Understanding by Design: English Language Arts Unit Goals for Grade 11 - Stage 1, Study notes of English

Download Understanding by Design: English Language Arts Unit Goals for Grade 11 - Stage 1 and more Study notes English in PDF only on Docsity! Long Beach Unified School District Grade 11 English Language Arts Unit 2: The Individual and Society (2016-2017) 1 I CA GRADE 11 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart. Unit Goals – Stage 1 Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask the question, “What is worthy of understanding?” or “What enduring understandings are desired?” These questions help to guide conversations about the important knowledge (facts, concepts, principles) and skills (processes, strategies, methods) that students need to master to develop the requisite understanding. Unit Description: In this unit, students will examine various literary and informational texts about remaining an individual in a society that encourages conformity. They will also examine the elements of a narrative in order to write and present a personal narrative during the different performance tasks. Ultimately during all of the reading, writing, speaking & listening tasks, students will consider if it is better to fit in or stand out. CCSS Anchor Reading Standards: Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 10. Read and comprehend complex literary and informational texts independently and proficiently. CCSS Anchor Writing Standards: Text Types and Purposes 1. Write argument to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing Transfer Goals: SBAC Claims Students will be able to independently use their learning to… 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. 2. Students can produce effective writing for a range of purposes and audiences. 3. Students can employ effective speaking and listening skills for a range of purposes and audiences. 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 5. Students can connect skills through industry themes for college and career readiness. Making Meaning UNDERSTANDINGS Students will understand that… Thematic Understanding: People have to weigh the risks and rewards of fitting in or standing out in American society. Reading Understanding: Diction and style can reveal the author’s unique point of view on a topic. Writing Understanding: Writers use vivid, sensory details to create a specific visual in the mind of the reader. Language Understanding: Diction, or word choice, is central to creating an author’s unique writing style. ESSENTIAL QUESTIONS: Students will keep considering…  Unit EQ: What role does individualism play in American society?  Whole-Class Learning EQ: How has my personal experience shaped my view of individualism? Do I see it as a guiding principle, something to be avoided, or both?  Small-Group Learning EQ: When is it difficult to march to the beat of a “different drummer” and stand on your own as an individual? What are the risks and rewards of nonconformity?  Performance-Based Assessment: Is the experience of being an outsider universal? Long Beach Unified School District Grade 11 English Language Arts Unit 2: The Individual and Society (2016-2017) 2 I CA GRADE 11 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart. Unit Goals – Stage 1 Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask the question, “What is worthy of understanding?” or “What enduring understandings are desired?” These questions help to guide conversations about the important knowledge (facts, concepts, principles) and skills (processes, strategies, methods) that students need to master to develop the requisite understanding. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Research to Build and Present Knowledge 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CCSS Anchor Language Standards: Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of 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. Acquisition KNOWLEDGE Students will know… 1. Poetic Structures and Theme Author’s Choices: Diction 2. Poetic Structure and Style: Rhyme 3. Parts of Speech: Nouns 4. Development of Ideas in an Essay 5. Sentence Variety: Independent and Subordinate Clauses 6. Author’s Point of View: Explicit and Implicit Assumptions 7. Author’s Style: Conversational Style 8. Poetic Structure: Speaker and Point of View 9. Compound Nouns: Closed vs. Hyphenated 10. Author’s Choices: Direct vs. Indirect Characterization 11. Figurative Language: Simile, Metaphor, Hyperbole 12. Elements of a Personal Narrative SKILLS Students will be skilled at (Do)… 1. Analyzing how certain poetic structures can reveal the theme of a poem 2. Analyzing the effect of an author’s diction 3. Analyzing how the use of rhyme emphasizes ideas, conveys mood, and unifies groups of lines 4. Identifying nouns and differentiating between concrete and abstract nouns 5. Analyzing the structure of an essay in order to present a philosophical vision 6. Identifying and then utilizing four types of sentences 7. Analyzing an author’s implicit assumptions 8. Analyzing how an author creates a conversational style 9. Analyzing traits of the speaker in order to understand the point of view 10. Identifying and then utilizing compound nouns 11. Analyzing the author’s use of characterization and its impact on the overall story 12. Identify and interpreting figurative language 13. Crafting a personal narrative APPLYING INDUSTRY THEME through Standards for Career Ready Practice and Behaviors of Learning and Teaching (BLTs) Students will be skilled at (Do)… 1. Applying appropriate technical skills and academic knowledge 2. Communicating clearly, effectively, and with reason 3. Employing valid and reliable research strategies 4. Engaging in deep critical thinking using challenging material and industry-specific problem solving tools 5. Pointing out connections across subjects in theme-based interdisciplinary projects Long Beach Unified School District Grade 11 English Language Arts Unit 2: The Individual and Society (2016-2017) 5 I CA GRADE 11 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart. Grade Level Standards – Stage 1 Standards build from one unit to the next. Once a standard has been addressed in a unit, it may appear in subsequent units on any assessment. Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask the question, “What is worthy of understanding?” or “What enduring understandings are desired?” These questions help to guide conversations about the important knowledge (facts, concepts, principles) and skills (processes, strategies, methods) that students need to master to develop the requisite understanding. Reading Writing Speaking & Listening Language more texts from the same period treat similar themes or topics. Range of Reading and Level of Text Complexity  RL.11-12.10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Informational: Key Ideas and Details  RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.  RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Craft and Structure  RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Range of Writing  W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented.  SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.  SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. context and analyze their role in the text.  L11-12.6: 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. Long Beach Unified School District Grade 11 English Language Arts Unit 2: The Individual and Society (2016-2017) 6 I CA GRADE 11 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart. Grade Level Standards – Stage 1 Standards build from one unit to the next. Once a standard has been addressed in a unit, it may appear in subsequent units on any assessment. Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask the question, “What is worthy of understanding?” or “What enduring understandings are desired?” These questions help to guide conversations about the important knowledge (facts, concepts, principles) and skills (processes, strategies, methods) that students need to master to develop the requisite understanding. Reading Writing Speaking & Listening Language o RI.11-12.5a: Analyze the use of text features (e.g., graphics, headers, captions) in public documents.  RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas  RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.  RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features. Range of Reading and Level of Text Complexity  RI.11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS Standards Link: http://www.corestandards.org/ELA-Literacy/ CTE Model Curriculum Standards Link: http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp Long Beach Unified School District Grade 11 English Language Arts Unit 2: The Individual and Society (2016-2017) 7 I CA GRADE 11 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart. Evidence of Learning – Stage 2 Stage 2 of the Understanding by Design approach answers the questions, “How will we know if students have achieved the desired results and met the standards?” and “What will we accept as evidence of student understanding and proficiency?” Having a balance of formative and summative assessments helps to build a comprehensive portrait of student learning. Formative assessments serve as “assessments FOR learning,” giving the teacher information about students along the way, while summative assessments serve as “assessments OF learning,” helping to gauge final levels of mastery or proficiency. Evaluative Criteria Assessment Evidence Standards Assessed Student performance will be evaluated in terms of his/her ability to…  Write a narrative to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.  The development, organization, and style should be appropriate to task, purpose, and audience.  Develop and strengthen writing as needed by planning, revising, editing, and rewriting Required Key Assignment Writing Task 1: Write a Personal Narrative Guided Process Paper (pp. 192-199)  W.11-12.3a-e  W.11-12.5  W.11-12.6  Work with peers to promote civil, democratic discussions  Work with peers to make decisions, set goals and deadlines, and establish roles as needed.  Present information clearly, concisely, and logically. Required Key Assignment Speaking & Listening Task: Present a Personal Narrative (pp. 262-263)  SL.11-12.1b  SL.11-12.3  SL.11-12.4a  Write a narrative to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.  Integrate multiple sources to support assertions  Draw evidence from literary and informational texts to support analysis, reflection, and research. Required Key Assignment Writing Task 2: Performance-Based Assessment, Part 1: Unassisted Personal Narrative that synthesizes multiple sources within the textbook that address the provided prompt (pp. 270- 271) -or- Unassisted Personal Narrative that synthesizes multiple sources that might include industry-aligned supplemental texts on an industry-aligned topic (pp. 270-271)  W.11-12.3a-e  W.11-12.5  W.11-12.6  W.11-12.9  Cite strong and thorough textual evidence to support analysis of what the text says. Interim Unit Assessment: Unit 2 Assessment (accessible in the Digital Tools to print out or to have students take online)  RL.11-12.2, 3, 4, 5, 6  RI.11-12.2, 6  W.11-12.3a-e  L.11-12.3, 4b, 4d