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Banning Unified School District English Language Arts

Unit 1: What’s Next? Thinking About Life After High School

Grade/Course: 12th Grade: Expository Reading and Writing Course (ERWC)

Unit Title: What’s Next? Thinking About Life After High School

Unit Number: Unit 1

Length of Unit: 4 Weeks

Phase I: Desired Outcomes

Unit Overview: (overall objectives and literacy focus)

This module is designed to be used in the first semester of the 12th grade. It should take between 18 to 22 classes to complete, depending on how you handle discussions and homework assignment. The module focuses on supporting students as they confront choices they have to make about life after high school. As students enter the final year of their education, they are likely to begin thinking about their future. This module provides students with an opportunity, early in the year, to begin to consider not just what they wish to do after high school but how well prepared they are for life after high school. This module asks students

❏ To generate a portfolio that documents their research and findings about potential paths after high school

❏ To write a final personal application letter for college or a letter of introduction to a work community

Performance Task Summary:

The final expression of all this reading, research, and writing will be the development of a letter or essay students will use to apply for acceptance into the community they wish to enter.

❏ If students believe they are more inclined to pursue a career or enter the workforce, they will write a “letter of introduction” to the work community or job that they wish to pursue.

❏ If students plan on entering college, they will write a personal essay for their college

application. Remember: The final letter or essay needs to be around 1,000 words, typed, proofread, and ready to send out to either a school or employer.

Common Core Learning Standards

Priority Standards

RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text

W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SL1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Additional Standards Addressed:

RI5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI7 Integrate and evaluate multiple sources of information presented in different media or formats

W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

W4 Produce clear and coherent writing as in which the development, organization, and style are appropriate to task, purpose, and audience.

W5 Develop and strengthen writing as needed by planning … focusing on addressing what is most significant for a specific purpose and audience

W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation, including footnotes and endnotes.

W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies (context, patterns, inference).

L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career-readiness level: demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Enduring Understandings / Big ideas Essential Questions

An enduring understanding is the “big idea,” concept or skill a student will use beyond this course.

What thought-provoking questions will foster inquiry, meaning-making and transfer?

1. Cite strong and thorough textual evidence to support analysis of what a text says and implies

2. Determine an author’s point of view or purpose

1. How & Why do I read rhetorically? Why must I cite/support my ideas?

2. How do I “get inside the head” of a writer? Point

in a text. 3. Analyze an author’s assumptions and appeals

(ethos, pathos, logos) 4. Analyze the writer’s use of rhetorical devices and

strategies. 5. Understand key rhetorical concepts such as

audience, purpose, context and genre through analysis of texts. Write reading-based arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Incorporates the texts of others effectively and uses documentation styles suitable to task, genre and discipline. Edit for clarity and for standard written English grammar, usage, and mechanics. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Demonstrate the ability to observe, evaluate, and regular one’s development as a writer of expository texts, including the identification of areas needing further growth. Initiate and participate effectively in a range of collaborative discussions with peers.

6. Act as motivated, self-directed learners. Persist during difficult academic tasks. Consider new ways of thinking and being; see other points of view. Learn to critique either own and others academic work. Reflect on their learning and on the processes that shape knowledge.

of view? Purpose? 3. How can I convince through use of ethos, pathos,

and logos? 4. What strategies can I use in my own writing? 5. How & Why do I write rhetorically? 6. How & Why must I develop “Habits of Mind”?

Unit Objectives: These are the overarching learning objectives (smaller objectives and targets will be presented in other elements of the unit)

Students will (be able to)... ❏ Become familiar with college and career expectations for reading

independently ❏ Become familiar with the intellectual habits necessary for success in

college and careers, including curiosity, openness, engagement, creativity, persistence, flexibility, responsibility, and metacognition

❏ Organize information from online research and textual study for use in developing writing

❏ Generate questions about ideas, arguments, analyses, perspectives, or the rhetorical presentation of text for the purpose of making an informed response to what others say

❏ Apply the rhetorical framework to reading and writing situations ❏ Manage information gathered through reading in preparation for

writing ❏ Develop academic vocabulary through reading and writing ❏ Understand writing as a response to an audience, situation, or intention ❏ Apply writing as the development of thought rather than the

representation or ornamentation of thought ❏ Write prose that is coherent, clear, and organized ❏ Write sentences that demonstrate variety

Academic Language

Tier II Words High frequency academic terms

● visualize ● summarize ● clarify ● connect ● respond ● question ● argument ● claim ● marking the text ● making predictions ● purpose ● audience ● situation

Tier III Words Specific to content

● college application ● college admission requirements ● college/work culture ● intellectualism ● college majors and impacted

majors ● academic programs ● street smart ● globalization ● viable options ● factoid ● new chapter ● big payback ● big picture ● mean annual earnings ● work-life earnings

Essential Response Frames: The necessary language scaffolds to ensure every student has the chance to speak and write using the necessary language targets of the unit

● One of the author’s primary purposes for writing this article is to ______________________________….

● The piece of evidence that most strongly supports _____________’s (insert author’s name) argument about ________________ (insert topic) is found in ______________ (line, paragraph, etc.) ____. He/she writes ______________________ (insert quote).

Structured

Collaborative

Conversation

(listening and

speaking

activities):

● Partnering

● Pair Share

● Elbow Partners

● Group Jigsaw Report

● Socratic Seminar

● 4 -Corner Debate

Phase II: Desired Results

Summative/Culminating Performance Task(s) Formative Assessment

Summative Assessment Measures

Unit Culminating Performance

Task (summative) (DOK 3 or 4)

The final expression of all this reading, research, and writing will be the development of a letter or essay students will use to apply for acceptance into the community they wish to enter.

❏ If students believe they are more inclined to pursue a career or enter the workforce, they will write a “letter of introduction” to the work community or job that they wish to pursue.

❏ If students plan on entering college, they will write a personal essay for their college

application. Remember: The final letter or essay needs to be approximately 1,000 words, typed, proofread, peer-edited, and ready to send out to either a school or employer.

Rubric Use Common Core Rubric

Formative Assessment Measures

Pre-Assessment:

Activity 1: Reflective Freewrite (“Introducing Students To ERWC”) Activity 2: Beginning of the Course Self-Assessment (“Introducing Students To ERWC”)

Formal Formative Assessment #1

Formative assessment #1: 8 days into this unit Time required to administer and use the assessment for instruction: 1-3 instructional hours PROMPT: In response to Perez’s and Graff’s essays - as well as your list of key concepts and key vocabulary- write three separate “idea chuks” that respond to these thoughts. Idea chunks are short pieces of writing, 1 to 3 paragraphs long, that attempt to capture an idea you have, find some support for that idea, and explain the importance of the idea. These are not essay; you are still writing to figure out what you are thinking. In this activity, you are primarily making connections between what Perez’ and Graff have written and aspects of your own life and experience. Choose 3 from the following list of questions: 1. Review the key vocabulary list. Do the words you chose still best represent key aspects of your identity, values, goals or abilities? 2. Has the meaning or significance of your key words changed in any way? 3. Have new key words surfaced or do different words seem more important after reading Perez and Graff? 4. Have Perez or Graff added any insight to your thoughts about career or school? 5. Have Perez or Graff made you think of any moments in their life that best represent who they are just now? 6. Have Perez or Graff caused you to change their thinking about anything? Rough & Final. Proofread. Peer Edit. Blue/Black ink or typed. Teacher will lead the class through the assessment collaboratively, asking students/partnerships/tables to propose revisions and answers while other class members make comments, suggestions and offer differing opinions.


Formative assessment #2: 14 days into this unit Prompt: Write a letter to a trusted person about how well you are - or are not - prepare for the next stage of your life following high school. (3 Paragraphs) Support your argument with minimum of 6 quotes from “10 Rules …”, “Not Going …”, “Why Go …” and/or “The 10 Most…” . a) Explain why you are prepared for the next stage of your life, or not. b) Describe your concerns. c) Tell about an event that shows your skills, including strengths and weakness. d) Write questions you have about the next stage of your life and answer them.

e) Ask for advice about your ideas and explain why you need the advice. f) Explain why you have chosen a particular path after high school. Rough & Final. Proofread. Peer Edit. Blue/Black ink or typed. Teacher will lead the class through the assessment collaboratively, asking students/partnerships/tables to propose revisions and answers while other class members make comments, suggestions and offer differing opinions.


Formative assessment #3: 18 days into unit and/or just prior to final writing assessment. Prompt: In class you have read and discussed “My Autobiography in 5 Steps”. Now choose your own “life lesson” and “extended metaphor” create and write your own “My Autobiography in 5 Steps”. Do not use any of the words or imagery found in the original text. Rough & Final. Proofread. Peer Edit. Blue/Black ink or typed. Present to class. Teacher will lead the class through the assessment collaboratively, asking students/partnerships/tables to propose revisions and answers while other class members make comments, suggestions and offer differing opinions.

Formal Formative Assessment #4: Student Portfolio

Student Unit 1 Portfolio will include the following items: 1. A collection of shorter writings student develops to help generate student ideas, think about student ideas, and finally make decisions about - or evaluate- the student ideas 2. Frequently Asked Questions (FAQs) in which student provides answers to important questions regarding student application for a school or career opportunity.

Real-time, Daily Checking for Understanding

These are “scattered” throughout the ERWC Module Activities ● Micro-writing tasks: there will be at least 2-3 opportunities per text for students to write 1-3 paragraph

responses to text-dependent, critical thinking questions which are linked to the first formative assessment. Students will write their responses collaboratively and independently, depending on the context. They will always read/present their writing to someone, usually a partner, and have the chance to make edits. Sometimes they will be asked to share with a larger group or even the whole class.

● Text-dependent questioning: students will regularly answer text-dependent questions which they will answer in the following ways: ○ In writing (one or two complete sentences responses in their ELA notebook) ○ Verbally (often w/collaboration w/partner or small group) ○ In extended response essays

● “Mini-quizzes”: students will answer quiz questions which will present them with their readings.

Rubrics, Scoring Guides & Answer Key

Any additional information and guidance regarding models, rubrics, sample responses, answers to select response questions, etc. necessary for a teacher who has never seen this unit should be located or linked to in here. Common Core Informational/Narrative/Argumentative Essay

Related Assessment Claims and Targets

Claims Targets

Claim #1 – Reading Informational Text & Literature “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Key Details: Given an inference or conclusion, students can use explicit details and implicit information from the text to support the inference or conclusion provided.

Claim #2 – Reading 2 “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

Central Ideas: Students can summarize central ideas/key events using key relevant details. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Claim #3 - Writing 2 “Students can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.”

Analyze/Integrate Information: Gather, analyze, and integrate multiple sources of information/evidence to support a presentation on a topic. A. Introduce a Topic B. Develop the Topi C. Use Varied Transitions D. Use Precise Language E. Provide Concluding Statement Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 2 MC, MS, HT

Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. 11.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Claim #4 - Writing 10 “Students can write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.”

Write Brief Texts: Apply a variety of strategies when writing one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a precise claim, organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented. Revise Brief Texts: Apply a variety of strategies when revising one or more paragraphs of text that express arguments about topics or sources: establishing and supporting a precise claim,organizing and citing supporting evidence and counterclaims using credible sources, providing appropriate transitional strategies for coherence, using appropriate vocabulary, or providing a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented. COMPOSE FULL TEXTS: Write full arguments about topics or sources, attending to purpose and audience: establish and support a claim, organize and cite supporting evidence from credible sources, provide appropriate transitional strategies for coherence, and develop a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s) presented.

Claim #5 – Speaking and Listening 1 “Students can employ effective speaking and listening skills for a range of purposes and audiences.”

Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a

hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Phase III: Learning Plan and Activities

Required and Recommended Resources to Support Student Learning

Required Texts & Resources (if

any)

Module 1 ERWC Articles Including: “Hidden Intellectualism” by Gerald Graff “FAQ Guide for College or Work” by Rick Hansen “Want to Get Into College/ Learn to Fail.” Angel B. Perez Jigsaw Activities Using: “10 Rules for Going to College When Nobody Really Expected You To” “Not Going to College is a Viable Option” by Lawrence B. Schlack “The 10 Most Common Excuses for Not Going to College and Why They’re All Wrong” “Why Go to College” How 2 Choose” University of North Texas

Textbook and other print

sources:

“Autobiography In 5 Steps” Unknown “If” by Rudyard Kipling “Road Not Taken” by Robert Frost. “I Hear America Singing” by Walt Whitman

Special Materials:

College Essay Guidelines Letter of Introduction Template

Internet Sources:

Web site research for colleges and career opportunities that allow students to access specific information about what to expect, what is required, what is possible, and how to go about pursuing their future plans. Web Site Resources also proved by Rick Hansen

What learning experiences and instruction will enable students to achieve the desired results?

How will we introduce the unit of study? How will we engage all students? How will we assess prior knowledge? How will we provide access for all students?

See sequence of Teacher Module. Several activities to choose from.

What conceptual understanding will need to be mastered? How will students demonstrate real life application of these concepts? What skills need to be mastered?


How might technology be used to support concept and skill development?

How will we address the different needs, interests, and abilities of all learners, including advanced learners, English learners, and students with disabilities?


How will we engage students in inquiry and research to deepen knowledge? How might technology be used to support this?


How will we provide opportunities for communication and collaboration? How might technology be used to support this? How will we provide access for all students?


How will we create opportunities for creativity and critical thinking? How might technology be used to support this? How will we provide access for all students?


How will we connect with other content areas? Argument and Claim in other content areas.

How will we continue learning after/outside of school?

Reading, Writing, Listening, and Speaking in college or career.

What are common misconceptions and difficulties students generally encounter while learning these concepts and skills?

Misconception Suggestions

Stating argument is too difficult. Making claims is too difficult.

Patience. Modeling. Student modeling.

Identifying author’s argument is too difficult. Identifying author’s claim is too difficult.


Close Reading of text is too difficult. Marking the text is too difficult. “Author Says” is too difficulty. “Author Does” is too difficult.


Close Reading of literature is too difficult. Marking the text is too difficult. “Author Says” too difficult. “Author Does” is too difficult. One-word theme is easier than author’s thematic statement.


“I don’t like talking aloud.” and “I don’t talk in front of groups.”

Use of pair shares. Journals. Elbow Partners.

Suggested Sequence of Instruction across the Unit Note: Instructors will be informed this is simply a limited list/outline of instruction

Lesson Title Summary

Standards Addressed

Activities, Assessment, etc.

LIFE MAP Exercise W 3, 4, 5, 6 Students Create “LIfe Map” What is Purpose of Map? Should we “map” our lives? Guided Teacher Facilitation Students Write Proposal - MOVIE OF MY LIFE

Pre-Assessment Activities Introducing Students to ERWC

Activity 1 Reflective Freewrite Activity 2 Beginning Course Self-Assessment

Introductory Lesson Summary: Activating Prior Knowledge

Activity 1 Freewriting - Gathering Opening Thoughts Activity 2 Activating Prior Knowledge Activity 3 Exploring Key Concepts Activity 4 Making Predictions and Asking Questions Activity 5 Understanding Key Vocabulary

Lesson 1 Summary: “Want to Get Into College? Learn to Fail” by Angel B. Perez

R I 5a, 2 W 2, 10

Pre-reading Activity 6 Surveying the Text Activity 7 Reading with the Grain Close Reading Marking the Text Author Says/Author Does Post-reading Activity 8 Responding to Author

POEM “ROAD NOT TAKEN” by Robert Frost

RL 1.7, 1.9 L 11-12.5b W1, 4, 5, 10

Close Reading Literary Elements Thematic Connections TPCASTT Reflective Response “Road of My Life” argument/claim Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations

Lesson 2 Summary: “Hidden Intellectualism” by Gerald Graff

R I 1, 3, 5, 6, 8 S & L 1

Pre-reading Getting Ready To Read and Exploring Key Concepts The Russell quote The Eisenhower quote The Camus quote See the activities in Teacher/Student materials Activity 9 Getting Ready to Read & Exploring Key Concepts Close Reading Marking the Text Author Says/Author Does Activity 11 Stop & Respond Post-reading *Activity 12 Formative Assessment Thinking Critically Idea Chunks - 3 paragraphs Rough/Final/Peer Edits

POEM “IF” by Rudyard Kipling

RL L11-12b W1, 4, 5,10

Close Reading Literary Elements Thematic Connections TPCASTT Reflective Response “3 Philosophies From Poem” Students Live By” argument/claim Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations

Lesson 3 Summary: GROUP JIGSAW “10 Rules” “Not Going …” “Why Go …” “The 10 Most Common …”

RI 1, 2, 5 W 2, 10 S 1 & 2

Divide the class into 8 groups. Each group will get one of the four articles to study. Pre-reading Activity 14 Surveying the Text Close Reading For Group Marking the Text Author Says/Author Does Activity 15 Reading For Understanding Visual Essay/Poster a) A brief summary of the document’s argument

b) Important claims writer poses and quotes and information the writer provides to support c) An explanation of what groups think is important about the document d) Present to class Post-reading Activity 16 Responding to Authors Minimum 2 paragraphs Activity 16A (Activity 13 moved from previous lesson) * Formative Assessment Summarizing & Responding Letter To Friend - 1 page

POEM “I HEAR AMERICA SINGING” by Walt Whitman

RL 1.7, 1.9 L11-12b W1, 4, 5, 10

Close Reading Literary Elements Thematic Connections TP-CASTT Reflective Response “Live to Work … Work to Live” Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations

Lesson 4 Summary: “FAQ Guide for College or Work” “Web Site Resources”

RI 1, 5, 7 W 2, 5, 8, 9, 10 S & L 1, 2

Activity 17 Making Predictions and Asking Questions Activity 19 Reading for Understanding and Collection Information Activity 20 Summarizing Research Findings Activity 21 Reflecting on Your Research Findings

POEM Autobiography In 5 Steps

RI 1.7, 1.9 L 11-12.b W1, 4, 5, 10

Close Reading Literary Elements Thematic Connections TPCASTT *Formative Assessment: Creative Writing: Own Poem in Style of Author New Message/Metaphor

Lesson 5 Summary: FINAL ASSESSMENT COLLEGE ESSAY or LETTER OF

W 2a, 2c, 2d,3,4,5,9, 10 L 1a,b 2a, b

Activity 22 Considering The Writing Task Activity 23 Taking A Stance (Rhetorical Framework) Activity 24 Composing A Draft Activity 25 Considering Structure - Read Around Activity Activity 26 Revising Rhetorically Activity 27 Editing (Proofread and Peer Edit)

INTRODUCTION INFORMATION/NARRATIVE/ARGUMENTATIVE

S & L 1, 2

Activity 28 Reflecting on Your Writing Process

Notes

The ERWC Materials are “teacher friendly” and “student friendly.” They can be modified or eliminated as teacher sees fit. I have included the elements of poetry that to me thematically fit the unit, engage students, and provide

instruction of literary elements, analysis, and creative writing.

Comments

Another teacher might view the ERWC Materials differently, and create their own path, and this would be correct as well.

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