Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 English Language Arts Grade 11 – 1st Quarter Days: 45 Essential Question: How do we as communicators determine the true meaning of the relationships that we form with people, literature, or experiences? Strand Topic Ohio’s New Learning Standards Language Literature Key Ideas and Details Craft and Structure Writing Conventions of Standard English Vocabulary Acquisition and Use L.11-­‐12.4 Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grades 11-­‐12 reading content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. B. Identify and correctly use patterns or word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). RL. 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. RL. 11-­‐12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.11-­‐12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.11-­‐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). Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Common Formative Assessments will be implemented daily. Writing Writing Language Text Types and Purposes Production and Distribution Conventions of Standard English Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 W.11-­‐12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-­‐
chosen details, and well-­‐structured event sequences. 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. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. 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). Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. W.11-­‐12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (grade-­‐specific expectations for writing types are defined in standards W.11-­‐12.1, W.11-­‐12.2, W.11-­‐12.3) L.11-­‐12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-­‐Webster’s Dictionary or English Usage, Garner’s Modern American Usage) as needed. L.11-­‐12.2 Demonstrate command of the conventions or standard English capitalization, punctuation, and spelling when writing. a. observe hyphenation conventions. Spell correctly Clear Learning Targets I can infer the meaning of unknown words using context clues (e.g., definitions, synonyms/antonyms, restatements, examples found in surrounding text). I can break down unknown words into units of meaning to infer the definition of the unknown word. Vocabulary Context clues Root word Prefix Suffix Etymology Textual evidence Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 Analyze I can use reference material (dictionary, thesaurus, etc.) to check my Inference inferred meaning of an unknown word. Explicit Setting I can define textural evidence. Round character Flat character I can define inference and explain how a reader uses textual evidence to Dynamic character reach a logical conclusion (“based on what I’ve read, its most likely true Static character that…”) Plot Exposition I can read closely and find answers explicitly in text (right there answers) Rising action and answers that require inference. Climax Falling action I can analyze author’s words and determine multiple pieces of textual Resolution evidence that strongly and thoroughly support explicit and inferential Text structure questions. Aesthetic Central idea I can identify elements of a story or drama (e.g., setting, events, and Complex characters). Account summary Objective I can analyze how elements of a story or drama are developed and/or Point of view interrelated. Satire Sarcasm I can analyze the impact of an author’s choices in presenting elements or a Irony story or drama. Understatement Writing format I can analyze specific parts of a text and explain how the individual parts fit Writing style into the overall structure. (e.g., an author chooses to begin a story with the Task main character’s death and relate the events in an extended flashback). Purpose I can analyze how an author’s choice of structuring specific parts of a text Audience creates an aesthetic impact (e.g., an author creates beauty through words, Narrative sentence structure, etc. to impact the reader on an emotional level). Point of view Coherent I can define narrative and describe the basic parts of plot (exposition, rising Expository action, climax, falling action and resolution). Persuasive Hyphen I can engage the reader by introducing one or more point(s) of view, the Convention Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 narrator (first, second or third person point of view), characters, setting (set Proper nouns the scene), and a problem, situation, or observation and its significance. I can use narrative techniques (dialogue, pacing, description, reflection, and/or multiple plot lines) to develop experiences, events and/or characters. I can use descriptive words and phrases that reveal details, appeal to the senses, and help convey a vivid picture of the experiences, events, setting, and/or characters (create mind pictures). I can identify the writing style (argument, informative/explanatory, or narrative) that best fits my task, purpose, and audience. I can use organizational/formatting structures (graphic organizers) to develop my writing ideas. I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style. I can recognize that the conventions of standard English usage can change over time (e.g., British users of standard English write colour, while American users of standard English have changed spelling and write color.) I can recognize that certain standard English usage can be contested, and individuals can dispute what is correct/proper (e.g., Many grammarians have argued that we should not split infinitives because split infinitives were not permissible in Latin. However, modern authors often split infinitives because it creates a more rhythmic flow to the writing-­‐ to boldly go where no man has gone before.) I can consult reference materials to resolve issues of complex or contested usage of standard English. I can determine when to capitalize words (e.g., proper nouns, “I”, first word in a sentence). I can apply common hyphenation conventions (e.g., dividing a word at the Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 end of a line between syllables, compound numbers from twenty-­‐one to ninety-­‐nine, spelled out fractions, certain compound nouns). I can recognize that there are many different rules concerning hyphens and use resources to assist me in hyphenating correctly. I can identify misspelled words and use resources to assist me in spelling correctly. Approved Resource Vocabulary Development: pg. 40 Context Clues: pg. 40 Context Clues, Synonyms, definition/restatement, contrasting words…pg. 1083 (Vocabulary Skills) Context Clues: pp. 174, 301, 422,666, and 924 (Vocabulary Skills) Using a Dictionary/etymology: pg. 61 Prefixes and Suffixes: pp. 113, 481 Synonyms: pp. 128, 158, 162, 996, 1373 Antonyms: pp. 19, 95, 769, 776, 1225, 1236, 1309, 1316, 1345 Etymology: pp. 31, 40, 280, 320, 335, 708, 797, 816, 853, 903, 1039, 1060, 1187, 1215, 1401, 1416 Making Inferences: pp. 165, 303, 669 (in the “Reading Focus” sections) Pgs. 82-­‐92 “The Interesting Narrative of the Life of Olaudah Equiano” pp. 194-­‐195 “Lieterary Skills Review” (Short Answer) Settings: pp 31, 669, 877,885 (Literary skills) Characterization: pp. 1169-­‐1171 Static and Dynamic Characters: pg. 1173 (Reading Focus), 1185 (Literary Skills) Drawing Conclusions about Characters: pg. 1185 (Reading Skills) “An Occurrence at Owl Creek” pg. 455 (Literary Focus) Writer’s Style: pg. 131 Writing Focus: pg. 131 The Crisis, No. 1 : pp. 132-­‐136 “The Autobiography: The Declaration of Independence” pgs. 139-­‐149 (includes pre reading and post reading) “A Narrative of the Captivity”; pg. 64 “The History of the Dividing Line”: pg. 64 “Here Follow Some Verses upon the Burning of Our House, July 10, 1966” “The Iroquis Constitution”; pg. 154 Additional Resources www.thesauraus.com www.dictionary.com www.visualthesaurus.com/vocabgrabber/ www.visualthesaurus.com www.freerice.com Of Mice and Men Death of a Salesman The Five People You Meet in Heaven The Crucible The Catcher in the Rye To Kill a Mockingbird Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 “Letter to John Adams”: pg. 157 “A Narrative of the Captivity” pg. 63 (personal narrative) “The Interesting Narrative of the Life of Obudah Equiano” pg. 83 (autobiography) “Short Story” pg. 385, 376-­‐387(point of view) “Writing Workshop: Short Story” Pgs. 724-­‐733 “Writing Workshop: Reflective Essay” “The World of Work” pg. 1483-­‐1498 (writing styles and various documents) “Reading Focus: Analyzing Author’s Purpose” Pg. 415 “Analyzing Author’s Purpose” Pg. 421 “Analyzing Author’s Purpose” Pg. 482 “Writing Workshop: Editorial” Pg. 182-­‐193 (persuasive writing) “Preparing for Timed Writing: Persuasive Essay” pg. 191 “Preparing for Timed Writing: Reflective Essay” pg. 733 “Language Coach: American and British Spellings” pg. 516 In this core resource, teachers and students can find a section “Language Coach”. The Language Coach section is located in a pre-­‐reading section called “Reader/Writer Notebook” prior to reading selections. The Language Coach section provides information related to all aspects of language; vocabulary, roots, history of language, various spellings and pronunciations, etc. Capitalization: pp 1516-­‐1518 Punctuation: pp 1512-­‐1525 Hyphens: pg 1524 Spelling: pp 1525-­‐1527 Assessments Student-­‐created word walls Frayer Model Word Walls Student-­‐led discussions about a common literary piece where students are left to infer and use textual evidence based on teacher’s guided questions. Assessments include speeches, discussions, or a written response. A Student can respond in a composition explaining author’s choices and an analysis of author’s style. This resource provides a rubric for assessment (specifically for the short story “The Bet”); however, this rubric can be adapted to any literary piece. http://www.scsd.us/sites/default/files/Curriculum/ela/grade12/unit02/resources/ela-­‐grade12-­‐unit02-­‐Rubric.pdf A student can respond in a composition explaining author’s choices and an analysis of author’s style. Common Formative Assessment will be implemented daily Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 End 1st Quarter Common Formative Assessments will be implemented daily. Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 English Language Arts Grade 11 – 2nd Quarter Textbook: On-­‐line teacher textbook and material: Days: 45 Essential Question: How does my use of language affect the meaning and presentation of my words? Strand Topic Ohio’s New Learning Standards Literature Language Writing Writing Craft and Structure Text Types and Purposes Production and Distribution of Writing RL. 11-­‐12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. (Include Shakespeare as well as other authors)
L. 11-­‐12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-­‐Wester’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. W. 11-­‐12.2 Write informative/
explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a.
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c.
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d.
Use precise language, domain-­‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and e.
conventions of the discipline in which they are writing.
f.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). W. 11.-­‐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. (Editing for conventions should demonstrate command of Language standards 1-­‐3 up to and including grades 11-­‐12)
Clear Learning Targets Vocabulary I can define and identify various forms of figurative language (e.g. simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia). Figurative language I can distinguish between literal language and figurative language. Metaphor
Simile
Hyperbole
I can recognize the difference between denotative meanings and connotative meanings and connotative meanings. Alliteration
Assonance
I can analyze how an author’s choice of specific words evokes a particular meaning or tone in a text and how using language in a new way creates an engaging overall effect. Onomatopoeia
Literal language
Denotative
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 I can choose a topic and identify and select the most significant and relevant information (e.g., well chosen facts, extended definitions, concrete details, quotations, examples) to develop and share with my audience. meaning
Connotative
Meaning
I can define common organizational/formatting structures (e.g., headings, graphics, multimedia) and determine the structure(s) that will Mood
allow me to organize my complex ideas so that each new element builds on what precedes it. Tone
I can analyze the information, identify domain-­‐specific vocabulary for my topic, incorporate techniques such as metaphor, simile, and Organizational
analogy, and organize information into broader categories using my chosen structure(s). Structure
I can present my information maintaining an objective tone and formal style that includes an introduction that previews what is to Formatting structure
follow, supporting details, varied transitions and syntax, and a concluding statement/section that supports the information presented. Domain-­‐specific
I can use prewriting strategies to formulated ideas (e.g., graphic organizers, brainstorming, lists). I can recognize that a well-­‐developed piece of writing requires more than vocabulary
Syntax
one draft. Revision strategy
I can apply revision strategies (e.g., reading aloud, checking for misunderstandings, adding and deleting details) with the help of others. Edit
I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. Audience
Purpose
Convention
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary. Contested
Standard English
I can prepare multiple drafts using revisions and edits to develop and strengthen my writing. I can recognize that the conventions of standard English usage can change over time (e.g., British users of standard English write colour, while American users of standard English have changed spelling and write color.
I can recognize that certain standard English usage can be contested, and individuals can dispute what is correct/proper (e.g., Many grammarians have argued that we should not split infinitives because split infinitives were not permissible in Latin. However, modern authors often split infinitives because it creates a more rhythmic flow to the writing—to boldly go where no man has gone before.
I can consult reference materials to resolve issues of complex or contested usage of standard English. Core Resources “Literary Focus”/”Reading Focus” Figures of Speech
Pg 244
“Self Reliance” Pg 245
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 “Literary Focus” (metaphor) Pg 253
“Walden or Life in the Woods” Pg 255
“Literary Focus” (mood, diction, plot, word choice) Pg 289
“The Fall of the House of Usher” (mood, atmosphere)
Pg 320-­‐335
“Literary Focus”
Pg 320
“Vocabulary Development” “Vocabulary Skills : Denotation and Connotation”
Pg 335
“Literary Focus: Sound Effects” (alliteration, onomatopoeia) Pg 359
“The Raven” Pg 360
In this core resource, teachers and students can find a section “Language Coach”. The Language Coach section is located in a pre reading section called “Reader/Writer Notebook” prior to reading selections. The Language Coach section provides information related to all aspects of language: vocabulary, roots, history of language, various spellings and pronunciations, etc.
“Writing Skills Review: Editorial”
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 Pg 197
“Writing Workshop: Short Story: Evaluating and Revising”
Pg 380-­‐382
“Proofreading and Publishing”
Pg 383-­‐384
“Preparing for Timed Writing: Short Story”
Pg 385
“Writing Skills Review: Editing a Short Story”
Pg 393
“Writing Workshop: Reflective Essay
Pg 724-­‐733
“Language Coach: American and British Spellings”
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 Pg. 516
In this core resource, teachers and students can find a section “Language Coach”. The Language Coach section is located in a prereading section called “Reader/Writer Notebook” prior to reading selections. The Language Coach section provides information related to all aspects of language: vocabulary, roots, history of language, various spellings and pronunciations, etc.
End 2nd Quarter Common Formative Assessment will be implemented daily District Short Cycle Assessment Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 English Language Arts Grade 11 – 3rd quarter Days: 45 Strand Topic Ohio’s New Learning Standards Writing Production and Distribution of Writing Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge Comprehension and Collaboration Ideas and Details W.11-­‐12.6 Using technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback including new arguments or information. W.11-­‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self-­‐
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-­‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W.11-­‐12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-­‐12 reading standards to literature (e.g., Demonstrate the knowledge of eighteenth, nineteenth-­‐ and early twentieth-­‐ century foundational words of American literature, including how two or more texts from the same period treat similar themes. b. Apply grades 11-­‐12 reading standards to literary nonfiction (e.g., delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning). SL.11-­‐12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 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. 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. Writing Writing Writing Speaking and Listening Text Essential Question: How does the strength of my evidence drive the strength of my argument? RI. 11-­‐12.2 Determine two or more central ideas of a text and analyze their development over the course of Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 the text including how they interact and build on one another to provide a complex analysis; provide and objective summary of the text. RI. 11-­‐12.3 Analyze a complex set of ideas of sequence of events and explain how specific individuals, ideas, or events interact and develop 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, connotative and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text 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. 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. Clear Learning Targets I can identify technology (e.g., Word, publisher, power point, wiki, blog) that will help me produce, publish, and update my individual or shared writing products. I can determine the most efficient technology medium to complete my writing task. I can respond to ongoing feedback and/or new arguments or information to produce, publish, and update my writing projects. I can define research and distinguish how research differs from other types of writing. I can focus my research around a problem to be solved, a central question that is provided, or a self-­‐generated question I have determined (e.g., How Vocabulary evidence
Analyze
Inference
Explicit Central idea Objective
summary
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 did Edgar Allan Poe’s life experiences influence his writing style?) Figurative
I can choose several sources (e.g., biographies, non-­‐fiction, texts, online encyclopedia) and synthesize information to answer my research inquiry. language
I can determine if I need to narrow or broaden my inquiry based on the Literal language
information gathered. Denotative
I can create a research paper/project to demonstrate understanding of the subject under investigation. meaning
I can determine the credibility of a source by reviewing who wrote it, when it was written, and why it was written. Connotative
I can assess the strengths and limitations of my sources to determine those meaning
that are most appropriate for my task, purpose, and audience avoiding overreliance on any one source. Technical
I can use advanced searches with multiple authoritative print and/or digital meaning
sources effectively to gather information needed to support my research. refine
I can define plagiarism. Exposition I can avoid plagiarism by paraphrasing and/or summarizing my research Point of view
finding. I can determine when my research data or facts must be quoted and Persuasiveness
integrate the information into my text to maintain the flow of ideas. Rhetoric I can follow a standard format for citation to create a bibliography for sources that I paraphrased or quoted in my writing. Feedback I can determine textual evidence that supports my analysis, reflection, Wiki and/or research. I can compose written responses and include textual evidence to strengthen Research my analysis, reflection, and/or research. Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 I can identify various purposes for presenting information to a reader or an audience. I can analyze the information presented in diverse media and formats (e.g., charts, websites, graphs, tables, websites, and speeches) and integrate the information in order to make informed decision and solve problems. I can evaluate the credibility and accuracy of various presentations and note any discrepancies. I can identify the parts of my presentation, including findings, reasoning, and evidence, that could use clarification strengthening, and/or additional interest. I can integrate appropriate digital media in a strategic manner to improve my presentation. I can define textual evidence. I can define inference and explain how reader uses textual evidence to reach a logical conclusion (based on what I’ve read, it’s likely true that…”) I can read closely and find answers explicitly in text and answers that require an inference. I can analyze an author’s words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions. I can determine places in the text that leave matters uncertain (when the reader must draw his/her own conclusions and/or assumptions) I can determine two or more central ideas of a text. I can determine how two or more central ideas of a text interact and build on one another to develop a text with complex meaning. Central question Synthesize Credibility Overreliance Advanced search Plagiarism Paraphrase Authoritative Print Textual evidence Analysis Reflection Research Discrepancy Purpose for presentation Credibility Digital media Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 I can analyze how central ideas develop over the course of a text. I can compose an objective summary stating the key points of the text without adding my own opinions or feelings. I can determine a complex set of ideas or sequence of events conveyed in a text. I can analyze how specific individuals interact and develop within a complex set of ideas or sequence of events. I can analyze how specific ideas interact and develop within a complex set of ideas or sequence of events. I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia). I can distinguish between literal language and figurative language. I can recognize the difference between denotative meanings and connotative meanings. I can recognize words that have technical meaning and understand their purpose in a specific text (e.g., “stem” in an article about flowers versus “stem” in an article about cell research). I can analyze how a key term or terms are used and refined over the course of a text. I can determine how an author chose to structure his/her exposition or argument (e.g., chronological order, cause and effect, problem and solution, compare and contrast). I can analyze the structure of an author’s exposition or argument and evaluate whether the structure is effective. Textual evidence Analyze Inference Explicit Central idea Objective summary Figurative language Literal language Denotative meaning Connotative meaning Technical meaning Refine Exposition Point of view Persuasiveness Rhetoric Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 I can determine if an author’s structure is effective in making his/her points clear, convincing and engaging. I can evaluate how an author’s choice of structure impacts his/her audience. I can define point of view as how the author feels about the situation/topic of a text. I can determine an author’s point of view and explain his/her purpose for writing the text. I can define rhetoric. I can identify when an author uses rhetoric and analyze how the rhetoric strengthens his/her point of view or purpose. I can analyze how the author’s style and content contribute to the power, persuasiveness, or beauty of the text. Core Resource “Writing Workshop” pg. 580-­‐591 “Writing workshop: literary analysis” pg. 1002-­‐1022 In the applying your skills section following some literary piece (for instance, pg. 449), teachers will find that there is a “writing focus” section that asks students to complete steps in the research process for writing. “Writing Workshop: Historical Research Paper” pg. 580-­‐591 “Reading Focus: Paraphrasing” pg. 563 In the “Applying Your Skills” section following some literary piece (for instance, pg. 449), teachers will find that there is a “writing focus” section that asks students to complete steps in the research process for writing. “Writing Workshop: Editorial” pg. 182-­‐190 “Persuasive Essay” pg. 191 “Writing Workshop: Short Story” pg. 376-­‐384 “Short Story” pg. 385 “Writing Workshop: Expository Writing” pg. 580-­‐592 “Preparing for Timed Writing: Expository Essay” pg. 593 “Writing Workshop: Literary Analysis: Novel” pg. 1002-­‐1010 “Preparing for Timed writing: Novel” pg. 1011 Additional Resources Newspaper/magazine sources: Newsweek The New York Times Ralph Waldo Emerson’s “Society and Solitude” A copy of “Valediction Forbidding Mourning” “A Letter from Birmingham Jail” Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 Pg. 1436-­‐1444 “Writing Workshop: Literary Analysis” “Preparing for Timed Writing: Literary Analysis” pg. 1445 “Listening and Speaking Workshop: Presenting and Evaluating Speeches” pg. 192 “Presenting a Story” pg. 386 “Presenting Historical Research” pg. 594 “Presenting a Reflective Essay.” Pg. 734 “Presenting a Literary Analysis” pg. 1012 “Reading Focus: Inference/Prediction” pg. 289 “The Devil and Tom Walker” “Identifying Details” pg. 1253, 1269, and 1381 “Analyzing Details” pg. 1327 “Evaluating an Author’s Argument” pg. 1301 “Drawing Conclusions about Meaning” pg. 1339 “Analyzing a Writer’s Message” pg. 1047, 1239, and 1373 “Identifying the Main Idea” pg. 1293 “Identifying Main Ideas and Supporting Details” pg. 31 and 233 “Summarizing” pg. 53, 560, and 1351 “Of Plymouth Platation” Reading Skills: Summarizing pg. 61 “Son” (reading focus) “Letter to His Son”, “Letter to Sarah Ballou” “A Diary from Dixie” “The Gettysburg Address” “A Lesson Learned on the Road” “Narrative of the Life of Frederick Douglass” “A Mystery of Heroism” “War is Kind” “Healing War’s Wounds” “Language Coach: Multiple Meaning Words” pg. 683 “Because I would not stop for Death” “I will Fight no more Forever” “Reading Focus: Sequence of events” pg. 1187 “Son” “Reading Skills: Analyze Sequence of Events” pg. 1193 “Literary Focus”, “Reading Focus” (rhetorical question, repetition, counterargument etc…) pg. 441 Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 “Ain’t I a Woman” “Informational Text Focus: Author’s Purpose” pg. 482-­‐487 “Declaration of Independence” Assessments Have students use Google doc or any Microsoft Office piece for publication purposes. Provide students with prompts (short answer and extended response-­‐like prompts), and evaluate how students elect to respond to prompt (short responses or research and evidenced-­‐based responses) Rubric Checklists Self reflection Graphic organizers Think-­‐pair-­‐share Students compare and contrast the figurative and connotative meanings as well as specific word choices in John Donne’s “Valediction Forbidding Mourning” and Emily Dickinson’s “Because I would Not Stop for Death” in order to determine how the metaphors of the carriage and the compass shape the meaning and the tone of each poem. Students analyze the ways both poets use language that I particularly fresh, engaging or beautiful to convey the multiple meanings regarding death contained in each poem. Summary Trump Cards: use an informational piece from the core resource then have students work through a “wordy” piece of this text and challenge each group of students to write the most efficient and condensed version of the author’s argument without eliminating essential points. They will be evaluated on their word count, completeness, and accuracy. Have students highlight the words/phrases that indicate opinion or judgement; then the students take their created lists of opinionated words to determine the meaning of the piece. District Short rd
Cycle End 3 . Quarter Assessment Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 English Language Arts Grade 11 – 4th Quarter Days: 45 Essential Question: How do my words, and the arguments that I make reveal who I am and how I think? Strand Topic Informational Text Speaking and Listening Writing Speaking and Listening Literature Speaking and Listening Integration of Knowledge and Ideas Comprehension and Collaboration Text Types and Purposes Presentation of Knowledge and Ideas a.
Integration of Knowledge and Ideas b.
Presentation of Knowledge and Ideas c.
Ohio’s New Learning Standards RI. 11-­‐12.8 Delineate and evaluate the reasoning in seminal U.S> texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy. SL. 11-­‐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. W. 11-­‐12.1 Write arguments to support claims in analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. SL. 11-­‐12.4 Present information, finding and 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. Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from and supports the argument presented. RL. 11-­‐12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text (Include at least one play by Shakespeare and one play by an American dramatist.). SL. 11-­‐12.4 Present information, finding and 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. Core Resources “ Declaration of Independence”
Pg 139
Additional Resources A Long Way Gone – Ishmael Beah The Crucible, Arthur Miller “The Iroquois Constitution” Pg 153
“Declaration of Sentiments of the Seneca Falls Woman’s Rights Convention” Pg 158
Gettysburg Address Pg 503
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 “Presenting Historical Research” Pg 594-­‐595
“Informational Text Focus” Pg 495
“A Diary from Dixie” Pg 500
“Gettysburg Address” Pg 503 “Presenting Historical Research Pg 594-­‐595
“Song of Myself”
Pg 517
“A Sight in Camp in the Daybreak Grey and Dim”, “Specimen Days”
Pg 530-­‐536
“Full Powers” Pg 543-­‐546
“Presenting Historical Research” Pg 594-­‐595
Clear Learning Targets I can determine the purpose behind the creation of seminal U.S. texts. Vocabulary Seminal U.S.
text
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 I can identify constitutional principles and/or legal reasoning found in Constitutional
seminal U.S. texts. principle
I can delineate (outline) and evaluate the application of constitutional principles and the use of legal reasoning in seminal U.S. texts. Work of public
advocacy
I can identify the premises, purposes, and arguments found in works of Delineate
public advocacy. Legal reasoning
I can delineate and evaluate the premises, purposes, and arguments found in works of public advocacy. Point of view
I can define point of view as how the speaker feels about the situation/topic being presented. Rhetoric
Premise
Claim
I can determine a speaker’s point of view and explain his/her reasoning. Counterclaim
Syntax
Bias
I can define rhetoric. Line of reasoning
I can identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose. Perspective
Task
Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 Purpose
I can assess the stance, premises, links among ideas, word choice, points of emphasis, and tone used by the speaker. I can analyze substantive topics or texts to determine an argument that Audience
Line of reasoning
Perspective
causes or has caused a debate in society. Task
I can choose a side of the argument, identify precise knowledgeable claims, and establish the significance of the claims. Purpose
Audience
I can identify alternate or opposing claims that counter my argument. I can organize claims, counterclaims, reasons, and evidence into a logical sequence. I can anticipate my audience’s knowledge level, concerns, values, and possible biases and develop my claims and counterclaims by pointing out the most relevant strengths and limitations of both. I can present my argument in a formal style and objective tone. Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 I can create cohesion and clarify relationships among claims and counterclaims using transitions as well as varied syntax. I can provide a concluding statement/section that supports my argument. I can present information, findings, and/or supporting evidence clearly, concisely, and logically to convey clear and distinct perspective. I can present my information in a sequence that allows the listener to follow my line of reasoning. I can address alternative or opposing perspectives in my presentation. I can prepare a presentation with organization, development, substance, and style that are appropriate to purpose, task, audience and a range or formal and informal tasks. I can identify multiple interpretations of the same source text. Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 I can analyze how authors interpret a source text in different mediums. I can evaluate various works that have drawn on or transformed the same source material and explain the varied interpretations of different authors. I can present information, findings, and/or supporting evidence clearly, concisely, and logically to convey clear and distinct perspective. I can present my information in a sequence that allows the listener to follow my line of reasoning. I can address alternative or opposing perspectives in my presentation. I can prepare a presentation with organization, development, substance, and style that are appropriate to purpose, task, audience and a range or formal and informal tasks. Assessments Common Formative Assessment will be implemented daily Lorain City School District Scope, Sequence and Pacing Guides ONLS English Language Arts Grade 11 Formative assessments: exit slip of a comparison of the author’s claims and/or arguments. Summative assessment – creative art/writing project which will wrap up the memoir. Rubric
Checklist
Self-­‐reflection (assessment) via videotaping and/or audio recording Formative assessments: exit slip of a comparison of the author’s claims and/or arguments. Formative assessments: exit slip of a comparison of the author’s claims and/or arguments. End 4th quarter Common Formative Assessment will be implemented daily District Short Cycle Assessment