UBD Pacing Grade 11 Quarter 3 2015-2016 · 3 Long Beach Unified School District Stage&1&Assessed&Grade&Level&Standards (

English Language Arts Unit 3: Interactions Cause Change Grade 11

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Long Beach Unified School District

Stage 1 Unit Goals -‐ 9 Weeks (What is worthy and requiring of understanding?) Unit Description: In this unit, students will deepen their knowledge of the concepts of theme even further by having to analyze more than one theme within one text. Students will also begin to determine an author’s point of view by distinguishing what is directly stated in a text from what is really meant, scrutinizing satire, sarcasm, irony, or understatement. Students will write a short story in which they tell one story, using satire, sarcasm, irony, or understatement, in order to convey a deeper message with a clear point of view. CCSS Anchor Standards Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5 Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6 Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective techniques, well-‐chosen details, and well-‐structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research

Transfer Goals Students will be able to increasingly able to independently use their learning to…

1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. 2. Students can produce effective writing for a range of purposes and audiences. 3. Students can employ effective speaking and listening skills for a range of purposes and audiences. 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 5. Students can connect skills through industry themes for college and career readiness.

Making Meaning UNDERSTANDINGS Students will understand that… 1. A story’s theme or central idea develops over the course of the text 2. The central idea is developed through words, phrases, and images 3. Great literature is intentionally crafted to explore enduring themes 4. Complex characters develop over the course of a text 5. Complex characters advance the plot or develop the theme 6. Complex characters are those with multiple or conflicting motivations 7. Authors make choices about structuring text, ordering events within it,

and manipulating time 8. Writers develop real or imagined experiences to create narratives 9. Writers use sensory language to convey a vivid picture

ESSENTIAL QUESTIONS Students will keep considering… 1. How do time and place affect an individual? 2. What key ideas play an important role throughout the text? 3. How does the author treat or develop these ideas throughout the text? 4. What makes someone memorable? 5. What is the role of ethics in the development of a person?

6. 4. How can it be valuable for an individual to encounter obstacles or hardships?

7. 5. How do the lessons learned by people help create a greater understanding over time?

8. What motivates people, and how can motivation create or solve conflict? 9. How do the choices of an individual over time have lasting results/effects?

Acquisition KNOWLEDGE Students will know… 1. Elements of a Narrative 2. Plot 3. Summary 4. Theme or central idea 5. Point of View 6. Satire 7. Sarcasm 8. Irony 9. Understatement 10. Stated vs. intended meaning 11. Hyphenation 12. Syntax for effect 13. Figures of speech (esp. hyperbole & paradox) 14. Nuance 15. Ambiguity

SKILLS Students will be skilled at (Do)… 1. Interpreting, comparing, describing, analyzing, and evaluating the

relationships among character, setting, plot, and theme within fiction and literary nonfiction

2. Making inferences or drawing conclusions based on information from the text by citing strong and thorough textual evidence

3. Tracing the development of a theme or central idea over the course of a text

4. Analyzing how complex characters develop over the course of a text, interact with others, and advance the plot or develop the theme

5. Providing a summary of the text 6. Identifying how an author unfolds an analysis or series of ideas or events in

a text 7. Conducting inquiry to answer a question, drawing on several sources Applying Industry Theme through Standards for Career Ready Practice and Behaviors of Learning and Teaching (BLTs) Students will be skilled at (Do)… 8. Applying appropriate technical skills and academic knowledge 9. Communicate clearly, effectively, and with reason 10. Employ valid and reliable research strategies 11. Engaging in deep critical thinking using challenging material and industry-‐specific

problem solving tools. 12. Pointing out connections across subjects in theme-‐based interdisciplinary projects


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projects based on focused questions, demonstrating understanding of the subject under investigation. Language 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


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Stage 1 Assessed Grade Level Standards

Reading Writing Speaking & Listening Language

Literature • RL11-‐12.1: Cite strong and thorough textual evidence to

support analysis of what the text says as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• RL11-‐12.2: Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.

• RL11-‐12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Informational • RI11-‐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.

• RI11-‐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.

• RI11-‐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.

Text Type • W11-‐12.3: Write narratives to develop real or

imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.

o W11-‐12.3a: 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.

o W11-‐12.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

o W11-‐12.3c: 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).

o W11-‐12.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

o W11-‐12.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing • W11-‐12.4: Produce clear and coherent writing in

which the development, organization, and style are appropriate to task, purpose, and audience.

• W11-‐12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• W11-‐12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments

Comprehension and Collaboration • SL11-‐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.

• SL11-‐12.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-‐reasoned exchange of ideas.

• SL11-‐12.1b: Work with peers to promote civil, democratic discussions and decision-‐making, set clear goals and deadlines, and establish individual roles as needed.

• SL11-‐12.1c: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

• SL11-‐12.1d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

• SL11-‐12.2: Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make

Conventions • L11-‐12.1: Demonstrate command of

the conventions of Standard English grammar and usage when writing or speaking.

• L11-‐12.1a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

• L11-‐121b: Resolve issues of complex or contested usage, consulting references as needed.

• L11-‐12.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

• L11-‐12.2a: Observe hyphenation conventions.

• L11-‐12.2b: Spell correctly.

Knowledge of Language • L11-‐12.3: Apply knowledge of

language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

• L11-‐12.3a: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Vocabulary Acquisition and Use • L11-‐12.5: Demonstrate

understanding of figurative language, word relationships, and nuances in word meanings.

• L11-‐12.5b: Analyze nuances in the meaning of words with similar denotations.


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or information.

informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

• SL11-‐12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

• SL11-‐12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS Standards Link: http://www.lbschools.net/M ain_Offices/Curriculum/Areas/English_Language_Arts/content_standards.cfm CTE Model Curriculum Standards Link: http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp


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Stage 1: Focus on Integrated Projects: Using alternate content/materials to learn/accomplish the same skill set of this unit

STEP 3: DEMONSTRATION / MASTERY OF STANDARDS Key Assignment Presentation Task *** Key Assignment Writing Task*** (done in either order) (done in either order) • All students will demonstrate an

understanding of the Unit Focus through the Presentation Task

• Can be an entry point for the project

• Based on the Inquiry Task • The Presentation Task can be

completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Presentation piece of an Integrated Project).

• Skills developed in each unit’s Key Assignment presentation are consistent with identified Speaking and Listening CCSS and unit focus.

• Skills demonstration can vary through an extended menu (i.e. multi-‐media, debate, author’s chair, etc.)

• Note: Project does not replace Presentation Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences

• All students will demonstrate an understanding of the Unit Focus through the Writing Task

• Can be an entry point for the

project • Based on the Inquiry Task • The Writing Task can be completed

within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. written piece of an Integrated Project).

• Skills developed in each unit’s Key Assignment writing task are consistent with identified Writing CCSS and Unit focus.

• Skills demonstration can vary through an extended menu (i.e. multi-‐media, debate, author’s chair, etc.)

• Note: Project does not replace Key Assignment writing task – rather, the topic and content can be altered to allow for industry themed experiences

STEP 2: APPLICATION Key Assignment Inquiry Task ***

• All students will apply foundational skills from the reading task and assessment to the completion of the Inquiry Task

• Can be an entry point to the project • The Inquiry Task can be completed

within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Inquiry piece of an Integrated Project).

• Skills can be practiced using suggested material or industry themed material

• Inquiry skills are consistent with identified Reading Information CCSS and Unit Focus.

• Note: Project does not replace Inquiry Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences

•

STEP 1: FOUNDATION Key Assignment

Reading Task & On-‐Demand Assessment

• All students read and analyze the required reading pieces as outlined on page 8 of this document

• Through this common

task all students build the skill set of the unit’s Focus Standards

• All students complete

the Key Assignment Reading Task and On-‐Demand Assessment

***Opportunity for single-‐subject or multi-‐disciplinary

industry integration

***Opportunity for single-‐subject or multi-‐disciplinary industry

integration


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Stage 2 Unit Assessments (What is evidence of learning?)

Evaluative Criteria Assessment Evidence Student performance will be evaluated in terms of…

KEY ASSIGNMENT PERFORMANCE TASK(S): Components of Key Assignment(s): 1. Reading Task that assesses whether students met the expectations of the CCSS reading standards for Literature

and Informational Texts 2. Writing Task that assesses whether students met the expectations of the specific genre type while

demonstrating understanding of the unit focus 3. Inquiry Task that assesses student ability to apply understanding of the “essential questions” to other texts,

their lives, and/or the real world through a mini-‐research assignment 4. Presentation Task that assesses a student’s ability to participate in academic conversations and collaborations

KEY ASSIGNMENT ALIGNMENT CHECK: TG 1-‐5; U 1-‐3; EQ 1-‐7; K 1,2,3,4,5,6,7,8,9,10,11; S 1,3,4,5,6,8,9,10,11,12

Key Assignment Reading Task • A graphic organizer or Thinking Map on

which students will record textual evidence of the development and interactions of complex characters, and the development of the theme/central idea

Key Assignment Writing Task: Narrative (Processed)

• Narrative includes well-‐chosen details that are sequentially accurate.

• Narrative is autobiographical, biographical, or fictional

• Narrative techniques (i.e., dialogue, pacing, description, reflection, etc.) are utilized

• Multiple plot lines are evidence to develop experiences, events, and/or characters

Students will demonstrate their understanding through… • Use a graphic organizer or Thinking Map to provide an objective summary of the text (RL11-‐12.1,2) • Use a graphic organizer or Thinking Map to record evidence that helps the reader to determine two or more

themes (RL11-‐12.1,2) • Use a graphic organizer or Thinking Map to record evidence that helps to analyze the point of view (RL11-‐12.1,6) • Use a graphic organizer or Thinking Map to record evidence that helps to distinguishing what is directly stated in

a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) (RL11-‐12.1,6) Students will demonstrate their understanding through… Write a narrative piece that develops a real or imagined experience(s) or event(s). The story must convey two or more theme and utilize a clearly-‐defined point of view that reveals a deeper intended meaning, expressed through the use of either satire, sarcasm, irony, or understatement. Topics can be aligned with an SLC industry-‐themed or an Integrated Project (RL11-‐12.2,6 & W11-‐12.3a-‐e,4, 5,6).

• Language Standards Focus o Resolve issues of complex or contested usage (L11-‐12.1b) o Proper use of hyphenation (L11-‐12.2a) o Varying use of syntax (L11-‐12.3a)

Correct spelling (L11-‐12.2b)


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Key Assignment Inquiry Task • Sample research questions tied to the

inquiry task are addressed/answered • Topic is addressed from by at least two

different medium • Topics addressed analyze theme, point of

view, use of satire, sarcasm, irony and/or understatement

Key Assignment Presentation Task

• Deliver presentations in clear and concise language that highlights key details, results, or supporting evidence in a logical way.

• Pose and respond to specific questions with elaboration and detail.

Students will demonstrate their understanding through… Find two pieces of media (written and/or audio-‐visual) addressing a relevant topic (this can be SLC industry-‐themed). Analyze the two pieces for theme, point of view, and the use of satire, sarcasm, irony and/or understatement. Examples of media types to examine:

• Satirical video (i.e. SNL, YouTube, comedy sketches, clips from tV news or programs) • Political cartoons • Op-‐Ed articles • Magazine or newspaper articles • Novels

Sample Inquiry Questions: o What is the message of each piece? o Who is the intended audience? o What background knowledge must the audience have in order to understand the pieces? o What is directly stated in the cartoon? o What is the intended meaning? o Are there double meanings that reveal the satire, sarcasm, or irony? o Is there any use of hyperbole?

**DUE TO SBAC TESTING, SOME RESEARCH MAY NEED TO BE DONE BEFORE/AFTER SCHOOL AND/OR PROVIDED BY THE TEACHER. Students will demonstrate their understanding through… Is there any use of paradox? Using strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements), students will present their inquiry findings to their classmates (small group or whole-‐class, depending on time constraints) (SL9-‐10.1a , 4, & 5)

• Organizes and maintains focus to support purpose

• Uses elaboration strategies to aid comprehension

• Uses appropriate transitions and precise language

On-‐Demand Reading and Writing Assessment (Interim) which assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS. ALIGNMENT CHECK: TG 1-‐5; U1-‐3; EQ1-‐3; K 1,2,4,5,8; S1-‐5


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Other Evidence: may also be used formatively

• Use SBAC Rubric for Explanatory Writing • Use “Sample Answer” for guidance

Anthology Alignment Project (AAP) Culminating Writing Task Teachers will model the process, teaching a strategy (intro, Thinking Map, conclusions, text evidence, etc.) OR students will write independently if they are ready. ALIGNMENT CHECK: TG 1-‐5; U1-‐3; EQ 2,3; K 1-‐10 ; S1-‐5

• Uses precise language • Uses textual evidence to support

assertions

Short Constructed Response Students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

• Comes to discussions prepared, referring to evidence on the topic and building on others’ ideas

Collaborative Discussions Students are demonstrating accurate knowledge and speaking effectively about the topic. The teacher is actively participating in the discussion, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed.


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Stage 3 – Instructional Plan (What learning experiences and teaching promote understanding?)

Text Sequence Overview Approximate

Number of Days

ELA Co

nten

t

3 days

Choose one of the time periods to study through this unit. • Introduction to the Literary Period: “The Rise of

Realism” by Gary Q. Arpin [Expository] (HLLA 382) • Introduction to the Literary Period: “The Moderns” by

John Leggett and John Malcolm Brinnin [Expository] (HLLA 562)

Teachers can and may make revisions to this portion of Stage 3. Teachers who make revisions to Stage 3 should consider the following:

• What learning experiences and instruction will promote the desired understanding, knowledge, and skill?

• How will you best provide the deepening of insight and interest?

• How will you prepare students for the end of unit performance? What alignment exists? All learning activities should be derived from the goals of Stage 1 and the assessments of Stage 2 to ensure the alignment of the plan.

5 days Required AAP: “The Love Song of J. Alfred Prufrock” by T.S. Elliot [poem] (HLLA 584)

3 days

Continue with the same time period study by choosing one of the following sets of text.

• “The Lowest Animal” by Mark Twain [essay] (HLLA 469) and “Richard Cory” by Edwin Arlington Robinson [poem] (HLLA 523)

• “A Worn Path” by Eudora Welty [short story] (HLLA 686) and “Nothing Gold Can Stay” by Robert Frost [Poem] (HLLA 721)

Teachers can and may make revisions to this portion of Stage 3. Teachers who make revisions to Stage 3 should consider the following:

• What learning experiences and instruction will promote the desired understanding, knowledge, and skill?

• How will you best provide the deepening of insight and interest?

• How will you prepare students for the end of unit performance? What alignment exists? All learning activities should be derived from the goals of Stage 1 and the assessments of Stage 2 to ensure the alignment of the plan.


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15 days

Extended Reading Choice: Select ONE depending on availability and/or alignment to Integrated Project: The Great Gatsby Of Mice & Men The Grapes of Wrath The Scarlet Letter The Adventures of Huckleberry Finn Catcher in the Rye Their Eyes Were Watching God

Cross-‐Cu

rricular Con

tent

5 days

• ***Key Assignment Inquiry Task: Students find two pieces of media (written and/or audio visual) addressing a relevant topic, and analyze them for their theme, point of view, and use of satire, sarcasm, irony, and/or understatement. OR, analyze two pieces of media from an SLC industry and conduct the same analysis.

**DUE TO SBAC TESTING, SOME RESEARCH MAY NEED TO BE DONE BEFORE/AFTER SCHOOL AND/OR PROVIDED BY THE TEACHER. • ***Key Assignment Presentation Task: Students will present their inquiry findings to their classmates or community

members (small group or whole-‐class, depending on time constraints).

8 days

***Key Assignment Reading Task: • Use a graphic organizer or Thinking Map to provide an objective summary of the text (RL11-‐12.1,2) • Use a graphic organizer or Thinking Map to record evidence that helps the reader to determine two or more themes

(RL11-‐12.1,2) • Use a graphic organizer or Thinking Map to record evidence that helps to analyze the point of view (RL11-‐12.1,6) • Use a graphic organizer or Thinking Map to record evidence that helps to distinguishing what is directly stated in a text

from what is really meant (e.g., satire, sarcasm, irony, or understatement) (RL11-‐12.1,6) ***Key Assignment Writing Task: Write a narrative that develops a real or imagined experience (s) or event(s). The story must convey two or more themes and utilize a clearly-‐defined point of view that reveals a deeper intended meaning, expressed through the use of either satire, sarcasm, irony, or understatement. Topics can be aligned with an SLC industry-‐themed or an Integrated Project.

2-‐3 days On-‐Demand Reading and Writing Assessment


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Stage 3 Daily Performance Activities – SAMPLE LESSON STRUCTURE

Focus of Instruction: Reading Texts:

• “The Lowest Animal” by Mark Twain [Essay] (HLLA 469)

Standards: RI 11-‐12. 1: Cite strong textual evidence of what the text says, both explicitly and through inference RI 11-‐12.2: Determine the central idea(s) and analyze the development over the course of the text RI 11-‐12.4: Determine the meaning of words and phrases as they are used in a text, including figurative language, connotative and technical meanings RI 11-‐12.5: Analyze and evaluate the effectiveness if the structure an author uses un this or her argument RI 11-‐12.6: Determine an author’s point of view in a text in which the rhetoric is particularly effective, analyzing how the style contributes to the persuasiveness of the text

Theme Connections: Students will be given the opportunity to see how an author uses satire to critique people or institutions with the intention of causing change or improvement to them. Students will have to read deeper than the basic humor and exaggeration used to find Twain’s claim for the essay (the human race falls short of its ideals). Reader and Task Considerations: The students may needs some background information on who Twain was and why he was an important figure. Students will also need to know Twain’s feelings on slavery, as possibly seen through the theme of Huckleberry Finn. The information from the companion reading “The Rise of Realism: The Civil War to 1914” starting on page 382 will also help students access the text. Additionally, satire plays an importance role in the text. Students may not be able to understand this complex text without first knowing about how an author uses satire to develop his theme. The teacher may need to model how many of Twain’s claims are outrageous and not meant to be taken at face value. Instructional Activities: First Read: Have the students read the text independently and jot down their thoughts: As students read the text, have them create two Tree Maps, one of the different animals and the “traits and dispositions” of each of the animal and a second of the different types of man presented in the essay. See samples at the end of the lesson. Possible answers have been added in red. A suggested focus question to be used after discussion is also included. Second Read: Read the text (or portions of the text) aloud with students and engage the students in a class discussion with the following questions: As students participate in the discussion, have them add examples of Satire to either Tree Map in a second color.

• According to the first paragraph, what is Twain’s claim? Where does he use satire in this first paragraph to support his claim?

• In the second paragraph, what is Twain’s purpose stating he used the scientific method for his experiment? • Individually, summarize the three generalizations that Twain makes in your own words. Then with a partner, read


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Vocabulary: Page 470: disposition, allegiance, generalizations, variations, mental caliber Page 471: descended, accumulated Scrupled, appease, avaricious, miserly, harbors, broods, atrocious Page 472: religious zealot, brethren, enslaves Page 473: sneers, theology, maniac Learning Targets:

• I can cite strong and thorough evidence to support analysis of informational text, including where the text leaves matters uncertain. (RI 11-‐12.1)

• I can analyze the development of the central idea over the course of the text. (RI 11-‐12.2)

• I can analyze how an author uses and refines the meaning of key terms over the course of a text. (RI 11-‐12.4)

• I can evaluate the effectiveness of the structure of an author’s explanation or argument. (RI 11-‐12. 5)

your generalization and combine each of them to form new ones that encompass both of your ideas. Be prepared to share out with the class.

• What is the difference between the earl and the anaconda? How does this comparison help develop Twain’s claim? Where does he use satire in this section of the essay to support his claim?

• In the paragraph that begins, “I was aware that many men…” which words have negative connotations? How do these words increase the effect of Twain’s satire?

• Reread the paragraph that begins, “Indecency, vulgarity, obscenity…” What is Twain’s main idea in this paragraph? How does it connect to the claim he is making in his essay? When looking at the final sentence of this paragraph, what is the tone used to support the claim?

• Focus on the first column of page 472. What is the author’s purpose in contrasting man to a cat? Where does he use satire in this section to support his claim? Now look at the final sentence of this section. What text structure feature do you notice is being repeated throughout the essay? How is Twain using this text feature to support his claim?

• Reread the paragraph that begins, “Man is the only Slave.” What might the author’s feelings about slavery be? How does this connect to the claim he is making in the essay? How is he using satire to support his claim? In this same paragraph, Twain continues to use words with strong negative connotations. How does the use of these words continue to develop the satire used in this section?

• What juxtaposition of a Patriotic Man is shown in the text? How does this support the author’s claim? • Reread the paragraph on the Religious Man. Summarize what Twain is stating about the religious nature of man.

Where does he use satire in this paragraph to support his claim? • Reread the paragraph that begins “Man is the Reasoning Animal.” What is ironic about the author using this as his

topic sentence? In what ways does this irony support his claim? • Individually, summarize the conclusion that Twain makes in your own words. Then with a partner, read your

summary and combine each of them to form new ones that encompass both of your ideas. Be prepared to share out with the class.

Direct instruction mini lesson: • Satire • Exaggeration • Irony • Connotation • Parallel structure • For a brief explanation of the term “satire”, view this video: http://www.60secondrecap.com/recap-‐

resources/dictionary-‐of-‐terms/satire/


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• I can analyze how style and content contribute to the persuasiveness of the text. RI 11-‐12.6

• I can build on other’s ideas

(SL 11-‐12.1) • I can present information

appropriate to purpose, audience, and task. (SL 11-‐12.4)

Writing Learning Targets: • I can write explanatory text

that conveys complex ideas and concepts clearly and accurately, using content that is carefully selected, organized, and analyzed. (W11-‐ 12.2)

• I can use evidence from informational texts to support analysis and reflection. (W 11-‐12.9)

Writing Task: In a well-‐developed paragraph explain how Twain develops his argument about the lowest animal through the use of satire. Students may refer to their Tree Map and discussion notes to help them with writing.

Language Learning Targets: • I can accurately use college-‐

and-‐career-‐ready academic vocabulary to express my ideas. L 11-‐12.6

Grammar Task: Students should use the correct academic language (satire, connotations, irony, exaggeration, etc.) as they write their explanatory paragraph.


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Thinking Maps Used in the Lesson:


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“The Love Song of J. Alfred Prufrock” (Poem) pg. 584-‐ AAP Lesson

5-‐6 Days AAP LESSON GUIDE

Review (5 minutes) Purpose: A review can serve as the “set” for the lesson. It is an opportunity to “hook” new information to what students previously know. Procedure: Orally rehearse from a previous map, summarize what has been read so far (Think-‐Pair-‐Share), vocabulary review, etc. Direct Instruction (5 – 10 minutes) Purpose: Provide anything that needs to be explicitly taught in order for the students to have success with this lesson. This may be: vocabulary, a strategy, a skill, a text structure, a text feature, literary element, etc... Procedure: Teach it like a mini-‐lesson Read Text Silently/Monitor (2-‐ 15 minutes) Purpose: Each day all students should have some time to “grapple” with text that has not been read previously. This is to build stamina and practice strategies that support fluency and comprehension. Procedure: Set an appropriate amount of time (NOT number of pages) that most students can sustain reading silently. The amount of time should build over the year.

• Remind students what an “on-task” silent reader looks like: • Head down and focused • Pages not turning so quickly • Read in your mind

Read Text Aloud (5 minutes) Purpose: Students need to hear the rhythm and flow of language. Following along while hearing the text read aloud improves fluency. Procedure: The teacher reads aloud the “chunk” or whole text under consideration for the day. Read slowly and deliberately. Read the text without stopping! Vocabulary may be addressed while reading aloud when words appear in the text by using apposition. Student Accountability: Finger down to track the print, eyes down or jotting or recording notes on paper or a thinking map. Possible Extensions: Students have 3 minutes to either summarize in their journals or talk a their tables (heads together). Text Dependent Questions for Oral Discussion, and Vocabulary, (20 minutes) Purpose: An academic discussion to prove, verify, and give opinions based on textual evidence. Keep the focus on the TEXT and not on personal experiences. Review vocabulary words that are addressed with a question and can be determined from context. This is NOT about answer getting. Procedure: Ask the question → Provide wait time → Listen for several responses (using complete sentences) → Reread to support responses → Verify To engage ALL students during questioning consider:

• Grouping: individually, with a partner, with a team


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• Wait time • Sentence frames to support complete sentence responses

Teacher follow-‐up questions Student Response Frames “What in the text makes you say that?” “According to the text...” “What evidence do you have?” “On page ___, the author states...” “Can anyone find the sentence that tells us that and reread it aloud for us?”

“I would like to add…” “I agree and also think…”

“Do all of you agree that the evidence matches the response?”

“I agree and I also think...” “I disagree because...”

Thinking Map(s) (5-‐10 minutes) You may or may not decide to use a map for the chunk of text for that day. Assigning a Map can provide the students with an opportunity to go back and revisit the chunk of text 1 more time. Choosing a Map:

• You may want to choose a map to capture the essential information from the “chunk” read that day. • You may want to choose a map to answer one of the questions. • You may want to choose a map and add to it throughout the week.

Creating the Map • Students can create the map whole group, small group, in pairs, or individually. • Students add textual evidence to the map along with page numbers • Students practice taking information off the map in complete sentences. • Add textual evidence to the map and page numbers. • Orally practice taking information off the map in complete sentences.

Quick Daily Writing Opportunities (5-‐10 minutes) • Use the Thinking Map generated with information from the text. • Pose a question that can be answered with information from the map. • Orally rehearse answers to the question by taking information off the map. • Ask students to write. • Students can also practice writing answers to the text dependent questions that were orally discussed.

Culminating Writing Task-‐Last Day All Thinking Maps from the week can stay up!

1. Read the task with the students and analyze what it’s asking. 2. Create or review maps that would support the type of “thinking” needed to respond to the task. 3. Have students orally rehearse what they will write. 4. Teachers will model the process, teach a portion (intro, Flee Map/Thinking Map, conclusion, text evidence, etc.) OR Students will write independently if they are ready.

Documents

UBD Pacing Grade 11 Quarter 3 2015-2016 · 3 Long Beach Unified School District Stage&1&Assessed&Grade&Level&Standards (