ELA IV 1st 9 Weeks Grade 11-12: (**draft form as stated on MNPS schoolnet)

Research Project

Media Specialist/ Teacher Connection

Journeys Text and/or Exemplary Text Correlation

Web Resources

W.11-12.7

Demonstrate understanding of the research subject to be investigated (S) Effectively narrow or broaden topic so that the research process is manageable and a clear research question or problem is identified (R). Create an appropriately focused research question (P) Conduct short or extended research projects (S). Answer a question or solve a problem through research (S). Create a research product combining relevant information from multiple sources (P)

Engage students in a review of the Big Six research model of research. Explore, the essential question: What challenges, opportunities, and limitations confronted women of this society? (this is an example; use the content that reflects the subject area you are working on at that time) Explain that throughout the reading of the text the students are to annotate evidence that supports the essential question. Model the 1st chapter with students Evaluation, divide the class into two groups, assigning each group the responsibility of defending one of the two propositionsclass or genderin a class debate. Each group should make a formal presentation, using evidence from the novel, and be prepared both to defend their position and refute that of their opponent.

Appendix B Common Core Pride and Prejudice

http://edsitement.neh.gov/lesson-plan/jane-austens-pride-and-prejudice-novel-historical-source#sect-preparation http://www.corestandards.org/assets/Appendix_B.pdf www.limitlesslibraries.org Issues

W.11-12.8: Gather relevant information from a variety of authoritative print and electronic sources (S). Evaluate the credibility, reliability, authority, purpose, and perspective of digital and print sources (R) Evaluate the strengths and weaknesses of the sources in terms of the task, purpose, and audience (R) Compile evidence in varied ways to answer the research question, including the correct use of standard and academic search engines (S).

Integrate relevant information that will support and build on the flow of ideas (R)

Engage students with various snippets of information about an assigned topic. (Example: Immigration Laws) Explore, essential question: What criteria should you use to judge information sources? Explain , five Ws of evaluating a resource: Who is the author? What conclusion can be made about the content, context, and style? When was the information published? Where else can the information provideded by the source

www.limitlesslibraries.org World at War Issues World Book Encyclopedia World Religion

published? Why was the information provided by the source published? Evaluation, divide the class into triads; have each group gather and evaluate (using 5 Ws) information about the assigned topic.

W.1112.9 Incorporate information from a text to support my own writing, including reflective and researched writing products (S) Apply 11-12 reading standards to literature and exhibit my learning in writing (R). Apply 11-12 reading standards to literary nonfiction and exhibit my learning in writing (R)

Engage students in synopsis of Great Gatsby (this lesson is to be completed after a portion of text has been read. Explore, video (see link) The Great Gatsby: Summary, Themes, Symbols Explain, that students are to incorporate information from both sources into a essay that answer the question: Is Fitzgerald writing a love story that embraces American ideals, or a satire that comments on American ideals? Evaluation, students essay with references to passages and quotes from sources.

Appendix B Common Core The Great Gatsby

http://education-portal.com/academy/lesson/the-great-gatsby-summary-themes-symbols-and-character.html#lesson

RL/RI.1112.1 Draw conclusions from what is directly stated or implied in a text (R) Determine when to cite evidence from text (R/S) Determine what type of citation is required (paraphrasing, summary, direct quotation) (R).

Engage students in cold read of Thomas Paines Common Sense Explore paragraph one during a second read of Common Sense while modeling how to complete thesis table. Explain, using text Common Sense students complete a thesis statement divided into sections: specific phrase/sentence and how it supports the thesis Evaluation, student completion of thesis statement

Appendix B Common Core Common Sense

http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf http://www.corestandards.org/assets/Appendix_B.pdf

RL/RI.11--12.2 Identify the difference between a topic and a central idea (K) Determine the central idea of a text and state in a phrase or complete sentence (K/R) Determine the difference between objective and subjective summary (R). Select key details necessary to convey the meaning of the text in order to create a concise synopsis (R/S). Produce an objective summary of the text devoid of opinions (P).

Engage, students in a quick write where they list adjectives that define the terms objective and subjective. Explore, concept of magnet summary; where students identify specific words/phrases (magnets) that support the text. Explain, using text Walden students are to record magnets on index cards and list specific supporting words or phrases that support the text. Evaluation, student analysis of text.

Appendix B Common Core Walden

http://www.corestandards.org/assets/Appendix_B.pdf

RL/RI.11--12.3 Identify a variety of character roles, functions, and motivations (R). Identify various types of conflict (K). Assess the effects of individual characters and their actions upon other characters (R) Analyze the way an author chooses to reveal the development of setting, plot, and characters (R/S).

Engage, students in a game guess the character. Have a number of adjectives listed on board that describe Hester from The Scarlet Letter Explore, sample character trait chart (see link) for descriptive words. Explain, using character(s) from Scarlet letter and complete Character Traits Interactive Chart. Evaluation, completion of interactive chart.

Appendix B Common Core The Scarlet Letter

http://www.corestandards.org/assets/Appendix_B.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/become-character-adjectives-character-168.html

RL/RI.11--12.4 Determine which terms in a text are of significance (R) Analyze how the meaning of terms evolve as the text progresses (R)

Engage, students in close reading of text The Fallacy of Success Explore, questions How does the author use non-examples to add meaning to the ideas? Explain, using text specific examples, help students note how the development of the term success . Evaluation, using a graphic organizer with headings a. key sentences/claims made by text b. examples from text c. non examples

Appendix B Common Core The Fallacy of Success

http://www.corestandards.org/assets/Appendix_B.pdf

RL/RI.11-12.5 Locate key ideas or claims made within a passage(K)

Engage students by showing familiar book or magazine on a slide. Have students tell main idea of each text Explore, using a think-aloud as you read a different piece of text. Point out specific key ideas that support the main idea. Explain, that students are to use an exemplar text (as determined by teacher) and complete a graphic organizer that list key ideas that support the main idea Evaluation, graphic organizer completion

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/2014-ela-high-school-curriculum-guidebook-(draft-4-4-14).pdf?sfvrsn=18

RL/RI.11-12.6 Identify rhetorical devices

Engage, students in a video clip of Martin Luther Kings speech I have a dream Explore, using Quizlet various types of rhetorical devices. (Consult with content teacher which devices to use) Explain. Some of the rhetorical devices used in his speech. Have students jot down examples using Evaluation, taking one chapter from Scarlet Letter, students identifies and present the textual evidence of rhetoric used in that chapter.

Appendix B Common Core The Scarlet Letter

http://www.corestandards.org/assets/Appendix_B.pdf http://hhs-english-iv.wikispaces.com/file/view/Rhetorical+Devices.pdf

RL/RI.11-12.7 Recognize the unique characteristics of various media types (K). Compare and contrast the treatments of a subject through different media (R). Analyze how emphasizing details from separate accounts provides multiple perspectives about a subject (R) Synthesize information presented in multiple sources and from different mediums in order to address a question or solve a problem (R).

Engage students in discussion about a newspaper article, its components. Explore, have students rank the following items in terms of how reliable each would be as a source Military press release, direct observation, interviews with participants, internet stories written by other journalist. Explain, that each group is to investigate a war story (example: war in Afghanistan) or any topic

http://pov-tc.pbs.org/pov/film-files/lesson_armadillo_lesson_plan_0.pdf

as determined by teacher. They should then compare and contrast the stories that report on the same event. Evaluation, of students paragraph that discusses the impact that varying news sources can have on how events are reported in the media.

RL/RI.1112.8 Identify the principal argument in a text and specific claims that support it (K). Assess the relevance of the evidence presented (R).

Engage students in discussion on how the identify authors tone and purpose. Explore strategies for identifying valid reasoning, relevant evidence, false statements, and fallacious reasoning. Explain that students are to read Declaration of Sentiments by Seneca Falls and highlight specific claims made by the author. Evaluation, students ability to cite valid and false statements.

Appendix B Common Core Declaration of Sentiments by Seneca Falls

http://www.corestandards.org/assets/Appendix_B.pdf

RL/RI.11-12.9 Identify similar themes and concepts in various texts (R and S)

Engage, students in Power Point that explain theme (see link) Explore, by having students create their own meaning of the word theme after viewing PowerPoint Explain, that students are to read two texts (Lincolns Second Inaugural and Preamble to Constitution) and complete an analysis using questions such as: What problems did they have? What changes cause the problems? How did they solve the problems? Evaluation, students summary of main themes in both writings.

Appendix B Common Core Lincolns Second Inaugural

http://www.corestandards.org/assets/Appendix_B.pdf http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/

Additional Teaching Notes:

Each lesson idea provided is designed to be used as a dialogue starter between the media specialist

and content area teacher. Examples are intended to be modified to meet the needs of the students

and curricular mandates.