English Language Arts Unit 3: Interactions Cause Change Grade 10 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 complex characters and theme. Students will cite textual evidence that documents the narrative techniques that an author utilizes in order to develop complex characters and convey a refined theme. In writing, students will integrate the various narrative techniques that they analyzed during the unit. They will conduct a biographical interview to discover how adults overcame obstacles during their lives. They will record their findings to share with their classmates during the Key Assignment Presentation Task. CCSS Anchor Standards Transfer Goals Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5 Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6 Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research 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. Students will be able to increasingly able to independently use their learning to… 1.
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. 2.
Students can produce effective writing for a range of purposes and audiences. 3.
Students can employ effective speaking and listening skills for a range of purposes and audiences. 4.
Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 5.
Students can connect skills through industry themes for college and career readiness. Making Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering… 1.
A story’s theme or central idea develops over the course of the text 1.
How do time and place affect an individual? The plot of a narrative? 2.
Not all details and ideas are equally important 2.
What details contribute most to the major theme at different junctures? 3.
Great literature is intentionally crafted to explore enduring themes 3.
What makes a person, real or imagined, memorable? 4.
Complex characters develop over the course of a text 4.
What is the role of ethics in the development of a person? 5.
Complex characters advance the plot or develop the theme 5.
How can it be valuable for an individual, real or imagined, to encounter 6.
Complex characters are those with multiple or conflicting motivations obstacles or hardships? 7.
Authors make choices about structuring text, ordering events within it, 6.
How do the lessons learned by people help create a greater understanding and manipulating time over time? 8.
Writers develop real or imagined experiences to create narratives 7.
What motivates people, and how can motivation create or solve conflict? 9.
Writers use sensory language to convey a vivid picture 8.
How do the choices of an individual over time have lasting results/effects? Acquisition KNOWLEDGE SKILLS Students will know… Students will be skilled at (Do)… 1.
Interpreting, comparing, describing, analyzing, and evaluating the relationships 1. Elements of a Narrative among character, setting, plot, and theme within fiction and literary nonfiction 2. Plot 2.
Making inferences or drawing conclusions based on information from the text 3. Theme or central idea by citing strong and thorough textual evidence 4. Complex character, character motivation, conflicting motivations 3.
Tracing the development of a theme or central idea over the course of a text 5. Summary 4.
Analyzing how complex characters develop over the course of a text, interact 6. Setting with others, and advance the plot or develop the theme 7. Point of View 5.
Providing a summary of the text 8. Narrator 6.
Identifying how an author unfolds an analysis or series of ideas or events in a 9. Dialogue text 10. Pacing 7.
Conducting inquiry to answer a question, drawing on several sources 11. Sensory Language Applying Industry Theme through Standards for Career 12. Show vs. Tell writing Ready Practice and Behaviors of Learning and Teaching (BLTs) 13. That semi-­‐colons link two independent clauses Students will be skilled at (Do)… 14. A variety of phrases and clauses 8.
Applying appropriate technical skills and academic knowledge 9.
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Communicate clearly, effectively, and with reason Employ valid and reliable research strategies Engaging in deep critical thinking using challenging material and industry-­‐specific problem solving tools. Pointing out connections across subjects in theme-­‐based interdisciplinary projects English Language Arts Unit 3: Interactions Cause Change Grade 10 Stage 1 Assessed Grade Level Standards Reading Literature •
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Writing Text Type W9-­‐10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐
structured event sequences. W9-­‐10.3a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W9-­‐10.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W9-­‐10.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W9-­‐10.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W9-­‐10.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. RL9-­‐10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL9-­‐10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL9-­‐10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Informational •
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RI9-­‐10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI9-­‐10.2 Determine the central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI9-­‐10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Speaking & Listening Production and Distribution of Writing •
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W9-­‐10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W9-­‐10.5: 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. W9-­‐10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. 2
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Comprehension and Collaboration •
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SL9-­‐10.1: Initiate and participate effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL9-­‐10.1a: 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. SL9-­‐10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. SL9-­‐10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. SL9-­‐10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL9-­‐10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when Language Conventions • L9-­‐10.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. o L9-­‐10.1b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. • L9-­‐10.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. o L9-­‐10.2a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. o L9-­‐10.2c: Spell correctly. Knowledge of Language L9-­‐10.3: 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. L9-­‐10.3a: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Vocabulary Acquisition and Use L9-­‐10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. •
L9-­‐10.5b: Analyze nuances in the meaning of words with similar English Language Arts Unit 3: Interactions Cause Change Grade 10 Research to Build and Present Knowledge •
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indicated or appropriate. W9-­‐10.7: Conduct short as well as more sustained research products to answer a 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. W9-­‐10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 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 3
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denotations. English Language Arts Unit 3: Interactions Cause Change Grade 10 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 6 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 • 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 ***Opportunity for single-­‐
subject or multi-­‐disciplinary industry integration 4
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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 10 Evaluative Criteria Stage 2 Unit Assessments (What is evidence of understanding?) Assessment Evidence Student performance will be evaluated in terms of… KEY ASSIGNMENT PERFORMANCE TASK(S): Students will demonstrate their understanding through… Components of Key Assignment(s): 1.
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Key Assignment Reading Task • A 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) • 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 Reading Task that assesses whether students met the expectations of the CCSS reading standards for Literature and Informational Texts Writing Task that assesses whether students met the expectations of the specific genre type while demonstrating understanding of the unit focus 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 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 Thinking Map to provide an objective summary of the text (RL9-­‐10.1,2) Use a Thinking Map to trace the development and interactions of a complex character(s)/individual(s). (RL9-­‐10.1, 3) Use a Thinking Map to record evidence that helps the reader to determine the theme/central idea of the text (RL9-­‐10.1, 2) Students will demonstrate their understanding through… Write a narrative piece that develops a real or imagined experience(s) or event(s), either industry-­‐themed or fictional. This piece can be fictional, biographical, or autobiographical. Be sure to integrate a complex character(s)/individual(s) and a central theme/message. Use effective narrative techniques (W9-­‐10.3b), well-­‐chosen details (W9-­‐10.3d), and well-­‐structured event sequences (W9-­‐10.3a&c). Be sure to integrate the element of craft that you researched during your inquiry task (this element should be noted at the top of your story so that when the teacher reads it, he/she can assess for how well you integrated this element of craft into the text) • Language Standards Focus: o Proper use of various phrases and clauses (L9-­‐10.1b) o Proper use of semicolons to link two closely-­‐related independent clauses (L9-­‐10.2a) o
Correct spelling (L9-­‐10.2c) 5
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English Language Arts Unit 3: Interactions Cause Change Grade 10 Key Assignment Inquiry Task Students will demonstrate their understanding through… • Sample research questions tied to the Using Op-­‐Eds, articles, blogs, or other appropriate sources, students will examine non-­‐fiction inquiry task are addressed/answered narratives addressing skills or expertise from a career field. • Narrative includes information about a Students should investigate one of the following: significant individual, including both •
An author and writer’s craft personal and professional challenges they •
Articles on an SLC industry-­‐themed field encountered over time •
Industry themed topics related to an Integrated Project Sample Inquiry Questions: •
How does an author build suspense/intrigue/tension? •
How does an author build the world/setting of the text? •
How does an author plan/organize his/her text? •
How does an author offer insight into a character or theme? 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 **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… 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 6
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English Language Arts Unit 3: Interactions Cause Change Grade 10 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 discussions, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed. 7
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English Language Arts Unit 3: Interactions Cause Change Grade 10 Stage 3 Learning Plan (What learning experiences and teaching promote understanding?) Text Sequence Overview Approximate Number of Days Choose ONLY ONE of the following contemporary short stories: 3 days •
“Contents of the Dead Man’s Pocket” by Jack Finney [Short Story] (HLLA 4) •
“The Pedestrian” by Ray Bradbury [Short Story] (HLLA 46) •
“Two Kinds” by Amy Tan [Short Story] (HLLA 98) •
“Through the Tunnel” by Doris Lessing [Short Story] (HLLA 400) ELA Content Choose ONE of the following legends or myths: 3 days •
“The Sword in the Stone” [Legend] (HLLA 644) •
“The Tale of Sir Launcelot du Lake” [Legend] (HLLA 651) •
“Theseus” [Greek Myth] (HLLA 660) •
“Sigurd, the Dragon Slayer” [Norse Myth] (HLLA673) Choose ONE of the following informational texts: 3 days 5 days 15 days •
“Explorers Say There’s Still Lots to Look For” by Helen O’Neill [Newspaper Article] (HLLA 366) •
from “Into Thin Air” by Jon Krakauer [Magazine Article] (HLLA 349) •
“The Fear and the Flames” by Jimmy Breslin [Feature Article] (HLLA 874) 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. Required AAP: “Lamb to the Slaughter” by Roald Dahl [Short Story] (HLLA 316) Extended Reading Choice: Select ONE depending on availability and/or alignment to Integrated Project: Night [Memoir] 8
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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? English Language Arts Unit 3: Interactions Cause Change Grade 10 Fahrenheit 451 Things Fall Apart Animal Farm Lord of the Flies Cross-­‐Curricular Content 5 days ***Key Assignment Inquiry Task: Using Op-­‐Eds, articles, blogs, or other appropriate sources, students will examine non-­‐fiction narratives addressing skills or expertise from a career field. Students should investigate ONE of the following: an author and writer’s craft, articles on an SLD industry-­‐themed field, OR industry themed topics related to an Integrated Project. **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 (small group or whole-­‐class, depending on time constraints). ***Key Assignment Reading Task: Use a Thinking Map to provide an objective summary of the text (RL9-­‐10.1,2) Use a Thinking Map to trace the development and interactions of a complex character(s)/individual(s). (RL9-­‐10.1, 3) Use a Thinking Map to record evidence that helps the reader to determine the theme/central idea of the text (RL9-­‐10.1, 2) 7 days ***Key Assignment Writing Task: Write a narrative piece that develops a real or imagined experience(s) or event(s), either industry-­‐themed or fictional. This piece can be fictional, biographical, or autobiographical. Be sure to integrate a complex character(s)/individual(s) and a central theme/message. Use effective narrative techniques, well-­‐chose details, and well-­‐structured event sequences. 2-­‐3 days On-­‐Demand Reading and Writing assessment 9
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English Language Arts Unit 3: Interactions Cause Change Grade 10 Stage 3 Daily Performance Activities – SAMPLE LESSON STRUCTURE Focus of Instruction: Reading Texts: Theme Connections: This lesson is an opportunity for students to begin to look at how an individual’s action can • “The Pedestrian” by Ray Bradbury teach the reader the theme of the story. Leonard Mead is an individual who goes against a [HLLA 46] society that values the use of technology over an individual’s thought and actions. Students will need to identify the theme of the story using Leonard Mead’s thoughts and Standards: actions to show how the author develops the theme throughout the story. • RL 9-­‐10.1: Cite strong and thorough Reader and Task Considerations: textual evidence to support analysis of what text explicitly says as well as Students will need information on theme, which can be found on page 230. However, the mood and setting are also so important to the building of the theme that students may inferences drawn from the text. need the additional information on pages 44-­‐45. • RL 9-­‐10. 2 Determine a theme or central idea of a text and analyze in Additional consideration needs to be placed on Bradbury’s use of emotionally detail its development over the loaded/connotative word choice. Students may need help seeing how the use of course of the text, including how it emotionally loaded words connects to the author’s purpose. Help students understand this emerges and is shaped and refined connection by asking such questions as, “How does (emotionally charged word) affect the by specific details; provide an reader?”. objective summary of the text. Instructional Activities (during reading) • RL 9-­‐10.3 Analyze how complex characters develops over the course If you would like students to have the opportunity to mark up the text, the link attached is the PDF version (2 pages). http://mikejmoran.typepad.com/files/pedestrian-­‐by-­‐bradbury-­‐
of a text, interact with other 1.pdf characters, and advance the plot or develop the theme. • RL 9-­‐10. 4 Determine the meaning of First Read: Have the students read the text independently and jot down their thoughts: words and phrases as they are used in As students read the story for the first time, have them create a Circle Map that describes the text, including figurative language Leonard Mead’s actions, thoughts, and words, as well as what others (in this case, society) also thinks about him. Make sure they provide text evidence to support their description. and connotative meanings, analyze the cumulative impact of specific When finished with their map, have them share out and add to their map based on what word choice on meaning and tone. 10
they heard from others. Long Beach Unified School District
English Language Arts Unit 3: Interactions Cause Change Grade 10 Vocabulary: Second Read: Page 47: buckling, peer, phantoms Depending on your students, this can be a full second read…or focus on specific chunks Page 49: intermittent, infrequent, plain, of text for rereading purposes. Text-­‐Dependent Question can be for partner, group, and cloverleaf intersection, surge, jockeying, class discussion. ebbing • Using paragraph 1, what are the key details that describe the setting of the story? Page 50: museum specimen Then, identify key details in paragraph 2 that set the mood of the story. Finally, Page 51: antiseptic, alibi, psychiatric, identify any unusual details presented in this opening scene of the story (be sure to regressive explain what make the details unusual). How does this opening sequence shape what will come later in the story? Learning Targets: Collaborative discussion: Have students share answers with a partner and then elicit Reading random response from the class. Allow students to add on or correct/verify • I can cite text-­‐based evidence that provides misinformation presented in peer answers. strong and thorough support for an analysis • Look at the first paragraph on page 49 that begins, “Mr. Leonard Mead would of literary texts. (RL 9-­‐10.1) pause, cock his head, listen, look….” What is the author’s purpose in explaining why • I can analyze the development of the theme Leonard “changed to sneakers” during his walk? or central idea over the course of the text. (RL 9-­‐10.2) • Reread the paragraph that begins, “’Hello, in there,’ he whispered to every • I can analyze how complex characters house....” According to the paragraph, what are the households doing during the develop, interact with other characters and night? advance the plot or theme. (RL 9-­‐10.3) Discussion question that will help establish theme: What does this detail (that the • I can analyze the overall impact of word people in the households are doing every night) say about their society? Is it contained choice on meaning and tone. (RL 9-­‐10.4) to home or has this type of activity spread outside of homes? Speaking and Listening • Reread the paragraph that begins, “The street was silent and long and empty…” • I can build on other’s ideas. (SL 9-­‐10.1) • I can present information clearly, concisely, What words does Bradbury use to describe the urban landscape at night? What and logically for the appropriate purpose, do these words suggest about Leonard’s impression of this urban landscape? audience, and task. (SL 9-­‐10. 4) • On page 49, second column, first paragraph, there is a one-­‐line sentence about the sidewalk. What is Bradbury trying to show about the society’s priorities in that one line? Collaborative Discussion and Product: At this point, stop and ask students to write a one-­‐sentence summary of the society that has been portrayed (individually). Then in a small group setting, each student must read his/her own sentence summary. Finally, the group must synthesize all of the summaries into one group summary (that is still only one sentence long). Have each group share out their summary. • On page 49, Leonard hears a metallic voice. What might that metallic voice be? 11
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English Language Arts Unit 3: Interactions Cause Change Grade 10 The reader also learns a few crime statistics from this society. What are people doing that has caused crime to ebb? What do these two pieces of information tell the reader about the society? Are they good or bad developments for this society? Collaborative discussion that will help establish theme. How has the absence of other humans contributed to the central theme of this text? • Using what you know about the society, infer why being a writer might not be considered a profession. What is Bradbury showing the reader about the society through this statement? • Find the paragraph on page 50 that beings, “You might say that...” and ends with, “but never really touching them.” Pay specific attention to the word choice that Bradbury uses in this paragraph. How does the word choice affect the mood of the story? Now, write an objective summary of the paragraph paying close attention to important details that must be present in the summary. Collaborative Discussion: Share summaries and ask students what details they would add or leave out of their peer’s summaries. Be sure to have students explain their thinking. • On pages 50-­‐51, the police continually repeat the word “walking.” What is the author’s purpose in this repetition? As you continue reading on page 51, to the paragraph that ends with, “Every night for eight years,” explain in what other ways Mr. Mead does not fit into his society. • Reread the last column on page 51. Where is Leonard going? Does the crime fit the punishment? Explain you answer and from which perspective (from Leonard’s, from his society, from our society) you are supporting your answer. • Study the word choice used to describe Leonard’s home. What emotions do the words Bradbury used suggest to the reader? What might be Bradbury’s purpose in describing Leonard house in this manner? • In the final paragraph, how does the writer use repetition both to create mood and to achieve his purpose? What message/warning is Bradbury trying to send to his reader through this text? Collaborative discussion that helps develop theme: Leonard Mead is the only human character in the story. Discuss who the other “character” might be. What is Bradbury’s 12
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English Language Arts Unit 3: Interactions Cause Change Grade 10 ultimate purpose or warning to the reader? Is he too pessimistic about technology? Have students complete a Partial Multi-­‐Flow Map to record their ideas about the theme of the story. Direct Instruction Mini-­‐Lessons • Mood • Setting • Theme • The Pedestrian Video: Part one… https://www.youtube.com/watch?v=dLPiSyHcDiU • Part two… http://www.youtube.com/watch?v=zKp9O4.. • Part three…https://www.youtube.com/watch?v=3FAxgSgp_eU • Socratic Seminar/Fish Bowl: https://www.youtube.com/watch?v=e8zbUruOjyQ Learning Targets: Writing Task: • I can write an analysis of substantive topics or After reading the text and debating/discussing the theme(s) of the text, write a response texts, using valid reasoning and sufficient that explains how Albert Einstein’s famous quote, “It has become appallingly obvious that evidence. (W 9-­‐10.1) our technology has exceeded our humanity,” applies to the theme of the story. Use textual • I can write explanatory texts that convey evidence and additional ideas from collaborative discussion to support your ideas. complex ideas and concepts clearly and accurately, using content that is carefully selected, organized, and analyzed. (W 9-­‐10.2) •
I can select evidence from literary informational texts to support analysis, reflection, and research. (W 9-­‐10. 9) Learning Targets: •
I can use correct grammar and usage when writing or speaking. (L 9-­‐10. 1) Thinking Map Used in Lesson: Grammar Task: Have students strengthen their writing by using parallel structure in their paragraphs. See below: 13
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English Language Arts Unit 3: Interactions Cause Change Grade 10 14
Long Beach Unified School District
English Language Arts Unit 3: Interactions Cause Change Grade 10 Stage 3 Daily Performance Activities – SAMPLE LESSON STRUCTURE Focus of Instruction: Reading Texts: Theme Connections: This lesson is an opportunity for students to begin to look at how key descriptive details and • “The Fear and the Flames” by Jimmy word choice can impact the central idea of the text. Breslin describes the city more as a Breslin [HLLA 874] battlefield than the capitol of a powerful nation. Students will analyze the word choice Breslin used and see how that helps the reader better identify and understand the central idea. Standards: • RI 9-­‐10.1: Cite strong and thorough textual Reader and Task Considerations: evidence to support analysis of what the text For students who need background knowledge on the 60’s there is information in the TE on says explicitly, as well as inferences drawn from page 876. the text. • RI 9-­‐10.2: Determine a central idea of a text Students may also need help with the text structure, especially looking at why the author using and analyze its development over the course of the text, including how it emerges and is italics and section breaks in the text. shaped and refined by specific details; provide an objective summary of the text. Students will need to understand the concept of “cumulative impact” in regards to word choice • RI 9-­‐10.4: Determine the meaning of words and central idea (RI 9-­‐10.4). “Cumulative impact” is when words, phrases or key details repeat and phrases as they are used in a text, throughout the text and it creates a cumulative effect, a bit like a snowball gathering mass and including figurative, connotative, and technical meanings; analyze the cumulative speed, building and building greater meaning to the central idea. impact of specific word choices on meaning and tone Instructional Activities: • RI 9-­‐10.5: Analyze in detail how an author’s Since the majority of the lesson concerns the central idea, it may be good to start with a mini-­‐
ideas or claims are developed and refined by lesson on that concept. Common Core Standards define the central idea as: Some ideas are more particular sentences, paragraphs, or larger portions of a text. Vocabulary: • Page 874: upheavals, assassinated, anarchy, important to a work than are others; these are the ideas you could not cut without fundamentally changing the meaning or quality of the text. Think of the central idea of a text as you would the beams in a building: They are the main elements that make up the text and that all the supporting details help develop. First Read: Have the students read the text independently and jot down their thoughts: As students read the story, have them create a Partial Multi-­‐flow Map of the effects of the 15
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English Language Arts Unit 3: Interactions Cause Change Grade 10 assassination of Martin Luther King, Jr. When finished with their map, have them share out and • Page 875: grumpily, administrator • Page 876: Calvary, bayonets, cascades, add to their map based on what they heard from others. Capitol, shroud Text-­‐Dependent Questions for partner, group, and class discussion: • Page 877: billowed, duck, drapes, As students reread portions of the text and answer the text-­‐dependent questions, they will abreast, fatigues be creating a Tree Map that categorizes the use of Breslin’s word choice. Once students have completed the Tree Map have them compare in partners or groups and add any additional information from their partner/group onto their map. Text-­‐dependent questions for student discussion and to help build Tree map. • Reread the italicized section on page 874. (The italicized section is there to give you additional information). Identify the words used to describe Martin Luther King, Jr. Then identify the words that describe both the Vietnam War and the aftermath of MLK’s Learning Targets: assassination. How does the contradictory language used prepare the reader for Reading Breslin’s article? • I can cite strong and thorough evidence • Stop and add any important words or phrases to the Tree Map. to support an analysis of informational text. (RI 9-­‐10.1) PLEASE HAVE STUDENTS NOTE THERE ARE FOUR SECTIONS TO THIS ARTICLE. QUESTIONS • I can analyze the development of the WILL BE “CHUNKED” BY SECTIONS. There is a small symbol that separates the sections. central idea over the course of the text. (RI 9-­‐10.2) SECTION 1: • I can analyze the overall impact of word • Note the Dateline at the beginning of this section. The dateline calls out the place and choice on meaning. (RI 9-­‐10.4) time of the article. This is important for references before and after the assassination. • I can analyze how author’s ideas are •
According to the first paragraph of this section, how might the author define the word developed and refined by sections of anarchy? the text. (RI 9-­‐10.5) • How does the image of the body connect to the image of the smoke and fire? Speaking and Listening • What sensory details are used in this section? What was the author’s purpose in using • I can express my own ideas clearly and those details? How can they add meaning to the central idea of the text? persuasively, and I can build on other’s • Stop and add any important words or phrases to the tree map. ideas. (SL 9-­‐10.1) • I can present information clearly, SECTION 2: concisely, and logically for the • All the men in this scene are anonymous (the body, the guard, the administrator). appropriate purpose, audience and Breslin made a decision to not identify these men. How does this decision impact the task. (SL 9-­‐10.4) 16
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English Language Arts Unit 3: Interactions Cause Change Grade 10 central idea of the text? • When looking at this section of the text, is it more objective or subjective in reporting? Explain your reasoning. • Analyze the dialogue of this section. What information about the attitude of the city can be seen through this dialogue? Cite text evidence to support your answers. • Stop and add any important words or phrases to the tree map. SECTION 3 • There is a structural break between the previous dialogue and this scene. What might have been the author’s intention in inserting the break? • Have students reread the first paragraph on page 876. Have them write a summary of this paragraph in their own words. Discuss which key details were so important to the story that they must remain in the summary. • Stop and add any important words or phrases to the tree map. SECTION 4 • Again, the author creates a structural shift by now writing from the perspective of Jimmy Flood. Why might have been the author’s intentions in creating this shift? How does Jimmy Flood help the reader understand the central idea of the text? • Look at the last sentence of section 3, “…shroud of smoke from fires set by people who are black and who no longer will live in this country as white people want them to.” Use this sentence to explain Jimmy Flood’s smile and the “smile of Detroit and Newark and Watts and Chicago and all the other places that should have shown is how bad it would be.” What is the connection between these two phrases? How do these phrases help build the central idea of the text? • How might the smoke hanging over the city be interpreted in a figurative sense? • There have been multiple reference to military and police involvement in this event. What is the attitude of the military and police? Which words or phrases led you to believe that? • In the final paragraph, Breslin mentions King for the first time since the beginning of the article. What is the impact of this decision on the central idea of the text? • How does the title of the text relate to the central idea of the text? • Stop and add any important words or phrases to the tree map. 17
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English Language Arts Unit 3: Interactions Cause Change Grade 10 Now that students have a Tree Map with important words and phrases, have students debate some of these ideas. Discuss in collaborative groups how the “cumulative impact” of Breslin’s words helps to strengthen the central idea of the text. Which branch of the Tree Map has the most impact? Why? Does the branch with the biggest “cumulative effect” change based on differing central ideas? Direct Instruction Mini-­‐Lessons • Sensory details • Central ideas • Objective vs. subjective • Text structure (shifts and breaks in text) • Figurative “sense” or language Learning Targets: Writing Task: • I can write explanatory texts that convey Now that students have had a chance to read and discuss Breslin’s word choice related to the complex ideas and concepts clearly and central idea, have them write a well-­‐thought out paragraph, in which they describe the accurately, using content that is carefully cumulative effect of the author’s chosen words on the meaning or central idea of the text. selected, organized, and analyzed. (W 9-­‐10.2) • I can select evidence from literary informational texts to support analysis, reflection, and research. (W 9-­‐10. 9) Learning Targets: •
I can use a variety of strategies to determine the meaning of unknown or multiple-­‐meaning words and phrases. (L 9-­‐10. 4b) Thinking Maps Used in Lesson: Grammar Task: Have students practice identifying and correctly using patterns of word changes that indicate different meanings or parts of speech (e.g. analyze, analytical, advocate, advocacy) within their writing. See Below: 18
Long Beach Unified School District
English Language Arts Unit 3: Interactions Cause Change Grade 10 19
Long Beach Unified School District
English Language Arts Unit 3: Interactions Cause Change Grade 10 20
Long Beach Unified School District
English Language Arts Unit 3: Interactions Cause Change Grade 10 “Lamb to the Slaughter” (Short Story) pg. 316 -­‐ 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 at 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 21
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English Language Arts Unit 3: Interactions Cause Change Grade 10 To engage ALL students during questioning consider: • Grouping: individually, with a partner, with a team • 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. 22
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