English III: American 2016-2017 - DMPS Secondary Literacysecondaryliteracy.dmschools.org/uploads/1/3/4/0/13404511/english_iii... · English III: American Literature 2016-2017 6 Year-Long

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English III: American

Literature

2016-2017

Course Numbers

LA305/306 and LA3050/3060

ELL English III: LA933/934

ELL

English III: American Literature 2016-2017

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Course Description

English III builds on the structures of reading and writing, using a variety of materials representing different literary forms and authors. An emphasis on American literature through a global perspective will support critical analysis of author's style, character motivation, point of view, mood, and tone. Composition will focus on argumentation that synthesizes new understandings with background knowledge and analyses drawn from insight into the author's craft while adhering to conventions generally established in conventions, usage, syntax, and style.

Read the full language of the Core Standards here.

Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When identifying a Topic Score, the teacher looks at all evidence for the topic. The table above shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.

Evidence shows the student can... Topic Score

Demonstrate all learning targets from Level 3 and Level 4 4.0

Demonstrate all learning targets from Level 3 with partial success at Level 4 3.5

Demonstrate all learning targets from Level 3 3.0 Demonstrate some of the Level 3 learning targets 2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5

Demonstrate none of the learning targets from Level 2 or Level 3 1.0

Produce no evidence appropriate to the learning targets at any level 0 Scale Level Symbols

The targets on this level can be changed

Targets on this level can not be changed More targets can be added to this level No targets are written at this level

The common core state standard code is located on each scale.

The Learning Goal is the complete Level 3 of the scale.

Each lettered bullet point represents one Learning Target.


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Course Map

Unit Estimated Duration Content Standards Grading Topics Year-Long Standards

Unit One: Elements of Non-Fiction

6 Weeks • Reading Informational Text 3 • Reading Informational Text 5 • Analyzing Text Interactions

Collected & Reported: • Constructing Writing [L3, W4, W5, W6]

Collected But Not Reported: • Applying Grammar and Mechanics [L1, L2] • Mastering Vocabulary [RI4, L4a, L4d, L6]

Unit Two: The Art of Argument

12 Weeks

• Reading Informational Text 6 • Reading Informational Text 8 • Reading Informational Text 9 • Speaking and Listening 3

• Evaluating Arguments and Purpose

• Writing 1 • Writing Arguments • Speaking and Listening 4 • Presenting Verbal Arguments

Unit Three: Elements of Literature

12 Weeks

• Reading Literature 3 • Reading Literature 5 • Analyzing Literary Elements

Collected & Reported: • Mastering Vocabulary [RI4, L4a, L4d, L6] • Constructing Writing [L3, W4, W5, W6] • Applying Grammar and Mechanics [L1, L2]

• Reading Literature 9 • Integrating Multiple Texts • Reading Literature 4b and 4c • Language 5a and 5b

• Interpreting Complex Language

Unit Four: Literary Analysis 6 Weeks • Writing 9 • Writing Literary Analyses

Course Texts English III uses a stand-alone literature textbook. New literature and grammar/writing texts are scheduled for adoption in 2016-2017.

• Prentice Hall Literature: The American Experience © 2005

English III teacher teams must submit a Genre and Era Audit Report (GEAR) for each semester.

Fall Semester Deadline Spring Semester Deadline September 16 January 20


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Genre and Era Audit Report (GEAR)

American Literature can be taught in chronological order, but it is not required to be arranged in such a way. To facilitate a more thematic approach, DMPS has adopted a planning and consultation model to text selection for English III. Each semester, every English III PLC must complete this chart and submit to the curriculum coordinator ([email protected]) for approval. When completing the second semester GEAR, be sure to consider the contents of your first semester GEAR—all identified genres and eras must be adequately represented somewhere on either the S1 or S2 GEAR.

CCSS: RI11.10, RL11.1 A: F

ictio

n

B: N

on-F

ictio

n Pr

ose

C:

Spee

ch o

r H

isto

rica

l Doc

umen

t

D: N

on-F

ictio

n Es

say

E: D

ram

a

F: P

oem

1: O

rigi

ns t

o 17

89

2: 1

789

to 1

837

3: 1

837

to 1

865

4: 1

865

to 1

933

5: 1

933

to 1

970

6: 1

970

to N

ow

Unit Grading Topic Genres Eras

American Lit

GEAR


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Year-Long Language Arts Grading Topics

CCSS: RI11.4, L11.4, L11.6

Grading Topic: Mastering Vocabulary [Post ONLY in Semester 2]

4 In addition to score 3.0 performance, students demonstrate they have the ability to:

A. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

3 Students demonstrate they have the ability to:

A. Analyze how an author uses and refines the meaning of a key term or terms over the course of a text B. Verify the preliminary determination of the meaning of a word or phrase in a text C. Determine the meaning of words and phrases as they are used in a text through use of context as a clue to meaning

Learning Goal

2

Students demonstrate they have developed the ability to: A. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening B. Demonstrate the use of context clues in structured sentences in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered

Assessments.

Topic Guidance Questions for Students... Advice for Teachers...


6

Year-Long Language Arts Grading Topics, Continued

CCSS L11.3, W11.4, W11.5, W11.6

Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2]

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.

3

Students demonstrate they have the ability to: A. Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience B. Develop and strengthen writing by planning, revising, and editing C. Produce, publish, and update individual or shared writing products D. Vary syntax for effect, consulting references for guidance as needed

Learning Goal

2

Students demonstrate they have developed the ability to: A. Describe the task, purpose, and audience for a given writing task B. Describe how to modify samples of writing for a specific task, purpose, and audience C. Plan writing using a template or graphic organizer D. Demonstrate the features of various technologies for producing and publishing writing E. Describe the ethical use of various writing technologies F. Write and edit work so that it conforms to the guidelines of the MLA Handbook

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments



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Year-Long Language Arts Grading Topics, Continued

CCSS: L11.1, L11.2

Grading Topic: Applying Grammar and Mechanics [Post ONLY in Semester 2]

4 Students demonstrate they have command of the conventions of standard English capitalization, punctuation, grammar and usage when writing or speaking to:

A. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested

3 Students demonstrate they have command of the conventions of standard English capitalization, punctuation, grammar and usage when writing or speaking to:

A. Resolve issues of complex or contested usage, consulting references as needed B. Use various types of phrases and clauses to convey specific meanings C. Apply hyphenation conventions in writing

Learning Goal

2 Students demonstrate they have developed the ability to:

A. Use grammar and usage in isolation B. Use punctuation and capitalization conventions in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments



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UNIT ONE: Elements of Non-Fiction 6 weeks

Organizing Principles: A unit focused on the structure and interactions of non-fiction texts. This prepares students for Unit 2 by building a base of non-fiction readings from American texts.

Overview of Unit Materials Possible Texts Era and Genre

Page numbers refer to Prentice Hall Literature: The American Experience © 2005

Fiction Non-

Fiction Prose

Speech or Historical Document

Non-Fiction Essay

Drama Poem Origins to 1789

1789 to 1837

1837 to 1865

1865 to 1933

1933 to 1970

1970 to Now

• Pending

Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics

• Text-specific vocabulary from short pieces and full-length texts read throughout the unit

• Writing tasks that support Analyzing Text Interactions

• Revision, publication, and collaboration on significant tasks

Pending


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Unit 1 Topic Scales

CCSS RI11.3, RI11.5

Grading Topic: Analyzing Text Interactions

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal.


A. Analyze a complex set of ideas or sequence of eventsB. Explain how specific individuals, ideas, or events interact over the course of a textC. Analyze and evaluate the effectiveness of the structure an author uses including whether the structure makes points clear, convincing, and engaging

Learning Goal

2

Students demonstrate they have developed the ability to: A. Recognize or recall specific vocabulary such as: analyze, sequence, interact, evaluate B. Identify the structure of a text C. Describe the characteristics of clear, convincing, and engaging texts D. Describe a complex set of ideas or sequence of events

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA3-ATI



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UNIT TWO: The Art of Argument 12 weeks

Organizing Principles: A unit focused on evaluating the effectiveness of rhetorical devices in American texts. This unit demands students communicate their own arguments in written and verbal forms.



Fiction Non-

Fiction Prose


Non-Fiction Essay


1789 to 1837

1837 to 1865

1865 to 1933

1933 to 1970

1970 to Now

• Pending



• Writing tasks that support Evaluating Arguments and Purposes

• Writing tasks that support Presenting Speeches • Revision, publication, and collaboration on significant

tasks (especially Writing Arguments tasks)

Pending


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Unit 2 Topic Scales

CCSS: RI11.6, RI11.8, RI11.9, SL11.3

Grading Topic: Evaluating Arguments and Purpose


3

Students demonstrate they have the ability to: A. Evaluate the reasoning, premises, purposes, and arguments of written or spoken works of public advocacy, including such criteria as links among ideas, diction,

points of emphasis, and toneB. Analyze the style and content of a text in which the rhetoric contributes to the text’s power, persuasiveness, or beautyC. Analyze the use of rhetorical devices in 17th, 18th, and 19th century foundational U.S. documents of historical and literary significance

Learning Goal

2

Students demonstrate they have developed the ability to: A. Recognize or recall specific vocabulary such as: rhetoric, premise, rhetorical devices B. Delineate the parts of the argument (claims, evidences, and commentary) in a textC. Determine an author’s or speaker’s point of view and purposeD. Identify rhetorical devices, persuasive techniques, purposes, and themes in 17th, 18th, and 19th century foundational U.S. documents of historical and literary

significanceE. Distinguish the difference between argument and persuasion

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA3-EAP

Topic Guidance Questions for Students... Advice for Teachers... • Style includes a discussion of tone

• Rhetorical devices include diction, syntax, imagery, and figurative language. • Rhetoric has been defined for students earlier as simply ethos, pathos, logos,

but at this level should be a broader understanding of how language is used by the author to influence the reader.


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Unit 2 Topic Scales, Continued

CCSS: W11.1

Grading Topic: Writing Arguments


3

Students demonstrate they have the ability to write multi-page arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence:

A. Introduce precise, knowledgeable claims B. Establish the significance of the claims C. Distinguish the claims from alternate or opposing claims D. Create an organization that logically sequences claims, counterclaims, and evidence E. Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both F. Address the audience’s knowledge level, values, and possible biases in the development of the argument G. Use varied syntax to link the major sections of the text, create cohesion, and clarify the relationships among claims, evidence, commentary, and counterclaims H. Establish and maintain a formal style and objective tone while attending to the norms and conventions as appropriate to academic writing I. Provide a conclusion that follows from and supports the argument

Learning Goal

2

Students demonstrate they have developed the ability to: A. Recognize or recall specific vocabulary such as: claim, audience, counterclaim, evidence, style, objective, cohesion B. Identify claims and counterclaims in example arguments C. Articulate specified patterns of logical sequence for argumentation D. Establish a claim and provide relevant evidence for the claim E. Write short-form arguments that demonstrate elements of the learning goal

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA3-WA

Topic Guidance Questions for Students... Advice for Teachers... • Students have previously learned about REASONING in this standard’s

10th grade iteration. Starting on this scale, this term is shifting to COMMENTARY to better describe the role of that part of the argument in articulating how specific evidence supports particular claims.


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CCSS: SL11.4

Grading Topic: Presenting Verbal Arguments

4 In addition to score 3.0 performance, the student fluently and confidently delivers a highly engaging speech.

3 Students demonstrate they have the ability to engage an audience by preparing and delivering verbal arguments that:

A. Present information, findings, and supporting evidence, conveying clear and distinct perspectives, such that listeners can follow the line of reasoning B. Apply techniques, substance, and style appropriate to audience and task C. Effectively use organization to develop claims and address alternate or opposing perspectives

Learning Goal


A. Recognize or recall specific vocabulary such as: opposing, perspective B. Prepare outlines or speaking notes for presentation C. Identify techniques appropriate to a given audience or speaking task

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA3-PVA

Topic Guidance Questions for Students... Advice for Teachers... • This scale demands speaking in front of peer audiences, but not formal

speeches; students can engage in Socratic circles or seminars, presentations to small groups, etc.


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UNIT THREE: Elements of Literature 12 weeks

Organizing Principles: A unit focused on the analysis of the relationships among story elements. This prepares students for Unit 4 by building a base of fiction readings from American texts.



Fiction Non-

Fiction Prose


Non-Fiction Essay


1789 to 1837

1837 to 1865

1865 to 1933

1933 to 1970

1970 to Now

• Pending



• Writing tasks that support Analyzing Literary Elements

• Writing tasks that support Integrating Multiple Texts

• Writing tasks that support Interpreting Complex Language

• Revision, publication, and collaboration on significant tasks

Pending


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Unit 3 Topic Scales

CCSS: RL11.3, RL11.5

Grading Topic: Analyzing Literary Elements



A. Analyze how the author’s various uses of story elements interact with and depend upon one another B. Analyze how an author’s choices concerning how to arrange specific parts of a text contribute to its overall structure and meaning Learning

Goal

2

Students demonstrate they have developed the ability to: A. Recognize or recall specific vocabulary such as: story elements, structure B. Identify specific story elements used by an author C. Describe the structure of a text D. Describe the author’s structural choices

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA3-ALE

Topic Guidance Questions for Students... Advice for Teachers... • Story elements refer to plot, characterization, and setting. In American Lit

we should consider a broader definition of setting that includes, time, place, culture, and situation (what is happening in the world).

• Spend minimal, if any, time on the traditional plot diagram. Instead, focus on plot as a progression or sequence of key events.


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CCSS: RL11.9

Grading Topic: Integrating Multiple Texts


3 Students demonstrate they have the ability to: A. By comparing and contrasting two or more works of American literature, analyze how the texts treat similar themes or topics Learning

Goal 2

Students will perform basic processes, such as: A. Recognize and recall specific vocabulary such as: theme, compare, contrast B. Identify similar themes or topics in works of American literature

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA3-IMT

Topic Guidance Questions for Students... Advice for Teachers... • At this level, theme is a statement (not a single word) and most substantive

texts have multiple themes that can all be valid subjects of student analysis.


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CCSS: RL11.4, L11.5

Grading Topic: Interpreting Complex Language



A. Analyze the impact of specific word choices on meaning and tone in a text, including words with multiple meanings or language that is of artistic value B. Analyze the role of figurative language in a text C. Analyze nuances in the meanings of words with similar denotations in a text

Learning Goal


A. Recognize or recall specific vocabulary such as: nuance, denotation, figurative language B. Identify specific words that impact meaning and tone in a text C. Interpret figures of speech in context

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA3-ICL

Topic Guidance Questions for Students... Advice for Teachers... • Figurative language includes:


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UNIT FOUR: Literary Analysis 6 weeks

Organizing Principles: A unit focused on in-depth analysis of literature through a variety of lenses. This unit demands students craft an analysis exploring the interactions of literary devices and story elements.



Fiction Non-

Fiction Prose


Non-Fiction Essay


1789 to 1837

1837 to 1865

1865 to 1933

1933 to 1970

1970 to Now

• Pending



• Revision, publication, and collaboration on significant tasks (especially Writing Arguments tasks)

Pending


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Unit 4 Topic Scales

CCSS: W11.9

Grading Topic: Writing Literary Analyses


3

Students demonstrate they have the ability to write multi-page literary analyses of substantive topics in texts, using valid reasoning and relevant and sufficient evidence:

A. Draw evidence from literature to support analysis and reflection B. Introduce precise claims about literature C. Address a variety of literary devices (analogy, allegory, allusion, foil, imagery, motif, symbol, tone, etc.) in analysis of literature D. Develop claims fully, supplying evidence for each point while pointing out the strengths and limitations of both E. Use varied syntax to create cohesion and clarify the relationships among claims, evidence, and commentary F. Establish and maintain a formal style and objective tone while attending to the norms and conventions of a literary analysis G. Provide a conclusion that follows from and reflects upon the analysis

Learning Goal

2

Students demonstrate they have developed the ability to: A. Recognize or recall specific vocabulary such as: literary analysis, literary devices, syntax B. Construct a thesis C. Establish a claim and provide relevant evidence for the claim D. Write short-form analyses that demonstrate elements of the learning goal

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA3-WLA

Topic Guidance Questions for Students... Advice for Teachers... • Literary devices are new learning in this unit—students should address both

literary devices, as taught here, as well as theme, structure, and story elements, as taught in the previous unit, in their analyses.

Documents

English III: American 2016-2017 - DMPS Secondary Literacysecondaryliteracy.dmschools.org/uploads/1/3/4/0/13404511/english_iii... · English III: American Literature 2016-2017 6 Year-Long