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10/29/2014 Instruction: Grade 11 ELA Common Core Module A

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Chicopee Moodle ► Instruction ► Resources ► Grade 11 ELA Common Core Module A

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Chicopee Public Schools

English Language Arts & Writing - Grade 11

Module A : The American Dream Extended Fiction Text: The Great Gatsby by F. Scott Fitzgerald

Focus Standards / Objectives Resources/Strategies Assessments

ReadingLiterature

RL.11-12.10 By the end of grade 11, read and comprehendliterature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as neededat the high end of the range.

Students will encounter appropriately complex texts at each gradelevel in order to develop the mature language skills and theconceptual knowledge needed for success in school and life.Effective scaffolding, at the high end of the range, will allow thestudent to encounter the text with minimal clarifications, but will notreplace the text by translating its contents for students. Studentswill be able to determine when they are not comprehending andmaking meaning, and they will be able apply appropriatestrategies in order to increase comprehension when faced withdifficult text. Standard 10 defines a grade-by-grade staircase ofincreasing text complexity that rises from beginning reading to thecollege and career readiness level. Whatever they are reading,students must also show a steadily growing ability to discern morefrom and make fuller use of text, including making an increasingnumber of connections among ideas and between texts,considering a wider range of textual evidence, and becoming moresensitive to inconsistencies, ambiguities, and poor reasoning intexts. Students will also acquire the habit of reading independentlyand closely, which are essential to their future success.

EXTENDED TEXT

RL.11-12.1 Cite strong and thorough textual evidence to supportanalysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves mattersuncertain.

When analyzing a literary text, students are required to use textualevidence that is convincing and complete to support their ideasand conclusions. Citing from the text may include a formal writtencitation (MLA) or an informal verbal reference. Students willdifferentiate between textual details that are weak, insufficientand/or inconclusive and details that serve as strong, convincingand conclusive evidence to support their ideas. Analysis willinclude both literal and inferential interpretations of the text. Inaddition to being able to determine if evidence is sufficient andconvincing, students will be able to ascertain where an authorpurposely (or unintentionally) leaves a literary text open-ended orvague. Students would then be able to recognize a gap in theirunderstanding; their comprehension would be such that they couldquestion and/or challenge the integrity of the text.

RL.11-12.2 Determine two or more themes or central ideas of atext and analyze their development over the course of the text,including how they interact and build on one another to produce acomplex account; provide an objective summary of the text.

Students will recognize that complex literary texts often containmore than one theme. Students will not only determine and

WIDA Resources

EXTENDED TEXT:

The Great Gatsby by F. Scott Fitzgerald

HONORS EXTENSION TEXTS(DRAMA):

Fences by August Wilson OR

Death of a Salesman by Arthur Miller

POETRY (Choose 2-3):

“I Saw a Man Pursuing theHorizon” by Stephen Crane (GaleLitfinder)“Harlem (2)” by Langston Hughes(Online)“I Hear America Singing” by WaltWhitman (Gale Litfinder)“I, Too, Sing America” byLangston Hughes (Gale Litfinder)"On the Pulse of Morning" byMaya Angelou (Online)"Praise Song for the Day" byElizabeth Alexander (Online)"One Today" by Richard Blanco(Online)“Dreams” by Langston Hughes(Online)“Island” by Langston Hughes(Online)“Brother Can You Spare A Dime”(lyrics, song online in variousversions) lyrics by Yip Harburg

MULTIMEDIA:

The Great Gatsby (Film)

SUGGESTED READING STRATEGIES:

Close Reading strategiesSOAPSToneFrame for (main Ideas anddetails)Concept Mastery / ConceptComparisonDialectical Journal (Two Column /Double Entry Notes)Inferencing StrategyAnticipation ActivatorReader Response Journal

Teacher generatedquizzes and examsincluding:

teacher madecriterionreferenced tests,open responserubric,long compositionrubric

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articulate (as a complete statement with a subject and predicaterather than as a mere subject or phrase) multiple themes orcentral ideas in a literary text, but they will also understand theinter-relationship between multiple themes and recognize how thisinter-relationship provides a richer understanding of the text forthe reader/audience. Students will be able to track thedevelopment of multiple themes throughout a text. Students willalso use the key details of a text to provide an objective summarythat is free of personal opinions or feelings.

RL.11-12.5 Analyze how an author’s choices concerning how tostructure specific parts of a text (e.g., the choice of where to beginor end a story, the choice to provide a comedic or tragicresolution) contribute to its overall structure and meaning as wellas its aesthetic impact.

Students will closely examine specific parts of a text (i.e. openingchapter, climax, and epilogue) in order to understand how anauthor structured and crafted (for example, medias res, framestories, and use of flashback) that particular portion so that itwould contribute meaning to the work as a whole or provide aspecific aesthetic effect. Students will also explore why the authormade these choices as well as offer alternatives and explain howthey might impact the work as a whole for better or worse.

POETRY

RL.11-12.4 Determine the meaning of words and phrases as theyare used in the text, including figurative and connotativemeanings; analyze the impact of specific word choices on meaningand tone, including words with multiple meanings or language thatis particularly fresh, engaging, or beautiful.

As students continue to determine figurative, connotative,denotative meanings of words and phrases in a text, they willrelate the author‘s word choice to the overall effect of the story.Students need to examine an author‘s craft as it relates to wordchoice - specifically considering multiple meanings of words andlanguage that is descriptive, creative, and/or original.

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth-and early-twentieth-century foundational works of Americanliterature, including how two or more texts from the same periodtreat similar themes or topics. (Note: Applies to The Great Gatsbyand Langston Hughes poems and “Brother Can You Spare aDime”)

Students will demonstrate knowledge of eighteenth, nineteenthand early twentieth century foundational works of Americanliterature, which will be the primary focus in grade 11 and willcontinue to be studied in relation to Western European culture ingrade 12. Students will examine how authors from the same timeperiod deal with a particular theme or topic.

MULTIMEDIA

RL.11-12.7 Analyze multiple interpretations of a story, drama, orpoem (e.g., recorded or live production of a play or recorded novelor poetry), evaluating how each version interprets the source text.(Include at least one play by Shakespeare and one play by anAmerican dramatist.)

Students will examine many interpretations of a story, drama, orpoem (e.g. recorded or live production of a play or recorded novelor poetry), in order to analyze how each version interprets thattext. This would indicate that a student would have knowledge ofthe source text and be able to analyze how each author interpretsand uses that source. Teachers will note that someShakespearean work and an American play will be taught at eachgrade level.

Text Markups“Says, Does, Because”

ReadingInformationalText

RI.11-12.10 By the end of grade 11, read and comprehend literarynonfiction in the grades 11–CCR text complexity band proficiently,with scaffolding as needed at the high end of the range.

Literary nonfiction includes the subgenres of exposition, argument,and functional text in the form of personal essays, speeches,opinion pieces, essays about art or literature, some biographies,journalism, and historical, scientific, technical or economic

NONFICTION/INFORMATIONAL TEXT(Choose 2-3):

HISTORICAL NONFICTION

“1st Inaugural Address” byFranklin D. Roosevelt (AmericanReader)


· Teacher madecriterion referencedtests



accounts (including digital sources) written for a broad audience.The Standards emphasize arguments and other literary nonfictionthat contain informational text structures rather than narrativeliterary non-fiction that tells a story such as memoirs andbiographies. Students will encounter appropriately complex textsat each grade level in order to develop the mature language skillsand the conceptual knowledge needed for success in school andlife. Effective scaffolding will allow the reader to encounter the textwith minimal clarifications. It will not replace the text by translatingits contents for students. Standard 10 defines a grade-by-gradestaircase of increasing text complexity that rises from beginningreading to the college and career readiness level. Whatever theyare reading, students must also show a steadily growing ability todiscern more from and make fuller use of text, including making anincreasing number of connections among ideas and betweentexts, considering a wider range of textual evidence, andbecoming more sensitive to inconsistencies, ambiguities, and poorreasoning in texts. Students will also acquire the habit of readingindependently and closely, which is essential to their futuresuccess.


RI.11-12.1 Cite strong and thorough textual evidence to supportanalysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves mattersuncertain.

Students will continue to select convincing and sufficient evidenceas well as using informal and formal methods, such as MLA, whenciting sources. Students will also learn to identify ambiguity andgaps in a text. Teachers may ask, "What is left unsaid?" or "Whatis missing in the author's argument?" and "Was this intentional orunintentional?"

RI.11-12.5 Analyze and evaluate the effectiveness of the structurean author uses in his or her exposition or argument, includingwhether the structure makes points clear, convincing, andengaging.

Students will continue identifying how the arrangement ofparagraphs, sections (or even sentences) builds to a purpose orshapes an argument. But now students will judge the rhetoricaland explanatory worth of these choices. Teachers may ask, "Isthis argument persuasive? Is it valid?" or "Does the new idea inthis paragraph help or detract from the author's purpose?"

RI.11-12.6 Determine an author’s point of view or purpose in a textin which the rhetoric is particularly effective, analyzing how styleand content contribute to the power, persuasiveness, or beauty ofthe text.

When studying a text that contains particularly effective rhetoric,the students will determine the author's purpose and recognizehow the text is enhanced by the author's word choice. Studentswill be able to recognize effective language and identify instanceswhere the text is beautiful, persuasive, and/or powerful. Studentswill also determine which words, phrases, or sentencescontributed to the particular effect.

RI.11-12. 8 Delineate and evaluate the reasoning in seminal U.S.texts, including the application of constitutional principles and useof legal reasoning (e.g., in U.S. Supreme Court majority opinionsand dissents) and the premises, purposes, and arguments inworks of public advocacy (e.g., The Federalist, presidentialaddresses).

Students need to describe in detail and examine the thoughtprocesses in influential U.S. texts. They need to determine howthe constitutional principles were applied. They also will considerthe use of legal reasoning in these documents such as:

1) Issue - What specifically is being debated?

2) Rule - What legal rule governs this issue?

3) Facts - What are the facts relevant to this rule?

4) Analysis - Apply the rule to the facts.

5) Conclusion - Having applied the rule to the facts, what is the

"I Have a Dream" by Dr. MartinLuther King, Jr.

CONTEMPORARY NONFICTION

“A Korean Discovers New York”by Younghill Kang (AmericanReader)

CRITICAL ESSAY

“F. Scott Fitzgerald and theCollapse of the American Dream”(Modern Critical Voices)


Close Reading strategiesSOAPSToneFrame for (main Ideas anddetails)Concept Mastery / ConceptComparisonDialectical Journal (Two Column /Double Entry Notes)Inferencing StrategyAnticipation ActivatorReader Response JournalText Markups“Says, Does, Because”

Open response

rubric

Long composition

rubric



outcome?





When studying a text that contains particularly effective rhetoric,the students will determine the author's purpose and recognizehow the text is enhanced by the author's word choice. Studentswill be able to recognize effective language and identify instanceswhere the text is beautiful, persuasive, and/or powerful. Studentswill also determine which words, phrases, or sentencescontributed to the particular effect.

CRITICAL ESSAY




Students will continue identifying how the arrangement ofparagraphs, sections (or even sentences) builds to a purpose orshapes an argument. But now students will judge the rhetoricaland explanatory worth of these choices. Teachers may ask, "Isthis argument persuasive? Is it valid?" or "Does the new idea inthis paragraph help or detract from the author's purpose?"

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10/29/2014 Instruction: Grade 11 ELA Common Core Module B




Chicopee Moodle ► Instruction ► Resources ► Grade 11 ELA Common Core Module B

Curriculum Map



Module B : Defying Injustice Extended Dramatic Text: The Crucible by Arthur Miller


ReadingLiterature

RL.11-12.10 By the end of grade 11, read and comprehendliterature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed atthe high end of the range.

Students will encounter appropriately complex texts at each gradelevel in order to develop the mature language skills and theconceptual knowledge needed for success in school and life.Effective scaffolding, at the high end of the range, will allow thestudent to encounter the text with minimal clarifications, but will notreplace the text by translating its contents for students. Studentswill be able to determine when they are not comprehending andmaking meaning, and they will be able apply appropriate strategiesin order to increase comprehension when faced with difficult text.Standard 10 defines a grade-by-grade staircase of increasing textcomplexity that rises from beginning reading to the college andcareer readiness level. Whatever they are reading, students mustalso show a steadily growing ability to discern more from and makefuller use of text, including making an increasing number ofconnections among ideas and between texts, considering a widerrange of textual evidence, and becoming more sensitive toinconsistencies, ambiguities, and poor reasoning in texts. Studentswill also acquire the habit of reading independently and closely,which are essential to their future success.

EXTENDED TEXT


When analyzing a literary text, students are required to use textualevidence that is convincing and complete to support their ideas andconclusions. Citing from the text may include a formal writtencitation (MLA) or an informal verbal reference. Students willdifferentiate between textual details that are weak, insufficientand/or inconclusive and details that serve as strong, convincing andconclusive evidence to support their ideas. Analysis will includeboth literal and inferential interpretations of the text. In addition tobeing able to determine if evidence is sufficient and convincing,students will be able to ascertain where an author purposely (orunintentionally) leaves a literary text open-ended or vague.Students would then be able to recognize a gap in theirunderstanding; their comprehension would be such that they couldquestion and/or challenge the integrity of the text.

RL.11-12.2 Determine two or more themes or central ideas of atext and analyze their development over the course of the text,including how they interact and build on one another to produce acomplex account; provide an objective summary of the text.

Students will recognize that complex literary texts often contain

WIDA Resources

EXTENDED TEXT:

The Crucible by Arthur Miller


“The Wayfarer” by Stephen Crane(Gale Litfinder)“Invictus” by William Ernest Henley(Online)"I Stood Upon a High Place" byStephen CraneThe Afflicted Girls by Nicole Cooley(Book)

SHAKESPEAREAN TIE-INS/EXTENSIONS (1 Required):

A Winter’s Tale Act III Scene 2(note: connects to the idea of awoman falsely accused)“Sonnet LXX” (note: connects to theconcepts of accusation, slander,innocence, and virtue)Hamlet , Act IV, Scene IV [How alloccasions do inform against me] byWilliam Shakespeare (Online)Other teacher selected sonnets orscenes from the plays

SHORT FICTION (Choose 1):

“Young Goodman Brown” by NathanielHawthorne (Online)

MULTIMEDIA:

The Crucible (Film)Mean Girls (Film clip)Orson Welles’ War of the Worldsradio broadcast excerpt (MercuryTheater)


Close Reading strategiesSOAPSTonePassage Analysis practiceFrame for (main Ideas and details)Concept Mastery / ConceptComparison


teachermadecriterionreferencedtests,openresponserubric,longcompositionrubric











more than one theme. Students will not only determine andarticulate (as a complete statement with a subject and predicaterather than as a mere subject or phrase) multiple themes or centralideas in a literary text, but they will also understand the inter-relationship between multiple themes and recognize how this inter-relationship provides a richer understanding of the text for thereader/audience. Students will be able to track the development ofmultiple themes throughout a text. Students will also use the keydetails of a text to provide an objective summary that is free ofpersonal opinions or feelings.

RL.11-12.4 Determine the meaning of words and phrases as theyare used in the text, including figurative and connotative meanings;analyze the impact of specific word choices on meaning and tone,including words with multiple meanings or language that isparticularly fresh, engaging, or beautiful.

As students continue to determine figurative, connotative,denotative meanings of words and phrases in a text, they will relatethe author‘s word choice to the overall effect of the story. Studentsneed to examine an author‘s craft as it relates to word choice -specifically considering multiple meanings of words and languagethat is descriptive, creative, and/or original.

RL.11-12.5 Analyze how an author’s choices concerning how tostructure specific parts of a text (e.g., the choice of where to beginor end a story, the choice to provide a comedic or tragic resolution)contribute to its overall structure and meaning as well as itsaesthetic impact.

Students will closely examine specific parts of a text (i.e. openingchapter, climax, and epilogue) in order to understand how anauthor structured and crafted (for example, medias res, framestories, and use of flashback) that particular portion so that it wouldcontribute meaning to the work as a whole or provide a specificaesthetic effect. Students will also explore why the author madethese choices as well as offer alternatives and explain how theymight impact the work as a whole for better or worse.

POETRY


As students continue to determine figurative, connotative,denotative meanings of words and phrases in a text, they will relatethe author‘s word choice to the overall effect of the story. Studentsneed to examine an author‘s craft as it relates to word choice -specifically considering multiple meanings of words and languagethat is descriptive, creative, and/or original.

SHORT FICTION


When analyzing a literary text, students are required to use textualevidence that is convincing and complete to support their ideas andconclusions. Citing from the text may include a formal writtencitation (MLA) or an informal verbal reference. Students willdifferentiate between textual details that are weak, insufficientand/or inconclusive and details that serve as strong, convincing andconclusive evidence to support their ideas. Analysis will includeboth literal and inferential interpretations of the text. In addition tobeing able to determine if evidence is sufficient and convincing,students will be able to ascertain where an author purposely (orunintentionally) leaves a literary text open-ended or vague.Students would then be able to recognize a gap in theirunderstanding; their comprehension would be such that they couldquestion and/or challenge the integrity of the text.

RL.11-12.2 Determine two or more themes or central ideas of atext and analyze their development over the course of the text,including how they interact and build on one another to produce a

Dialectical Journal (Two Column /Double Entry Notes)Inferencing StrategyAnticipation ActivatorReader Response JournalText Markups“Says, Does, Because”



complex account; provide an objective summary of the text.

Students will recognize that complex literary texts often containmore than one theme. Students will not only determine andarticulate (as a complete statement with a subject and predicaterather than as a mere subject or phrase) multiple themes or centralideas in a literary text, but they will also understand the inter-relationship between multiple themes and recognize how this inter-relationship provides a richer understanding of the text for thereader/audience. Students will be able to track the development ofmultiple themes throughout a text. Students will also use the keydetails of a text to provide an objective summary that is free ofpersonal opinions or feelings.

MULTIMEDIA

RL.11-12.7 (Note: Applicable with viewing and analysis of TheCrucible film in class) Analyze multiple interpretations of a story,drama, or poem (e.g., recorded or live production of a play orrecorded novel or poetry), evaluating how each version interpretsthe source text. (Include at least one play by Shakespeare and oneplay by an American dramatist.).

Students will examine many interpretations of a story, drama, orpoem (e.g. recorded or live production of a play or recorded novelor poetry), in order to analyze how each version interprets that text.This would indicate that a student would have knowledge of thesource text and be able to analyze how each author interprets anduses that source. Teachers will note that some Shakespeareanwork and an American play will be taught at each grade level.



Literary nonfiction includes the subgenres of exposition, argument,and functional text in the form of personal essays, speeches,opinion pieces, essays about art or literature, some biographies,journalism, and historical, scientific, technical or economic accounts(including digital sources) written for a broad audience. TheStandards emphasize arguments and other literary nonfiction thatcontain informational text structures rather than narrative literarynon-fiction that tells a story such as memoirs and biographies.Students will encounter appropriately complex texts at each gradelevel in order to develop the mature language skills and theconceptual knowledge needed for success in school and life.Effective scaffolding will allow the reader to encounter the text withminimal clarifications. It will not replace the text by translating itscontents for students. Standard 10 defines a grade-by-gradestaircase of increasing text complexity that rises from beginningreading to the college and career readiness level. Whatever theyare reading, students must also show a steadily growing ability todiscern more from and make fuller use of text, including making anincreasing number of connections among ideas and between texts,considering a wider range of textual evidence, and becoming moresensitive to inconsistencies, ambiguities, and poor reasoning intexts. Students will also acquire the habit of reading independentlyand closely, which is essential to their future success.



Students will continue to select convincing and sufficient evidenceas well as using informal and formal methods, such as MLA, whenciting sources. Students will also learn to identify ambiguity andgaps in a text. Teachers may ask, "What is left unsaid?" or "What ismissing in the author's argument?" and "Was this intentional orunintentional?"




Excerpt from Wonders of theInvisible World or MemorableProvidences Related to Witchcraftand Possession by Cotton Mather(teacher selected) (Online)“ Sinners in the Hands of an AngryGod” excerpt by Jonathan Edwards(Literature: The AmericanExperience Prentice Hall NewJersey 1994)“The Virginia Statute on ReligiousFreedom” by Thomas Jefferson(Online)“Letter to the Danbury Baptists” byThomas Jefferson (Online)Excerpts from the Transcripts of theMcCarthy Hearings (Teacherselected, online)


“Conversion Disorder: An EpidemicSpread by Sight” (journalism,technical, online)“'War of the Worlds': Behind the1938 Radio Show Panic” (NationalGeographic, online)“A Hearing To Ask: Are MuslimsBeing Radicalized?” by BarbaraBradley Hagerty (Online)“The American Muslim Response toHearings on Radicalization withintheir Community” CongressionalTestimony to the US House ofRepresentatives Committee onHomeland Security, WashingtonDC, June 20th 2012 by Qanta A. A.Ahmed (Online)“ Close Encounters with U.S.Immigration ” by Adnan Khan fromThe Bedford Reader 10th Edition byX.J. Kennedy, et al.



Openresponse

rubric

Longcomposition

rubric



Students will continue identifying how the arrangement ofparagraphs, sections (or even sentences) builds to a purpose orshapes an argument. But now students will judge the rhetorical andexplanatory worth of these choices. Teachers may ask, "Is thisargument persuasive? Is it valid?" or "Does the new idea in thisparagraph help or detract from the author's purpose?"


When studying a text that contains particularly effective rhetoric, thestudents will determine the author's purpose and recognize how thetext is enhanced by the author's word choice. Students will be ableto recognize effective language and identify instances where thetext is beautiful, persuasive, and/or powerful. Students will alsodetermine which words, phrases, or sentences contributed to theparticular effect.

RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literarysignificance (including The Declaration of Independence, thePreamble to the Constitution, the Bill of Rights, and Lincoln’sSecond Inaugural Address) for their themes, purposes, andrhetorical features.

Students will evaluate the principles and basis of arguments in U.S.foundational documents of literary significance. They will analyzethe author‘s purpose and argument. Students will examine andevaluate the rhetoric, themes, purposes, and diction.



Students will continue to select convincing and sufficient evidenceas well as using informal and formal methods, such as MLA, whenciting sources. Students will also learn to identify ambiguity andgaps in a text. Teachers may ask, "What is left unsaid?" or "What ismissing in the author's argument?" and "Was this intentional orunintentional?"



MULTIMEDIA

RI.11-12.7 Integrate and evaluate multiple sources of informationpresented in different media or formats (e.g., visually,quantitatively) as well as in words in order to address a question orsolve a problem.

Students at the 11-12 grade span will be able to use informationfrom various sources in order to address a question or solve aproblem. The students will know what types of sources areavailable and will evaluate and utilize them to complete the task.They will synthesize information from various sources. They needto make the connections and see the correlations betweeninformation presented as visuals, numbers, and/or words.Examples will also include non-text sources; for example, aninformational text could be compared to its treatment in adocumentary, photograph, song, or movie clip. The teacher mayadapt close reading techniques to non-print sources for a similarkind of analysis.

“ Everything Isn’t Racial Profiling ”by Linda Chavez from The BedfordReader 10th Edition by X.J.Kennedy, et al.

MULTIMEDIA

National Geographic Salem Witch HuntInteractive Website


Close Reading strategiesSOAPSTonePassage Analysis practiceFrame for (main Ideas and details)Concept Mastery / ConceptComparisonDialectical Journal (Two Column /Double Entry Notes)Inferencing StrategyAnticipation ActivatorReader Response JournalText Markups“Says, Does, Because”





10/29/2014 Instruction: Grade 11 ELA Common Core Module C




Chicopee Moodle ► Instruction ► Resources ► Grade 11 ELA Common Core Module C

Curriculum Map



Module C : The Power of Nature and the Individual

Extended Nonfiction/Informational Text : Into the Wild by Jon Krakauer or Walden by Henry David Thoreau


ReadingLiterature


Students will encounter appropriately complex texts at each gradelevel in order to develop the mature language skills and theconceptual knowledge needed for success in school and life.Effective scaffolding, at the high end of the range, will allow thestudent to encounter the text with minimal clarifications, but will notreplace the text by translating its contents for students. Students willbe able to determine when they are not comprehending and makingmeaning, and they will be able apply appropriate strategies in orderto increase comprehension when faced with difficult text. Standard 10defines a grade-by-grade staircase of increasing text complexity thatrises from beginning reading to the college and career readinesslevel. Whatever they are reading, students must also show a steadilygrowing ability to discern more from and make fuller use of text,including making an increasing number of connections among ideasand between texts, considering a wider range of textual evidence,and becoming more sensitive to inconsistencies, ambiguities, andpoor reasoning in texts. Students will also acquire the habit of readingindependently and closely, which are essential to their futuresuccess.

POETRY


When analyzing a literary text, students are required to use textualevidence that is convincing and complete to support their ideas andconclusions. Citing from the text may include a formal written citation(MLA) or an informal verbal reference. Students will differentiatebetween textual details that are weak, insufficient and/or inconclusiveand details that serve as strong, convincing and conclusive evidenceto support their ideas. Analysis will include both literal and inferentialinterpretations of the text. In addition to being able to determine ifevidence is sufficient and convincing, students will be able toascertain where an author purposely (or unintentionally) leaves aliterary text open-ended or vague. Students would then be able torecognize a gap in their understanding; their comprehension wouldbe such that they could question and/or challenge the integrity of thetext.

RL.11-12.4 Determine the meaning of words and phrases as theyare used in the text, including figurative and connotative meanings;analyze the impact of specific word choices on meaning and tone,

WIDA Resources

SHORT FICTION (Choose 1):

“The Open Boat” by StephenCrane (Online OR Literature: TheAmerican Experience PrenticeHall New Jersey 1994)“To Build a Fire” by Jack London(Online OR Literature: TheAmerican Experience PrenticeHall New Jersey 1994)


“I taste a liquor never brewed” byEmily Dickinson (Gale LitFinder)“Much Madness is divinestSense” by Emily Dickinson(Online)“A man said to the universe” byStephen Crane (Gale LitFinder)“When I Heard the Learn’dAstronomer” by Walt Whitman(Gale LitFinder)Excerpts from Song of Myself byWalt Whitman (teacher selected)“The Road Not Taken” by RobertFrost (Online)“The Tyger” by William Blake(Online)“To a Young Lady” by WilliamWordsworth (Gale LitFinder)“To the Daisy” by WilliamWordsworth (Gale LitFinder)“A Thing of Beauty” (fromEndymion) by John Keats (GaleLitFinder)“Ode To A Nightingale” by JohnKeats (Gale LitFinder)“Childe Harold's Pilgrimage[There is a pleasure in thepathless woods]” by Lord GeorgeGordon Byron Online)When the Levee Breaks byKansas Joe McCoy and MemphisMinnie (song lyrics) (online)

MULTIMEDIA:

Teachergenerated quizzesand examsincluding:

teachermadecriterionreferencedtests,openresponserubric,longcompositionrubric






http://imoodle.imgsoftware.com/chicopee/file.php/15/Common_Core_Resources/Grade_11_ELA/ELA_11_When_the_Levee_Breaks.docx






including words with multiple meanings or language that isparticularly fresh, engaging, or beautiful. (Include Shakespeare aswell as other authors.)

As students continue to determine figurative, connotative, denotativemeanings of words and phrases in a text, they will relate the author‘sword choice to the overall effect of the story. Students need toexamine an author‘s craft as it relates to word choice - specificallyconsidering multiple meanings of words and language that isdescriptive, creative, and/or original.

SHORT FICTION



RL.11-12.2 Determine two or more themes or central ideas of a textand analyze their development over the course of the text, includinghow they interact and build on one another to produce a complexaccount; provide an objective summary of the text.

Students will recognize that complex literary texts often contain morethan one theme. Students will not only determine and articulate (as acomplete statement with a subject and predicate rather than as amere subject or phrase) multiple themes or central ideas in a literarytext, but they will also understand the inter-relationship betweenmultiple themes and recognize how this inter-relationship provides aricher understanding of the text for the reader/audience. Students willbe able to track the development of multiple themes throughout atext. Students will also use the key details of a text to provide anobjective summary that is free of personal opinions or feelings.

RL.11-12.3 Analyze the impact of the author’s choices regarding howto develop and relate elements of a story or drama (e.g., where astory is set, how the action is ordered, how the characters areintroduced and developed).

As students examine key ideas and details in a text, they will explainhow an author‘s choices (i.e. narrative structure, narrative voice)when developing a story impact the story as a whole. From choosinga setting to developing a character, students will begin to examinehow an author crafts an idea into text and develops story elementsinto plot. Students will also explore how alternative choices wouldimpact the text as a whole.



RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- andearly-twentieth-century foundational works of American literature,including how two or more texts from the same period treat similar

Dead Poets’ Society (Film)Avatar (Film)

SUGGESTED READINGSTRATEGIES:




themes or topics.

Students will demonstrate knowledge of eighteenth, nineteenth andearly twentieth century foundational works of American literature,which will be the primary focus in grade 11 and will continue to bestudied in relation to Western European culture in grade 12. Studentswill examine how authors from the same time period deal with aparticular theme or topic.



MULTIMEDIA





Literary nonfiction includes the subgenres of exposition, argument,and functional text in the form of personal essays, speeches, opinionpieces, essays about art or literature, some biographies, journalism,and historical, scientific, technical or economic accounts (includingdigital sources) written for a broad audience. The Standardsemphasize arguments and other literary nonfiction that containinformational text structures rather than narrative literary non-fictionthat tells a story such as memoirs and biographies. Students willencounter appropriately complex texts at each grade level in order todevelop the mature language skills and the conceptual knowledgeneeded for success in school and life. Effective scaffolding will allowthe reader to encounter the text with minimal clarifications. It will notreplace the text by translating its contents for students. Standard 10defines a grade-by-grade staircase of increasing text complexity thatrises from beginning reading to the college and career readinesslevel. Whatever they are reading, students must also show a steadilygrowing ability to discern more from and make fuller use of text,including making an increasing number of connections among ideasand between texts, considering a wider range of textual evidence,and becoming more sensitive to inconsistencies, ambiguities, andpoor reasoning in texts. Students will also acquire the habit of reading

Literary Nonfiction/InformationalText : Into the Wild by Jon KrakauerOR Walden by Henry David Thoreau(complete text)



“Nature” by Ralph WaldoEmerson (complete text orexcerpt)(Online OR Literature:The American ExperiencePrentice Hall New Jersey 1994)“Self Reliance” by Ralph WaldoEmerson (complete text orexcerpt) (“Self-Reliance” andOther Essays Dover Publications1993 and Literature: TheAmerican Experience PrenticeHall New Jersey 1994)Excerpts (teacher selected) fromWalden by Henry David Thoreau(Literature: The American

Teachergenerated quizzesand examsincluding:

· teacher madecriterionreferenced tests

openresponse

rubric

longcomposition

rubric



independently and closely, which is essential to their future success.

EXTENDED TEXT


Students will continue to select convincing and sufficient evidence aswell as using informal and formal methods, such as MLA, when citingsources. Students will also learn to identify ambiguity and gaps in atext. Teachers may ask, "What is left unsaid?" or "What is missing inthe author's argument?" and "Was this intentional or unintentional?"

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

Students will look back as they read to identify the moment whenmultiple main ideas emerge and how the author conveys those ideas.Students will see what language, details, and implications are addedas these ideas reappear. Students will understand how these ideasinteract. For example, teachers may lead students to analyze howconflict influences theme, or depending on the work, the tensionbetween social roles and identity or the influence of historical eventson an idea such as justice.

RI.11-12.3 Analyze a complex set of ideas or sequence of events andexplain how specific individuals, ideas, or events interact and developover the course of the text.

Students will identify and analyze how multiple ideas, individuals, andevents relate to each other and influence each other over time.Teachers may use a graphic organizer or map to elicit details andrelationships among a larger set of features including themes, motifs,characters, events, conflicts, etc. at various times.






RI.11-12.4 Determine the meaning of words and phrases as they areused in a text, including figurative, connotative, and technicalmeanings; analyze how an author uses and refines the meaning of akey term or terms over the course of a text (e.g., how Madisondefines faction in Federalist No. 10).

Students will be accustomed to determining literal and figurativemeanings as well as looking beyond denotation to the connotativemeanings of words. Students will trace the development of key termsthroughout a text. This includes looking at other sources to helpunderstand the term, looking at its context, and looking at how detailsshape a fuller understanding of the term over the course of a text.

Experience Prentice Hall NewJersey 1994 and Walden DoverPublications 1995)“Civil Disobedience” by HenryDavid Thoreau (complete text orexcerpt) (Online and Literature:The American ExperiencePrentice Hall New Jersey 1994)Excerpt from Silent Spring byRachel Carson (The AmericanReader Edited by Diane RavitchPerennial 1990)“Letter from Birmingham Jail” byMartin Luther King, Jr.(Online)"Treaty Oration" by Chief Seattle(online)


“The Fixed” excerpt from Pilgrimat Tinker Creek by Annie Dillard(Online and English Languageand Composition: Analysis,Argument and Synthesis JohnBrassil, Sandra Coker, Carl W.Glover: Peoples Education, Inc.Saddle Brook, New Jersey 2008)“The Slow Awakening” excerptfrom The Weather Makers byTim Flannery (Online and EnglishLanguage and Composition:Analysis, Argument andSynthesis John Brassil, SandraCoker, Carl W. Glover: PeoplesEducation, Inc. Saddle Brook,New Jersey 2008)“The Quiver of a Shrub inCalifornia” by Vaclav Havel(speech) (English Language andComposition: Analysis, Argumentand Synthesis John Brassil,Sandra Coker, Carl W. Glover:Peoples Education, Inc. SaddleBrook, New Jersey 2008)

MULTIMEDIA:

Into the Wild (Film)Media clip from the National ParkServiceAn Inconvenient Truth(Documentary Film)

SUGGESTED READINGSTRATEGIES:









RI.11-12.5 Analyze and evaluate the effectiveness of the structure anauthor uses in his or her exposition or argument, including whetherthe structure makes points clear, convincing, and engaging.

Students will continue identifying how the arrangement ofparagraphs, sections (or even sentences) builds to a purpose orshapes an argument. But now students will judge the rhetorical andexplanatory worth of these choices. Teachers may ask, "Is thisargument persuasive?... Is it valid?" or "Does the new idea in thisparagraph help or detract from the author's purpose?"

RI.11-12.6 Determine an author’s point of view or purpose in a text inwhich the rhetoric is particularly effective, analyzing how style andcontent contribute to the power, persuasiveness, or beauty of thetext.

When studying a text that contains particularly effective rhetoric, thestudents will determine the author's purpose and recognize how thetext is enhanced by the author's word choice. Students will be able torecognize effective language and identify instances where the text isbeautiful, persuasive, and/or powerful. Students will also determinewhich words, phrases, or sentences contributed to the particulareffect.

MULTIMEDIA

RI.11-12.7 Integrate and evaluate multiple sources of informationpresented in different media or formats (e.g., visually, quantitatively)as well as in words in order to address a question or solve a problem(Note: Pairs well with sample synthesis writing prompt for thismodule).

Students at the 11-12 grade span will be able to use information fromvarious sources in order to address a question or solve a problem.The students will know what types of sources are available and willevaluate and utilize them to complete the task. They will synthesizeinformation from various sources. They need to make theconnections and see the correlations between information presentedas visuals, numbers, and/or words. Examples will also include non-text sources; for example, an informational text could be compared toits treatment in a documentary, photograph, song, or movie clip. Theteacher may adapt close reading techniques to non-print sources fora similar kind of analysis.



10/29/2014 Instruction: Grade 11 ELA Common Core Module D




Chicopee Moodle ► Instruction ► Resources ► Grade 11 ELA Common Core Module D

Curriculum Map



Module D : An Exploration of Gender Roles

Extended Fiction Text : Their Eyes Were Watching God by Zora Neale Hurston


ReadingLiterature



EXTENDED TEXT




WIDA Resources

EXTENDED TEXT:

Their Eyes Were Watching God by ZoraNeale Hurston OR

The Scarlet Letter by NathanielHawthorne

HONORS EXTENSION TEXT:

A Streetcar Named Desire byTennessee Williams


“To My Dear and LovingHusband” by Anne Bradstreet(Gale LitFinder and Literature:The American ExperiencePrentice Hall New Jersey 1994)“They shut me up in Prose” byEmily Dickinson (Online)“What Do Women Want?” by KimAddonizio (Online)“To the Ladies” by Lady MaryChudleigh (Online)“Phenomenal Woman” by MayaAngelou (Online)“Women” by May Swenson(Online)“Women Should Be Pedestals” byMay Swenson (Online)"Barbie Doll" by Marge Piercy

SHORT FICTION (Choose 2-3):

“The Story of an Hour” by KateChopin (Literature: The AmericanExperience Prentice Hall NewJersey 1994)“Desiree’s Baby” by Kate Chopin(Online)“Without Wood” excerpt from TheJoy Luck Club by Amy Tan“Trifles” (short drama) and/or “AJury of Her Peers” by SusanGlaspell (Online)“The Yellow Wallpaper” byCharlotte Gilman Perkins (Online)


teacher madecriterionreferencedtests,openresponserubric,longcompositionrubric












RL.11-12.3 Analyze the impact of the author’s choices regarding howto develop and relate elements of a story or drama (e.g., where astory is set, how the action is ordered, how the characters areintroduced and developed).

As students examine key ideas and details in a text, they will explainhow an author‘s choices (i.e. narrative structure, narrative voice)when developing a story impact the story as a whole. From choosinga setting to developing a character, students will begin to examinehow an author crafts an idea into text and develops story elementsinto plot. Students will also explore how alternative choices wouldimpact the text as a whole.

POETRY

RL.11-12.7 (Note: Applies to “Women” and “Women Should BePedestals” by May Swenson) Analyze multiple interpretations of astory, drama, or poem (e.g., recorded or live production of a play orrecorded novel or poetry), evaluating how each version interprets thesource text. (Include at least one play by Shakespeare and one playby an American dramatist.).

Students will examine many interpretations of a story, drama, orpoem (e.g. recorded or live production of a play or recorded novel orpoetry), in order to analyze how each version interprets that text. Thiswould indicate that a student would have knowledge of the sourcetext and be able to analyze how each author interprets and uses thatsource. Teachers will note that some Shakespearean work and anAmerican play will be taught at each grade level.

RL.11-12.MA.8.A Analyze a work of fiction, poetry, or drama using avariety of critical lenses (e.g., formal, psychological, historical,sociological, feminist).

Students will examine a work of literature using a variety of criticallenses (e.g., formal, psychological, historical, sociological, feminist)and evaluate how each lens impacts their understanding andinterpretation of the work.

SHORT FICTION



RL.11-12.5 Analyze how an author’s choices concerning how tostructure specific parts of a text (e.g., the choice of where to begin orend a story, the choice to provide a comedic or tragic resolution)contribute to its overall structure and meaning as well as its aestheticimpact.

Students will closely examine specific parts of a text (i.e. openingchapter, climax, and epilogue) in order to understand how an author

MULTIMEDIA:

The Color Purple (Film)The Joy Luck Club (Film)Their Eyes Were Watching God(Film)





structured and crafted (for example, medias res, frame stories, anduse of flashback) that particular portion so that it would contributemeaning to the work as a whole or provide a specific aesthetic effect.Students will also explore why the author made these choices as wellas offer alternatives and explain how they might impact the work as awhole for better or worse.

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

Students will determine point of view in order to analyze/recognizeinstances where there is a discrepancy between what the authorstates (literal) and what the author means when employing sarcasm,irony, understatement, or satire. Students will reflect on the meaningthat this type of point of view brings to a text or distinguishes about acharacter.

RL.11-12.7 (Note: Applies to “Trifles” and “A Jury of Her Peers” bySusan Glaspell) Analyze multiple interpretations of a story, drama, orpoem (e.g., recorded or live production of a play or recorded novel orpoetry), evaluating how each version interprets the source text.(Include at least one play by Shakespeare and one play by anAmerican dramatist.).


RL.11-12.MA.8.A Analyze a work of fiction, poetry, or drama using avariety of critical lenses (e.g., formal, psychological, historical,sociological, feminist).

Students will examine a work of literature using a variety of criticallenses (e.g., formal, psychological, historical, sociological, feminist)and evaluate how each lens impacts their understanding andinterpretation of the work.

MULTIMEDIA



RL.11-12.7 (Note: Applicable with viewing and analysis of Their EyesWere Watching God film in class) Analyze multiple interpretations of astory, drama, or poem (e.g., recorded or live production of a play orrecorded novel or poetry), evaluating how each version interprets thesource text. (Include at least one play by Shakespeare and one playby an American dramatist.).









Literary nonfiction includes the subgenres of exposition, argument,and functional text in the form of personal essays, speeches, opinionpieces, essays about art or literature, some biographies, journalism,and historical, scientific, technical or economic accounts (includingdigital sources) written for a broad audience. The Standardsemphasize arguments and other literary nonfiction that containinformational text structures rather than narrative literary non-fictionthat tells a story such as memoirs and biographies. Students willencounter appropriately complex texts at each grade level in order todevelop the mature language skills and the conceptual knowledgeneeded for success in school and life. Effective scaffolding will allowthe reader to encounter the text with minimal clarifications. It will notreplace the text by translating its contents for students. Standard 10defines a grade-by-grade staircase of increasing text complexity thatrises from beginning reading to the college and career readinesslevel. Whatever they are reading, students must also show a steadilygrowing ability to discern more from and make fuller use of text,including making an increasing number of connections among ideasand between texts, considering a wider range of textual evidence,and becoming more sensitive to inconsistencies, ambiguities, andpoor reasoning in texts. Students will also acquire the habit of readingindependently and closely, which is essential to their future success.








RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S.texts, including the application of constitutional principles and use oflegal reasoning (e.g., in U.S. Supreme Court majority opinions anddissents) and the premises, purposes, and arguments in works ofpublic advocacy (e.g., The Federalist, presidential addresses).

Students need to describe in detail and examine the thoughtprocesses in influential U.S. texts. They need to determine how theconstitutional principles were applied. They also will consider the useof legal reasoning in these documents such as:

1) Issue - What specifically is being debated?

2) Rule - What legal rule governs this issue?

3) Facts - What are the facts relevant to this rule?

4) Analysis - Apply the rule to the facts.

5) Conclusion - Having applied the rule to the facts, what is the

“Address to the Ohio Women’sRights Convention” by SojournerTruth (The American ReaderEdited by Diane Ravitch Perennial1990)“Address to the Legislature ofNew York on Women’s Rights” byElizabeth Cady Stanton (TheAmerican Reader Edited by DianeRavitch Perennial 1990)“Declaration of Sentiments” byElizabeth Cady Stanton (Online)“The Declaration ofIndependence” by ThomasJefferson, et al. (Online)“A Disappointed Woman” by LucyStone (The American ReaderEdited by Diane Ravitch Perennial1990)


“The Right to One’s Body” byMargaret Sanger (The AmericanReader Edited by Diane RavitchPerennial 1990)"No Name Woman" by MaxineHong Kingston




Openresponse

rubric

Longcomposition

rubric



outcome?

RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literarysignificance (including The Declaration of Independence, thePreamble to the Constitution, the Bill of Rights, and Lincoln’s SecondInaugural Address) for their themes, purposes, and rhetoricalfeatures.

Students will evaluate the principles and basis of arguments in U.S.foundational documents of literary significance. They will analyze theauthor‘s purpose and argument. Students will examine and evaluatethe rhetoric, themes, purposes, and diction.








10/29/2014 Instruction: Grade 11 ELA Common Core Module E




Chicopee Moodle ► Instruction ► Resources ► Grade 11 ELA Common Core Module E

Curriculum Map



Note: This module may be taught instead of Module D at the teacher’s discretion.

Module E : Liberty and Authority

Extended Literary Nonf iction/Informational Text : Narrative of the Life of Frederick Douglass by Frederick Douglass OR Incidents in the Lifeof a Slave Girl by Harriet Jacobs


ReadingLiterature



POETRY



RL.11-12.4 Determine the meaning of words and phrases as theyare used in the text, including figurative and connotative meanings;

WIDA Resources


“He ate and drank the preciousWords” by Emily Dickinson (GaleLitFinder)“There is no Frigate like a Book”by Emily Dickinson (GaleLitFinder)“Douglass” by Paul LaurenceDunbar (Gale LitFinder)“Frederick Douglass” by RobertHayden (Gale LitFinder)“Caged Bird” by Maya Angelou(Online)“Sympathy” by Paul LaurenceDunbar (Online)“Go Down Moses” (spiritual ) (TheAmerican Reader Edited by DianeRavitch Perennial 1990)“Swing Low, Sweet Chariot”(spiritual ) (Various OnlineVersions, Note: Interesting UB40version on Youtube)

SHORT FICTION (1 Selection):

The Holy Bible : Genesis 9:18-29 (KingJames Version Online)




teacher madecriterionreferencedtests,openresponserubric,longcompositionrubric











analyze the impact of specific word choices on meaning and tone,including words with multiple meanings or language that isparticularly fresh, engaging, or beautiful. (Include Shakespeare aswell as other authors.)


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

Students will determine point of view in order to analyze/recognizeinstances where there is a discrepancy between what the authorstates (literal) and what the author means when employing sarcasm,irony, understatement, or satire. Students will reflect on the meaningthat this type of point of view brings to a text or distinguishes about acharacter.

SHORT FICTION





Literary nonfiction includes the subgenres of exposition, argument,and functional text in the form of personal essays, speeches, opinionpieces, essays about art or literature, some biographies, journalism,and historical, scientific, technical or economic accounts (includingdigital sources) written for a broad audience. The Standardsemphasize arguments and other literary nonfiction that containinformational text structures rather than narrative literary non-fictionthat tells a story such as memoirs and biographies. Students willencounter appropriately complex texts at each grade level in order todevelop the mature language skills and the conceptual knowledgeneeded for success in school and life. Effective scaffolding will allowthe reader to encounter the text with minimal clarifications. It will notreplace the text by translating its contents for students. Standard 10defines a grade-by-grade staircase of increasing text complexity thatrises from beginning reading to the college and career readinesslevel. Whatever they are reading, students must also show a steadilygrowing ability to discern more from and make fuller use of text,including making an increasing number of connections among ideasand between texts, considering a wider range of textual evidence,and becoming more sensitive to inconsistencies, ambiguities, andpoor reasoning in texts. Students will also acquire the habit of readingindependently and closely, which is essential to their future success.

EXTENDED TEXT


EXTENDED TEXT:

Narrative of the Life of FrederickDouglass by Frederick Douglass OR

Incidents in the Life of a Slave Girl byHarriet Jacobs



“The Declaration ofIndependence” by ThomasJefferson, et al. (Online)“The Lincoln-Douglas Debates”(The American Reader Edited byDiane Ravitch Perennial 1990)“Bearing Witness Against Slavery”by Angelina Grimké (TheAmerican Reader Edited by DianeRavitch Perennial 1990)“Slavery in Massachusetts” byHenry David Thoreau (Online)"The Emancipation Proclamation"by Abraham Lincoln (Online)


“The Case For Slavery” by A. M.Rosenthal (Online)

MULTIMEDIA:



Openresponse

rubric

Longcomposition

rubric




RI.11-12.3 Analyze a complex set of ideas or sequence of events andexplain how specific individuals, ideas, or events interact and developover the course of the text.

Students will identify and analyze how multiple ideas, individuals, andevents relate to each other and influence each other over time.Teachers may use a graphic organizer or map to elicit details andrelationships among a larger set of features including themes, motifs,characters, events, conflicts, etc. at various times.

RI.11-12.4 Determine the meaning of words and phrases as they areused in a text, including figurative, connotative, and technicalmeanings; analyze how an author uses and refines the meaning of akey term or terms over the course of a text (e.g., how Madisondefines faction in Federalist No. 10).

Students will be accustomed to determining literal and figurativemeanings as well as looking beyond denotation to the connotativemeanings of words. Students will trace the development of key termsthroughout a text. This includes looking at other sources to helpunderstand the term, looking at its context, and looking at how detailsshape a fuller understanding of the term over the course of a text.










RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-

Frederick Douglass produced by ScottPaddor; director, Craig Haffner(Documentary)





century foundational U.S. documents of historical and literarysignificance (including The Declaration of Independence, thePreamble to the Constitution, the Bill of Rights, and Lincoln’s SecondInaugural Address) for their themes, purposes, and rhetoricalfeatures.

Students will evaluate the principles and basis of arguments in U.S.foundational documents of literary significance. They will analyze theauthor‘s purpose and argument. Students will examine and evaluatethe rhetoric, themes, purposes, and diction.






MULTIMEDIA

RI.11-12.7 Integrate and evaluate multiple sources of informationpresented in different media or formats (e.g., visually, quantitatively)as well as in words in order to address a question or solve a problem.

Students at the 11-12 grade span will be able to use information fromvarious sources in order to address a question or solve a problem.The students will know what types of sources are available and willevaluate and utilize them to complete the task. They will synthesizeinformation from various sources. They need to make theconnections and see the correlations between information presentedas visuals, numbers, and/or words. Examples will also include non-text sources; for example, an informational text could be compared toits treatment in a documentary, photograph, song, or movie clip. Theteacher may adapt close reading techniques to non-print sources fora similar kind of analysis.



10/29/2014 Instruction: Grade 11 ELA Common Core Speaking and Listening/Language




Chicopee Moodle ► Instruction ► Resources ► Grade 11 ELA Common Core Speaking and Listening/Language

Curriculum Map



Speaking & Listening / Language Curriculum

Focus Standards / Objectives Resources & Strategies Assessments

Speaking &Listening

TERMS 1-4

Note: Thesespeaking andlisteningstandardsshould beaddressedroutinely everyterm.

TERMS 1-4: Speaking and Listening Routines

Whole class discussions with close reading questioning

SL.11-12.1 Initiate and participate effectively in a range ofcollaborative 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 andpersuasively.

By the eleventh grade, students will participate and show initiative invariety forms of discussions. Students will demonstrateassertiveness and self-control, and express their ideas clearly andpersuasively during these discussions.

a. Come to discussions prepared having read and researchedmaterial under study; explicitly draw on that preparation by referringto evidence from texts and other research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas.

Students will demonstrate preparedness in participating in groupdiscussion. Students will demonstrate appropriate knowledge oftopic through good research, assertiveness in speaking, patience inlistening to their peers.

b . Work with peers to set rules for collegial discussions anddecision-making (e.g., informal consensus, taking votes on keyissues, and presentation of alternate views), clear goals anddeadlines, and individual roles as needed.

Students will agree on set of discussion rules that will allow allparticipants to present their opinion on diverse issues. Students willlisten carefully to their peers and take notes on and share theirdifference in opinion. Students will engage in conversations andrespectfully share viewpoints.

c . Propel conversations by posing and responding to questions thatrelate the current discussion to broader themes or larger ideas;actively incorporate others into the discussion; and clarify, verify, orchallenge ideas and conclusions.

The students will listen attentively, take notes and formulateappropriate questions and/or response to the speaker. The studentswill feel comfortable in questioning on any information that appearsnebulous to them. Students will feel comfortable in formulatingrebuttals if they have a different viewpoint on issues.

d . Respond thoughtfully to diverse perspectives, summarize pointsof agreement and disagreement, and, when warranted, qualify orjustify their own views and understanding and make newconnections in light of the evidence and reasoning presented.

Student will be able to sum up, synthesize, or formulate a synopsison important information presented before them. The students willbe able to relate or make personal connections on the information

WIDA Resources

SUGGESTED STRATEGIES:

Socratic seminarFish bowl discussion ( and otherstructured discussion formats)Small group workJigsawCold callTurn and talk Share (and otherverbal processing activities)Think, Pair, Share (and otherverbal processing activities)Group presentations (formal andinformal)DebateRead back (Partners read theirwriting back to peers to identifypoints of confusion, awkwardsentences, word choice issues,etc.)Student products: Glog,PowerPoint, collage, etc.

Oral presentationrubricFormativeassessmentsStudent self-assessmentusing teachergeneratedrubrics











presented in order to clarify meaning. The students will be able toidentify agreeable information and question information theydisagree on.

Structured small group discussions and informal presentationsabout literature

SL.11-12.1 Initiate and participate effectively in a range ofcollaborative 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 andpersuasively.

By the eleventh grade, students will participate and show initiative invariety forms of discussions. Students will demonstrateassertiveness and self-control, and express their ideas clearly andpersuasively during these discussions.

a. Come to discussions prepared having read and researchedmaterial under study; explicitly draw on that preparation by referringto evidence from texts and other research on the topic or issue tostimulate a thoughtful, well-reasoned exchange of ideas.

Students will demonstrate preparedness in participating in groupdiscussion. Students will demonstrate appropriate knowledge oftopic through good research, assertiveness in speaking, patience inlistening to their peers.

b . Work with peers to set rules for collegial discussions anddecision-making (e.g., informal consensus, taking votes on keyissues, and presentation of alternate views), clear goals anddeadlines, and individual roles as needed.

Students will agree on set of discussion rules that will allow allparticipants to present their opinion on diverse issues. Students willlisten carefully to their peers and take notes on and share theirdifference in opinion. Students will engage in conversations andrespectfully share viewpoints.

c . Propel conversations by posing and responding to questions thatrelate the current discussion to broader themes or larger ideas;actively incorporate others into the discussion; and clarify, verify, orchallenge ideas and conclusions.

Students will listen attentively, take notes and formulate appropriatequestions and/or response to the speaker. The students will feelcomfortable in questioning on any information that appears nebulousto them. Students will feel comfortable in formulating rebuttals if theyhave a different viewpoint on issues.

d . Respond thoughtfully to diverse perspectives, summarize pointsof agreement and disagreement, and, when warranted, qualify orjustify their own views and understanding and make newconnections in light of the evidence and reasoning presented.

Students will be able to sum up, synthesize, or formulate a synopsison important information presented before them. The students willbe able to relate or make personal connections on the informationpresented in order to clarify meaning. The students will be able toidentify agreeable information and question information theydisagree on.

SL.11-12.4 Present information, findings, and supporting evidenceclearly, concisely, and logically such that listeners can follow the lineof reasoning and the organization, development, substance, andstyle are appropriate to purpose, audience, and task.

Students will be able to present and effectively communicateinformation and evidence in a well organize manner, that is on topic,effectively support their viewpoints, and that is clear and cohesive toaudience.

SL.11-12.6 Adapt speech to a variety of contexts and tasks,demonstrating command of formal English when indicated orappropriate.

Students will appropriately apply use of oral language towards avariety audiences and scenarios and adjust speech as necessary.The students will participate in discussions using formal English andunderstand that under these scenarios any other use of the Englishlanguage such as, slang and text messaging is inappropriate during



formal discussions and presenting knowledge and ideas. Studentswill realize that the purpose of using formal English is a characteristicthey must demonstrate in the professional world.

Short informal processing activities (i.e. Think, Pair, Share,Turn and Talk, etc.)


Students will appropriately apply use of oral language towards avariety audiences and scenarios and adjust speech as necessary.The students will participate in discussions using formal English andunderstand that under these scenarios any other use of the Englishlanguage such as, slang and text messaging is inappropriate duringformal discussions and presenting knowledge and ideas. Studentswill realize that the purpose of using formal English is a characteristicthey must demonstrate in the professional world.

Peer evaluation and feedback on student writing (oral)

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and useof evidence and rhetoric, identifying any fallacious reasoning orexaggerated or distorted evidence.

Students will analyze and reflect speaker’s point of view. Studentswill demonstrate poise upon listening and disagreeing with thespeaker. The students will identify and challenge any misguidedinformation such as fallacious reasoning, exaggerated or distortedevidence. The students will feel comfortable in transitioning fromlistener to inquirer on issues presented during discussion.



BY TERM 4: Group presentation using multimedia

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

Student will conduct and present finding through research. Studentswill present findings in a well prepared and organized manner andensure that the presentation is visually enhanced, quantitativelyaccurate, and orally well presented. Students will integrate multipleand diverse sources of information that his credible, accurate andvaluable.

SL.11-12.4 Present information, findings, and supporting evidenceclearly, concisely, and logically such that listeners can follow the lineof reasoning and the organization, development, substance, andstyle are appropriate to purpose, audience, and task.

The student will be able to present and effectively communicateinformation and evidence in a well organize manner, that is on topic,effectively support their viewpoints, and that is clear and cohesive toaudience.

SL.11-12.5 Make strategic use of digital media (e.g., textual,graphical, audio, visual, and interactive elements) in presentations toenhance understanding of findings, reasoning, and evidence and toadd interest.

Students will apply use of media to create an effective presentation.Students will demonstrate purpose, cohesiveness, reasoning, andmastery when presenting a finish product. Students’ presentation willbe creative, detailed, well elaborated, and presented in aprofessional manner.

SL.11-12.6 Adapt speech to a variety of contexts and tasks,



demonstrating command of formal English when indicated orappropriate.


Language

TERMS 1-4

Routine direct vocabulary instruction

L.11-12.4 Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based on grades 11–12reading and content, choosing flexibly from a range of strategies.

The students will grow their vocabularies through a mix ofconversations, direct instruction and reading.

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 themeaning of a word or phrase.

Students will determine word meanings using context clues.

b. Identify and correctly use patterns of word changes that indicatedifferent meanings or parts of speech (e.g., conceive, conception,conceivable).

Students will determine word meanings using the patterns of wordchanges.

c. Consult general and specialized reference materials (e.g.,dictionaries, glossaries, thesauruses), both print and digital, to findthe pronunciation of a word or determine or clarify its precisemeaning, its part of speech, its etymology, or its standard usage.

Students will determine word meanings by using a dictionary or athesaurus.

d. Verify the preliminary determination of the meaning of a word orphrase (e.g., by checking the inferred meaning in context or in adictionary).

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

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

Students will incorporate appropriate vocabulary while reading,writing, speaking and listening. Students will be able to choosewords, syntax and punctuation to express themselves and achieveparticular functions and rhetorical effects.

Student peer editing

L.11-12.1 Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.

Students will develop a strong control of the conventions of standardEnglish grammar and the usage of spoken and written standardEnglish.

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

To be college and career ready in language, students must have astrong command of the grammar and usage of spoken and writtenstandard English. Beginning in grade 11, students will apply theunderstanding that language is ever-changing.

b. Resolve issues of complex or contested usage, consultingreferences (e.g., Merriam-Webster’s Dictionary of English Usage,

VOCABULARY

Vocabulary in contextGrade level vocabulary booksand resources

LANGUAGE

Warriner’s English Grammar andComposition: Fifth CourseCollege Board SAT Question ofthe DayThe Purdue Online Writing LabA Pocket Style Manual by DianaHacker and Nancy SommersBedford/ St.Martin’sdianahacker.com (Instructor)Technically Write! by Ronald S.Blicq and Lisa Moretto PrenticeHallWriters Inc : A Student Handbookfor Writing and Learning bySebranek, Patrick; Kemper,Dave; Meyer, Verne; Krenzke,Chris Houghton Mifflin

Criterionreferencedteachergeneratedquizzes andexams(vocabulary)Open responserubricLongcompositionrubricSenior ProjectProposal rubricRésumé rubricSynthesisEssay/ResearchPaper Rubric



Garner’s Modern American Usage) as needed.

Students will choose appropriate language and usage by usingreliable references.

L.11-12. 2 Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.

Students will develop a strong command of standard Englishcapitalization, punctuation and spelling while writing.

a. Observe hyphenation conventions.

Students at this level will be able to properly use a hyphen.

b. Spell correctly.

After instruction, students will self-edit their writing for capitalization,punctuation and spelling, using a self-editing checklist.

Routine analysis of figurative language and rhetorical

strategies in literature and student writing

L.11-12.3 Apply knowledge of language to understand howlanguage functions in different contexts, to make effective choicesfor meaning or style, and to comprehend more fully when reading orlistening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s ArtfulSentences) for guidance as needed; apply an understanding ofsyntax to the study of complex texts when reading.

Students will continue to apply what they know about language inorder to understand how language functions in various forms(comprehending while reading, listening and the ability to use stylewhen speaking).

a. Students will vary the combination of words in a sentence foreffect, as well as, applying an understanding of this syntax whilereading complex texts.

L.11-12.5 Demonstrate understanding of figurative language, wordrelationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in contextand analyze their role in the text.

Students will explain figurative language, word relationships andsubtle differences in word meanings.

b. Analyze nuances in the meaning of words with similardenotations.

Students will explore the subtle differences in words that have similarliteral meanings.

Review grades 9-10 standards if needed



10/29/2014 Instruction: Grade 11 ELA Common Core Writing




Chicopee Moodle ► Instruction ► Resources ► Grade 11 ELA Common Core Writing

Curriculum Map



Writing Curriculum

Focus Standards / Objectives Resources & Strategies Assessments

Term 1 TERM 1

Open Response and Long Composition: use multiple well-formed open response and long composition prompts, processwriting, and on-demand writing to address an author’s use ofexamples, details, language, and arguments.

W.11-12.2 Write informative/explanatory texts to examine andconvey complex ideas, concepts, and information clearly andaccurately through the effective selection, organization, andanalysis of content.

Students will more regularly write about topics in relation tochallenging concepts and ideas. Both facts and ideas will beexplained with a high degree of accuracy. Material will be carefullychosen and analyzed.

a. Introduce a topic; organize complex ideas, concepts, andinformation so that each new element builds on that whichprecedes it to create a unified whole; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia whenuseful to aiding comprehension.

The introduction of a topic as well as the use of quotations,graphics, and/or multimedia, will be organized around complex andchallenging concepts and ideas related to a topic. A map orgraphic organizer that prioritizes concepts may be useful instructuring informative and explanatory essays and papers. Bygrade 12, all sections of the essay or paper will cohere and servethe purpose of the essay.

b. Develop the topic thoroughly by selecting the most significantand relevant facts, extended definitions, concrete details,quotations, or other information and examples appropriate to theaudience's knowledge of the topic.

Students will start by carefully considering task, purpose, andaudience. Supporting evidence will be carefully chosen andsufficient. A variety of necessary details, quotations, and otherinformation will be chosen so that it helps provide a full explanationthat will be effective for the intended audience. Word choice andtone, as well as providing enough background information, becomeimportant.

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

A variety of carefully chosen transitions will aid organization andclarify the relationships between complex ideas. The teacher may,for example, model essays with effective transitions.

d. Use precise language, domain-specific vocabulary, andtechniques such as metaphor, simile, and analogy to manage the

WIDA Resources

Purdue OWL online writingresourceDiane Hacker (online)A Pocket Style Manual by DianaHacker and Nancy SommersBedford/ St.Martin’sTechnically Write! by Ronald S.Blicq and Lisa Moretto PrenticeHallWriters Inc : A Student Handbookfor Writing and Learning bySebranek, Patrick; Kemper, Dave;Meyer, Verne; Krenzke, ChrisHoughton Mifflin

Open responserubricLongcompositionRubric











complexity of the topic.

Students will apply the appropriate terminology or jargon related tothe topic being addressed. By grade 12, students will use otherliterary techniques such as metaphor, simile, and analogy.

e. Establish and maintain a formal style and objective tone whileattending to the norms and conventions of the discipline in whichthey are writing.

Students will regularly write in a formal, objective, academic modefree of bias. Students will tailor their tone and choice of examplesto suit the audience. They will use appropriate terminology andstyle of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from andsupports the information or explanation presented (e.g.,articulating implications or the significance of the topic).

The concluding section will flow clearly from the explanations andinformation presented. The significance of the findings will beapparent.

Term 2 Narrative Essay/Poem, Short Story or Character Journal:Students produce and publish, via digital media (i.e. Glogster,Ning), an original and creative work.

End of Term 2: District Benchmark Essay Exam

W.11-12.3 Write narratives to develop real or imaginedexperiences or events using effective technique, well-chosendetails, and well-structured event sequences.

Writing narratives is an especially effective way to study voice andliterary techniques. Students shall write about well-chosensituations with effective details that enhance the narrative.

a. Engage and orient the reader by setting out a problem, situation,or observation and its significance, establishing one or multiplepoint(s) of view, and introducing a narrator and/or characters;create a smooth progression of experiences or events.

Writing narratives is an especially effective vehicle forunderstanding the subtleties of point of view, the function of anarrator, and the function of situation. Students will be encouragedto set out interesting and problems. Students will be guided to writein a way that reflects an understanding of new and increasinglychallenging points of view and narrative voices in well-chosensituations. Students will pay special attention to considering andconveying the significance of the problem or situation.

b. Use narrative techniques, such as dialogue, pacing, description,reflection, and multiple plot lines, to develop experiences, events,and/or characters.

Students will consciously choose from a variety of techniques tobest address the situation and goal. Reflection will join othertechniques including dialogue and description.

c. Use a variety of techniques to sequence events so that theybuild on one another to create a coherent whole and build toward aparticular tone and outcome (e.g., a sense of mystery, suspense,growth, or resolution).

Experiences and events will build appropriately and effectivelytowards a goal. A variety of sequencing techniques will beconsidered.

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

Students will actively select details for emphasis and omission.Precise language will be chosen to convey those details. Studentswill become more explicitly aware about choosing techniques ofdialogue, description, imagery, figurative language, etc. Teachersmay have students imitate a range of writers in brief exercises tofamiliarize them with various approaches to style and voice.

Purdue OWL online writingresourceDiane Hacker (online)A Pocket Style Manual by DianaHacker and Nancy SommersBedford/ St.Martin’sTechnically Write! by Ronald S.Blicq and Lisa Moretto PrenticeHallWriters Inc : A Student Handbookfor Writing and Learning bySebranek, Patrick; Kemper, Dave;Meyer, Verne; Krenzke, ChrisHoughton Mifflin

CCHS SeniorProjectProposal rubricRésumé rubric



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

Students will succeed in achieving the narrative goal they set outand built on from the beginning.

MA.3.A. Demonstrate understanding of the concept of theme bywriting short narratives, poems, essays, speeches, or reflectionsthat respond to universal themes (e.g., challenges, the individualand society, moral dilemmas, the dynamics of tradition andchange).

Adequate attention to theme and related concepts such as motifand purpose, is one of the hallmarks of great writing. Students willwrite in one or more creative genres to address a theme or themesof sufficient complexity and potentially universal appeal.

W.11-12.4 Produce clear and coherent writing in which thedevelopment, organization, and style are appropriate to task,purpose, and audience

Students will carefully consider task, audience, and purpose andexplicitly choose suitable elements of style and organization.

W.11-12.5 Develop and strengthen writing as needed by planning,revising, editing, rewriting, or trying a new approach, focusing onaddressing what is most significant for a specific purpose andaudience

Students will routinely practice all aspects of the writing process(prewriting, drafting, editing, and revising). Such consideration ofprocess will go beyond merely editing for correctness to includerethinking technique and detail. Teachers may encourage studentsto try new techniques and approaches to better suit the task,purpose, or audience.

W.11-12.6 Use technology, including the Internet, to produce,publish, and update individual or shared writing products inresponse to ongoing feedback, including new arguments orinformation.

Students will use technology appropriately when creating andrefining individual or collaborative writing. Students will respond toongoing feedback from others, including new arguments orinformation.

W.11-12.1 Write arguments to support claims in an analysis ofsubstantive topics or texts, using valid reasoning and relevant andsufficient evidence.

Students will write persuasive essays about texts and importanttopics using valid reasoning and carefully chosen evidence.Students must learn to use various kinds of evidence as well assufficient evidence to support their views.

a. Introduce precise, knowledgeable claim(s), establish thesignificance of the claim(s), distinguish the claim(s) from alternateor opposing claims, and create an organization that logicallysequences claim(s), counterclaims, reasons, and evidence.

The claims in students' arguments must be carefully stated andreflect sufficient background knowledge in the subject. Students willcompare and contrast their claims with alternate and opposingclaims. The supporting role of evidence and reasons in relation toa larger claim or argument must be clear. Students will carefullystructure their essays to logically build their cases. Teachers maywant to review the logical relation between premises andconclusions.

b. Develop claim(s) and counterclaims fairly and thoroughly,supplying the most relevant evidence for each while pointing outthe strengths and limitations of both in a manner that anticipatesthe audience's knowledge level, concerns, values, and possiblebiases.

Students will maintain objective fairness while representingalternative views and arguments. Students will identify strengths inopposing views and possible weaknesses in their own and do sothoroughly. There will be no signs of bias.



c. Use words, phrases, and clauses as well as varied syntax to linkthe major sections of the text, create cohesion, and clarify therelationships between claim(s) and reasons, between reasons andevidence, and between claim(s) and counterclaims.

The connections between reasons, evidence, and claims must bevalid and sound. Students will distinguish valid from invalidreasoning. Students will use varied syntax and considerappropriate rhetorical strategies. Teachers may need to reviewcommon fallacies and the structure of a logical argument.

d. Establish and maintain a formal style and objective tone whileattending to the norms and conventions of the discipline in whichthey are writing.

Students will tailor their tone and argument to suit the audience.They will use appropriate terminology and style of the discipline inwhich they are writing. For example, an argument related to textsabout genetics will use appropriate scientific terminology andreferences to experimental studies whereas a character studysourced on a work of fiction would rely on quotations andpsychological terms.

e. Provide a concluding statement or section that follows from andsupports the argument presented.

The concluding section will flow clearly from the arguments andevidence presented. Unavoidable gaps or remaining questionsmay be acknowledged, areas for further work may berecommended, and the conclusion will not be overstated.

Continue Open Response and/or Long Composition writing

Terms 3 and 4 Professional email (CCHS Senior Project Proposal) andRésumé: Students will produce career readiness writing in theform of a professional email proposing a topic for their seniorprojects and a functional résumé that has real world employmentand college applications.

W.11-12.2 Write informative/explanatory texts to examine andconvey complex ideas, concepts, and information clearly andaccurately through the effective selection, organization, andanalysis of content.

Students will more regularly write about topics in relation tochallenging concepts and ideas. Both facts and ideas will beexplained with a high degree of accuracy. Material will be carefullychosen and analyzed.

a. Introduce a topic; organize complex ideas, concepts, andinformation so that each new element builds on that whichprecedes it to create a unified whole; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia whenuseful to aiding comprehension.

The introduction of a topic as well as the use of quotations,graphics, and/or multimedia, will be organized around complex andchallenging concepts and ideas related to a topic. A map orgraphic organizer that prioritizes concepts may be useful instructuring informative and explanatory essays and papers. Bygrade 12, all sections of the essay or paper will cohere and servethe purpose of the essay.

b. Develop the topic thoroughly by selecting the most significantand relevant facts, extended definitions, concrete details,quotations, or other information and examples appropriate to theaudience's knowledge of the topic.

Students will start by carefully considering task, purpose, andaudience. Supporting evidence will be carefully chosen andsufficient. A variety of necessary details, quotations, and otherinformation will be chosen so that it helps provide a full explanationthat will be effective for the intended audience. Word choice and

Purdue OWL online writingresourceDiane Hacker (online)A Pocket Style Manual by DianaHacker and Nancy SommersBedford/ St.Martin’sTechnically Write! by Ronald S.Blicq and Lisa Moretto PrenticeHallWriters Inc : A Student Handbookfor Writing and Learning bySebranek, Patrick; Kemper, Dave;Meyer, Verne; Krenzke, ChrisHoughton MifflinEnglish Language andComposition: Analysis, Argumentand Synthesis John Brassil, SandraCoker, Carl W. Glover PeoplesEducation, Inc. Saddle Brook, NewJersey 2008

Suggested Synthesis Essay Topic forModule C:

Sample Writing Prompt : For millennia,nature has been a force that has yieldedits formidable power over mankind.However, as mankind has become moretechnologically advanced, nature hasbeen forced to succumb to mankind’smanifestation of its technologicaldominance over the natural world.Ultimately, which is the more powerfulforce, nature or mankind? Must onealways dominate the other, or is itpossible that the two are capable ofcoexisting harmoniously for the benefit ofboth?

SynthesisEssay/ResearchPaper RubricLongcompositionRubric



tone, as well as providing enough background information, becomeimportant.

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

A variety of carefully chosen transitions will aid organization andclarify the relationships between complex ideas. The teacher may,for example, model essays with effective transitions.

d. Use precise language, domain-specific vocabulary, andtechniques such as metaphor, simile, and analogy to manage thecomplexity of the topic.

Students will apply the appropriate terminology or jargon related tothe topic being addressed. By grade 12, students will use otherliterary techniques such as metaphor, simile, and analogy.

e. Establish and maintain a formal style and objective tone whileattending to the norms and conventions of the discipline in whichthey are writing.

Students will regularly write in a formal, objective, academic modefree of bias. Students will tailor their tone and choice of examplesto suit the audience. They will use appropriate terminology andstyle of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from andsupports the information or explanation presented (e.g.,articulating implications or the significance of the topic).

The concluding section will flow clearly from the explanations andinformation presented. The significance of the findings will beapparent.


TERMS 3 & 4

Synthesis Essay: Students will compose an MLA style synthesisessay of at least 3 pages in response to a prompt generated by theinstructor or on a topic of their own choice. Students will conductresearch, which will include a variety of media sources (i.e. fiction,informational text, speeches, editorials, film, art, photographs,etc.), in order to prepare for the composition of the synthesisessay.






Students will maintain objective fairness while representingalternative views and arguments. Students will identify strengths in



opposing views and possible weaknesses in their own and do sothoroughly. There will be no signs of bias.







W.11-12.7 Conduct short as well as more sustained researchprojects to answer a question (including a self-generated question)or solve a problem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation.

On both short, focused projects (formal or informal) and longer,more in-depth research, students will learn how to synthesizeinformation by integrating material from a variety of sources intoone cohesive product that demonstrates new insight. Toaccomplish this, students will recognize what is important in asource, how it supports the topic and how it relates to the source.

W.11-12.8 Gather relevant information from multiple authoritativeprint and digital sources, using advanced searches effectively;assess the strengths and limitations of each source in terms of thetask, purpose, and audience; integrate information into the textselectively to maintain the flow of ideas, avoiding plagiarism andoverreliance on any one source and following a standard format forcitation.

Students will find information from reliable and authoritativesources. Students will find reputable print or digital sources toanswer a relevant question. Students will integrate the informationeffectively, avoiding plagiarism and using formal (MLA) or informalforms of citation when appropriate. Students will determine thestrengths and limitations of the sources, in terms of task, audienceand purpose. Students will not rely heavily on one single source.

W.11-12.9 Draw evidence from literary or informational texts tosupport analysis, reflection, and research.

Students will use evidence from literary or informational texts tosupport their writing.

a. Apply grades 11–12 Reading standards to literature (e.g.,“Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature,including how two or more texts from the same period treat similarthemes or topics”).

Students will use literary texts to demonstrate knowledge of



eighteenth, nineteenth and early twentieth century foundationalworks of American literature. Students will compare two or moreworks from the same time period looking at similar themes ortopics.

b. Apply grades 11–12 Reading standards to literary nonfiction(e.g., “Delineate and evaluate the reasoning in seminal U.S. texts,including the application of constitutional principles and use of legalreasoning [e.g., in U.S. Supreme Court Case majority opinions anddissents] and the premises, purposes, and arguments in works ofpublic advocacy [e.g., The Federalist, presidential addresses]”).

Students will use informational text to identify and evaluatereasoning in seminal U.S. texts, including the application ofconstitutional principles, use of legal reasoning, and/or thepremises, purposes, and arguments in works of public advocacy.


End of Term 4: District Benchmark Essay Exam






Students will maintain objective fairness while representingalternative views and arguments. Students will identify strengths inopposing views and possible weaknesses in their own and do sothoroughly. There will be no signs of bias.










TERMS 1 THROUGH 4

W.11-12.10 Write routinely over extended time frames (time forresearch, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of tasks, purposes, andaudiences.

Students will routinely write long and short, formal and informalpieces, for a variety of tasks, purposes, and audiences. Studentswill regularly revise their writing over the course of multiple drafts.



Documents

You are not logged in. Chicopee Moodle Instruction ...chicopeeps.org/Curriculum/ELA/ELA 11 2014.pdfAnticipation Activator Reader Response Journal Teacher generated quizzes and exams