English Language Arts Rigorous Curriculum Design Unit Planning Organizer Subject:
Unit Number:
Unit Length:
Unit
Synopsis:
English/Language Arts Four Unit Name: (4) Days: 24 (5 Buffer) Grade: Twelve (12) A Novel Idea (Value of Life Extended) Mins / Day: Priority Standards ELA CCSS ReadingLiterature:
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthe
text,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjective
summaryofthetext.
6. Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhat
isreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
Writing:
2.Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearly
andaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
SpeakingandListening:
1.Initiateandparticipateeffectivelyinarangeofcollaborativediscussion(one‐on‐one,ingroups,andteacher‐led)
withdiversepartnersongrades11‐12topics,texts,andissues,buildingonothers’ideasandexpressingtheirown
clearlyandpersuasively.
Page 1 of 25 Supporting Standards English Language Arts ReadingLiterature:
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellas
inferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsof
atext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovidea
comedicortragicresolution)contributetoitsoverallstructureandmeaningas
wellasitsaestheticimpact.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayor
recordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(Includeatleastoneplayby
ShakespeareandoneplaybyanAmericandramatist.)
ReadingInformationalText:
4.Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,and
technicalmeanings;analyzehowanauthorusesandrefinesthemeaningofakeytermortermsoverthecourseof
atext(e.g.,howMadisondefinesfactioninFederalistNo.10).
Writing:
6.Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwritingproductsin
responsetoongoingfeedback,includingnewargumentsorinformation.
8.Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvancedsearches
effectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,andaudience;
integrateinformationintothetextselectivelytomaintaintheflowofideas,avoidingplagiarismandoverreliance
onanyonesourceandfollowingastandardformatforcitationincludingfootnotesandendnotes.CA
9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
a.Applygrades11–12Readingstandardstoliterature(e.g.,“Demonstrateknowledgeofeighteenth‐,nineteenth‐
andearly‐twentieth‐centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfrom
thesameperiodtreatsimilarthemesortopics”).
b.Applygrades11–12Readingstandardstoliterarynonfiction(e.g.,“Delineateandevaluatethereasoningin
seminalU.S.texts,includingtheapplicationofconstitutionalprinciplesanduseoflegalreasoning[e.g.,inU.S.
SupremeCourtCasemajorityopinionsanddissents]andthepremises,purposes,andargumentsinworksof
publicadvocacy(e.g.,TheFederalist,presidentialaddresses]”).
10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.
Language:
1.DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.
2.DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhen
writing.
3.Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffective
choicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
6.Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientforreading,
writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingathering
Page 2 of 25 Target ELD Standards English Language Arts Collaborative Interpretative Productive Unwrapped Priority Standards “Unwrapped” Skills (Students need to be able to do) RL.11‐12.2
*Determine
*Analyze
*Provide
RL.11‐12. 6
*analyze
“Unwrapped” Concepts (Students need to know) *Twoormorethemesorcentralideasofatext,
*Developmentoverthecourseofthetext,including
howtheyinteractandbuildononeanothertoproduce
acomplexaccount;
*Objectivesummaryofthetext.
*Acaseinwhichgraspingpointofviewrequires
distinguishingwhatisdirectlystatedinatextfrom
whatisreallymeant.
W.11‐12.2
*Write
*Examineand
Communicate
*Informative/explanatorytexts
*Complexideas,concepts,andinformationclearlyand
accuratelythrougheffective…
*selection
*organization
*analysis
SL.11‐12. 1
*InitiateandParticipate, *Arangeofcollaborativediscussions.
*Onothers’ideas
*Build,
*Ownideasclearlyandpersuasively
*Express
Learning Progressions of Skills and Concepts Anchor Standard Page 3 of 25 Bloom’s Taxonomy (Level of Cognitive Rigor ) Depth of Knowledge (Target for Unit Mastery) Analyze
3
Analyze
3
Create 4 Apply
3
Previous Grade Anchor Standard Previous Grade Anchor Standard Previous Grade Anchor Standard Previous Grade Current Grade English Language Arts Next Grade RL.11‐12. 6. Analyzeacaseinwhich
graspingpointofviewrequires
distinguishingwhatisdirectlystatedin
atextfromwhatisreallymeant(e.g.,
satire,sarcasm,irony,or
understatement). Current Grade W.11‐12.1:
Writeargumentstosupportclaimsin
ananalysisofsubstantivetopicsor
texts,usingvalidreasoningand
relevantandsufficientevidence.
Current Grade Next Grade Next Grade SL.11‐12. 4. Presentinformation,
findings,andsupportingevidence(e.g.,
reflective,historicalinvestigation,
responsetoliteraturepresentations),
conveyingaclearanddistinct
perspectiveandalogicalargument,
suchthatlistenerscanfollowtheline
ofreasoning,alternativeoropposing
perspectivesareaddressed,andthe
organization,development,substance,
andstyleareappropriatetopurpose,
audience,andarangeofformaland
informaltasks.Useappropriateeye
contact,adequatevolume,andclear
pronunciation. Current Grade L.11‐12. 3. Applyknowledgeof
languagetounderstandhowlanguage
functionsindifferentcontexts,tomake
effectivechoicesformeaningorstyle,
andtocomprehendmorefullywhen
readingorlistening.
a.Varysyntaxforeffect,
consultingreferences(e.g.,Tufte’s
ArtfulSentences)forguidanceas
needed;applyanunderstandingof
syntaxtothestudyofcomplextexts
whenreading.
Next Grade Essential Questions Corresponding Big Ideas *Why are themes (patterns of meaning) essential to analysis of a text? *Why don’t authors just say what they mean? Patterns of meaning (theme and central ideas) develop and interact throughout the texts in complex ways. *What is written and what is meant are not necessarily the same. Page 4 of 25 *How do we explain others’ ideas in writing? *Why should I share my ideas with others? English Language Arts *Complex ideas from content need to be written clearly and accurately in a structured manner. *Individuals use group discussion to build on others’ knowledge and to express their own ideas. Unit Vocabulary Words Academic Cross‐Curricular Vocabulary (Tier 2) Content/Domain Specific Vocabulary (Tier 3) Resources for Vocabulary Development (Strategies, Routines and Activities) Unit Assessments Pre‐Assessment Post‐Assessment Test Description: Test Description: EADMS Test Id: Please see www.alvordschools.org/cfa for EADMS Test Id: Please see www.alvordschools.org/cfa for the most current ID numbers the most current ID numbers Scoring Guides and Answer Keys Assessment Differentiation Page 5 of 25 Students with Disabilities Reference IEP Accommodations Modifications Page 6 of 25 English Language Arts English Language Arts Engaging Scenario Overview (Situation, challenge, role, audience, product or performance) Description: Create a student panel that discusses whether or not the texts read (novels, short stories) should be included in an anthology based on the theme “The Value of Life.” Initiate and participate effectively in a range of collaborative discussion (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. Engaging Learning Experiences Synopsis of Authentic Performance Tasks Authentic Performance Description Tasks Task 1: Introduce panel protocol (“Thirteen Guidelines for Great Panel Discussions” by Scott Kirsner; www.scottkirsner.com/panels.htm) and rubric (see resources). View (need a video/youtube or…). Make text(s) choices. Task 2: Open‐book quizzes; choose a quote on a given page number and discuss the significance that also explains what has transpired prior to this quote. Students are to initially discuss in writing format and then with various partners, verbally discuss. Days: Mins/Day: Suggested Length of Time Days: 2 Mins/Day: 55 mins Days: 15 Mins/Day: 55 mins Graphic organizers to plan essay, and ultimately, speaking portion of engaging Days: 3 Task 3: scenario. Mins/Day: 55 mins In a well‐constructed essay, discuss the way the chosen text(s) apply to the Value of Days: 5 Task 4: Life unit. The writing component will lead to the speaking portion (the engaging scenario) as Mins/Day: 55 students will plan their speaking portion based on the writing. mins For example: from the novel Frankenstein choose one character (ie: Victor or the Monster) and discuss their roles in the value of life; OR each student reads a different novel/narrative and explains how their chosen texts are applicable to the unit Choose student panels. Historical; philosophy Interdisciplinary Connections Writing; oral presentation (see resources) Scoring Rubric 21st Century Skills ☐Creativity and Innovation ☐Initiative and Self‐Direction ☐Critical Thinking and Problem Solving ☐Social and Cross‐Cultural Skills ☐Communication and Collaboration ☐Productivity and Accountability Page 7 of 25 ☐Leadership and Responsibility ☐Flexibility and Adaptability ☐__________________________ ☐Globally and Financially Literate ☐__________________________ ☐Information and Media Literacy st
Connections between 21 Century Skills, CCCSS, and Unit Overview: from P21 and Costa & Kallick, 2008, http://www.p21.org/about‐us/p21‐framework Page 8 of 25 English Language Arts Authentic Performance Task 1 Task Description English Language Arts Suggested Length Introduce panel protocol (“Thirteen Guidelines for Great Panel Discussions” by Scott Kirsner; www.scottkirsner.com/panels.htm) and rubric (see resources). View (need a video/youtube or…). Make text(s) choices. Priority Standard(s) Days: 2 Mins/Day: 55 SpeakingandListening:
1.Initiateandparticipateeffectivelyinarangeofcollaborativediscussion(one‐on‐one,ingroups,and
teacher‐led)withdiversepartnersongrades11‐12topics,texts,andissues,buildingonothers’ideas
andexpressingtheirownclearlyandpersuasively.
Standards Addressed Supporting Standard(s) ReadingInformationalText:
4.Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,
connotative,andtechnicalmeanings;analyzehowanauthorusesandrefinesthemeaningofakey
termortermsoverthecourseofatext(e.g.,howMadisondefinesfactioninFederalistNo.10).
Writing:
8.Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvanced
searcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,
andaudience;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoiding
plagiarismandoverrelianceonanyonesourceandfollowingastandardformatforcitationincluding
footnotesandendnotes.CA
Language:
3.Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomake
effectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
6.Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientfor
reading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrate
independenceingathering
Target ELD Standard(s) Essential Question(s) Page 9 of 25 Big Idea(s) Bloom’s Teaching and Learning Sequence
English Language Arts DOK Scoring Rubric (SuggestedInstructionalStrategiesandTasks)
ResourcesandMaterials (e.g.,TextbookReferences,Multi‐MediaSources,AdditionalPrintSourcesandArtifacts)
Suggestedtextsfrom:TheLanguageofLiterature:WorldLiterature
ClassicalAgeofGreeceandRome:TheIliad(pg.178)andTheAeneid(pg.356)
TheMiddleAges:“TheInferno”(pg.736)
TheRenaissanceandEnlightenment:“Federigo’sFalcon”(pg.784)and“TheArtofCourtly
Love”(pg.791),“Utopia”(pg.794),and“DonQuixote”(pg.828)
TheAgeofRomanticism:“fromTheExpiationRussia1812”(pg.914);
TheEmergenceofRealism:“HowMuchLandDoesaManNeed?”(pg.958)
Suggestednarrativesanddramas:
Hamlet;Macbeth;Frankenstein;ABraveNewWorld;IntotheWild
Othersuggestednovels:AmericanSniperbyChrisKyle;SealTeamSix”byHowardEWasdinand
StephenTemplin;TheAlchemistbyPauloCoehlho;KindredbyOctaviaE.Butler;TheHelpby
KathrynStockett;FrankensteinbyMaryShelley;TheChosenbyChaimPotok;TheKiteRunnerby
KhaledHosseini;AThousandSplendidSunsbyKhaledHosseini;BlessMe,UltimabyRudolfo
Anaya;JaneEyrebyCharlotteBronte
Strategies for Differentiation All Students SWD ELs Enrichment Page 10 of 25 Emerging Expanding Reference IEP Accommodations Modifications Bridging Scoring Rubric Page 11 of 25 English Language Arts Authentic Performance Task 2 Task Description Open‐book quizzes; choose a quote on a given page number and discuss the significance that also explains what has transpired prior to this quote. Students are to initially discuss in writing format and then with various partners, verbally discuss. English Language Arts Suggested Length Days: 15 Mins/Day: 55 Standards Addressed Priority Standard(s) ReadingLiterature:
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthe
courseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;
provideanobjectivesummaryofthetext.
6. Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedina
textfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
SpeakingandListening:
1.Initiateandparticipateeffectivelyinarangeofcollaborativediscussion(one‐on‐one,ingroups,and
teacher‐led)withdiversepartnersongrades11‐12topics,texts,andissues,buildingonothers’ideas
andexpressingtheirownclearlyandpersuasively.
Supporting Standard(s) Page 12 of 25 English Language Arts ReadingLiterature:
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswell
asinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsof
atext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovidea
comedicortragicresolution)contributetoitsoverallstructureandmeaningas
wellasitsaestheticimpact.
Writing:
10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshorter
timeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.
Language:
1.DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingor
speaking.
2.DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,and
spellingwhenwriting.
3.Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomake
effectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
6.Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientfor
reading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrate
independenceingathering
Target ELD Standard(s) Essential Question(s) Big Idea(s) Bloom’s DOK Scoring Rubric Page 13 of 25 English Language Arts (Suggested Instructional Strategies and Tasks) Teaching and Learning Sequence Resources and Materials (e.g., Textbook References, Multi‐Media Sources, Additional Print Sources and Artifacts) Strategies for Differentiation All Students SWD ELs Enrichment Reference IEP Emerging Accommodations Page 14 of 25 Modifications English Language Arts Expanding Bridging Scoring Rubric Page 15 of 25 Authentic Performance Task 3 Task Description Graphic organizers to plan essay, and ultimately, speaking portion of engaging scenario. English Language Arts Suggested Length Days: 3 Mins/Day: 55 Standards Addressed Priority Standard(s) Writing:
2.Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,and
informationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisof
content.
SpeakingandListening:
1.Initiateandparticipateeffectivelyinarangeofcollaborativediscussion(one‐on‐one,ingroups,and
teacher‐led)withdiversepartnersongrades11‐12topics,texts,andissues,buildingonothers’ideas
andexpressingtheirownclearlyandpersuasively.
Supporting Standard(s) Page 16 of 25 English Language Arts ReadingLiterature:
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswell
asinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoice
ofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoits
overallstructureandmeaningaswellasitsaestheticimpact.
Writing:
6.Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwriting
productsinresponsetoongoingfeedback,includingnewargumentsorinformation.
8.Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvanced
searcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,
andaudience;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoiding
plagiarismandoverrelianceonanyonesourceandfollowingastandardformatforcitationincluding
footnotesandendnotes.CA
9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
a.Applygrades11–12Readingstandardstoliterature(e.g.,“Demonstrateknowledgeofeighteenth‐,
nineteenth‐andearly‐twentieth‐centuryfoundationalworksofAmericanliterature,includinghow
twoormoretextsfromthesameperiodtreatsimilarthemesortopics”).
b.Applygrades11–12Readingstandardstoliterarynonfiction(e.g.,“Delineateandevaluatethe
reasoninginseminalU.S.texts,includingtheapplicationofconstitutionalprinciplesanduseof
legalreasoning[e.g.,inU.S.SupremeCourtCasemajorityopinionsanddissents]andthepremises,
purposes,andargumentsinworksofpublicadvocacy(e.g.,TheFederalist,presidential
addresses]”).
10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshorter
timeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.
Language:
1.DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingor
speaking.
2.DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,and
spellingwhenwriting.
3.Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomake
effectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
6.Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientfor
reading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrate
independenceingathering
Page 17 of 25 Target ELD Standard(s) English Language Arts Essential Question(s) Big Idea(s) Bloom’s DOK Scoring Rubric Teaching and Learning Sequence (Suggested Instructional Strategies and Tasks) Resources and Materials (e.g., Textbook References, Multi‐Media Sources, Additional Print Sources and Artifacts) Strategies for Differentiation All Students SWD ELs Page 18 of 25 Enrichment Reference IEP Emerging Accommodations Expanding English Language Arts Modifications Bridging Scoring Rubric Authentic Performance Task 4 Task Description In a well‐constructed essay, discuss the way the chosen text(s) apply to the Value of Life unit. The writing component will lead to the speaking portion (the engaging scenario) as students will plan their speaking portion based on the writing. For example: from the novel Frankenstein choose one character (ie: Victor or the Monster) and discuss their roles in the value of life; OR each student reads a different novel/narrative and explains how their chosen texts are applicable to the unit Choose student panels. Suggested Length Days: 5 Mins/Day: 55 Standards Addressed Priority Standard(s) ReadingLiterature:
2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthe
courseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;
provideanobjectivesummaryofthetext.
6. Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedina
textfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).
Writing:
2.Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,and
Page 19 of 25 English Language Arts informationclearly
andaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.
SpeakingandListening:
1.Initiateandparticipateeffectivelyinarangeofcollaborativediscussion(one‐on‐one,ingroups,and
teacher‐led)withdiversepartnersongrades11‐12topics,texts,andissues,buildingonothers’ideas
andexpressingtheirownclearlyandpersuasively.
Supporting Standard(s) Page 20 of 25 English Language Arts ReadingLiterature:
1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswell
asinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.
5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsof
atext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovidea
comedicortragicresolution)contributetoitsoverallstructureandmeaningas
wellasitsaestheticimpact.
7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofa
playorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(Includeat
leastoneplaybyShakespeareandoneplaybyanAmericandramatist.)
ReadingInformationalText:
4.Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,
connotative,andtechnicalmeanings;analyzehowanauthorusesandrefinesthemeaningofakey
termortermsoverthecourseofatext(e.g.,howMadisondefinesfactioninFederalistNo.10).
Writing:
6.Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualorsharedwriting
productsinresponsetoongoingfeedback,includingnewargumentsorinformation.
8.Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources,usingadvanced
searcheseffectively;assessthestrengthsandlimitationsofeachsourceintermsofthetask,purpose,
andaudience;integrateinformationintothetextselectivelytomaintaintheflowofideas,avoiding
plagiarismandoverrelianceonanyonesourceandfollowingastandardformatforcitationincluding
footnotesandendnotes.CA
9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
a.Applygrades11–12Readingstandardstoliterature(e.g.,“Demonstrateknowledgeofeighteenth‐,
nineteenth‐andearly‐twentieth‐centuryfoundationalworksofAmericanliterature,includinghow
twoormoretextsfromthesameperiodtreatsimilarthemesortopics”).
b.Applygrades11–12Readingstandardstoliterarynonfiction(e.g.,“Delineateandevaluatethe
reasoninginseminalU.S.texts,includingtheapplicationofconstitutionalprinciplesanduseof
legalreasoning[e.g.,inU.S.SupremeCourtCasemajorityopinionsanddissents]andthepremises,
purposes,andargumentsinworksofpublicadvocacy(e.g.,TheFederalist,presidential
addresses]”).
10.Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshorter
timeframes(asinglesittingoradayortwo)forarangeoftasks,purposes,andaudiences.
Language:
1.DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingor
speaking.
2.DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,and
spellingwhenwriting.
3.Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomake
effectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.
6.Acquireanduseaccuratelygeneralacademicanddomain‐specificwordsandphrases,sufficientfor
reading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrate
independenceingathering
Page 21 of 25 Target ELD Standard(s) English Language Arts Essential Question(s) Big Idea(s) Bloom’s DOK Scoring Rubric (Suggested Instructional Strategies and Tasks) Teaching and Learning Sequence Page 22 of 25 English Language Arts (e.g., Textbook References, Multi‐Media Sources, Additional Print Sources and Artifacts) Resources and Materials Strategies for Differentiation All Students SWD ELs Enrichment Reference IEP Emerging Accommodations Expanding Modifications Bridging Scoring Rubric Page 23 of 25 Engaging Scenario English Language Arts Detailed Description (situation, challenge, role, audience, product or performance) Description: Create a student panel that discusses whether or not the texts read (novels, short stories) should be included in an anthology based on the theme “The Value of Life.” Initiate and participate effectively in a range of collaborative discussion (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. Strategies for Differentiation All Students SWD ELs Enrichment Reference IEP Emerging Accommodations Expanding Modifications Bridging Student Perspective Feedback to Curriculum Team Reflect on the teaching and learning process within this unit of study. What were some successes and challenges that might be helpful when refining this unit of study? Successes Challenges Page 24 of 25 Teacher Perspective Page 25 of 25 English Language Arts