III Q1 2016 FI… · Web viewEx post facto law . Oligarchy . Dissension . Write the definitions of the words you know. Consult a dictionary to confirm the definitions of the words

English III : Curriculum Map 2015-2016

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Shelby County Schools 2016/20171 of 38


How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should



consistently access:

The Tennessee State Literacy Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Project:http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Using the Curriculum Maps, Grades 9-12 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” (Note: Teachers should carefully review texts to

understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking.)

Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.


http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/710/text-dependent-question-resources

http://achievethecore.org/page/710/text-dependent-question-resources

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://achievethecore.org/page/1027/academic-word-finder

http://achievethecore.org/page/642/text-complexity-collection

http://tn.gov/education/article/english-language-arts-standards


Plan your weekly and daily objectives, using the evidence statements to help. As a reminder, standards and objectives are not synonymous and mastery of the standards develops over time.

Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall

meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the lesson plan designated by your administrator. Remember to include differentiated

activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Quarter 1 At-a-Glance

Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 1, students will learn from three modules and a culminating mini-research project. Week 2 through Week 8 comprises two units and two writing workshops on the topic of environmental issues. Please review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 1.



English III, Quarter 1

Texts Recommendations

Week 1 The Story of an Hour Instruction will routinely focus on close reading, annotation, modes of writing, critical thinking, Accountable Talk, and POW+TIDE. Use the starter texts on the left to model your expectations for students.

Week 2

And

Week 3

Address to the Senate on the Nineteenth Amendment

“The Crisis”

“On Women’s Right to Vote”

At the beginning of week 2, distribute “Address to the Senate on the Nineteenth Amendment” text, with prompt (these texts have been provided to your school). Ask each class to read the text and respond to the prompt. This is your first data point to score what your students know and are able to do. This will be helpful as you plan for the Instructional Design (GRRM).

For the remainder of week two and three, plan for students to the other texts. Follow the recommendations in the Curriculum Map. The topic is Woman’s Suffrage.

Week 4 Writing Workshop Task: (For Week1,Text 1) Louise Mallard is consistently portrayed as a frail woman in need of protection. Does her character help support the claim that Kate Chopin writes feminist stories? What kind of feminism does Louise's story present? Write an essay that analyzes how feminism relates to the evolution of Louise Mallard's character. (For the 3-Text Module) Write an essay that delineates and evaluates the reasoning in all three speeches and argues which speech has the most effective reasoning. Be sure to cite strong and thorough evidence from all three texts to support your analysis

Week 5 “ The Yellow Wallpaper” by Charlotte Gilman (920L) https://csivc.csi.cuny.edu/history/files/lavender/yellowwallpaper.pdf “ Why I Wrote the Yellow Wallpaper” by Charlotte Gilman http://csivc.csi.cuny.edu/history/files/lavender/whyyw.html“ Study the Masters” by Lucille Clifton (page 916) NP“For My Children” by Collen McElroy (page 917) NP “There’s a Certain Slant of Light” by Emily Dickinson (p.412) CCSS Exemplar NP

Reading Literature

Reading Informational Text

Week 6 Because I Could Not Stop for Death” by Emily Dickerson (p. 408-409) (CCSS Exemplar Appendix B ) NPhttps://www.poets.org/poetsorg/poem/because-i-could-not-stop-death-479 “I Heard a Fly Buzz-When I Died” by Emily Dickinson (p.411) CCSS Exemplar NP

Reading Poetry


https://www.poets.org/poetsorg/poem/because-i-could-not-stop-death-479


http://csivc.csi.cuny.edu/history/files/lavender/whyyw.html

https://csivc.csi.cuny.edu/history/files/lavender/yellowwallpaper.pdf


Week 7 My Life Closed Twice Before its Close” by Emily Dickinson (p.413) CCSS Exemplar NP“The Soul Selects Her Own Society” by Emily Dickinson (p.414) CCSS Exemplar NP

Reading Poetry

Week 8 Writing Workshop Task: During the suffrage movement, many women felt trapped in a lifestyle they could only escape through death. Analyze the main character from “The Yellow Wallpaper” and pair that with one or two of the Emily Dickinson poems written around the recurring theme of “Death”. What symbols and motifs does the author use to represent death? Cite specific examples from the poem to support your ideas. Quote precisely and accurately.

Week 9 Mini-Research Project Culminating Project Task "Women's Rights and the Suffrage Movement"

Quarter 1TN DOE Standards Evidence Statements Content

Weeks 1-3




Topic: Women’s Suffrage Module 1 - “ The Story of an Hour “ by Kate Chopin 960L (p. 628-632) “Address to the Senate on the Nineteenth Amendment” by President Woodrow Wilson (1330 L) “The Crisis” by Carrie Chapman Catt (980 L) “On Women’s Right to Vote” by Susan B. Anthony (1290 L)Performance Task: (For Week1,Text 1) Louise Mallard is consistently portrayed as a frail woman in need of protection. Does her character help support the claim that Kate Chopin writes feminist stories? What kind of feminism does Louise's story present? Write an essay that analyzes how feminism relates to the evolution of Louise Mallard's character. (For the 3-Text Module) Write an essay that delineates and evaluates the reasoning in all three speeches and argues which speech has the most effective reasoning. Be sure to cite strong and thorough evidence from all three texts to support your analysis

WEEK 1Building Knowledge through Content-rich Nonfiction

and

Reading Complex Texts

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.

RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events

RI 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including

Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RI.1

Provides a statement of a theme or central idea of a text. RI.2

Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RI.2

Provides an objective summary of a text. RI.2

Provides an explanation of how specific ideas interact and develop over the course of the text. R.I 3

Provides an evaluation of the authors’ differing points of view on the same historical event or issue

Reading Selections“ The Story of an Hour “ by Kate Chopin (p. 628-632)

-Background about Kate Chopin (p. 627)

Text Dependent Questions for the selection“ The Story of an Hour “ by Kate Chopin (p. 628-632)1. Why does the author choose the phrase

“monstrous joy” to describe how Mrs. Mallard is feeling? (Key Details)

2. Mrs. Mallard admits to love, but then says it does not count “…in the face of this possession of self assertion which she suddenly recognized as the strongest impulse of her being!” According to this passage, what is more important than love? (Key Details)

3. The author states “…Mrs. Mallard was afflicted with a heart trouble.” What does the word “afflicted” mean based on context? (Vocabulary/Text Structure)




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.

by assessing the authors’ claims, reasoning, or evidence. RI.6←

4. “…she carried herself unwittingly like a goddess of Victory.” What does the narrator mean by this? Why would the author choose this description? (Author’s Purpose)

5. Look at the phrase “...life might be long.” Why does the author choose to repeat it? What does it mean each time? (Vocabulary/Text Structure)

6. Josephine and Richards tell Mrs. Mallard the news. Why do they break it to her so gently? What do you think they fear based on your reading? (Opinion)

Close Reading - AnnotationTeach students to annotate any text from which they may need to produce evidence for an essay, debate, or examination. Give them the following instructions: As you read highlight key information. As you read take marginal notes. These notes

can include stars, check marks, phrases, questions, question marks, words, etc.

Keep a list of key information with page numbers and line numbers on the front cover (Students will need guidance on what constitutes key information, which depends on genre, purpose, and reading level.).

Regular Practice with Complex Text and Its Academic

Language

L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and

Tier 3 Vocabulary Review the word list below. Some students may need to additional work with foundational skills and understanding of:

Tier 2 Vocabulary

“ The Story of an Hour “ by Kate Chopin


http://www.brighthubeducation.com/high-school-english-lessons/22350-lesson-plan-how-to-use-supporting-details-and-the-rules-of-evidence-in-writing/



Language phrases based on grades 11th -12th reading and 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 of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

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, or its etymology.

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).

L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

1. Textual evidence 2. Cultural theme3. Symbolism4. Author’s purpose 5. Perspective 6. Irony

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. L.4

Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6

1. Forestall2. Repression3. Elusive4. Tumultuously5. Intercept6. Evanescent 7. Briskly

Vocabulary Acquisition and Use – Synonymsp. 633

The tools and strategies intended to be used to build students' vocabulary during reading instruction.http://www.greececsd.org/district.cfm?subpage=2140

ACT/SAT Word Boostershttp://www.piecesoflearning.com/UserFiles/File/FreePreviews/VocabularyThatMattersA.pdfACT Vocabulary Practice Test https://www.myvocabulary.com/act-vocabulary/

Writing to Texts Writing

W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas,

Writing

Written Expression Evidence Statements

Writing Content Cite strong and thorough textual evidence Select and integrate quotations, details, and

examples


https://www.myvocabulary.com/act-vocabulary/

http://www.piecesoflearning.com/UserFiles/File/FreePreviews/VocabularyThatMattersA.pdf


http://www.greececsd.org/district.cfm?subpage=2140



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 to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and 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).

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization: The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.

Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage.

Use appropriate organizational pattern Write strong thesis statements Plan, draft, revise, edit, and rewrite Use appropriate style and tone for purpose

Routine Writing: Write an objective summary of the short story, “The Story of an Hour”.

Narrative Writing: In a reflective essay, draw upon your own memories and observation to write your own “story of an hour” about a moment when your life dramatically changes. Create an authentic tone when writing.

Analysis Writing: Determine how Chopin’s philosophy contributes to the credibility of Mrs. Mallard’s character.Strategies:

1. Model Think-Aloud (www.pearson.com / then, successnet.com for textbook logins)

2. Using SRSD -POW -POW+TIDE http://kc.vanderbilt.edu/projectwrite/resources-srsd.html

3. SOAPSTone http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html

Reading, Writing Speaking and Listening Speaking and Listening Speaking and Listening


http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html


http://kc.vanderbilt.edu/projectwrite/resources-srsd.html




and Speaking Grounded in Evidence from Text, Both Literary and Informational

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. 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.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.

c. 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.

d. 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.

SL.11-12.2. Integrate multiple sources of

Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries. SL. 1

Students will be able to evaluate a speaker’s evidence and reasoning. SL.1

Students will demonstrates ability to integrate multiple sources of information presented in diverse media or formats SL.2

Accountable Talk Class discussion

Accountable Talk is conversation that works in the classroom. This academic talk helps students to achieve at higher levels using standards and targeted effort. Clear expectations will allow students the opportunity for continual growth. “The "accountable" in Accountable Talk comes from its three dimensions: Accountability to the Learning Community, Accountability to Accurate Knowledge, and Accountability to Rigorous Thinking.” To get started with Accountable Talk, go to: http://ifl.pitt.edu/index.php/educator_resources/accountable_talk


http://ifl.pitt.edu/index.php/educator_resources/accountable_talk

http://ifl.pitt.edu/index.php/educator_resources/accountable_talk



information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

WIDA

English Language Development Standard 1 English language learners communicate for Social and Instructional purposes within the school setting

Social and Instructional language

English Language Development Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

The language of Language Arts

Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standard 2 addresses the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).


and


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.






Reading Selections It is suggested, that during week 2, text 1 and 2 are used as a formative assessment, cold read and write. This will be your first data point(s) for quarter 1.

Text 1: “Address to the Senate on the Nineteenth Amendment” by President Woodrow WilsonText 2: “The Crisis” by Carrie Chapman Catthttp://www.scsk12.org/uf/ci/files/2013/ELA%209-12%20CC%20Study%20Groups/ELA%209-12%20Study%20Group%201/11-12TextPkpgs1-


http://www.scsk12.org/uf/ci/files/2013/ELA%209-12%20CC%20Study%20Groups/ELA%209-12%20Study%20Group%201/11-12TextPkpgs1-16.pdf




RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events

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


Provides an evaluation of the authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, or evidence. RI.6←

16.pdf

Graphic Organizer:Central Idea in“ The Crisis” Determine two central ideas that are developed

by the details in Catt’s speech and that interact or build on one another. In your own words, write these two central ideas as sentences in the graphic organizer below.

Select three particular details in the speech that develop each of the two central ideas you determined.

Write a brief analysis of how two central ideas develop over the course of the text, including how they interact and build on one another. Write this analysis in the final row of the graphic organizer below.

Set a purpose for reading (Texts Topic – the suffrage movement).

Text Dependent Questions How has the status of women changed since the creation of the United States?

Are women currently treated equally in society? If not, in what ways are they not?

How were women able to secure the vote in America?






What methods are most efficient when creating change?

Should more be done to ensure that women are treated equally today?

Close Reading: Jigsaw Reading Process: Reading, Annotating and Taking Notes from Historical Speeches

http://www.mvla.net/view/13546.pdf

Tools for Analyzing Primary Sources and Close Readinghttp://edsitement.neh.gov/reference-shelf/tips-for-better-browsing/analyzing-primary-sources

Regular Practice with Complex Text and Its Academic Language

Language

L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11th -12th reading and 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 of word changes that indicate different meanings or

Tier 3 VocabularyReview the word list below. Some students may need to additional work with foundational skills and understanding of:

1. Multiple point of views 2. Summary3. Textual evidence 4. Perspective5. Analytical

Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative) and/or provides an

Tier 2 Vocabulary

1. Accommodate 2. Articulate 3. Biased 4. Predilections 5. Ratified 6. Rectify7. Resolution

1. Write the definitions of the words you know.


http://edsitement.neh.gov/reference-shelf/tips-for-better-browsing/analyzing-primary-sources





parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

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, or its etymology.

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).

L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

analysis of the impact of specific word choice on meaning and/or tone. L.4


2. Consult a dictionary to confirm the definitions of the words you know. Revise your definitions if necessary.

3. Using a print or an online dictionary, look up the meanings of the words you do not know. Then, write the meanings.

a. 4.Use all the words in a brief paragraph

The tools and strategies intended to be used to build students' vocabulary during reading instruction.http://www.greececsd.org/district.cfm?subpage=2140ACT/SAT Word Boostershttp://www.piecesoflearning.com/UserFiles/File/FreePreviews/VocabularyThatMattersA.pdfACT Vocabulary Practice Test https://www.myvocabulary.com/act-vocabulary/

Writing to Texts

Writing

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,




Organization: The student response demonstrates purposeful

Writing Fundamentals

Cite strong and thorough textual evidence Select and integrate quotations, details, and

examples Use appropriate organizational pattern Use appropriate style and tone for purpose

Summary/Analysis Writing: Read and determine two central ideas from an informational text piece provided on by the TN Core website. Write an essay that both summarizes and












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.

coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.


analyzes how these central ideas are developed, including how they interact and build on one another over the course of the text. Cite strong and thorough evidence from the text to support your analysis. Follow the conventions of standard written English.

Routine Writing: Compare and contrast the thoughts of Wilson and Catt when it came to women’s rights when it came to voting

Strategies:




Reading, Writing and Speaking Grounded in Evidence from Text, Both Literary and Informational

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having

read and researched material under study; explicitly draw on that preparation by

Speaking and ListeningStudents will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries. SL. 1

Students will be able to evaluate a speaker’s

Speaking and Listening Accountable Talk Class discussion

Discussion Questions: 1. Why did so many states deny women the right

to vote? Why was women’s suffrage legal in some states?








referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternative views), clear goals and deadlines, and individual roles as needed.

c. 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.

d. 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.

SL.11-12.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

evidence and reasoning. SL.1

Students will demonstrates ability to integrate multiple sources of information presented in diverse media or formats SL.2

2. What strategies did women use to win the right to vote? Which were most successful? What made them successful?

3. What role did the government play in extending voting rights to women? What role did the federal government play?

Additional Reading Materials“Why Women Couldn’t Vote” http://www.tolerance.org/sites/default/files/general/women_couldnt_vote[1].pdfVideo – Sandra Day O’Conner http://www.tolerance.org/supplement/sandra-day-o-connor-views-alice-paul


Literature and Informational Text(s)

RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text


Reading Selections Text 3: “On Women’s Right to Vote” by Susan B. Anthonyhttp://www.scsk12.org/uf/ci/files/2013/ELA%209-



http://www.tolerance.org/supplement/sandra-day-o-connor-views-alice-paul

http://www.tolerance.org/supplement/sandra-day-o-connor-views-alice-paul

http://www.tolerance.org/sites/default/files/general/women_couldnt_vote%5B1%5D.pdf

http://www.tolerance.org/sites/default/files/general/women_couldnt_vote%5B1%5D.pdf



and


says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the 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





Provides an evaluation of the authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, or evidence. RI.6←

12%20CC%20Study%20Groups/ELA%209-12%20Study%20Group%201/11-12TextPkpgs1-16.pdf

Graphic Organizers:Purpose and Themes in“ On Women’s Right to Vote” Determine the purpose of Anthony’s speech. Write the purpose as a sentence in the graphic organizer below. Determine a theme Anthony develops in her speech and Determine three details from the speech that help to develop the theme

http://edutoolbox.org/system/files/rasp_file/ELAG1112P3Student3.pdf

Close Reading: Jigsaw Reading Process: Reading, Annotating and Taking Notes from Historical Speeches


Tools for Analyzing Primary Sources and Close Readinghttp://edsitement.neh.gov/reference-shelf/tips-for-better-browsing/analyzing-primary-sources

Regular Practice with Complex Text and Its Academic

Language

L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and


Tier 2 Vocabulary1. Indictment 2. Tranquility











Language phrases based on grades 11-12 reading and content.

L.11-12.4.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.

L.10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.

1. Textual evidence 2. Cultural theme3. Symbolism4. Author’s purpose 5. Perspective



3. Mockery 4. Ex post facto law 5. Oligarchy 6. Dissension

1. Write the definitions of the words you know.2. Consult a dictionary to confirm the definitions of

the words you know. Revise your definitions if necessary.


4. Use all the words in a brief paragraph

The tools and strategies intended to be used to build students' vocabulary during reading instruction.http://www.greececsd.org/district.cfm?subpage=2140ACT/SAT Word Boostershttp://www.piecesoflearning.com/UserFiles/File/FreePreviews/VocabularyThatMattersA.pdfACT Vocabulary Practice Test https://www.myvocabulary.com/act-vocabulary/


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 to make important connections and distinctions;

Evidence Statements

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task,


examples Use appropriate organizational pattern Write strong thesis statements Plan, draft, revise, edit, and rewrite Use appropriate style and tone for purpose








include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.






purpose, and audience.



Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage

Routine Writing: Write an objective summary of each text.

Reflective Writing: How do you think each author contributed to the success of the suffrage movement?

Strategies: 1. Model Think-Aloud (www.pearson.com /

then, successnet.com for textbook logins) 2. Using SRSD

-POW -POW+TIDE http://kc.vanderbilt.edu/projectwrite/resources-srsd.html


WEEK 4Writing Workshop

Writing

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.

Writing


Development of Ideas: The student response addresses the prompt and

Writing Task

Students will produce coherent writings in response to the performance task prompt.

Students will:








a. Introduce a topic; organize complex ideas, concepts and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.






provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.


The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.




Performance TasksYou have read three speeches about the right of women to vote. These three texts provided you with arguments in support of women’s suffrage.

The three texts are: “Address to the Senate on the Nineteenth

Amendment” by President Woodrow Wilson “The Crisis” by Carrie Chapman Catt “On Women’s Right to Vote” by Susan B.

Anthony

Write an essay that delineates and evaluates the reasoning in all three speeches and argues which speech has the most effective reasoning. Be sure to cite strong and thorough evidence from all three texts to support your analysis. Follow the conventions of standard written English.

(Option 2) Louise Mallard is consistently portrayed as a frail woman in need of protection. Does her character help support the claim that Kate Chopin writes feminist stories? What kind of feminism does Louise's




story present? Write a paper that analyzes how feminism relates to the evolution of Louise Mallard's character. (See Week 1 – The task is listed here to make sure students have the opportunity to add it to their writing portfolios.)Strategies:




Scoring with a Rubric https://www.tn.gov/education/topic/writing-assessment-results (organization and focus, development of ideas, citing evidence)


https://www.tn.gov/education/topic/writing-assessment-results

https://www.tn.gov/education/topic/writing-assessment-results







WEEKS 5-7 “ The Yellow Wallpaper” by Charlotte Gilman (920L) https://csivc.csi.cuny.edu/history/files/lavender/yellowwallpaper.pdf “ Why I Wrote the Yellow Wallpaper” by Charlotte Gilman http://csivc.csi.cuny.edu/history/files/lavender/whyyw.html“ Study the Masters” by Lucille Clifton (page 916) NP“For My Children” by Collen McElroy (page 917) NP“ Because I Could Not Stop for Death” by Emily Dickerson (p. 408-409) (CCSS Exemplar Appendix B ) NPhttps://www.poets.org/poetsorg/poem/because-i-could-not-stop-death-479 “I Heard a Fly Buzz-When I Died” by Emily Dickinson (p.411) CCSS Exemplar NP“There’s a Certain Slant of Light” by Emily Dickinson (p.412) CCSS Exemplar NP“My Life Closed Twice Before its Close” by Emily Dickinson (p.413) CCSS Exemplar NP“The Soul Selects Her Own Society” by Emily Dickinson (p.414) CCSS Exemplar NPPerformance Task: During the suffrage movement, many women felt trapped in a lifestyle they could only escape through death. Analyze the main character from “The Yellow Wallpaper” and pair that with one or two of the Emily Dickinson poems written around the recurring theme of “Death”. What symbols and motifs does the author use to represent death? Cite specific examples from the poem to support your ideas. Quote precisely and accurately


and


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,

RL.11-12.2: Determine a theme or central ideas 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.

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

Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text. RL.1

Provides a statement of a theme or central idea of a text. RL.2

Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RL.2

Provides an objective summary of a text. RL.2

Reading Selection“ The Yellow Wallpaper” by Charlotte Gilman https://csivc.csi.cuny.edu/history/files/lavender/yellowwallpaper.pdf

Text Dependent Questions:1. The narrator yearns to write and to have

company, but she believes that, “He would as soon put fireworks in my pillow as to let me have those stimulating people about now.” How does this image show John’s attitude towards the narrator’s attempts towards normalcy? (Key Details)

2. At first glance, the narrator describes her Shelby County Schools 2016/2017

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story is set, how the action is ordered, how the characters are introduced and developed).

RL. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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

Provides an analysis of how complex characters (those with multiple or conflicting motivations) develop over the course of a text. RL.3

Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. RL.3

Provides an analysis of how complex characters (those with multiple or conflicting motivations) advance the plot over the course of the text. RL.3

Provides an analysis of 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). RL.6

Provides an evaluation of the authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, or evidence. RI.6

husband as careful and loving. Aside from this, is there another perspective? (Key Details)

3. Analyze whether her husband’s prognosis of “Temporary nervous depression with a slight hysterical tendency” is an accurate assessment of the narrator’s mental health. Why does her husband disagree with the narrator’s belief that she is sick? Cite evidence from the text to support your answer. (Key Details)

4. Authors often use syntax and diction as a way of creating tone. Find two examples of sentence structure [syntax] and/or diction [word choice] which demonstrate the change of tone in the text. Explain how these choices affect the author’s tone. (Vocabulary/Text Structure)

5. Trace the change in her language--throughout the text, the narrators grows more agitated, and then suddenly shifts—cite words and lines that reveal this language throughout the text. What is the significance of this shift? (Vocabulary/Text Structure)

6. How does the setting of the nursery reveal her husband’s attitude towards her illness?

7. What does the author mean by “sprawling flamboyant patterns committing every artistic sin” when talking about the wallpaper? (Author’s Purpose)

8. How does her husband feel about her illness? What other indications do we get from the text about how others/society in the text feel about her illness? Based on her husband’s beliefs about her illness, is the narrator trustworthy? Do you believe her? Cite evidence from the text. (Opinion)




Close Reading Selection“ Why I Wrote the Yellow Wallpaper” by Charlotte Gilman http://csivc.csi.cuny.edu/history/files/lavender/whyyw.html

Encourage students to ask themselves questions like these: Who is speaking in the passage? Who seems to be the main audience? (To whom

is the narrator speaking?) What is the first thing that jumps out at me?

Why? What's the next thing I notice? Are these two

things connected? How? Do they seem to be saying different things?

What seems important here? Why? What does the author mean by ______? What

exact words lead me to this meaning? Is the author trying to convince me of

something? What? How do I know? Is there something missing from this passage

that I expected to find? Why might the author have left this out?

Is there anything that could have been explained more thoroughly for greater clarity?

Is there a message or main idea? What in the text led me to this conclusion?

How does this sentence/passage fit into the text as a whole?

Regular Practice with Complex Text and Its

Language Tier 3 VocabularyReview the word list below. Some students may need to additional work with foundational skills and

Tier 2 Vocabulary1.Felicity2. Lame






Academic Language

L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content.


L.10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.

understanding of: IronyCharacterizationSettingMoodToneImagery



3. Contradictions4. Whitewashed 5. Ancestral6. Untenanted 7. Atrocious8. Arbors 9. Ghostliness



Writing to Texts

Writing

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,


b. Develop the topic with well-chosen,

Writing



Organization:

Writing Content



Routine Writing: What does the wallpaper symbolize?








relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.





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. a. 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.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop

The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.


Routine Writing: Students will respond to Charlotte Perkins Gilman's essay, "Why I Wrote 'The Yellow Wallpaper'" in a short essay written in the first person point of view.

Strategies: 1. Model Think-Aloud Using SRSD

-POW -POW+TIDE

2. SOAPSTone




experiences, events, and/or characters.c. 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).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


and




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).



Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RL.2Provides an objective summary of a text. RL.2


Reading Selections “ Study the Masters” by Lucille Clifton (page 916)“For My Children” by Collen McElroy (page 917)

Text Dependent Questions“ Study the Masters” by Lucille Clifton1. What connection does the speaker make

between Aunt Timmie’s labor and the master poet? (Key Details)

2. What “huge and particular” word does the speaker say Aunt Timmie dreams? Why is the word so significant (Vocabulary & Text Structure)

3. What specific speech patterns and idioms do you notice in the poem? (Vocabulary & Text Structure)




RL. 11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the text. RL.3



4. The poem ends with the word “America”. How does the speaker feel about America? (Inference)

Text Dependent Questions:“For My Children” by Collen McElroy1. Why has the speaker decided to “store up tales”

and why is this so significant? (Key Details) 2. In the second and third stanza what impressions

of her ancestors does the speaker reveal? What images shape these impressions? (Key Details)

3. Why do you think McElroy mentioned the two rivers in the poem to reflect cultural identity? (Author’s Purpose)

4. In what specific ways might educating children about their heritage affect the choices they make in life? (Inference)

5. What examples of pride and physical appearance do you find in the poem? Describe your thoughts on each? (Opinion)

Close ReadingAnnotating a Poemhttp://www.mcguiremarks.com/uploads/3/9/7/9/39793909/annotating_poetry.pdf


Language

L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and


Tier 2 VocabularyFor My Children” by Collen McElroy

1. Alabaster2. Calabash


http://www.mcguiremarks.com/uploads/3/9/7/9/39793909/annotating_poetry.pdf

http://www.mcguiremarks.com/uploads/3/9/7/9/39793909/annotating_poetry.pdf



content.


L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.

1. Textual evidence 2. Cultural theme3. Symbolism4. Author’s purpose 5. Perspective 6. Irony



3. Effigies

1. Write the definitions of the words you know.2. Consult a dictionary to confirm the definitions of

the words you know. Revise your definitions if necessary.


4. 4.Use all the words in a brief paragraph



Writing to Texts

Writing

W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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

Writing


Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task,



Routine Writing:








evidence. b. 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.

c. 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.

d. 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.

W.11-12.4: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. 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.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop

purpose, and audience.

Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.


Write about the symbolism in each poem.

Analysis Writing: Write an analytical essay in which you compare and contrast the exploration of cultural heritage in the poems by Clinton and McElroy. Be sure to cite specific evidence from the text and follow conventions of standard written English.

Analysis Writing: Based on these poems, in what ways is cultural identity both a private concern and one with meaning for an entire society. As you write incorporate well-chosen details to support your statements.

Strategies: 1. Model Think-Aloud 2. Using SRSD

-POW -POW+TIDE

3. SOAPSTone




experiences, events, and/or characters.c. 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).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

WEEK 7 Building Knowledge through Content-rich Nonfiction

and




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. 11-12.6: Analyze a case in which grasping



Provides an analysis of how a theme or central idea emerges and is shaped and refined by specific details over the course of the text. RL.2


Provides an analysis of how complex characters (those with multiple or conflicting motivations) interact with other characters over the course of the

Text Dependent Questions for the selection“ Because I Could Not Stop for Death” (p. 408-409)1. In the fourth stanza, the carriage seems to have

completely passed life by. What does Dickinson use to describe the coldness of death? Cite lines. (Key Details)

2. How does the speaker seem to feel about giving up her life? What proof from the poem can you offer? (Key Details)

3. What personification does Dickinson begin in the first stanza? How is this thing made to seem human? Cite lines from the poem (Vocabulary/Text Structure)

4. In the fourth stanza, Dickinson changes her mind and says that “He passed Us.” Why might this be significant? What could it represent? (Vocabulary/Text Structure)

5. In the fifth stanza, they “paused before a House




point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

text. RL.3



that seemed/A swelling of the Ground.” What is this house? Why does Dickinson use the term “house” for it? What effect does it have? (Author’s Purpose)

Text Dependent Questions“I Heard a Fly Buzz-When I Died” by Emily Dickinson (p.411)1. What actions has the speaker taken in

preparation for death? (Key Details)2. In the final stanza, what adjective does the

speaker use to describe the buzzing of the fly? (Vocabulary/Text Structure)

3. If you were describing a deathbed scene from the perspective of a dying person, would you mention the buzzing of a fly? Why or why not?(Opinion)

Text Dependent Questions“There’s a Certain Slant of Light” by Emily Dickinson (p.412)

1. According to the speaker, in what ways does the winter light affect people? (Key Details)

2. What does the light seem to represent to the speaker? (Key Details)

Text Dependent Questions“My Life Closed Twice Before its Close” by Emily Dickinson (p.413)

1. What is the third event in which the speaker refers? (Key Details)

2. What is the relationship between the three Shelby County Schools 2016/2017

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mentioned events? (Key Details)

Text Dependent Questions “The Soul Selects Her Own Society” by Emily Dickinson (p.414)

1. How would you describe the soul’s attitude toward the world’s attraction? (Key Details)

2. What adjectives would you use to characterize the speaker based on the soul’s choice? (Opinion)


Language

L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content.


L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.

Tier 3 Vocabulary1. Setting2. Mood3. Tone4. Exact rhyme5. Slant rhyme6. Meter7. Alliteration



Imagery

Tier 2 Vocabulary1. Surmised2. Interposed3. Fascicles4. Assignable



Vocabulary Acquisition and Use: Context Clues p. 451








Etymology: Political Science/History Terms p. 450Word Analysis: Latin Root –fin- p. 421

Reading, Writing and Speaking Grounded in Evidence from Text, Both Literary and Informational

Speaking and Listening

SL. 11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SL. 11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 here for specific expectations.)

Speaking and Listening

SL. 11-12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.

SL.11-12.1. Students will be able to evaluate a speaker’s evidence and reasoning.

Speaking and Listening Discussion Accountable Talk Peer-led Socratic Seminars

Performance Task: Deliver a speech in which you analyze how two or more foundational literacy works in this unit treat similar themes or topics


W.11-112.2 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,


b. Develop the topic with well-chosen, relevant and sufficient facts, extended

Writing



Organization: The student response demonstrates purposeful


examples Use appropriate organizational pattern Write strong thesis statements Plan, draft, revise, edit, and rewrite

Routine Writing: In what ways do the painting in the textbooks next to the poems mirror the poems written by Dickinson?Explanatory Writing: Do you think Dickinson’s poems have single meanings or messages? Explain your reasoning.


http://www.corestandards.org/ELA-Literacy/L/11-12/



definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.




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.

coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.



Analysis Writing: Some critics believe that the poem, “ Because I Could Not Stop for Death”, shows death kindly escorting the speaker to some sort of paradise. Others believe that death comes in the form of a deceiver, carrying her off to destruction. Based on the text, which idea is most correct? Why? Offer proof from the poem to back up your claim.

Strategies: 1. Model Think-Aloud 2. Using SRSD

-POW -POW+TIDE

3. SOAPSTone

WEEK 8Writing Workshop

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,


b. Develop the topic with well-chosen,



Organization:

Students complete work on Performance Task by revising previous writings.

Performance Task: (Option1) Among the female writers who devoted their work to defying their views about the woman's place in society were Charlotte Perkins Gilman and Kate Chopin. In looking at "The Story of an Hour” by Kate Chopin and "The Yellow Wallpaper” by Charlotte Gilman explain how the women in their stories responded to their own freedom as a result of life changes.(Option 2) Analyze the recurring theme of "Death" in




relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.





The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.


the poems of Emily Dickinson. What symbols and motifs does the author use to represent death? Cite specific examples from the poem to support your ideas. Quote precisely and accurately

Writing Workshop1. Review task and rubric2. Reflect and Attend3. Peer-review/peer exchange4. Edits: thesis/introduction, development,

conventions, conclusions, sources and documentation

5. Revisions6. Publish (type) writings

Strategies: 1. Model Think-Aloud (www.pearson.com /

then, successnet.com for textbook logins) 2. Using SRSD

-POW -POW+TIDE http://kc.vanderbilt.edu/projectwrite/resources-srsd.html


WEEK 9Comprehensive Assessment

Culminating Project Task ← "Women's Rights and the Suffrage Movement"








Have students in this group prepare a brief history/timeline of the women's movement by exploring American Treasures of the Library of Congress' Seneca Falls Convention exhibit, the Library of Congress' "Votes for Women" collection (both via EDSITEment-reviewed American Memory), and the U.S. History Women's Workshop.

Point students to the following items to help generate their small group discussion:Elizabeth Cady Stanton's "Declaration of Sentiments"Gilman's brief suffrage commentary in the Votes for Women Collection : (Search by keyword "Gilman"; text under "Charlotte Perkins Stetson, of California)Detailed timelineAnti-suffrage cartoon

Each group will prepare a one-page summary based on the group exploration of these sites. Guiding questions:What prompted the 1848 Seneca Falls Convention?What most surprised your group about Stanton's outline of women's rights (or lack thereof) in 1848?For which key elements of change did women advocate in the several decades leading up to women's official right to vote in 1920?

"Popular Representations of Women in the 1880s-1910s"

Technology Option: Students compose their responses about the narrator on a class wiki page, forum, or blog post. Each response should include a description of the narrator from the beginning, middle, and end of the short story, with a specific example from the story for each description. Look at student responses, identifying students who posted accurate descriptions and examples. Ask these students if they would be willing to share their work and thinking with the class, or allow these responses to be shared anonymously with the class during the whole group discussion. (W.11-12.6, W.11-12.10)


http://www.loc.gov/exhibits/treasures/trr122.html

http://memory.loc.gov/ammem/naw/nawstime.html

http://memory.loc.gov/ammem/naw/nawshome.html

http://memory.loc.gov/cgi-bin/query/r?ammem/naw:@field(DOCID+@lit(rbnawsan9903div6))

http://ecssba.rutgers.edu/docs/seneca.html

http://www.assumption.edu/whw/workshop/untitled1.html

http://memory.loc.gov/

http://memory.loc.gov/ammem/naw/nawshome.html

http://www.loc.gov/exhibits/treasures/trr040.html

Documents

III Q1 2016 FI… · Web viewEx post facto law . Oligarchy . Dissension . Write the definitions of the words you know. Consult a dictionary to confirm the definitions of the words