English Language Arts Unit 3: Interactions Cause Change Grade 11 Stage 1 Unit Goals -­‐ 9 Weeks (What is worthy and requiring of understanding?) Unit Description: In this unit, students will deepen their knowledge of the concepts of theme even further by having to analyze more than one theme within one text. Students will also begin to determine an author’s point of view by distinguishing what is directly stated in a text from what is really meant, scrutinizing satire, sarcasm, irony, or understatement. Students will write a short story in which they tell one story, using satire, sarcasm, irony, or understatement, in order to convey a deeper message with a clear point of view. CCSS Anchor Standards Transfer Goals Key Ideas and Details Students will be able to increasingly able to independently use their learning to… 1 Read closely to determine what the text says 1.
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. explicitly and to make logical inferences from it; cite 2.
Students can produce effective writing for a range of purposes and audiences. specific textual evidence when writing or speaking 3.
Students can employ effective speaking and listening skills for a range of purposes and audiences. to support conclusions drawn from the text. 4.
Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 2 Determine central ideas or themes of a text and 5.
Students can connect skills through industry themes for college and career readiness. analyze their development; summarize the key Making Meaning supporting details and ideas. UNDERSTANDINGS ESSENTIAL QUESTIONS 3 Analyze how and why individuals, events, and Students will understand that… Students will keep considering… A story’s theme or central idea develops over the course of the text 1.
How do time and place affect an individual? ideas develop and interact over the course of a text. 1.
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The central idea is developed through words, phrases, and images 2.
What key ideas play an important role throughout the text? Craft and Structure 3.
Great literature is intentionally crafted to explore enduring themes 3.
How does the author treat or develop these ideas throughout the text? 4 Interpret words and phrases as they are used in a 4.
Complex characters develop over the course of a text 4.
What makes someone memorable? text, including determining technical, connotative, 5.
Complex characters advance the plot or develop the theme 5.
What is the role of ethics in the development of a person? and figurative meanings, and analyze how specific 6.
Complex characters are those with multiple or conflicting motivations 6. 4. How can it be valuable for an individual to encounter obstacles or word choices shape meaning or tone. 7.
Authors make choices about structuring text, ordering events within it, hardships? and manipulating time 7. 5. How do the lessons learned by people help create a greater 5 Analyze the structure of text, including how 8.
Writers develop real or imagined experiences to create narratives understanding over time? specific sentences, paragraphs, and larger portions Writers use sensory language to convey a vivid picture 8.
What motivates people, and how can motivation create or solve conflict? of the text (e.g., a section, chapter, scene, or stanza) 9.
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How do the choices of an individual over time have lasting results/effects? relate to each other and the whole. Acquisition 6 Assess how point of view or purpose shapes the KNOWLEDGE SKILLS content and style of a text. Students will know… Students will be skilled at (Do)… Integration of Knowledge and Ideas 1. Elements of a Narrative 1.
Interpreting, comparing, describing, analyzing, and evaluating the 7. Integrate and evaluate content presented in 2. Plot relationships among character, setting, plot, and theme within fiction and 3. Summary literary nonfiction diverse formats and media, including visually and 4. Theme or central idea 2.
Making inferences or drawing conclusions based on information from the quantitatively, as well as in words 5. Point of View text by citing strong and thorough textual evidence 9. Analyze how two or more texts address similar 6. Satire 3.
Tracing the development of a theme or central idea over the course of a themes or topics in order to build knowledge or to 7. Sarcasm text compare the approaches the authors take 8. Irony 4.
Analyzing how complex characters develop over the course of a text, Text Types and Purposes 9. Understatement interact with others, and advance the plot or develop the theme 10. Stated vs. intended meaning 5.
Providing a summary of the text 3. Write narratives to develop real or imagined 11. Hyphenation 6.
Identifying how an author unfolds an analysis or series of ideas or events in experiences or events using effective techniques, 12. Syntax for effect a text well-­‐chosen details, and well-­‐structured event 13. Figures of speech (esp. hyperbole & paradox) 7.
Conducting inquiry to answer a question, drawing on several sources sequences. 14. Nuance Applying Industry Theme through Standards for Career Production and Distribution of Writing 15. Ambiguity Ready Practice and Behaviors of Learning and Teaching (BLTs) 4. Produce clear and coherent writing in which the Students will be skilled at (Do)… 8.
Applying appropriate technical skills and academic knowledge development, organization, and style are 9.
Communicate clearly, effectively, and with reason appropriate to task, purpose, and audience. 10.
Employ valid and reliable research strategies Research to Build and Present Knowledge 11.
Engaging in deep critical thinking using challenging material and industry-­‐specific 7. Conduct short as well as more sustained research problem solving tools. 12. Pointing out connections across subjects in theme-­‐based interdisciplinary projects 1
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English Language Arts Unit 3: Interactions Cause Change Grade 11 projects based on focused questions, demonstrating understanding of the subject under investigation. 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. 2
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English Language Arts Unit 3: Interactions Cause Change Grade 11 Stage 1 Assessed Grade Level Standards Reading Literature •
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RL11-­‐12.1: Cite strong and thorough textual evidence to support analysis of what the text says as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL11-­‐12.2: 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; provide an objective summary of the text. RL11-­‐12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Informational •
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RI11-­‐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. RI11-­‐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. RI11-­‐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. Writing Speaking & Listening Text Type • W11-­‐12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐
structured event sequences. o W11-­‐12.3a: 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. o W11-­‐12.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. o W11-­‐12.3c: 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). o W11-­‐12.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. o W11-­‐12.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. •
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Production and Distribution of Writing •
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W11-­‐12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W11-­‐12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W11-­‐12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments 3
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Comprehension and Collaboration •
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SL11-­‐12.1: Initiate and participate effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grades 11-­‐12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL11-­‐12.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-­‐reasoned exchange of ideas. SL11-­‐12.1b: Work with peers to promote civil, democratic discussions and decision-­‐making, set clear goals and deadlines, and establish individual roles as needed. SL11-­‐12.1c: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. SL11-­‐12.1d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. SL11-­‐12.2: Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make Language Conventions •
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L11-­‐12.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L11-­‐12.1a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L11-­‐121b: Resolve issues of complex or contested usage, consulting references as needed. L11-­‐12.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. L11-­‐12.2a: Observe hyphenation conventions. L11-­‐12.2b: Spell correctly. Knowledge of Language •
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L11-­‐12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L11-­‐12.3a: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Vocabulary Acquisition and Use •
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L11-­‐12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L11-­‐12.5b: Analyze nuances in the meaning of words with similar denotations. English Language Arts Unit 3: Interactions Cause Change Grade 11 or information. •
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informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL11-­‐12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL11-­‐12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. CCSS Standards Link: http://www.lbschools.net/M ain_Offices/Curriculum/Areas/English_Language_Arts/content_standards.cfm CTE Model Curriculum Standards Link: http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp 4
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English Language Arts Unit 3: Interactions Cause Change Grade 11 Stage 1: Focus on Integrated Projects: Using alternate content/materials to learn/accomplish the same skill set of this unit STEP 3: DEMONSTRATION / MASTERY OF STANDARDS Key Assignment Presentation Task *** Key Assignment Writing Task*** (done in either order) (done in either order) • All students will demonstrate an • All students will demonstrate an •
STEP 1: FOUNDATION Key Assignment Reading Task & On-­‐Demand Assessment • All students read and analyze the required reading pieces as outlined on page 8 of this document • Through this common task all students build the skill set of the unit’s Focus Standards •
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All students complete the Key Assignment Reading Task and On-­‐
Demand Assessment STEP 2: APPLICATION Key Assignment Inquiry Task *** All students will apply foundational skills from the reading task and assessment to the completion of the Inquiry Task Can be an entry point to the project The Inquiry Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Inquiry piece of an Integrated Project). Skills can be practiced using suggested material or industry themed material Inquiry skills are consistent with identified Reading Information CCSS and Unit Focus. Note: Project does not replace Inquiry Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences • ***Opportunity for single-­‐
subject or multi-­‐disciplinary industry integration understanding of the Unit Focus through the Presentation Task • Can be an entry point for the project • Based on the Inquiry Task • The Presentation Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Presentation piece of an Integrated Project). • Skills developed in each unit’s Key Assignment presentation are consistent with identified Speaking and Listening CCSS and unit focus. • Skills demonstration can vary through an extended menu (i.e. multi-­‐media, debate, author’s chair, etc.) • Note: Project does not replace Presentation Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences ***Opportunity for single-­‐subject or multi-­‐
disciplinary industry integration 5
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understanding of the Unit Focus through the Writing Task • Can be an entry point for the project • Based on the Inquiry Task • The Writing Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. written piece of an Integrated Project). • Skills developed in each unit’s Key Assignment writing task are consistent with identified Writing CCSS and Unit focus. • Skills demonstration can vary through an extended menu (i.e. multi-­‐media, debate, author’s chair, etc.) • Note: Project does not replace Key Assignment writing task – rather, the topic and content can be altered to allow for industry themed experiences English Language Arts Unit 3: Interactions Cause Change Grade 11 Evaluative Criteria Stage 2 Unit Assessments (What is evidence of learning?) Assessment Evidence Student performance will be evaluated in terms of… Key Assignment Reading Task • A graphic organizer or Thinking Map on which students will record textual evidence of the development and interactions of complex characters, and the development of the theme/central idea Key Assignment Writing Task: Narrative (Processed) •
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Narrative includes well-­‐chosen details that are sequentially accurate. Narrative is autobiographical, biographical, or fictional Narrative techniques (i.e., dialogue, pacing, description, reflection, etc.) are utilized Multiple plot lines are evidence to develop experiences, events, and/or characters KEY ASSIGNMENT PERFORMANCE TASK(S): Components of Key Assignment(s): 1. Reading Task that assesses whether students met the expectations of the CCSS reading standards for Literature and Informational Texts 2. Writing Task that assesses whether students met the expectations of the specific genre type while demonstrating understanding of the unit focus 3. Inquiry Task that assesses student ability to apply understanding of the “essential questions” to other texts, their lives, and/or the real world through a mini-­‐research assignment 4. Presentation Task that assesses a student’s ability to participate in academic conversations and collaborations KEY ASSIGNMENT ALIGNMENT CHECK: TG 1-­‐5; U 1-­‐3; EQ 1-­‐7; K 1,2,3,4,5,6,7,8,9,10,11; S 1,3,4,5,6,8,9,10,11,12 Students will demonstrate their understanding through… • Use a graphic organizer or Thinking Map to provide an objective summary of the text (RL11-­‐12.1,2) • Use a graphic organizer or Thinking Map to record evidence that helps the reader to determine two or more themes (RL11-­‐12.1,2) • Use a graphic organizer or Thinking Map to record evidence that helps to analyze the point of view (RL11-­‐12.1,6) • Use a graphic organizer or Thinking Map to record evidence that helps to distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) (RL11-­‐12.1,6) Students will demonstrate their understanding through… Write a narrative piece that develops a real or imagined experience(s) or event(s). The story must convey two or more theme and utilize a clearly-­‐defined point of view that reveals a deeper intended meaning, expressed through the use of either satire, sarcasm, irony, or understatement. Topics can be aligned with an SLC industry-­‐themed or an Integrated Project (RL11-­‐12.2,6 & W11-­‐12.3a-­‐e,4, 5,6). • Language Standards Focus o Resolve issues of complex or contested usage (L11-­‐12.1b) o Proper use of hyphenation (L11-­‐12.2a) o Varying use of syntax (L11-­‐12.3a) Correct spelling (L11-­‐12.2b) 6
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English Language Arts Unit 3: Interactions Cause Change Grade 11 Key Assignment Inquiry Task • Sample research questions tied to the inquiry task are addressed/answered • Topic is addressed from by at least two different medium • Topics addressed analyze theme, point of view, use of satire, sarcasm, irony and/or understatement Key Assignment Presentation Task • Deliver presentations in clear and concise language that highlights key details, results, or supporting evidence in a logical way. • Pose and respond to specific questions with elaboration and detail. •
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Organizes and maintains focus to support purpose Uses elaboration strategies to aid comprehension Uses appropriate transitions and precise language Students will demonstrate their understanding through… Find two pieces of media (written and/or audio-­‐visual) addressing a relevant topic (this can be SLC industry-­‐
themed). Analyze the two pieces for theme, point of view, and the use of satire, sarcasm, irony and/or understatement. Examples of media types to examine: • Satirical video (i.e. SNL, YouTube, comedy sketches, clips from tV news or programs) • Political cartoons • Op-­‐Ed articles • Magazine or newspaper articles • Novels Sample Inquiry Questions: o What is the message of each piece? o Who is the intended audience? o What background knowledge must the audience have in order to understand the pieces? o What is directly stated in the cartoon? o What is the intended meaning? o Are there double meanings that reveal the satire, sarcasm, or irony? o Is there any use of hyperbole? **DUE TO SBAC TESTING, SOME RESEARCH MAY NEED TO BE DONE BEFORE/AFTER SCHOOL AND/OR PROVIDED BY THE TEACHER. Students will demonstrate their understanding through… Is there any use of paradox? Using strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements), students will present their inquiry findings to their classmates (small group or whole-­‐class, depending on time constraints) (SL9-­‐10.1a , 4, & 5) On-­‐Demand Reading and Writing Assessment (Interim) which assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS. ALIGNMENT CHECK: TG 1-­‐5; U1-­‐3; EQ1-­‐3; K 1,2,4,5,8; S1-­‐5 7
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English Language Arts Unit 3: Interactions Cause Change Grade 11 Other Evidence: may also be used formatively Anthology Alignment Project (AAP) Culminating Writing Task Teachers will model the process, teaching a strategy (intro, Thinking Map, conclusions, text evidence, etc.) OR students will write independently if they are ready. ALIGNMENT CHECK: TG 1-­‐5; U1-­‐3; EQ 2,3; K 1-­‐10 ; S1-­‐5 •
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Use SBAC Rubric for Explanatory Writing Use “Sample Answer” for guidance •
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Uses precise language Uses textual evidence to support assertions Short Constructed Response Students will 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 discipline-­‐specific tasks, purposes, and audiences. •
Comes to discussions prepared, referring to evidence on the topic and building on others’ ideas Collaborative Discussions Students are demonstrating accurate knowledge and speaking effectively about the topic. The teacher is actively participating in the discussion, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed. 8
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English Language Arts Unit 3: Interactions Cause Change Grade 11 ELA Content Stage 3 – Instructional Plan (What learning experiences and teaching promote understanding?) Text Sequence Overview Approximate Number of Days Teachers can and may make revisions to this portion of Stage 3. Teachers who make revisions to Stage 3 should consider the following: • What learning experiences and instruction will promote the desired understanding, knowledge, and skill? • How will you best provide the deepening of insight and interest? • How will you prepare students for the end of unit performance? What alignment exists? All learning activities should be derived from the goals of Stage 1 and the assessments of Stage 2 to ensure the alignment of the plan. 3 days Choose one of the time periods to study through this unit. • Introduction to the Literary Period: “The Rise of Realism” by Gary Q. Arpin [Expository] (HLLA 382) • Introduction to the Literary Period: “The Moderns” by John Leggett and John Malcolm Brinnin [Expository] (HLLA 562) 5 days Required AAP: “The Love Song of J. Alfred Prufrock” by T.S. Elliot [poem] (HLLA 584) 3 days Teachers can and may make revisions to this portion of Stage 3. Teachers who make revisions to Stage 3 should consider the Continue with the same time period study by choosing one of following: the following sets of text. • What learning experiences and instruction will promote • “The Lowest Animal” by Mark Twain [essay] (HLLA 469) the desired understanding, knowledge, and skill? and “Richard Cory” by Edwin Arlington Robinson • How will you best provide the deepening of insight and interest? [poem] (HLLA 523) • How will you prepare students for the end of unit • “A Worn Path” by Eudora Welty [short story] (HLLA performance? What alignment exists? 686) and “Nothing Gold Can Stay” by Robert Frost All learning activities should be derived from the goals of [Poem] (HLLA 721) Stage 1 and the assessments of Stage 2 to ensure the alignment of the plan. 9
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English Language Arts Unit 3: Interactions Cause Change Grade 11 15 days Cross-­‐Curricular Content 5 days 8 days 2-­‐3 days Extended Reading Choice: Select ONE depending on availability and/or alignment to Integrated Project: The Great Gatsby Of Mice & Men The Grapes of Wrath The Scarlet Letter The Adventures of Huckleberry Finn Catcher in the Rye Their Eyes Were Watching God • ***Key Assignment Inquiry Task: Students find two pieces of media (written and/or audio visual) addressing a relevant topic, and analyze them for their theme, point of view, and use of satire, sarcasm, irony, and/or understatement. OR, analyze two pieces of media from an SLC industry and conduct the same analysis. **DUE TO SBAC TESTING, SOME RESEARCH MAY NEED TO BE DONE BEFORE/AFTER SCHOOL AND/OR PROVIDED BY THE TEACHER. • ***Key Assignment Presentation Task: Students will present their inquiry findings to their classmates or community members (small group or whole-­‐class, depending on time constraints). ***Key Assignment Reading Task: • Use a graphic organizer or Thinking Map to provide an objective summary of the text (RL11-­‐12.1,2) • Use a graphic organizer or Thinking Map to record evidence that helps the reader to determine two or more themes (RL11-­‐12.1,2) • Use a graphic organizer or Thinking Map to record evidence that helps to analyze the point of view (RL11-­‐12.1,6) • Use a graphic organizer or Thinking Map to record evidence that helps to distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) (RL11-­‐12.1,6) ***Key Assignment Writing Task: Write a narrative that develops a real or imagined experience (s) or event(s). The story must convey two or more themes and utilize a clearly-­‐defined point of view that reveals a deeper intended meaning, expressed through the use of either satire, sarcasm, irony, or understatement. Topics can be aligned with an SLC industry-­‐themed or an Integrated Project. On-­‐Demand Reading and Writing Assessment 10
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English Language Arts Unit 3: Interactions Cause Change Grade 11 Stage 3 Daily Performance Activities – SAMPLE LESSON STRUCTURE Focus of Instruction: Reading
Texts: • “The Lowest Animal” by Mark Twain [Essay] (HLLA 469) Standards: RI 11-­‐12. 1: Cite strong textual evidence of what the text says, both explicitly and through inference RI 11-­‐12.2: Determine the central idea(s) and analyze the development over the course of the text RI 11-­‐12.4: Determine the meaning of words and phrases as they are used in a text, including figurative language, connotative and technical meanings RI 11-­‐12.5: Analyze and evaluate the effectiveness if the structure an author uses un this or her argument RI 11-­‐12.6: Determine an author’s point of view in a text in which the rhetoric is particularly effective, analyzing how the style contributes to the persuasiveness of the text Theme Connections: Students will be given the opportunity to see how an author uses satire to critique people or institutions with the intention of causing change or improvement to them. Students will have to read deeper than the basic humor and exaggeration used to find Twain’s claim for the essay (the human race falls short of its ideals). Reader and Task Considerations: The students may needs some background information on who Twain was and why he was an important figure. Students will also need to know Twain’s feelings on slavery, as possibly seen through the theme of Huckleberry Finn. The information from the companion reading “The Rise of Realism: The Civil War to 1914” starting on page 382 will also help students access the text. Additionally, satire plays an importance role in the text. Students may not be able to understand this complex text without first knowing about how an author uses satire to develop his theme. The teacher may need to model how many of Twain’s claims are outrageous and not meant to be taken at face value. Instructional Activities: First Read: Have the students read the text independently and jot down their thoughts: As students read the text, have them create two Tree Maps, one of the different animals and the “traits and dispositions” of each of the animal and a second of the different types of man presented in the essay. See samples at the end of the lesson. Possible answers have been added in red. A suggested focus question to be used after discussion is also included. Second Read: Read the text (or portions of the text) aloud with students and engage the students in a class discussion with the following questions: As students participate in the discussion, have them add examples of Satire to either Tree Map in a second color. • According to the first paragraph, what is Twain’s claim? Where does he use satire in this first paragraph to support his claim? • In the second paragraph, what is Twain’s purpose stating he used the scientific method for his experiment? • Individually, summarize the three generalizations that Twain makes in your own words. Then with a partner, read 11
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English Language Arts Unit 3: Interactions Cause Change Grade 11 Vocabulary: Page 470: disposition, allegiance, generalizations, variations, mental caliber Page 471: descended, accumulated Scrupled, appease, avaricious, miserly, harbors, broods, atrocious Page 472: religious zealot, brethren, enslaves Page 473: sneers, theology, maniac Learning Targets: •
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your generalization and combine each of them to form new ones that encompass both of your ideas. Be prepared to share out with the class. • What is the difference between the earl and the anaconda? How does this comparison help develop Twain’s claim? Where does he use satire in this section of the essay to support his claim? • In the paragraph that begins, “I was aware that many men…” which words have negative connotations? How do these words increase the effect of Twain’s satire? • Reread the paragraph that begins, “Indecency, vulgarity, obscenity…” What is Twain’s main idea in this paragraph? How does it connect to the claim he is making in his essay? When looking at the final sentence of this paragraph, what is the tone used to support the claim? • Focus on the first column of page 472. What is the author’s purpose in contrasting man to a cat? Where does he use satire in this section to support his claim? Now look at the final sentence of this section. What text structure feature do you notice is being repeated throughout the essay? How is Twain using this text feature to support his claim? • Reread the paragraph that begins, “Man is the only Slave.” What might the author’s feelings about slavery be? How does this connect to the claim he is making in the essay? How is he using satire to support his claim? In this same paragraph, Twain continues to use words with strong negative connotations. How does the use of these words continue to develop the satire used in this section? • What juxtaposition of a Patriotic Man is shown in the text? How does this support the author’s claim? I can cite strong and • Reread the paragraph on the Religious Man. Summarize what Twain is stating about the religious nature of man. thorough evidence to Where does he use satire in this paragraph to support his claim? support analysis of •
Reread the paragraph that begins “Man is the Reasoning Animal.” What is ironic about the author using this as his informational text, topic sentence? In what ways does this irony support his claim? including where the text •
Individually, summarize the conclusion that Twain makes in your own words. Then with a partner, read your leaves matters uncertain. summary and combine each of them to form new ones that encompass both of your ideas. Be prepared to share out (RI 11-­‐12.1) I can analyze the with the class. development of the central idea over the course of the text. (RI 11-­‐12.2) Direct instruction mini lesson: I can analyze how an author • Satire uses and refines the • Exaggeration meaning of key terms over • Irony the course of a text. (RI 11-­‐
• Connotation 12.4) • Parallel structure I can evaluate the effectiveness of the • For a brief explanation of the term “satire”, view this video: http://www.60secondrecap.com/recap-­‐
structure of an author’s resources/dictionary-­‐of-­‐terms/satire/ explanation or argument. (RI 11-­‐12. 5) 12
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English Language Arts Unit 3: Interactions Cause Change Grade 11 •
I can analyze how style and content contribute to the persuasiveness of the text. RI 11-­‐12.6 •
I can build on other’s ideas (SL 11-­‐12.1) I can present information appropriate to purpose, audience, and task. (SL 11-­‐
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I can write explanatory text that conveys complex ideas and concepts clearly and accurately, using content that is carefully selected, organized, and analyzed. (W11-­‐ 12.2) I can use evidence from informational texts to support analysis and reflection. (W 11-­‐12.9) Language Learning Targets: •
I can accurately use college-­‐
and-­‐career-­‐ready academic vocabulary to express my ideas. L 11-­‐12.6 Writing Task: In a well-­‐developed paragraph explain how Twain develops his argument about the lowest animal through the use of satire. Students may refer to their Tree Map and discussion notes to help them with writing. Grammar Task: Students should use the correct academic language (satire, connotations, irony, exaggeration, etc.) as they write their explanatory paragraph. 13
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English Language Arts Unit 3: Interactions Cause Change Grade 11 Thinking Maps Used in the Lesson: 14
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English Language Arts Unit 3: Interactions Cause Change Grade 11 “The Love Song of J. Alfred Prufrock” (Poem) pg. 584-­‐ AAP Lesson
5-­‐6 Days
AAP LESSON GUIDE Review (5 minutes) Purpose: A review can serve as the “set” for the lesson. It is an opportunity to “hook” new information to what students previously know. Procedure: Orally rehearse from a previous map, summarize what has been read so far (Think-­‐Pair-­‐Share), vocabulary review, etc. Direct Instruction (5 – 10 minutes) Purpose: Provide anything that needs to be explicitly taught in order for the students to have success with this lesson. This may be: vocabulary, a strategy, a skill, a text structure, a text feature, literary element, etc... Procedure: Teach it like a mini-­‐lesson Read Text Silently/Monitor (2-­‐ 15 minutes) Purpose: Each day all students should have some time to “grapple” with text that has not been read previously. This is to build stamina and practice strategies that support fluency and comprehension. Procedure: Set an appropriate amount of time (NOT number of pages) that most students can sustain reading silently. The amount of time should build over the year. • Remind students what an “on-task” silent reader looks like:
• Head down and focused
• Pages not turning so quickly
• Read in your mind
Read Text Aloud (5 minutes) Purpose: Students need to hear the rhythm and flow of language. Following along while hearing the text read aloud improves fluency. Procedure: The teacher reads aloud the “chunk” or whole text under consideration for the day. Read slowly and deliberately. Read the text without stopping! Vocabulary may be addressed while reading aloud when words appear in the text by using apposition. Student Accountability: Finger down to track the print, eyes down or jotting or recording notes on paper or a thinking map. Possible Extensions: Students have 3 minutes to either summarize in their journals or talk a their tables (heads together). Text Dependent Questions for Oral Discussion, and Vocabulary, (20 minutes) Purpose: An academic discussion to prove, verify, and give opinions based on textual evidence. Keep the focus on the TEXT and not on personal experiences. Review vocabulary words that are addressed with a question and can be determined from context. This is NOT about answer getting. Procedure: Ask the question → Provide wait time → Listen for several responses (using complete sentences) → Reread to support responses → Verify To engage ALL students during questioning consider: • Grouping: individually, with a partner, with a team 15
Long Beach Unified School District
English Language Arts Unit 3: Interactions Cause Change Grade 11 •
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Wait time Sentence frames to support complete sentence responses Teacher follow-­‐up questions “What in the text makes you say that?” “What evidence do you have?” “Can anyone find the sentence that tells us that and reread it aloud for us?” “Do all of you agree that the evidence matches the response?” Student Response Frames “According to the text...” “On page ___, the author states...” “I would like to add…” “I agree and also think…” “I agree and I also think...” “I disagree because...” Thinking Map(s) (5-­‐10 minutes) You may or may not decide to use a map for the chunk of text for that day. Assigning a Map can provide the students with an opportunity to go back and revisit the chunk of text 1 more time. Choosing a Map: • You may want to choose a map to capture the essential information from the “chunk” read that day. • You may want to choose a map to answer one of the questions. • You may want to choose a map and add to it throughout the week. Creating the Map • Students can create the map whole group, small group, in pairs, or individually. • Students add textual evidence to the map along with page numbers • Students practice taking information off the map in complete sentences. • Add textual evidence to the map and page numbers. • Orally practice taking information off the map in complete sentences.
Quick Daily Writing Opportunities (5-­‐10 minutes) •
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Use the Thinking Map generated with information from the text. Pose a question that can be answered with information from the map. Orally rehearse answers to the question by taking information off the map. Ask students to write. Students can also practice writing answers to the text dependent questions that were orally discussed.
Culminating Writing Task-­‐Last Day All Thinking Maps from the week can stay up! 1. Read the task with the students and analyze what it’s asking. 2. Create or review maps that would support the type of “thinking” needed to respond to the task. 3. Have students orally rehearse what they will write. 4. Teachers will model the process, teach a portion (intro, Flee Map/Thinking Map, conclusion, text evidence, etc.) OR Students will write independently if they are ready.
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Long Beach Unified School District