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Last updated: 3/23/2014
ELA Grade 12 Module 5
Subject
Grade
Module
Suggested Timeline
English Language Arts
12
5
6-8 weeks
Grade Level Summary
In twelfth grade, students move towards academic independence and college-and-career readiness. Students grapple with demanding texts by integrating
previously learned skills to analyze and evaluate the writer’s premise, purpose, and argument in both informational and literary text. Students conduct sustained
research and engage in sharp distinctive writing while making informed decisions, solving problems, evaluating the credibility and accuracy of sources, and noting
discrepancies among the resources.
Using previously learned competencies, students master skills such as asking their own questions, solving their own problems, and leading their own class
discussions. Finally, students continue to develop the skills in reading, writing, speaking, and listening to master purposeful and independent expression.
Grade Level Modules
Module 1: Making A Difference in the Lives of Others
Module 2: Pivotal Choices
Module 3: Intentions and Integrity
Module 4: Creating a Legacy
Module 5: Adventures and Advice
Module Title
Module 5: Adventures and Advice
Module Overview
In this module, reading, writing, speaking, and listening are focused around the big idea of independent expression. Instruction will center around an essential
question: Based on your own unique life experiences, what advice could you give to inspire others? Students read from, and write to, informational text as well
as classic and contemporary literature. Students engage in class discussions involving the informational text and literature to interpret diverse perspectives.
Students apply a broad range of reading, writing, speaking, and listening skills. Students address how a writer influences the views and opinions of his or her
audience. Key outcomes include evaluating how an author's point of view or purpose shapes the content and style of a text; citing strong and thorough textual
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evidence to support analysis of what the text says explicitly; evaluating how words and phrases shape meaning and tone in texts; writing with a sharp distinct
focus; and evaluating how the speaker's perspective, reasoning, and use of evidence and rhetoric affect credibility.
Module Objectives
At the end of this module, students will be able to independently use thier learning to:
Evaluate how an author's point of view or purpose shapes the content and style of a text
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
Evaluate how words and phrases shape meaning and tone in texts
Write with a sharp distinct focus
Evaluate how the speaker's perspective, reasoning, and use of evidence and rhetoric affect credibility
Focus Standards Addressed in this Module
CC.1.2.1112.B -
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and
related to an author’s implicit and explicit assumptions and beliefs.
CC.1.2.1112.D -
Evaluate how an author’s point of view or purpose shapes the content and style of a text.
CC.1.2.1112.F -
Evaluate how words and phrases shape meaning and tone in texts.
CC.1.4.1112.B -
Write with a sharp distinct focus identifying topic, task, and audience.
CC.1.5.1112.B -
Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s
stance, premises, links among ideas, word choice, points of emphasis, and tone.
Important Standards Addressed in this Module
CC.1.5.1112.A -
Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
CC.1.5.1112.F -
Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.
Misconceptions
Proper Conceptions
Students may have misconceptions about how to evaluate an author's point of
Modeling how to evaluate point of view or purpose to shape style and content
view or purpose to shape the content and style of a text.
of a text.
Concepts
Competencies
Vocabulary
Text Analysis
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences and conclusions based on and related to an author’s
implicit and assumptions and beliefs.
Evaluate
Point of View
Vocabulary
Evaluate how an author’s point of view or purpose shapes the content and style of a
text.
Focus for Writing
Evaluate how words and phrases shape meaning and tone in texts.
Critical Listening
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Style
Topic
Task
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Task
Critical Listening
Informational: Write with a sharp distinct focus identifying topic, task, and audience.
Argumentative: Introduce the precise, knowledgeable claim. Narrative: Engage and
orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple points of view, and introducing a narrator
and/or characters.
Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric
affect the credibility of an argument through the author’s stance, premises, links
among ideas, word choice, points of emphasis, and tone.
Audience
Tone
Audience
Speaker's Perspective
Assessments
The assessments below include summative assessments (Formative assessment examples are located in the "Suggested Strategies to Support Design of
Coherent Instruction"). The assessments in this module address author's purpose, central idea of text, drawing evidence from text, and expository writing.
Multiple Choice Assessment
After students have read the short passage, have them respond to multiple choice questions that focus on author's purpose, central idea of text, and drawing
evidence from text.
Passage One: The Last Lecture by Randy Pausch (Chapter 7: I Never Made it to the NFL)
Passage Two: Tuesdays with Morrie by Mitch Albom
1. (L.N.1.1.4)
Which statement best describes how the author’s use of the sentences below influence the audience in Passage 1?
“I did this mostly because I didn’t want him to see my eyes, to know what I was thinking, that I had been, for much of my life since graduation, pursuing these very
things he had been railing against—bigger toys, nicer house.”
A. The sentences create a sense of empathy between Mitch and the audience.
B. The sentences imply that Mitch disagrees with Morrie.
C. The sentences imply that Mitch agrees with Morrie.
D. The sentences show that Mitch is surprised at the truth behind Morrie’s words.
2. (L.N.1.1.1)
What is the author’s purpose in writing the Passage 1?
A. to share the facts of the meetings between Morrie and himself
B. to relay an important lesson Mitch learns from Morrie
C. to compare Mitch to Morrie
D. to describe the way the Morrie’s house has changed
3. (L.N.1.1.2)
Which additional information would best support the author’s purpose in Passage 1?
A. dialogue between Mitch and Morrie’s family members
B. details about why Mitch has decided to meet with Morrie
C. the names of people Morrie cares about
D. additional concrete examples of materialism in Mitch’s life
4. (L.N.1.1.3)
Read the sentences from Passage 2.
"I remember one game when our team was playing terribly. At half time, in our rush for water, we almost knocked over the water bucket. Coach Graham was livid:
“Jeez! That’s the most I have seen you boys move since this game started!” We were eleven years old, just standing there, afraid he’d pick us up one by one and
break us with his bare hands. “Water?” he barked. “You boys want water?” He lifted the bucket and dumped all the water on the ground."
How does the author’s use of anecdote in the passage help to communicate an idea?
A. It gives a vivid description that illustrates Coach Graham’s passion
B. It gives details that portray a positive team experience
C. It gives a general description to support Coach Graham’s attitude toward his players
D. It gives information that indicates the players don’t listen
5. (L.N.2.3.1)
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Which word best describes the author of Passage 2?
A. arrogant
B. jealous
C. grateful
D. animated
6. (L.N.2.3.2)
What is the relationship between the setting and the main idea in Passage 2?
A. The setting is unrelated to the main idea.
B. The setting is the most important factor in determining the main idea.
C. The setting creates a platform for the main idea to unfold.
D. The setting is one most readers can identify with.
7. (L.N.2.3.3)
Which sentence best describes the conflict of the events in the Passage 2?
A. The author does not appreciate Coach Graham’s coaching style.
B. Coach Graham does not care enough about his players to let them practice with a football.
C. Coach Graham treats his players cruelly, and the players’ parents should get angry.
D. Coach Graham tries to teach his players important lessons in an unorthodox fashion.
8. (L.N.2.3.4)
Which sentence best states a theme in both passages?
A. Humans endure many trials and troubles.
B. Physical objects do not yield success/happiness.C. There are few humans who will make extreme sacrifices.
D. Happiness comes from a productive life.
9. (L.N.2.3.5)
How does the author’s style contribute to the tone in Passage 2?
A. The author’s use of positive language creates an admiring tone.
B. The author’s use of negative language creates a bitter tone.
C. The author’s use of objective language creates an impartial tone.
D. The author’s use of anecdote creates a reflective tone.
10. (L.N.2.3.6)
Why is the first person narrator most likely used to describe events in both passages?
A. to develop a biased attitude
B. to provide further understanding of both authors’ feelings
C. to explain why Morrie and Randy have become reflective while facing imminent death
D. to describe the unique relationships men form with one another
LDC Task
The Literacy Design Collaborative (LDC) writing task offers an opportunity for students to write and essay comparing the author's message and how the message
is expressed.
LDC Task 14: Based on your own unique life experiences, what advice could you give to inspire others? After reading segments from Tuesdays with Morrie and
The Last Lecture, write a speech that describes the lessons you have learned in life and addresses the question.
Use the following scoring rubrics to score the writing activity. The scoring rubrics are located in PDE's website on the Keystone Exams webpage. They are listed under the
category General Scoring Guidelines. Both scoring rubrics are hyperlinked to the Keystone Exams webpage.
Expository Scoring Rubric
Conventions Scoring Rubric
Suggested Strategies to Support Design of Coherent Instruction
Charlotte Danielson's Framework for Teaching: Domain 3 Instruction
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Reading Informational Text
This module was designed to include one extended informational text supported by one or two shorter texts. The thematic based essential question for this
module: Based on your own unique life experiences, what advice could you give to inspire others?
Reading LiteratureThis module was designed to incluse three to five shorter literature texts.
Text Selection
The selected text allows readers to analyze how life experiences may inspire others. The excerpt was chosen because it shows life lessons from unique personal
stories. These texts include life lessons from multiple perspectives. Teachers may select a variety of texts to develop this module. These are suggested texts which
may be interchanged with texts in this module. Your current texts may also suffice.
The Last Lecture by Randy Pausch
Tuesdays with Morrie by Mitch Albom
Chicken Soup for the Teenage Soul by Jack Canfield
Outliers: the Story of Success by Malcolm Gladwell
How to Win Friends and Influence People by Dale Carnegie
The 7 Habits of Highly Effective Teens: The Ultimate Teenage Success Guide by Sean Covey
http://www.npr.org/templates/story/story.php?storyId=126052271
Writing Tasks
This module was designed to focus on opinion / argumentative writing. This module should include routine writing to develop and convey understanding. There
should be four to six analyses focusing on opinion /argumentative writng with one or two narratives to convey experiences, events or procedures.
Formative Assessments
Formative assessments may include the following: Ticket out the Door, Partner Share, Compass Summary.
Speaking and Listening
Students will initiate and engage in meaningful collaborative discussion framed around the big idea of mastering purposeful and independent expression from their
informational text and literature selections. Students may engage in Socratic seminar debating how rhetorical devices influence the audience. Students will focus
on initating and participating in a range of collaborative discussions as well as expressing their own ideas clearly and persuasively.
Language Mechanics
Language usage and mechanics will be progressively incorporated throughout this module. Remember -- once skills are taught in a mini-lesson, students are
expected to edit their work, paying attention to these elements before publication.
Text Complexity Resources
Core Standards Text Complexity Factors
Teaching PA Common Core and Keystone Literature
Sample Text Complexity Analysis of To Kill A Mockingbird
Current Lexile Band 11-CCR 1070L-1220L CCSS Lexile Stretch Band: 1185L-1385L. Lexiles may be found at http://www.lexile.com and you may refer to the
Appendix A of the Common Core State Standards.
Charlotte Danielson's Framework for Teaching: Domain 3 Instruction
Differentiation
Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it
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Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it
will take to modify that instruction so that each learner comes away with understandings and skills that offer guidance to the next phase of learning. (The
Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. 1999)
The following list represents various methods for differentiation that could be employed by teachers. They are organized by content, process and product.
Content
Full text
Excerpts of speeches
Audio File/Books
Graphic organizers/Study Guides
Process
Flexible Grouping
Practical Examples
Video
Graphic Organizers
Tiered Assignments
Real World Application
Web quests
Curriculum compacting
Reading and writing conferences with the teacher
Reciprocal teaching opportunities within groups and the class as a whole
Re-teaching and / or pre-teaching
Leveled, guided reading
Modeling
Chunking the reading material or reading process
Chunking for the writing process with explicit graphic organizers
Product
LDC tasks are crafted from the most fundamental levels of difficulty (Level 1) to additional demands to a “next step-up” skill or cognitive demand (Level 2) to
a task in which writers are asked to make connections and use background knowledge (Level 3)
Independent student projects
Menu of tiered assignments pertaining to specific material
Multi-modal activities
Supplemental opportunities for student choice in both reading and writing
Interdisciplinary Connections
In core content courses, there is also a focus on literacy standards. The document below allows educators to analyze the comparison of literacy standards across
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the curriculum; it displays the ELA focus standards as green and the important standards as yellow for this module. This document comparatively aligns the PA
Core Literacy Standards for ELA, history and social studies, and science and technical subjects. For cross curricular purposes, educators can compare discipline
literacy standards listed below to the focus and important standards for the ELA module.
12th grade ELA Reading Standards Side by Side Module 5.doc
Additional Resources
Created By
Amy Martell, IU17 - Northeast Bradford School District
Anthony Gabriele, Wissahickon School District
Stacy Minahan, North Schuylkill School District
Sharon Leonard, PaTTAN
Theresa Hartman, Haverford Township
Emily Dickey, Waynesboro Area School District
Ryan Devlin, Brockway Area High School
Lindsey O’Shane-Shimrack, Mohawk Area School District
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