Grade 11 English III: Unit 3 - Reading Info Text & Writing Argument Essays, Lecture notes of English Language

Download Grade 11 English III: Unit 3 - Reading Info Text & Writing Argument Essays and more Lecture notes English Language in PDF only on Docsity! Plainfield Public Schools English Language Arts Curriculum Unit Grade/Course Grade Eleven / English III Unit of Study Unit Three: Reading Informational Text / Writing Argumentative Essays Pacing 5 – 7 Weeks Unit Overview In this unit, students will continue to focus on reading and writing about informational texts. By the completion of the unit, students will demonstrate understanding of the craft and structure of an informational piece, including how writers refine their use of language throughout a text. Students will also develop their abilities to construct a well-organized argument using informational texts they have read and analyzed. After completing a variety of performance tasks to further develop these skills, students will produce a research-based argumentative essay. This piece satisfies a core requirement of the district student writing portfolio (W.CCR.2). UNIT STANDARDS PRIORITY STANDARDS READING INFORMATIONAL TEXT RI.11.1 Accurately cite strong and thorough textual evidence e.g., via discussion, written response, etc.) to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain. RI.11.2 Determine two or more central ideas of a text and analyze their development and how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an 2 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 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.11.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. WRITING W.11.1 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 avoiding common logical fallacies and using sound reasoning 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 transitions (e.g.words, phrases, and clauses) 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 style and tone appropriate to the audience and purpose (e.g. formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding paragraph or section that follows from and supports the argument presented. W.11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SUPPORTING STANDARDS READING LITERATURE RL. 11.1 Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL. 11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account, and provide an objective summary of the text. RL. 11.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 5 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 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.11.5 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.11.6 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. “UNWRAPPED” District Power Standards Informational Text RI.11.1 Accurately CITE strong and thorough textual evidence (e.g. via discussion, written response, etc.) to SUPPORT analysis of what the text says explicitly as well as inferentially, including DETERMINING where the text leaves matters uncertain. RI.11.4 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 over the course of a text. RI.11.5 ANALYZE and EVALUATE the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Writing W.11.1 WRITE arguments to SUPPORT claims in an analysis of substantive topics or texts, USING valid reasoning and relevant and sufficient evidence. 6 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 “Unwrapped” Skills (students need to be able to do) “Unwrapped” Concepts (students need to know) DOK Levels POWER STANDARD: RI.11.1  CITE  SUPPORT  DETERMINE  Accurately  Strong and thorough textual evidence  Analysis of text o explicitly o inferentially  where the text leaves matters uncertain 2 Students Can:  Draw inferences from informational text to make and support an analysis that goes beyond the obvious by using strong and thorough evidence  Determine where the text leaves matters uncertain and be able to infer what happens next  Support conclusions with explicit and implicit textual evidence  Synthesize evidence from throughout the text to best support conclusions  Explain the relationship between my analysis/inference/conclusion and textual evidence POWER STANDARD: RI.11.4  DETERMINE  ANALYZE  Meaning of words and phrases as used in text, including: o Figurative meaning o Connotative meaning o Technical meaning How an author uses and refines the meaning of a key term over the course of a text. 2 3 7 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Students Can:  Determine how figurative, connotative, and technical words and phrases influence meaning.  Analyze how an author uses key terms throughout the text and how refining the definition over the course of a text impacts meaning.  Analyze text for word choice and analyze how the use of language advances the author's premise.  Analyze how words with multiple meanings can add depth to a text.  Examine the specific patterns of diction in the text, and determine its overall impact on meaning. POWER STANDARD: RI.11.5  ANALYZE  EVALUATE  the effectiveness of the structure an author uses in his/her exposition or argument, including whether structure makes points: o clear o convincing o engaging 3 Students Know:  Different types of expository texts (e.g. compare/ contrast, problem/ solution, cause/ effect, etc.).  How the manipulation of sentences, paragraphs, sections, and chapters all contribute to text structure. Students Can:  Evaluate the author's specific choices in text structure.  Analyze the effectiveness of a text structure in supporting the author's purpose.  Analyze and evaluate whether the text structure makes points clear, convincing and engaging.  Analyze and evaluate whether the text structure is effective in supporting an author's idea or claim.  Distinguish between an expository text and an argument. POWER STANDARD: W.11.1  WRITE  SUPPORT  Arguments  claims in an analysis of substantive topics or texts 3 10 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Essential Questions Post-Assessment Engaging Learning Scenario The Big Brain Hall of Fame is about to be created and you have a part in the selection of the first ever class induction. The nominees for this honor will be different from those in the Baseball Hall of Fame in Cooperstown or the Oscar and Grammy winners because inductees can only be from the academic fields of Mathematics, Engineering, Science (including research and medicine), and/or Technology. You are charged with selecting someone who has had a positive impact in the world and is considered a “genius”. Your choice will be presented to the selection committee for consideration. Performance Task Synopses Task 1: Read “Why Einstein Was a Genius” and analyze the structure of the author’s argument. Task 2: Read “The Genius of Jobs” and analyze how the author defines and refines three key terms throughout the text. Task 3: Discuss the criteria for being a “genius” and find three possible nominees for “The Big Brain” award. Task 4: Write an argumentative essay supporting your nominee for The Big Brain Hall of Fame. Performance Task # 1 In Detail Power Standards: RI.11.5 Additional Standards: RI.11.1, RI.11.2, RI.11.3, RI.11.4, W.11.4, L.11.1, L.11.2 Task 1 Detailed: Read “Why Einstein Was a Genius” and analyze the structure of the author’s argument. 11 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3  Read “Why Einstein Was a Genius” http://news.sciencemag.org/2012/11/why- einstein-was-genius  Write an objective summary of the article.  Analyze and evaluate the structure of the article. In your writing, answer the following questions: o What claim(s) does the author make? o How does the author structure his argument in this article? o Is this structure effective? o Does the structure make the author’s points  clear?  convincing?  engaging?  Demonstrate command of standard English grammar, usage, capitalization, punctuation, and spelling in your writing. 4 3 2 1  All “Proficient” criteria plus  incorporates appropriate technical vocabulary within summary and/or analysis  summarizes the article  analyzes the structure of the author’s argument  evaluates the structure of the author’s argument  cites evidence from the text to support analysis  states the author’s claim(s)  demonstrates command of standard English grammar, usage, capitalization, punctuation,  Meets __4_ of the “Proficient” criteria  Meets fewer than _4_ of the “Proficient” criteria  Task to be repeated after re-teaching  Comments: Performance Task # 1 Scoring Guide 12 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 and spelling Key 4 = Exceeding the Standards 3= Meeting the Standards (Proficient) 2= Approaching the Standards 1= Below Standard Performance Task # 2 In Detail Power Standards: RI.11.4 Additional Standards: RI.11.1, RI.11.2, L.11.1, L.11.2, L.11.4 Task 2 Detailed:  Read “The Genius of Jobs” http://www.nytimes.com/2011/10/30/opinion/sunday/steve-jobss- genius.html?_r=0&pagewanted=all&pagewanted=print  Write an objective summary of the text.  Analyze how the author defines and refines three key terms over the course of the text, citing examples that support your analysis. Some possible terms: o genius Interdisciplinary Connections and Related Focus Standards Specific to Task #1 21st Century Learning Skills Specific to Task #1  Check all those that apply for each task: ❑ Teamwork and Collaboration ❑ Initiative and Leadership ❑ Curiosity and Imagination ❑ Innovation and Creativity  Critical thinking and Problem Solving ❑ Flexibility and Adaptability  Effective Oral and Written Communication  Accessing and Analyzing Information ❑ Other 15 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Performance Task # 3 Scoring Guide 4 3 2 1  All “Proficient” criteria plus:  prepares textual material on nominees to share with other members of the group.  prepares notes on three possible nominees  presents ideas about one of the nominees researched  refers to evidence from texts during the discussion  poses and responds to questions that probe reasoning and evidence  clarifies, verifies, or challenges ideas and conclusions  records notes that include three criteria for “genius” status  records notes that include examples of the three criteria  Meets _5_ of the “Proficient” criteria  Meets fewer than _5_ of the “Proficient” criteria  Task to be repeated after re- teaching  Comments: Key 4 = Exceeding the Standards 3= Meeting the Standards (Proficient) 2= Approaching the Standards 1= Below Standard 16 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Performance Task # 4 In Detail Power Standards: W.11.1 Additional Standards: W.11.4, W.11.5, W.11.8, W.11.10, L.11.1, L.11.2 Task 4 Detailed: Write an argumentative essay supporting your nominee for The Big Brain Hall of Fame.  Consider notes from your reading and discussion to determine who you will nominate for The Big Brain Hall of Fame.  Use the writing process (draft, confer, revise, edit, publish) to compose an essay showing why your nominee is a genius and should be given this honor. Interdisciplinary Connections and Related Focus Standards Specific to Task #3 21st Century Learning Skills Specific to Task #3  Check all those that apply for each task: Teamwork and Collaboration ❑ Initiative and Leadership ❑ Curiosity and Imagination ❑ Innovation and Creativity Critical thinking and Problem Solving ❑ Flexibility and Adaptability Effective Oral and Written Communication Accessing and Analyzing Information ❑ Other 17 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Performance Task # 4 Scoring Guide 4 3 2 1  All “Proficient” criteria plus:  uses words, phrases, and clauses as well as varied syntax to link the major sections of text, create cohesion, and clarify relationships between claims and reasons, between reasons and evidence, between claims and counterclaims.  introduces a precise claim in support of nominee  creates an organization that logically sequences claim, counterclaims, reasons, and evidence  supplying relevant evidence to support claim  establishes and maintains a formal style and objective tone  provides a concluding statement or section that follows from and supports the argument presented.  presents evidence of the writing process (drafts, conferences, revisions, etc.)  demonstrates mastery of standard  Meets __5_ of the “Proficient” criteria  Meets fewer than _5_ of the “Proficient” criteria  Task to be repeated after re- teaching  Comments: 20 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Lessons and Resources Grade Eleven Unit Three Power Standards RI.11.1, RI.11.4, RI.5, W.11.1 Standard: RI.11.1 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. Learning Targets: Activities / Lessons DOK Level Resources Draw inferences from informational text to make and support an analysis that goes beyond the obvious by using strong and thorough evidence. Select a portion of the current text to close read, using a chart or journals to chart inferences. Continue to practice inference using the sheets in the resource column 3 http://www.ereadingworksheets.co m/free-reading- worksheets/reading- comprehension- worksheets/inferences- worksheets/ (sheets for in-class practice or homework) Determine where the text leaves matters uncertain and be able to infer what happens next. Select a part of a chapter or beginning of an article, ask students to discuss and infer what the outcome will be. 4 Turn and Talk (using prompts such as, “Based on what you have read, what can you infer about the outcome of this (chapter, story, character, article etc.) Support conclusions with explicit and implicit textual evidence. Synthesize evidence from throughout the text to best support my conclusions Offer a mini lesson defining implicit and explicit evidence. Ask students to list or sketch the contents of a drawer in their home. Exchange with a partner, then chart what the explicit and implicit evidence states about the owner of the drawer. 3 http://www.marlingtonlocal.org/Do wnloads/Explicit%20and%20Impli cit%20Textual%20Evidence%20H andout.pdf (a worksheet to practice recognizing implicit vs, explicit evidence) https://www.youtube.com/watch?v =hR5q5_Vq9Zo (a video on the difference between implicit and explicit evidence- dry but short and to the point.) 21 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Select a passage from the current text for close reading, giving students a particular focus. Ask students to diagram the implicit and explicit evidence regarding that focus. 22 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Standard: RI.11.4 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 over the course of a text. Learning Targets: Activities / Lessons DOK Level Resources Determine how figurative, connotative, and technical words and phrases influence meaning. Give a small group of students 5-10 words from this list. Ask them to determine all the meanings of the word and the ways it can be used. 3 http://slplessonplans.com/files/mm wlist.pdf (a lengthy list of multiple meaning words) Analyze how an author uses key terms throughout the text and how refining the definition over the course of a text impacts meaning. Ask students to examine a selection of text for key words. In their annotations, have them record their understanding of the word(s) as the text progresses. 3 Questions for reflection:  What was your original impression of the word(s)? What did you think it meant?  Did you have a different perception about the word(s)?  What did the author do to change your opinion or alter your understanding? Analyze text for word choice and analyze how the use of language advances the author's premise. Examine the specific patterns of diction in the text, and determine its overall impact on meaning. Have a mini lesson defining or reviewing diction. Ask small groups to come up with a different ways they would say or explain something to a particular person (For example, how would you say “I am tired” to a friend? Your mom? You boss?) Use close reading techniques to have students examine a section of text where the diction used is crucial to the text. 3 http://www.authorstream.com/Pres entation/verasoldatenko-2258221- diction-powerpoint/ (this PowerPoint can be used to help create a mini lesson on diction) http://www.syracusecityschools.co m/tfiles/folder716/ela-grade06- unit01- closereadingstrategytoolkit.pdf (a chart with prompts, ideas, and instructions to lead a close reading session) 25 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 reasons. Establish and maintain a formal style and objective tone. Give students a few sentences written informally; ask them to rewrite in a more formal style 3 https://www.youtube.com/watch?v =sdDBY2-Wmis (a video on formal vs. informal writing styles) Additional Resources for Instruction “The Price of Genius” http://aspen.us/journal/editions/januaryfebruary-2015/price- genius “How the Brain Works” http://theweek.com/article/index/248669/12-things-we-know- about-how-the-brain-works Video - “How the Brain Works” – Nine minute tutorial on neurons, axons, dendrites, synapses, etc. https://www.youtube.com/watch?v=Y4O_Wkv66b0 “The End of Genius” http://www.nytimes.com/2014/07/20/opinion/sunday/the-end-of- genius.html?_r=0 “The Science of Genius” http://www.scientificamerican.com/article/the-science-of- genius/ Video – “How Einstein’s Brain Is Different Than Yours” https://www.youtube.com/watch?v=rnlE9q5IEuI Video – “What Makes Genius Happen?” Explores the difference between a savant (such as “The Rainman”) and a genius https://www.youtube.com/watch?v=P3tHXtN6Dbo “Ten Young Geniuses Shaking Up Science Today” http://www.popsci.com/science/article/2009-10/ten-young- geniuses-shaking-science-today 26 Plainfield Public Schools ELA Curriculum Grade 11 Unit 3 Video - “Who is the Next Science Genius?” - Can be used to stimulate discussion of the attributes of a “genius”. https://www.youtube.com/watch?v=-9rGb7muhTI “Geniuses Unite” – article to pair with video above http://www.huffingtonpost.com/christopher-emdin/geniuses- unite-the-inters_b_1596947.html “How to Be a Genius” http://www.forbes.com/2009/02/27/genius-innovation-oreilly- technology-breakthroughs_genius.html “When Brain Damage Unlocks the Genius Within” http://www.popsci.com/science/article/2013-02/when-brain- damage-unlocks-genius-within Museum of Science and Industry “Leonardo DaVinci – Man, Inventor, Genius” – interactive exhibit http://www.msichicago.org/scrapbook/scrapbook_exhibits/leon ardo/index.html “Modern-Day Leonardos” – Interactive website featuring forty profiles of contemporary scientists, artists, and inventors http://www.msichicago.org/scrapbook/scrapbook_exhibits/leon ardo/modern/bios2/IDEO_kelley.html