of ideas, making it easy to |You have read three speeches about the right of women to vote. |
| |Use appropriate and varied transitions to link the major |follow the writer’s progression of ideas. |These three texts provided you with arguments in support of |
| |sections of the text, create cohesion and clarify the | |women’s suffrage. |
| |relationships among complex ideas and concepts. |The student response establishes and maintains an effective | |
| |Use precise language and domain-specific vocabulary to |style, while attending to the norms and conventions of the |The three texts are: |
| |manage the complexity of the topic.
|discipline. The response uses precise language consistently, |“Address to the Senate on the Nineteenth Amendment” by President |
| |Establish and maintain a formal style and objective tone |including descriptive words and phrases, sensory details, linking|Woodrow Wilson |
| |while attending to the norms and conventions of the |and transitional words, words to indicate tone, and/or |“The Crisis” by Carrie Chapman Catt |
| |discipline in which they are writing.
|domain-specific vocabulary. |“On Women’s Right to Vote” by Susan B. Anthony |
| |Provide a concluding statement or section that follows from| | |
| |and supports the information or explanation presented |Knowledge of Language and Conventions: |Write an essay that delineates and evaluates the reasoning in all |
| |(e.g., articulating implications or the significance of the|The student response demonstrates command of the conventions of |three speeches and argues which speech has the most effective |
| |topic).
|standard English consistent with effectively edited writing. |reasoning. Be sure to cite strong and thorough evidence from all |
| | |Though there may be a few minor errors in grammar and usage |three texts to support your analysis. Follow the conventions of |
| | | |standard written English. |
| | | | |
| | | |(Option 2) |
| | | |Louise Mallard is consistently portrayed as a frail woman in need |
| | | |of protection. Does her character help support the claim that Kate|
| | | |Chopin writes feminist stories? What kind of feminism does |
| | | |Louise's story present? Write a paper that analyzes how feminism |
| | | |relates to the evolution of Louise Mallard's character. (See Week |
| | | |1 – The task is listed here to make sure students have the |
| | | |opportunity to add it to their writing portfolios.) |
| | | |Strategies: |
| | | |Model Think-Aloud ( / then, for |
| | | |textbook logins) |
| | | |Using SRSD |
| | | |-POW |
| | | |-POW+TIDE |
| | | |() |
| | | |SOAPSTone |
| | | |(
| | | |r/45200.html) |
| | | | |
| | | |Scoring with a Rubric () (organization and focus, |
| | | |development of ideas, citing evidence) |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|WEEKS 5-7 |
|“ The Yellow Wallpaper” by Charlotte Gilman (920L) |
|“ Why I Wrote the Yellow Wallpaper” by Charlotte Gilman |
|“ Study the Masters” by Lucille Clifton (page 916) NP |
|“For My Children” by Collen McElroy (page 917) NP |
|“ Because I Could Not Stop for Death” by Emily Dickerson (p. 408-409) (CCSS Exemplar Appendix B ) NP |
| |
|“I Heard a Fly Buzz-When I Died” by Emily Dickinson (p.411) CCSS Exemplar NP |
|“There’s a Certain Slant of Light” by Emily Dickinson (p.412) CCSS Exemplar NP |
|“My Life Closed Twice Before its Close” by Emily Dickinson (p.413) CCSS Exemplar NP |
|“The Soul Selects Her Own Society” by Emily Dickinson (p.414) CCSS Exemplar NP |
|Performance Task: |
|During the suffrage movement, many women felt trapped in a lifestyle they could only escape through death. Analyze the main character from “The Yellow Wallpaper” and pair that with one or two of the Emily Dickinson |
|poems written around the recurring theme of “Death”. What symbols and motifs does the author use to represent death? Cite specific examples from the poem to support your ideas. Quote precisely and accurately |
|WEEK 5 | | | |
|Building Knowledge |RL. 11-12.1: Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|Reading Selection |
|through Content-rich |support analysis of what the text says explicitly as well |of what the text says explicitly and/or inferences drawn from the|“ The Yellow Wallpaper” by Charlotte Gilman |
|Nonfiction |as inferences drawn from the text, |text. RL.1 |
| | | |pdf |
|and |RL.11-12.2: Determine a theme or central ideas of a text |Provides a statement of a theme or central idea of a text. RL.2 | |
| |and analyze its development over the course of the text, | |Text Dependent Questions: |
|Reading Complex Texts |including how it emerges and is shaped and refined by |Provides an analysis of how a theme or central idea emerges and |The narrator yearns to write and to have company, but she believes|
| |specific details; provide an objective summary of the text.|is shaped and refined by specific details over the course of the |that, “He would as soon put fireworks in my pillow as to let me |
| | |text. RL.2 |have those stimulating people about now.” How does this image show|
| |RL. 11-12.3: Analyze the impact of the author’s choices | |John’s attitude towards the narrator’s attempts towards normalcy? |
| |regarding how to develop and relate elements of a story or |Provides an objective summary of a text. RL.2 |(Key Details) |
| |drama (e.g., where a story is set, how the action is | |At first glance, the narrator describes her husband as careful and|
| |ordered, how the characters are introduced and developed). |Provides an analysis of how complex characters (those with |loving. Aside from this, is there another perspective? (Key |
| | |multiple or conflicting motivations) develop over the course of a|Details) |
| |RL. 11-12.6: Analyze a case in which grasping point of view|text. RL.3 |Analyze whether her husband’s prognosis of “Temporary nervous |
| |requires distinguishing what is directly stated in a text | |depression with a slight hysterical tendency” is an accurate |
| |from what is really meant (e.g., satire, sarcasm, irony, or|Provides an analysis of how complex characters (those with |assessment of the narrator’s mental health. Why does her husband |
| |understatement). |multiple or conflicting motivations) interact with other |disagree with the narrator’s belief that she is sick? Cite |
| | |characters over the course of the text. RL.3 |evidence from the text to support your answer. (Key Details) |
| |RI 11-12.5: Analyze and evaluate the effectiveness of the | |Authors often use syntax and diction as a way of creating tone. |
| |structure an author uses in his or her exposition or |Provides an analysis of how complex characters (those with |Find two examples of sentence structure [syntax] and/or diction |
| |argument, including whether the structure makes points |multiple or conflicting motivations) advance the plot over the |[word choice] which demonstrate the change of tone in the text. |
| |clear, convincing, and engaging. |course of the text. RL.3 |Explain how these choices affect the author’s tone. |
| | | |(Vocabulary/Text Structure) |
| |RI 11-12.6: Determine an author’s point of view or purpose |Provides an analysis of a case in which grasping a point of view |Trace the change in her language--throughout the text, the |
| |in a text in which the rhetoric is particularly effective, |requires distinguishing what is directly stated in a text from |narrators grows more agitated, and then suddenly shifts—cite words|
| |analyzing how style and content contribute |what is really meant (e.g. satire, sarcasm, irony, or |and lines that reveal this language throughout the text. What is |
| | |understatement). RL.6 |the significance of this shift? (Vocabulary/Text Structure) |
| | | |How does the setting of the nursery reveal her husband’s attitude |
| | |Provides an evaluation of the authors’ differing points of view |towards her illness? |
| | |on the same historical event or issue by assessing the authors’ |What does the author mean by “sprawling flamboyant patterns |
| | |claims, reasoning, or evidence.
RI.6 |committing every artistic sin” when talking about the wallpaper? |
| | | |(Author’s Purpose) |
| | | |How does her husband feel about her illness? What other |
| | | |indications do we get from the text about how others/society in |
| | | |the text feel about her illness? Based on her husband’s beliefs |
| | | |about her illness, is the narrator trustworthy? Do you believe |
| | | |her? Cite evidence from the text. (Opinion) |
| | | | |
| | | |Close Reading Selection |
| | | |“ Why I Wrote the Yellow Wallpaper” by Charlotte Gilman |
| | | | |
| | | | |
| | | |Encourage students to ask themselves questions like these: |
| | | |Who is speaking in the passage? |
| | | |Who seems to be the main audience? (To whom is the narrator |
| | | |speaking?) |
| | | |What is the first thing that jumps out at me? Why? |
| | | |What's the next thing I notice? Are these two things connected? |
| | | |How? Do they seem to be saying different things? |
| | | |What seems important here? Why? |
| | | |What does the author mean by ______? What exact words lead me to |
| | | |this meaning? |
| | | |Is the author trying to convince me of something? What? How do I |
| | | |know? |
| | | |Is there something missing from this passage that I expected to |
| | | |find? Why might the author have left this out? |
| | | |Is there anything that could have been explained more thoroughly |
| | | |for greater clarity? |
| | | |Is there a message or main idea? What in the text led me to this |
| | | |conclusion? |
| | | |How does this sentence/passage fit into the text as a whole? |
|Regular Practice with |Language | Tier 3 Academic Vocabulary |Tier 2 Academic Vocabulary |
|Complex Text and Its | |Academic vocabulary is the language you encounter in textbooks’ |1.Felicity |
|Academic Language |L.11-12.4: Determine or clarify the meaning of unknown and |and on standardized tests. Review the word list below. Some |2. Lame |
| |multiple-meaning words and phrases based on grades 11-12 |students may need to use |3. Contradictions |
| |reading and content. | |4. Whitewashed |
| | |Irony |5. Ancestral |
| |L.11-12.4.C: Consult general and specialized reference |Characterization |6. Untenanted |
| |materials (e.g., dictionaries, glossaries, thesauruses), |Setting |7. Atrocious |
| |both print and digital, to find the pronunciation of a word|Mood |8. Arbors |
| |or determine or clarify its precise meaning, its part of |Tone |9. Ghostliness |
| |speech, its etymology, or its standard usage. |Imagery | |
| | | |The tools and strategies intended to be used to build students' |
| |L.10.6: Acquire and use accurately general academic and |Demonstrates the ability to determine the meaning of words and |vocabulary during reading instruction. |
| |domain-specific words and phrases, sufficient for reading, |phrases as they are used in a text (e.g., figurative, | |
| |writing, speaking, and listening. |connotative) and/or provides an analysis of the impact of | |
| | |specific word choice on meaning and/or tone. L.4 |ACT/SAT Word Boosters |
| | | |
| | |Provides a statement demonstrating accurate meaning and use of |laryThatMattersA.pdf |
| | |grade-appropriate general academic words and phrases. L.6 |ACT Vocabulary Practice Test |
| | | | |
| |Writing |Writing |Writing Content |
|Writing | | | |
|to Texts |W.11-12.2: Write informative/explanatory texts to examine|Written Expression Evidence Statements |Cite strong and thorough textual evidence |
| |and convey complex ideas, concepts and information clearly | |Select and integrate quotations, details, and examples |
| |and accurately through the effective selection, |Development of Ideas: |Use appropriate organizational pattern |
| |organization and analysis of content. |The student response addresses the prompt and provides effective |Write strong thesis statements |
| |Introduce a topic; organize complex ideas, concepts and |and comprehensive development of the claim, topic and/or |Plan, draft, revise, edit, and rewrite |
| |information to make important connections and distinctions;|narrative elements4 by using clear and convincing reasoning, |Use appropriate style and tone for purpose |
| |include formatting (e.g., headings), graphics (e.g., |details, text-based evidence, and/or description; the development| |
| |figures, tables) and multimedia when useful to aiding |is consistently appropriate to the task, purpose, and audience. | |
| |comprehension.
| |Routine Writing: |
| |Develop the topic with well-chosen, relevant and sufficient|Organization: |What does the wallpaper symbolize? |
| |facts, extended definitions, concrete details, quotations, |The student response demonstrates purposeful coherence, clarity, | |
| |or other information and examples appropriate to the |and cohesion and includes a strong introduction, conclusion, and |Routine Writing: |
| |audience’s knowledge of the topic.
|a logical, well-executed progression of ideas, making it easy to |Students will respond to Charlotte Perkins Gilman's essay, "Why I |
| |Use appropriate and varied transitions to link the major |follow the writer’s progression of ideas. |Wrote 'The Yellow Wallpaper'" in a short essay written in the |
| |sections of the text, create cohesion and clarify the |The student response establishes and maintains an effective |first person point of view. |
| |relationships among complex ideas and concepts. |style, while attending to the norms and conventions of the | |
| |Use precise language and domain-specific vocabulary to |discipline. The response uses precise language consistently, |Strategies: |
| |manage the complexity of the topic.
|including descriptive words and phrases, sensory details, linking|Model Think-Aloud Using SRSD |
| |Establish and maintain a formal style and objective tone |and transitional words, words to indicate tone, and/or |-POW |
| |while attending to the norms and conventions of the |domain-specific vocabulary. |-POW+TIDE |
| |discipline in which they are writing.
| |SOAPSTone |
| |Provide a concluding statement or section that follows from|Knowledge of Language and Conventions: | |
| |and supports the information or explanation presented |The student response demonstrates command of the conventions of | |
| |(e.g., articulating implications or the significance of the|standard English consistent with effectively edited writing. | |
| |topic).
|Though there may be a few minor errors in grammar and usage | |
| | | | |
| |W.11-12.3: Write narratives to develop real or imagined | | |
| |experiences or events using effective technique, | | |
| |well-chosen details, and well-structured event sequences. | | |
| |Engage and orient the reader by setting out a problem, | | |
| |situation, or observation and its significance, | | |
| |establishing one or multiple point(s) of view, and | | |
| |introducing a narrator and/or characters; create a smooth | | |
| |progression of experiences or events. | | |
| |Use narrative techniques, such as dialogue, pacing, | | |
| |description, reflection, and multiple plot lines, to | | |
| |develop experiences, events, and/or characters. | | |
| |Use a variety of techniques to sequence events so that they| | |
| |build on one another to create a coherent whole and build | | |
| |toward a particular tone and outcome (e.g., a sense of | | |
| |mystery, suspense, growth, or resolution). | | |
| |Use precise words and phrases, telling details, and sensory| | |
| |language to convey a vivid picture of the experiences, | | |
| |events, setting, and/or characters. | | |
| |Provide a conclusion that follows from and reflects on what| | |
| |is experienced, observed, or resolved over the course of | | |
| |the narrative. | | |
|WEEK 6 | | | |
|Building Knowledge |RL. 11-12.1: Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis|Reading Selections |
|through Content-rich |support analysis of what the text says explicitly as well |of what the text says explicitly and/or inferences drawn from the|“ Study the Masters” by Lucille Clifton (page 916) |
|Nonfiction |as inferences drawn from the text, |text. RL.1 |“For My Children” by Collen McElroy (page 917) |
| | | | |
|and |RL.11-12.2: Determine a theme or central ideas of a text |Provides a statement of a theme or central idea of a text. RL.2 |Text Dependent Questions |
| |and analyze its development over the course of the text, | |“ Study the Masters” by Lucille Clifton |
|Reading Complex Texts |including how it emerges and is shaped and refined by |Provides an analysis of how a theme or central idea emerges and |What connection does the speaker make between Aunt Timmie’s labor |
| |specific details; provide an objective summary of the text.|is shaped and refined by specific details over the course of the |and the master poet? (Key Details) |
| | |text. RL.2 |What “huge and particular” word does the speaker say Aunt Timmie |
| |RL. 11-12.3: Analyze the impact of the author’s choices |Provides an objective summary of a text. RL.2 |dreams? Why is the word so significant (Vocabulary & Text |
| |regarding how to develop and relate elements of a story or | |Structure) |
| |drama (e.g., where a story is set, how the action is |Provides an analysis of how complex characters (those with |What specific speech patterns and idioms do you notice in the |
| |ordered, how the characters are introduced and developed). |multiple or conflicting motivations) develop over the course of a|poem? (Vocabulary & Text Structure) |
| | |text. RL.3 |The poem ends with the word “America”. How does the speaker feel |
| |RL. 11-12.6: Analyze a case in which grasping point of view| |about America? (Inference) |
| |requires distinguishing what is directly stated in a text |Provides an analysis of how complex characters (those with | |
| |from what is really meant (e.g., satire, sarcasm, irony, or|multiple or conflicting motivations) interact with other |Text Dependent Questions: |
| |understatement). |characters over the course of the text. RL.3 |“For My Children” by Collen McElroy |
| | | |Why has the speaker decided to “store up tales” and why is this so|
| | |Provides an analysis of how complex characters (those with |significant? (Key Details) |
| | |multiple or conflicting motivations) advance the plot over the |In the second and third stanza what impressions of her ancestors |
| | |course of the text. RL.3 |does the speaker reveal? What images shape these impressions? (Key|
| | | |Details) |
| | |Provides an analysis of a case in which grasping a point of view |Why do you think McElroy mentioned the two rivers in the poem to |
| | |requires distinguishing what is directly stated in a text from |reflect cultural identity? (Author’s Purpose) |
| | |what is really meant (e.g. satire, sarcasm, irony, or |In what specific ways might educating children about their |
| | |understatement). RL.6 |heritage affect the choices they make in life? (Inference) |
| | | |What examples of pride and physical appearance do you find in the |
| | | |poem? Describe your thoughts on each? (Opinion) |
| | | | |
| | | |Close Reading |
| | | |Annotating a Poem |
| | | |
| | | |etry.pdf |
| | | | |
|Regular Practice with |Language |Language – Tier 3 - Academic Vocabulary |Tier 2 - Vocabulary |
|Complex Text and Its | | |For My Children” by Collen McElroy |
|Academic Language |L.11-12.4: Determine or clarify the meaning of unknown and |Academic vocabulary is the language you encounter in textbooks’ |Alabaster |
| |multiple-meaning words and phrases based on grades 11-12 |and on standardized tests. Review the word list below. Some |Calabash |
| |reading and content. |students may need to use |Effigies |
| | | | |
| |L.11-12.4.C: Consult general and specialized reference |Textual evidence |Write the definitions of the words you know. |
| |materials (e.g., dictionaries, glossaries, thesauruses), |Cultural theme |Consult a dictionary to confirm the definitions of the words you |
| |both print and digital, to find the pronunciation of a word|Symbolism |know. Revise your definitions if necessary. |
| |or determine or clarify its precise meaning, its part of |Author’s purpose |Using a print or an online dictionary, look up the meanings of the|
| |speech, its etymology, or its standard usage. |Perspective |words you do not know. Then, write the meanings. |
| | |Irony |4.Use all the words in a brief paragraph |
| |L.11-12.6: Acquire and use accurately general academic and | | |
| |domain-specific words and phrases, sufficient for reading, |Demonstrates the ability to determine the meaning of words and |The tools and strategies intended to be used to build students' |
| |writing, speaking, and listening. |phrases as they are used in a text (e.g., figurative, |vocabulary during reading instruction. |
| | |connotative) and/or provides an analysis of the impact of | |
| | |specific word choice on meaning and/or tone. L.4 | |
| | | |ACT/SAT Word Boosters |
| | |Provides a statement demonstrating accurate meaning and use of |
| | |grade-appropriate general academic words and phrases. L.6 |laryThatMattersA.pdf |
| | | |ACT Vocabulary Practice Test |
| | | | |
|Writing |Writing |Writing |Writing Content |
|to Texts | | |Cite strong and thorough textual evidence |
| |W.11-12.1: Write arguments to support claims in an analysis|Written Expression Evidence Statements |Select and integrate quotations, details, and examples |
| |of substantive topics or texts, using valid reasoning and | |Use appropriate organizational pattern |
| |relevant and sufficient evidence. |Development of Ideas: |Write strong thesis statements |
| |Introduce precise, knowledgeable claim(s), establish the |The student response addresses the prompt and provides effective |Plan, draft, revise, edit, and rewrite |
| |significance of the claim(s), distinguish the claim(s) from|and comprehensive development of the claim, topic and/or |Use appropriate style and tone for purpose |
| |alternate or opposing claims, and create an organization |narrative elements4 by using clear and convincing reasoning, | |
| |that logically sequences claim(s), counterclaims, reasons, |details, text-based evidence, and/or description; the development|Routine Writing: |
| |and evidence.
|is consistently appropriate to the task, purpose, and audience. |Write about the symbolism in each poem. |
| |Develop claim(s) and counterclaims fairly and thoroughly, | | |
| |supplying the most relevant evidence for each while |Organization: |Analysis Writing: |
| |pointing out the strengths and limitations of both in a |The student response demonstrates purposeful coherence, clarity, |Write an analytical essay in which you compare and contrast the |
| |manner that anticipates the audience’s knowledge level, |and cohesion5 and includes a strong introduction, conclusion, and|exploration of cultural heritage in the poems by Clinton and |
| |concerns, values, and possible biases.
|a logical, well-executed progression of ideas, making it easy to |McElroy. Be sure to cite specific evidence from the text and |
| |Use words, phrases, and clauses as well as varied syntax to|follow the writer’s progression of ideas. |follow conventions of standard written English. |
| |link the major sections of the text, create cohesion, and |The student response establishes and maintains an effective | |
| |clarify the relationships between claim(s) and reasons, |style, while attending to the norms and conventions of the |Analysis Writing: |
| |between reasons and evidence, and between claim(s) and |discipline. The response uses precise language consistently, |Based on these poems, in what ways is cultural identity both a |
| |counterclaims.
|including descriptive words and phrases, sensory details, linking|private concern and one with meaning for an entire society. As you|
| |Establish and maintain a formal style and objective tone |and transitional words, words to indicate tone6, and/or |write incorporate well-chosen details to support your statements. |
| |while attending to the norms and conventions of the |domain-specific vocabulary. | |
| |discipline in which they are writing.
| |Strategies: |
| |Provide a concluding statement or section that follows from|Knowledge of Language and Conventions: |Model Think-Aloud |
| |and supports the argument presented.
|The student response demonstrates command of the conventions of |Using SRSD |
| | |standard English consistent with effectively edited writing. |-POW |
| |W.11-12.4: Write narratives to develop real or imagined |Though there may be a few minor errors in grammar and usage |-POW+TIDE |
| |experiences or events using effective technique, | |SOAPSTone |
| |well-chosen details, and well-structured event sequences. | | |
| |Engage and orient the reader by setting out a problem, | | |
| |situation, or observation and its significance, | | |
| |establishing one or multiple point(s) of view, and | | |
| |introducing a narrator and/or characters; create a smooth | | |
| |progression of experiences or events. | | |
| |Use narrative techniques, such as dialogue, pacing, | | |
| |description, reflection, and multiple plot lines, to | | |
| |develop experiences, events, and/or characters. | | |
| |Use a variety of techniques to sequence events so that they| | |
| |build on one another to create a coherent whole and build | | |
| |toward a particular tone and outcome (e.g., a sense of | | |
| |mystery, suspense, growth, or resolution). | | |
| |Use precise words and phrases, telling details, and sensory| | |
| |language to convey a vivid picture of the experiences, | | |
| |events, setting, and/or characters. | | |
| |Provide a conclusion that follows from and reflects on what| | |
| |is experienced, observed, or resolved over the course of | | |
| |the narrative | | |
|Week 7 | | | |
|Building Knowledge |RL. 11-12.1: Cite strong and thorough textual evidence to |Provides strong and thorough textual evidence to support analysis| Text Dependent Questions for the selection |
|through Content-rich |support analysis of what the text says explicitly as well |of what the text says explicitly and/or inferences drawn from the|“ Because I Could Not Stop for Death” (p. 408-409) |
|Nonfiction |as inferences drawn from the text, |text. RL.1 |In the fourth stanza, the carriage seems to have completely passed|
| | | |life by. What does Dickinson use to describe the coldness of |
|and |RL.11-12.2: Determine a theme or central ideas of a text |Provides a statement of a theme or central idea of a text. RL.2 |death? Cite lines. (Key Details) |
| |and analyze its development over the course of the text, | |How does the speaker seem to feel about giving up her life? What |
|Reading Complex Texts |including how it emerges and is shaped and refined by |Provides an analysis of how a theme or central idea emerges and |proof from the poem can you offer? (Key Details) |
| |specific details; provide an objective summary of the text.|is shaped and refined by specific details over the course of the |What personification does Dickinson begin in the first stanza? How|
| | |text. RL.2 |is this thing made to seem human? Cite lines from the poem |
| |RL. 11-12.3: Analyze the impact of the author’s choices | |(Vocabulary/Text Structure) |
| |regarding how to develop and relate elements of a story or |Provides an analysis of how complex characters (those with |In the fourth stanza, Dickinson changes her mind and says that “He|
| |drama (e.g., where a story is set, how the action is |multiple or conflicting motivations) develop over the course of a|passed Us.” Why might this be significant? What could it |
| |ordered, how the characters are introduced and developed). |text. RL.3 |represent? (Vocabulary/Text Structure) |
| | | |In the fifth stanza, they “paused before a House that seemed/A |
| |RL. 11-12.6: Analyze a case in which grasping point of view|Provides an analysis of how complex characters (those with |swelling of the Ground.” What is this house? Why does Dickinson |
| |requires distinguishing what is directly stated in a text |multiple or conflicting motivations) interact with other |use the term “house” for it? What effect does it have? (Author’s |
| |from what is really meant (e.g., satire, sarcasm, irony, or|characters over the course of the text. RL.3 |Purpose) |
| |understatement). | | |
| | |Provides an analysis of how complex characters (those with | |
| | |multiple or conflicting motivations) advance the plot over the |Text Dependent Questions |
| | |course of the text. RL.3 |“I Heard a Fly Buzz-When I Died” by Emily Dickinson (p.411) |
| | |Provides an analysis of a case in which grasping a point of view |What actions has the speaker taken in preparation for death? (Key |
| | |requires distinguishing what is directly stated in a text from |Details) |
| | |what is really meant (e.g. satire, sarcasm, irony, or |In the final stanza, what adjective does the speaker use to |
| | |understatement). RL.6 |describe the buzzing of the fly? (Vocabulary/Text Structure) |
| | | |If you were describing a deathbed scene from the perspective of a |
| | | |dying person, would you mention the buzzing of a fly? Why or why |
| | | |not?(Opinion) |
| | | | |
| | | |Text Dependent Questions |
| | | |“There’s a Certain Slant of Light” by Emily Dickinson (p.412) |
| | | |According to the speaker, in what ways does the winter light |
| | | |affect people? (Key Details) |
| | | |What does the light seem to represent to the speaker? (Key |
| | | |Details) |
| | | | |
| | | |Text Dependent Questions |
| | | |“My Life Closed Twice Before its Close” by Emily Dickinson (p.413)|
| | | |What is the third event in which the speaker refers? (Key Details)|
| | | |What is the relationship between the three mentioned events? (Key |
| | | |Details) |
| | | | |
| | | |Text Dependent Questions |
| | | |“The Soul Selects Her Own Society” by Emily Dickinson (p.414) |
| | | |How would you describe the soul’s attitude toward the world’s |
| | | |attraction? (Key Details) |
| | | |What adjectives would you use to characterize the speaker based on|
| | | |the soul’s choice? (Opinion) |
| | | | |
| | | | |
| | | | |
| | | | |
|Regular Practice with |Language |Language – Tier 3 - Academic Vocabulary |Tier 2 - Vocabulary |
|Complex Text and Its | |Setting |1. Surmised |
|Academic Language |L.11-12.4: Determine or clarify the meaning of unknown and |Mood |2. Interposed |
| |multiple-meaning words and phrases based on grades 11-12 |Tone |3. Fascicles |
| |reading and content. |Exact rhyme |4. Assignable |
| | |Slant rhyme | |
| |L.11-12.4.C: Consult general and specialized reference |Meter |The tools and strategies intended to be used to build students' |
| |materials (e.g., dictionaries, glossaries, thesauruses), |Alliteration |vocabulary during reading instruction. |
| |both print and digital, to find the pronunciation of a word| | |
| |or determine or clarify its precise meaning, its part of |Demonstrates the ability to determine the meaning of words and | |
| |speech, its etymology, or its standard usage. |phrases as they are used in a text (e.g., figurative, |ACT/SAT Word Boosters |
| | |connotative) and/or provides an analysis of the impact of |
| |L.11-12.6: Acquire and use accurately general academic and |specific word choice on meaning and/or tone. L.4 |laryThatMattersA.pdf |
| |domain-specific words and phrases, sufficient for reading, | |ACT Vocabulary Practice Test |
| |writing, speaking, and listening. |Provides a statement demonstrating accurate meaning and use of | |
| | |grade-appropriate general academic words and phrases. L.6 | |
| | | |Vocabulary Acquisition and Use: Context Clues p. 451 |
| | | | |
| | |Imagery | |
| | | | |
| | |Etymology: Political Science/History Terms p. 450 | |
| | |Word Analysis: Latin Root –fin- p. 421 | |
|Reading, Writing and |Speaking and Listening |Speaking and Listening |Speaking and Listening |
|Speaking Grounded in | | |Discussion |
|Evidence from Text, Both |SL. 11-12.1. Initiate and participate effectively in a |SL. 11-12.1. Students will be able to effectively participate in |Accountable Talk |
|Literary and |range of collaborative discussions (one-on-one, in groups, |collaborative discussions (we do, they do) Students will be able |Peer-led Socratic Seminars |
|Informational |and teacher-led) with diverse partners on grades 11-12 |to refer to textual evidence as ideas are exchanged. Students | |
| |topics, texts, and issues, building on others' ideas and |will be able to question posed ideas and themes when agreeing |Performance Task: |
| |expressing their own clearly and persuasively. |and/or disagreeing with text summaries. |Deliver a speech in which you analyze how two or more foundational|
| | | |literacy works in this unit treat similar themes or topics |
| |SL. 11-12.6. Adapt speech to a variety of contexts and |SL.11-12.1. Students will be able to evaluate a speaker’s | |
| |tasks, demonstrating a command of formal English when |evidence and reasoning. | |
| |indicated or appropriate. (See grades 11-12 Language | | |
| |standards 1 and 3 here for specific expectations.) | | |
|Writing to Texts |Writing |Writing |Writing Content |
| | | |Cite strong and thorough textual evidence |
| |W.11-112.2 Write informative/explanatory texts to examine |Written Expression Evidence Statements |Select and integrate quotations, details, and examples |
| |and convey complex ideas, concepts and information clearly | |Use appropriate organizational pattern |
| |and accurately through the effective selection, |Development of Ideas: |Write strong thesis statements |
| |organization and analysis of content. |The student response addresses the prompt and provides effective |Plan, draft, revise, edit, and rewrite |
| |Introduce a topic; organize complex ideas, concepts and |and comprehensive development of the claim, topic and/or | |
| |information to make important connections and distinctions;|narrative elements4 by using clear and convincing reasoning, |Routine Writing: |
| |include formatting (e.g., headings), graphics (e.g., |details, text-based evidence, and/or description; the development|In what ways do the painting in the textbooks next to the poems |
| |figures, tables) and multimedia when useful to aiding |is consistently appropriate to the task, purpose, and audience. |mirror the poems written by Dickinson? |
| |comprehension. | |Explanatory Writing: |
| |Develop the topic with well-chosen, relevant and sufficient|Organization: |Do you think Dickinson’s poems have single meanings or messages? |
| |facts, extended definitions, concrete details, quotations, |The student response demonstrates purposeful coherence, clarity, |Explain your reasoning. |
| |or other information and examples appropriate to the |and cohesion5 and includes a strong introduction, conclusion, and| |
| |audience’s knowledge of the topic. |a logical, well-executed progression of ideas, making it easy to |Analysis Writing: |
| |Use appropriate and varied transitions to link the major |follow the writer’s progression of ideas. |Some critics believe that the poem, “ Because I Could Not Stop for|
| |sections of the text, create cohesion and clarify the | |Death”, shows death kindly escorting the speaker to some sort of |
| |relationships among complex ideas and concepts. |The student response establishes and maintains an effective |paradise. Others believe that death comes in the form of a |
| |Use precise language and domain-specific vocabulary to |style, while attending to the norms and conventions of the |deceiver, carrying her off to destruction. Based on the text, |
| |manage the complexity of the topic. |discipline. The response uses precise language consistently, |which idea is most correct? Why? Offer proof from the poem to |
| |Establish and maintain a formal style and objective tone |including descriptive words and phrases, sensory details, linking|back up your claim. |
| |while attending to the norms and conventions of the |and transitional words, words to indicate tone6, and/or | |
| |discipline in which they are writing. |domain-specific vocabulary. |Strategies: |
| |Provide a concluding statement or section that follows from| |Model Think-Aloud |
| |and supports the information or explanation presented |Knowledge of Language and Conventions: |Using SRSD |
| |(e.g., articulating implications or the significance of the|The student response demonstrates command of the conventions of |-POW |
| |topic. |standard English consistent with effectively edited writing. |-POW+TIDE |
| | |Though there may be a few minor errors in grammar and usage. |SOAPSTone |
|Week 8 | | | |
|Writing Workshop |W.11-12.2: Write informative/explanatory texts to examine|Written Expression Evidence Statements |Students complete work on Performance Task by revising previous |
| |and convey complex ideas, concepts and information clearly | |writings. |
| |and accurately through the effective selection, |Development of Ideas: | |
| |organization and analysis of content. |The student response addresses the prompt and provides effective |Performance Task: |
| |Introduce a topic; organize complex ideas, concepts and |and comprehensive development of the claim, topic and/or |(Option1) Among the female writers who devoted their work to |
| |information to make important connections and distinctions;|narrative elements4 by using clear and convincing reasoning, |defying their views about the woman's place in society were |
| |include formatting (e.g., headings), graphics (e.g., |details, text-based evidence, and/or description; the development|Charlotte Perkins Gilman and Kate Chopin. In looking at "The Story|
| |figures, tables) and multimedia when useful to aiding |is consistently appropriate to the task, purpose, and audience. |of an Hour” by Kate Chopin and "The Yellow Wallpaper” by Charlotte|
| |comprehension.
| |Gilman explain how the women in their stories responded to their |
| |Develop the topic with well-chosen, relevant and sufficient|Organization: |own freedom as a result of life changes. |
| |facts, extended definitions, concrete details, quotations, |The student response demonstrates purposeful coherence, clarity, |(Option 2) Analyze the recurring theme of "Death" in the poems of |
| |or other information and examples appropriate to the |and cohesion and includes a strong introduction, conclusion, and |Emily Dickinson. What symbols and motifs does the author use to |
| |audience’s knowledge of the topic.
|a logical, well-executed progression of ideas, making it easy to |represent death? Cite specific examples from the poem to support |
| |Use appropriate and varied transitions to link the major |follow the writer’s progression of ideas. |your ideas. Quote precisely and accurately |
| |sections of the text, create cohesion and clarify the | | |
| |relationships among complex ideas and concepts. |The student response establishes and maintains an effective |Writing Workshop |
| |Use precise language and domain-specific vocabulary to |style, while attending to the norms and conventions of the |Review task and rubric |
| |manage the complexity of the topic.
|discipline. The response uses precise language consistently, |Reflect and Attend |
| |Establish and maintain a formal style and objective tone |including descriptive words and phrases, sensory details, linking|Peer-review/peer exchange |
| |while attending to the norms and conventions of the |and transitional words, words to indicate tone, and/or |Edits: thesis/introduction, development, conventions, conclusions,|
| |discipline in which they are writing.
|domain-specific vocabulary. |sources and documentation |
| |Provide a concluding statement or section that follows from| |Revisions |
| |and supports the information or explanation presented |Knowledge of Language and Conventions: |Publish (type) writings |
| |(e.g., articulating implications or the significance of the|The student response demonstrates command of the conventions of | |
| |topic).
|standard English consistent with effectively edited writing. |Strategies: |
| | |Though there may be a few minor errors in grammar and usage |Model Think-Aloud ( ) |
| | | |Using SRSD |
| | | |-POW |
| | | |-POW+TIDE ( ) |
| | | |SOAPSTone ( ) |
| | | | |
|WEEK 9 | | | |
|Comprehensive Assessment |Culminating Project Task |
| |"Women's Rights and the Suffrage Movement" |
| |Have students in this group prepare a brief history/timeline of the women's movement by exploring American Treasures of the Library of Congress' Seneca Falls Convention exhibit, the Library of|
| |Congress' "Votes for Women" collection(both via EDSITEment-reviewed American Memory), and the College of Staten Island Department of History (via EDSITEment-reviewed U.S. History Women's |
| |Workshop). |
| | |
| |Point students to the following items to help generate their small group discussion: |
| |Elizabeth Cady Stanton's "Declaration of Sentiments" |
| |Gilman's brief suffrage commentary in the Votes for Women Collection: (Search by keyword "Gilman"; text under "Charlotte Perkins Stetson, of California) |
| |Detailed timeline |
| |Anti-suffrage cartoon |
| | |
| |Each group will prepare a one-page summary based on the group exploration of these sites. Guiding questions: |
| |What prompted the 1848 Seneca Falls Convention? |
| |What most surprised your group about Stanton's outline of women's rights (or lack thereof) in 1848? |
| |For which key elements of change did women advocate in the several decades leading up to women's official right to vote in 1920? |
| |"Popular Representations of Women in the 1880s-1910s" |
| | |
| |Technology Option: Students compose their responses about the narrator on a class wiki page, forum, or blog post. Each response should include a description of the narrator from the beginning,|
| |middle, and end of the short story, with a specific example from the story for each description. Look at student responses, identifying students who posted accurate descriptions and examples. |
| |Ask these students if they would be willing to share their work and thinking with the class, or allow these responses to be shared anonymously with the class during the whole group discussion.|
| |(W.11-12.6, W.11-12.10) |
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