literature iii language arts - trenton.k12.nj.us curriculum attachment 1-qq...literature iii...
TRANSCRIPT
TRENTON PUBLIC SCHOOLS
Literature III Language Arts
Curriculum Framework
CURRICULUM OFFICES ndash TRENTON BOARD OF EDUCATION
108 N Clinton Avenue
3rd Floor ~ Room 301
Dr Fredrick H McDowell Jr Superintendent of Schools
Elizabeth DeJesus Chief Academic Officer
Leslie Septor Humanities Supervisor
Adopted August 28 2017
Mission Statement
All students will graduate with a vision for their future motivated to learn
continually and prepared to succeed in their choice of college or career
ATTACHMENT 1-QQ
Literature III
Unit 1 The Making of Heroes
Grade Level 11
Timeframe 15 -20 days
Unit Overview The heros journey a quest that leads to self-discovery has been central to literature since the earliest epics including the herorsquos journey in
Beowulf The Iliad and many others The theme of the hero myth is universal occurring in every culture in every time it is as infinitely varied as the human
race itself and yet its basic form remains the same an incredibly tenacious set of elements that spring in endless repetition from the deepest reaches of the
mind of man The repeating characters of the hero myth such as the young hero the wise old man or woman the shape-shifting woman or man and the
shadowy antagonist are identical with the archetypes of the human mind as revealed in dreams Thatrsquos why myths and stories constructed on this
mythological model strike us as psychologically true Learning the characteristics of this ldquojourneyrdquo leads to analysis of textual thematic connections and
allows for effective writing modes that involve drafting refining and understanding the various elements of persuasive expository and narrative styles
Enduring Understandings Essential Questions
bull The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an authorrsquos intent
bull Effective writing involves drafting refining and understanding the various elements of persuasive expository and narrative styles
bull Close reading of text allows for more effective comprehension and analysis
bull Collaborative discussions build on otherrsquos ideas and allow for democratic self-expression
bull Evaluation of full and excerpted texts indiscriminate of culture and gender builds enduring understanding
How does the structure of a text and use of language contribute to understanding literature How do focus and organization contribute to writing an effective
essay How can different rhetorical effects be achieved through various storytelling techniques How can learning the characteristics of the herorsquos journey lead
to analysis of textual thematic connections How do you determine authorial intent and style
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RLRI111 Cite strong and thorough textual evidence and make relevant connections 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
RLRI112 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 and provide an objective summary of the text
RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as
other authors)
RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony
or understatement)
RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the
power persuasiveness or beauty of the text
W112A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective
selection organization and analysis of content
W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or
broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts
and issues building on othersrsquo ideas and expressing their own clearly and persuasively
SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to
the task purpose and audience
L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 1 Academic Vocabulary and Terminology
Characteristics of the herorsquos journey as outlined by Joseph Campbell Chronological Order Cause and Effect Problem to Solution Order Compare and Contrast
Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Flat character Round character Dynamic character Static
character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot
ideasresponsesfindings in classroom notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning
Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT
Comprehend key
ideas and details
of The Herorsquos
Journey
Reflect on key
ideas and details
in a text as
evidence to
support
understanding of
the text
Reference
evidence from
texts and research
to support
comments and
ideas
Identify and demonstrate
effective classroom
behaviorshabits
Establish and practice
guidelines for
organization structure
procedures and behaviors
during small group and
independent learning
Review of Technological
Requirements and Student
Need for Training andor
Remediation
Writing Fundamentals
DifferentiationModificati
ons as necessary
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of
text Annotation
Academic
Vocabulary
acquisition
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
McDougall Littell Literature amp
Language 11-12
Selections from Beowulfrsquo
And of Clay We Are Created Allende
Selections from The Iliad
The Man in the Water Rosenblatt
Selections from Profiles in Courage
by John F Kennedy
Excerpts from A Hero with a
Thousand Faces by Joseph Campbell
wwwfilesmeetupcom6873932cam
pbell
The Aeneid Virgil The Internet
Classics Archive at MIT
Inferno Dante
wwwgutenburgorgfiles10011001-
h1001-hhtm
ldquoThe Seafarerrdquo
wwwnexuslearningnetbookselemen
ts_of_lit_course6
ldquoThe Wandererrdquo
wwwanglo-
saxonsnethwaetdo=getamptype=textamp
id=wdr
Excerpts from Gilgamesh
httpwwwathenscsdorguserfiles37
Classes970the20epic20of20gi
lgameshpdfid=1942
httpsfarrington1600wikispacescom
fileviewGilgameshpdf
Osiris (Ancient Egypt)
fileCUsersUserDownloadsTheS
toryofIsisandOsirisText20of20Sto
rypdf
Teacher Questions
for Self-Reflection
Here are ten questions to ask
yourself answer and consider as
part of a self-reflection about
your teaching
Each question also has sub-
questions to help refine thinking
ideas and practices These are
also good questions for shared
reflection and group discussion
They might lead to a rethinking
of teaching and learning as well
as suggest thoughtful ways to set
new goals teach in different
ways assess more effectively
customize learning and make
instructional improvements
during the school year
1 What am I trying to
accomplish with my students
Whatrsquos the core
What are my short-term goals
versus long-term goals Why are
these goals important Where do
these goals come from Are they
helpful to someone living in a
21st century world What critical
skills am I trying to develop
Attitudes Understandings
Behaviors Are these goals
specific enough to suggest what
they will look like in practice
Do these goals suggest the ways
that my students will differ at the
end of my teaching them from
when I began teaching them
Interpret how the
text supports key
ideas with
specific details
Gather and
evaluate relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Cooperative
Learning-Small
Groups
Questions and
Material Check
Think Pair Share
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Internet Resources
wwwthewritersjourneycomherorsquos_j
ourneyhtmHero
ldquoWhat Makes a Herordquo httpswwwyoutubecomwatchv=H
hk4N9A0oCA
Jung and Archetypes
wwwstjohns-
chsorgenglishgothicworksCarl2
0Jungpdf
Suggested Open Educational
Resources
Reading
bull Mining Literature for Deeper
Meaning
bull Close Reading A Reason to
Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical
analysis
bull Comparing multiple
interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from
Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in
political cartoons
2 What are my beliefs about
how students learn
How ldquoup-to-daterdquo are my
beliefs How much are they
based on research or on my own
opinions and ideas How do my
beliefs influence the way I
teach
3 How do I create a positive
climate for learning
How do I build strong positive
relationships with my students
Engage and motivate all my
students to learn Inspire my
students to learn and to continue
their learning after they leave
me
4 What ldquoessentialrdquo questions
do I want my students to
explore
Instead of thinking about my
teaching in terms of goals and
objectives how can I design
core essential to promote
inquiry among my students
What questions should be the
starting points for my teaching
during the year
Recognize strong
and thorough
textual evidence
Conduct steps for
short as well as
sustained
research projects
to answer a
question
Gather relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Anticipation
Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Foucs-
Question-Image-
Predict
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
WritingLanguage
bull Improving Student Writing
Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and
informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies
from Engage New York
bull Writing an Argumentative
Essay About the First Chapter
of Up From Slavery
bull Developing Persuasive
Arguments Through Ethical
Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes
Exploring the Role of
Perspective in Narrative
bull PARCC Scoring Rubric for
Prose Constructed Response
Items
bull Purdue Online Writing Lab
5 What are the primary core
types of instructional strategies
that I use regularly
Are these effective Are they
ldquopowerfulrdquo Engaging Why do
I use these Do they work Why
or why not
6 How do I know when my
students have accomplished my
goals
What are the best ways for me to
determine whether my students
have accomplished my goals
What types of student work will
best demonstrate
success Student performances
Behaviors Use and application
of skills Attitudes
7 How do I get feedback from
my students on how well they
are doing How do I use
feedback to improve student
learning
What types of student work
demonstrates progress on the
part of my students How can I
provide constructive feedback so
that students improve on what
they do over time
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
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Socratic Seminar
Dialectical
Journal
Double Entry
JournalLearning
Log
LINK List-
Inquire-Note-
Know
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion
Strategy
bull Using Debate to Develop
Thinking and Speaking
bull Developing Core Proficiencies
from Engage New York
bull Lessons to Use with Popular
Stories
bull Lessons to Use with
Anthologies
bull English Language Arts
Methods Grades 9-12 Model
Lessons
bull For Arguments Sake Playing
ldquoDevilrsquos Advocaterdquo with Non
Fiction Texts
bull The Pros and Cons of
Discussion
bull PVLEGS A Public Speaking
Acronym that Transforms
Students
8 How do I customize and
individualize learning for my
students What can I do to help
every student achieve my goals
What can I do better to make
this happen
9 Whatrsquos special and unique
about my teaching
What makes my individual style
of teaching unique and special
What makes it work for me
Why do I do what I do
10How will I work on my
teaching in order to improve
what I do
What opportunities are there for
improvement Who and what
helps me to improve What
resources do I use How do I
collaborate with others
httpedgeascdorgblogpostexe
rcise-ten-teacher-questions-for-
self-reflection
Critical Thinking
bull College Board SAT Critical
Thinking
bull Critical Thinking A Path to
College and Career
bull Critical thinking through whole
class dialogue
bull Developing Critical and
Analytical Thinking about
Literary Characters
bull Teaching Channel Presents
Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance
Exploring Personal Connections
to a Text
bull How to Encourage Higher
Order Thinking
bull Handbook of Critical Thinking
Resources
bull How to Mark a Book
Summative Written Assessments
Unit 1 Reading Extended Text Beowulf 3-5 short texts
Portfolio Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 1 InformativeExplanatory Writing
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Literature III
Unit 1 The Making of Heroes
Grade Level 11
Timeframe 15 -20 days
Unit Overview The heros journey a quest that leads to self-discovery has been central to literature since the earliest epics including the herorsquos journey in
Beowulf The Iliad and many others The theme of the hero myth is universal occurring in every culture in every time it is as infinitely varied as the human
race itself and yet its basic form remains the same an incredibly tenacious set of elements that spring in endless repetition from the deepest reaches of the
mind of man The repeating characters of the hero myth such as the young hero the wise old man or woman the shape-shifting woman or man and the
shadowy antagonist are identical with the archetypes of the human mind as revealed in dreams Thatrsquos why myths and stories constructed on this
mythological model strike us as psychologically true Learning the characteristics of this ldquojourneyrdquo leads to analysis of textual thematic connections and
allows for effective writing modes that involve drafting refining and understanding the various elements of persuasive expository and narrative styles
Enduring Understandings Essential Questions
bull The ability to comprehend the particular conventions and characteristics of a genre is integral to a deeper understanding of an authorrsquos intent
bull Effective writing involves drafting refining and understanding the various elements of persuasive expository and narrative styles
bull Close reading of text allows for more effective comprehension and analysis
bull Collaborative discussions build on otherrsquos ideas and allow for democratic self-expression
bull Evaluation of full and excerpted texts indiscriminate of culture and gender builds enduring understanding
How does the structure of a text and use of language contribute to understanding literature How do focus and organization contribute to writing an effective
essay How can different rhetorical effects be achieved through various storytelling techniques How can learning the characteristics of the herorsquos journey lead
to analysis of textual thematic connections How do you determine authorial intent and style
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RLRI111 Cite strong and thorough textual evidence and make relevant connections 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
RLRI112 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 and provide an objective summary of the text
RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as
other authors)
RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony
or understatement)
RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the
power persuasiveness or beauty of the text
W112A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective
selection organization and analysis of content
W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or
broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts
and issues building on othersrsquo ideas and expressing their own clearly and persuasively
SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to
the task purpose and audience
L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 1 Academic Vocabulary and Terminology
Characteristics of the herorsquos journey as outlined by Joseph Campbell Chronological Order Cause and Effect Problem to Solution Order Compare and Contrast
Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Flat character Round character Dynamic character Static
character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot
ideasresponsesfindings in classroom notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning
Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT
Comprehend key
ideas and details
of The Herorsquos
Journey
Reflect on key
ideas and details
in a text as
evidence to
support
understanding of
the text
Reference
evidence from
texts and research
to support
comments and
ideas
Identify and demonstrate
effective classroom
behaviorshabits
Establish and practice
guidelines for
organization structure
procedures and behaviors
during small group and
independent learning
Review of Technological
Requirements and Student
Need for Training andor
Remediation
Writing Fundamentals
DifferentiationModificati
ons as necessary
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of
text Annotation
Academic
Vocabulary
acquisition
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
McDougall Littell Literature amp
Language 11-12
Selections from Beowulfrsquo
And of Clay We Are Created Allende
Selections from The Iliad
The Man in the Water Rosenblatt
Selections from Profiles in Courage
by John F Kennedy
Excerpts from A Hero with a
Thousand Faces by Joseph Campbell
wwwfilesmeetupcom6873932cam
pbell
The Aeneid Virgil The Internet
Classics Archive at MIT
Inferno Dante
wwwgutenburgorgfiles10011001-
h1001-hhtm
ldquoThe Seafarerrdquo
wwwnexuslearningnetbookselemen
ts_of_lit_course6
ldquoThe Wandererrdquo
wwwanglo-
saxonsnethwaetdo=getamptype=textamp
id=wdr
Excerpts from Gilgamesh
httpwwwathenscsdorguserfiles37
Classes970the20epic20of20gi
lgameshpdfid=1942
httpsfarrington1600wikispacescom
fileviewGilgameshpdf
Osiris (Ancient Egypt)
fileCUsersUserDownloadsTheS
toryofIsisandOsirisText20of20Sto
rypdf
Teacher Questions
for Self-Reflection
Here are ten questions to ask
yourself answer and consider as
part of a self-reflection about
your teaching
Each question also has sub-
questions to help refine thinking
ideas and practices These are
also good questions for shared
reflection and group discussion
They might lead to a rethinking
of teaching and learning as well
as suggest thoughtful ways to set
new goals teach in different
ways assess more effectively
customize learning and make
instructional improvements
during the school year
1 What am I trying to
accomplish with my students
Whatrsquos the core
What are my short-term goals
versus long-term goals Why are
these goals important Where do
these goals come from Are they
helpful to someone living in a
21st century world What critical
skills am I trying to develop
Attitudes Understandings
Behaviors Are these goals
specific enough to suggest what
they will look like in practice
Do these goals suggest the ways
that my students will differ at the
end of my teaching them from
when I began teaching them
Interpret how the
text supports key
ideas with
specific details
Gather and
evaluate relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Cooperative
Learning-Small
Groups
Questions and
Material Check
Think Pair Share
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Internet Resources
wwwthewritersjourneycomherorsquos_j
ourneyhtmHero
ldquoWhat Makes a Herordquo httpswwwyoutubecomwatchv=H
hk4N9A0oCA
Jung and Archetypes
wwwstjohns-
chsorgenglishgothicworksCarl2
0Jungpdf
Suggested Open Educational
Resources
Reading
bull Mining Literature for Deeper
Meaning
bull Close Reading A Reason to
Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical
analysis
bull Comparing multiple
interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from
Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in
political cartoons
2 What are my beliefs about
how students learn
How ldquoup-to-daterdquo are my
beliefs How much are they
based on research or on my own
opinions and ideas How do my
beliefs influence the way I
teach
3 How do I create a positive
climate for learning
How do I build strong positive
relationships with my students
Engage and motivate all my
students to learn Inspire my
students to learn and to continue
their learning after they leave
me
4 What ldquoessentialrdquo questions
do I want my students to
explore
Instead of thinking about my
teaching in terms of goals and
objectives how can I design
core essential to promote
inquiry among my students
What questions should be the
starting points for my teaching
during the year
Recognize strong
and thorough
textual evidence
Conduct steps for
short as well as
sustained
research projects
to answer a
question
Gather relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Anticipation
Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Foucs-
Question-Image-
Predict
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
WritingLanguage
bull Improving Student Writing
Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and
informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies
from Engage New York
bull Writing an Argumentative
Essay About the First Chapter
of Up From Slavery
bull Developing Persuasive
Arguments Through Ethical
Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes
Exploring the Role of
Perspective in Narrative
bull PARCC Scoring Rubric for
Prose Constructed Response
Items
bull Purdue Online Writing Lab
5 What are the primary core
types of instructional strategies
that I use regularly
Are these effective Are they
ldquopowerfulrdquo Engaging Why do
I use these Do they work Why
or why not
6 How do I know when my
students have accomplished my
goals
What are the best ways for me to
determine whether my students
have accomplished my goals
What types of student work will
best demonstrate
success Student performances
Behaviors Use and application
of skills Attitudes
7 How do I get feedback from
my students on how well they
are doing How do I use
feedback to improve student
learning
What types of student work
demonstrates progress on the
part of my students How can I
provide constructive feedback so
that students improve on what
they do over time
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
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Socratic Seminar
Dialectical
Journal
Double Entry
JournalLearning
Log
LINK List-
Inquire-Note-
Know
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion
Strategy
bull Using Debate to Develop
Thinking and Speaking
bull Developing Core Proficiencies
from Engage New York
bull Lessons to Use with Popular
Stories
bull Lessons to Use with
Anthologies
bull English Language Arts
Methods Grades 9-12 Model
Lessons
bull For Arguments Sake Playing
ldquoDevilrsquos Advocaterdquo with Non
Fiction Texts
bull The Pros and Cons of
Discussion
bull PVLEGS A Public Speaking
Acronym that Transforms
Students
8 How do I customize and
individualize learning for my
students What can I do to help
every student achieve my goals
What can I do better to make
this happen
9 Whatrsquos special and unique
about my teaching
What makes my individual style
of teaching unique and special
What makes it work for me
Why do I do what I do
10How will I work on my
teaching in order to improve
what I do
What opportunities are there for
improvement Who and what
helps me to improve What
resources do I use How do I
collaborate with others
httpedgeascdorgblogpostexe
rcise-ten-teacher-questions-for-
self-reflection
Critical Thinking
bull College Board SAT Critical
Thinking
bull Critical Thinking A Path to
College and Career
bull Critical thinking through whole
class dialogue
bull Developing Critical and
Analytical Thinking about
Literary Characters
bull Teaching Channel Presents
Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance
Exploring Personal Connections
to a Text
bull How to Encourage Higher
Order Thinking
bull Handbook of Critical Thinking
Resources
bull How to Mark a Book
Summative Written Assessments
Unit 1 Reading Extended Text Beowulf 3-5 short texts
Portfolio Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 1 InformativeExplanatory Writing
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or
broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts
and issues building on othersrsquo ideas and expressing their own clearly and persuasively
SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to
the task purpose and audience
L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 1 Academic Vocabulary and Terminology
Characteristics of the herorsquos journey as outlined by Joseph Campbell Chronological Order Cause and Effect Problem to Solution Order Compare and Contrast
Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Flat character Round character Dynamic character Static
character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot
ideasresponsesfindings in classroom notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning
Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT
Comprehend key
ideas and details
of The Herorsquos
Journey
Reflect on key
ideas and details
in a text as
evidence to
support
understanding of
the text
Reference
evidence from
texts and research
to support
comments and
ideas
Identify and demonstrate
effective classroom
behaviorshabits
Establish and practice
guidelines for
organization structure
procedures and behaviors
during small group and
independent learning
Review of Technological
Requirements and Student
Need for Training andor
Remediation
Writing Fundamentals
DifferentiationModificati
ons as necessary
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of
text Annotation
Academic
Vocabulary
acquisition
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
McDougall Littell Literature amp
Language 11-12
Selections from Beowulfrsquo
And of Clay We Are Created Allende
Selections from The Iliad
The Man in the Water Rosenblatt
Selections from Profiles in Courage
by John F Kennedy
Excerpts from A Hero with a
Thousand Faces by Joseph Campbell
wwwfilesmeetupcom6873932cam
pbell
The Aeneid Virgil The Internet
Classics Archive at MIT
Inferno Dante
wwwgutenburgorgfiles10011001-
h1001-hhtm
ldquoThe Seafarerrdquo
wwwnexuslearningnetbookselemen
ts_of_lit_course6
ldquoThe Wandererrdquo
wwwanglo-
saxonsnethwaetdo=getamptype=textamp
id=wdr
Excerpts from Gilgamesh
httpwwwathenscsdorguserfiles37
Classes970the20epic20of20gi
lgameshpdfid=1942
httpsfarrington1600wikispacescom
fileviewGilgameshpdf
Osiris (Ancient Egypt)
fileCUsersUserDownloadsTheS
toryofIsisandOsirisText20of20Sto
rypdf
Teacher Questions
for Self-Reflection
Here are ten questions to ask
yourself answer and consider as
part of a self-reflection about
your teaching
Each question also has sub-
questions to help refine thinking
ideas and practices These are
also good questions for shared
reflection and group discussion
They might lead to a rethinking
of teaching and learning as well
as suggest thoughtful ways to set
new goals teach in different
ways assess more effectively
customize learning and make
instructional improvements
during the school year
1 What am I trying to
accomplish with my students
Whatrsquos the core
What are my short-term goals
versus long-term goals Why are
these goals important Where do
these goals come from Are they
helpful to someone living in a
21st century world What critical
skills am I trying to develop
Attitudes Understandings
Behaviors Are these goals
specific enough to suggest what
they will look like in practice
Do these goals suggest the ways
that my students will differ at the
end of my teaching them from
when I began teaching them
Interpret how the
text supports key
ideas with
specific details
Gather and
evaluate relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Cooperative
Learning-Small
Groups
Questions and
Material Check
Think Pair Share
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Internet Resources
wwwthewritersjourneycomherorsquos_j
ourneyhtmHero
ldquoWhat Makes a Herordquo httpswwwyoutubecomwatchv=H
hk4N9A0oCA
Jung and Archetypes
wwwstjohns-
chsorgenglishgothicworksCarl2
0Jungpdf
Suggested Open Educational
Resources
Reading
bull Mining Literature for Deeper
Meaning
bull Close Reading A Reason to
Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical
analysis
bull Comparing multiple
interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from
Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in
political cartoons
2 What are my beliefs about
how students learn
How ldquoup-to-daterdquo are my
beliefs How much are they
based on research or on my own
opinions and ideas How do my
beliefs influence the way I
teach
3 How do I create a positive
climate for learning
How do I build strong positive
relationships with my students
Engage and motivate all my
students to learn Inspire my
students to learn and to continue
their learning after they leave
me
4 What ldquoessentialrdquo questions
do I want my students to
explore
Instead of thinking about my
teaching in terms of goals and
objectives how can I design
core essential to promote
inquiry among my students
What questions should be the
starting points for my teaching
during the year
Recognize strong
and thorough
textual evidence
Conduct steps for
short as well as
sustained
research projects
to answer a
question
Gather relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Anticipation
Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Foucs-
Question-Image-
Predict
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
WritingLanguage
bull Improving Student Writing
Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and
informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies
from Engage New York
bull Writing an Argumentative
Essay About the First Chapter
of Up From Slavery
bull Developing Persuasive
Arguments Through Ethical
Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes
Exploring the Role of
Perspective in Narrative
bull PARCC Scoring Rubric for
Prose Constructed Response
Items
bull Purdue Online Writing Lab
5 What are the primary core
types of instructional strategies
that I use regularly
Are these effective Are they
ldquopowerfulrdquo Engaging Why do
I use these Do they work Why
or why not
6 How do I know when my
students have accomplished my
goals
What are the best ways for me to
determine whether my students
have accomplished my goals
What types of student work will
best demonstrate
success Student performances
Behaviors Use and application
of skills Attitudes
7 How do I get feedback from
my students on how well they
are doing How do I use
feedback to improve student
learning
What types of student work
demonstrates progress on the
part of my students How can I
provide constructive feedback so
that students improve on what
they do over time
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
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Socratic Seminar
Dialectical
Journal
Double Entry
JournalLearning
Log
LINK List-
Inquire-Note-
Know
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion
Strategy
bull Using Debate to Develop
Thinking and Speaking
bull Developing Core Proficiencies
from Engage New York
bull Lessons to Use with Popular
Stories
bull Lessons to Use with
Anthologies
bull English Language Arts
Methods Grades 9-12 Model
Lessons
bull For Arguments Sake Playing
ldquoDevilrsquos Advocaterdquo with Non
Fiction Texts
bull The Pros and Cons of
Discussion
bull PVLEGS A Public Speaking
Acronym that Transforms
Students
8 How do I customize and
individualize learning for my
students What can I do to help
every student achieve my goals
What can I do better to make
this happen
9 Whatrsquos special and unique
about my teaching
What makes my individual style
of teaching unique and special
What makes it work for me
Why do I do what I do
10How will I work on my
teaching in order to improve
what I do
What opportunities are there for
improvement Who and what
helps me to improve What
resources do I use How do I
collaborate with others
httpedgeascdorgblogpostexe
rcise-ten-teacher-questions-for-
self-reflection
Critical Thinking
bull College Board SAT Critical
Thinking
bull Critical Thinking A Path to
College and Career
bull Critical thinking through whole
class dialogue
bull Developing Critical and
Analytical Thinking about
Literary Characters
bull Teaching Channel Presents
Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance
Exploring Personal Connections
to a Text
bull How to Encourage Higher
Order Thinking
bull Handbook of Critical Thinking
Resources
bull How to Mark a Book
Summative Written Assessments
Unit 1 Reading Extended Text Beowulf 3-5 short texts
Portfolio Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 1 InformativeExplanatory Writing
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
SWBAT
Comprehend key
ideas and details
of The Herorsquos
Journey
Reflect on key
ideas and details
in a text as
evidence to
support
understanding of
the text
Reference
evidence from
texts and research
to support
comments and
ideas
Identify and demonstrate
effective classroom
behaviorshabits
Establish and practice
guidelines for
organization structure
procedures and behaviors
during small group and
independent learning
Review of Technological
Requirements and Student
Need for Training andor
Remediation
Writing Fundamentals
DifferentiationModificati
ons as necessary
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of
text Annotation
Academic
Vocabulary
acquisition
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
McDougall Littell Literature amp
Language 11-12
Selections from Beowulfrsquo
And of Clay We Are Created Allende
Selections from The Iliad
The Man in the Water Rosenblatt
Selections from Profiles in Courage
by John F Kennedy
Excerpts from A Hero with a
Thousand Faces by Joseph Campbell
wwwfilesmeetupcom6873932cam
pbell
The Aeneid Virgil The Internet
Classics Archive at MIT
Inferno Dante
wwwgutenburgorgfiles10011001-
h1001-hhtm
ldquoThe Seafarerrdquo
wwwnexuslearningnetbookselemen
ts_of_lit_course6
ldquoThe Wandererrdquo
wwwanglo-
saxonsnethwaetdo=getamptype=textamp
id=wdr
Excerpts from Gilgamesh
httpwwwathenscsdorguserfiles37
Classes970the20epic20of20gi
lgameshpdfid=1942
httpsfarrington1600wikispacescom
fileviewGilgameshpdf
Osiris (Ancient Egypt)
fileCUsersUserDownloadsTheS
toryofIsisandOsirisText20of20Sto
rypdf
Teacher Questions
for Self-Reflection
Here are ten questions to ask
yourself answer and consider as
part of a self-reflection about
your teaching
Each question also has sub-
questions to help refine thinking
ideas and practices These are
also good questions for shared
reflection and group discussion
They might lead to a rethinking
of teaching and learning as well
as suggest thoughtful ways to set
new goals teach in different
ways assess more effectively
customize learning and make
instructional improvements
during the school year
1 What am I trying to
accomplish with my students
Whatrsquos the core
What are my short-term goals
versus long-term goals Why are
these goals important Where do
these goals come from Are they
helpful to someone living in a
21st century world What critical
skills am I trying to develop
Attitudes Understandings
Behaviors Are these goals
specific enough to suggest what
they will look like in practice
Do these goals suggest the ways
that my students will differ at the
end of my teaching them from
when I began teaching them
Interpret how the
text supports key
ideas with
specific details
Gather and
evaluate relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Cooperative
Learning-Small
Groups
Questions and
Material Check
Think Pair Share
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Internet Resources
wwwthewritersjourneycomherorsquos_j
ourneyhtmHero
ldquoWhat Makes a Herordquo httpswwwyoutubecomwatchv=H
hk4N9A0oCA
Jung and Archetypes
wwwstjohns-
chsorgenglishgothicworksCarl2
0Jungpdf
Suggested Open Educational
Resources
Reading
bull Mining Literature for Deeper
Meaning
bull Close Reading A Reason to
Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical
analysis
bull Comparing multiple
interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from
Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in
political cartoons
2 What are my beliefs about
how students learn
How ldquoup-to-daterdquo are my
beliefs How much are they
based on research or on my own
opinions and ideas How do my
beliefs influence the way I
teach
3 How do I create a positive
climate for learning
How do I build strong positive
relationships with my students
Engage and motivate all my
students to learn Inspire my
students to learn and to continue
their learning after they leave
me
4 What ldquoessentialrdquo questions
do I want my students to
explore
Instead of thinking about my
teaching in terms of goals and
objectives how can I design
core essential to promote
inquiry among my students
What questions should be the
starting points for my teaching
during the year
Recognize strong
and thorough
textual evidence
Conduct steps for
short as well as
sustained
research projects
to answer a
question
Gather relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Anticipation
Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Foucs-
Question-Image-
Predict
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
WritingLanguage
bull Improving Student Writing
Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and
informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies
from Engage New York
bull Writing an Argumentative
Essay About the First Chapter
of Up From Slavery
bull Developing Persuasive
Arguments Through Ethical
Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes
Exploring the Role of
Perspective in Narrative
bull PARCC Scoring Rubric for
Prose Constructed Response
Items
bull Purdue Online Writing Lab
5 What are the primary core
types of instructional strategies
that I use regularly
Are these effective Are they
ldquopowerfulrdquo Engaging Why do
I use these Do they work Why
or why not
6 How do I know when my
students have accomplished my
goals
What are the best ways for me to
determine whether my students
have accomplished my goals
What types of student work will
best demonstrate
success Student performances
Behaviors Use and application
of skills Attitudes
7 How do I get feedback from
my students on how well they
are doing How do I use
feedback to improve student
learning
What types of student work
demonstrates progress on the
part of my students How can I
provide constructive feedback so
that students improve on what
they do over time
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
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Socratic Seminar
Dialectical
Journal
Double Entry
JournalLearning
Log
LINK List-
Inquire-Note-
Know
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion
Strategy
bull Using Debate to Develop
Thinking and Speaking
bull Developing Core Proficiencies
from Engage New York
bull Lessons to Use with Popular
Stories
bull Lessons to Use with
Anthologies
bull English Language Arts
Methods Grades 9-12 Model
Lessons
bull For Arguments Sake Playing
ldquoDevilrsquos Advocaterdquo with Non
Fiction Texts
bull The Pros and Cons of
Discussion
bull PVLEGS A Public Speaking
Acronym that Transforms
Students
8 How do I customize and
individualize learning for my
students What can I do to help
every student achieve my goals
What can I do better to make
this happen
9 Whatrsquos special and unique
about my teaching
What makes my individual style
of teaching unique and special
What makes it work for me
Why do I do what I do
10How will I work on my
teaching in order to improve
what I do
What opportunities are there for
improvement Who and what
helps me to improve What
resources do I use How do I
collaborate with others
httpedgeascdorgblogpostexe
rcise-ten-teacher-questions-for-
self-reflection
Critical Thinking
bull College Board SAT Critical
Thinking
bull Critical Thinking A Path to
College and Career
bull Critical thinking through whole
class dialogue
bull Developing Critical and
Analytical Thinking about
Literary Characters
bull Teaching Channel Presents
Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance
Exploring Personal Connections
to a Text
bull How to Encourage Higher
Order Thinking
bull Handbook of Critical Thinking
Resources
bull How to Mark a Book
Summative Written Assessments
Unit 1 Reading Extended Text Beowulf 3-5 short texts
Portfolio Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 1 InformativeExplanatory Writing
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Interpret how the
text supports key
ideas with
specific details
Gather and
evaluate relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Cooperative
Learning-Small
Groups
Questions and
Material Check
Think Pair Share
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries
and Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined
by student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Internet Resources
wwwthewritersjourneycomherorsquos_j
ourneyhtmHero
ldquoWhat Makes a Herordquo httpswwwyoutubecomwatchv=H
hk4N9A0oCA
Jung and Archetypes
wwwstjohns-
chsorgenglishgothicworksCarl2
0Jungpdf
Suggested Open Educational
Resources
Reading
bull Mining Literature for Deeper
Meaning
bull Close Reading A Reason to
Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical
analysis
bull Comparing multiple
interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from
Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in
political cartoons
2 What are my beliefs about
how students learn
How ldquoup-to-daterdquo are my
beliefs How much are they
based on research or on my own
opinions and ideas How do my
beliefs influence the way I
teach
3 How do I create a positive
climate for learning
How do I build strong positive
relationships with my students
Engage and motivate all my
students to learn Inspire my
students to learn and to continue
their learning after they leave
me
4 What ldquoessentialrdquo questions
do I want my students to
explore
Instead of thinking about my
teaching in terms of goals and
objectives how can I design
core essential to promote
inquiry among my students
What questions should be the
starting points for my teaching
during the year
Recognize strong
and thorough
textual evidence
Conduct steps for
short as well as
sustained
research projects
to answer a
question
Gather relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Anticipation
Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Foucs-
Question-Image-
Predict
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
WritingLanguage
bull Improving Student Writing
Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and
informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies
from Engage New York
bull Writing an Argumentative
Essay About the First Chapter
of Up From Slavery
bull Developing Persuasive
Arguments Through Ethical
Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes
Exploring the Role of
Perspective in Narrative
bull PARCC Scoring Rubric for
Prose Constructed Response
Items
bull Purdue Online Writing Lab
5 What are the primary core
types of instructional strategies
that I use regularly
Are these effective Are they
ldquopowerfulrdquo Engaging Why do
I use these Do they work Why
or why not
6 How do I know when my
students have accomplished my
goals
What are the best ways for me to
determine whether my students
have accomplished my goals
What types of student work will
best demonstrate
success Student performances
Behaviors Use and application
of skills Attitudes
7 How do I get feedback from
my students on how well they
are doing How do I use
feedback to improve student
learning
What types of student work
demonstrates progress on the
part of my students How can I
provide constructive feedback so
that students improve on what
they do over time
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
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Socratic Seminar
Dialectical
Journal
Double Entry
JournalLearning
Log
LINK List-
Inquire-Note-
Know
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion
Strategy
bull Using Debate to Develop
Thinking and Speaking
bull Developing Core Proficiencies
from Engage New York
bull Lessons to Use with Popular
Stories
bull Lessons to Use with
Anthologies
bull English Language Arts
Methods Grades 9-12 Model
Lessons
bull For Arguments Sake Playing
ldquoDevilrsquos Advocaterdquo with Non
Fiction Texts
bull The Pros and Cons of
Discussion
bull PVLEGS A Public Speaking
Acronym that Transforms
Students
8 How do I customize and
individualize learning for my
students What can I do to help
every student achieve my goals
What can I do better to make
this happen
9 Whatrsquos special and unique
about my teaching
What makes my individual style
of teaching unique and special
What makes it work for me
Why do I do what I do
10How will I work on my
teaching in order to improve
what I do
What opportunities are there for
improvement Who and what
helps me to improve What
resources do I use How do I
collaborate with others
httpedgeascdorgblogpostexe
rcise-ten-teacher-questions-for-
self-reflection
Critical Thinking
bull College Board SAT Critical
Thinking
bull Critical Thinking A Path to
College and Career
bull Critical thinking through whole
class dialogue
bull Developing Critical and
Analytical Thinking about
Literary Characters
bull Teaching Channel Presents
Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance
Exploring Personal Connections
to a Text
bull How to Encourage Higher
Order Thinking
bull Handbook of Critical Thinking
Resources
bull How to Mark a Book
Summative Written Assessments
Unit 1 Reading Extended Text Beowulf 3-5 short texts
Portfolio Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 1 InformativeExplanatory Writing
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Recognize strong
and thorough
textual evidence
Conduct steps for
short as well as
sustained
research projects
to answer a
question
Gather relevant
information from
multiple
authoritative print
and digital
resources
Produce clear and
coherent writing
in which the
development
organization and
style are
appropriate to
task purpose
and audience
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Anticipation
Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Foucs-
Question-Image-
Predict
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
WritingLanguage
bull Improving Student Writing
Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and
informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies
from Engage New York
bull Writing an Argumentative
Essay About the First Chapter
of Up From Slavery
bull Developing Persuasive
Arguments Through Ethical
Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes
Exploring the Role of
Perspective in Narrative
bull PARCC Scoring Rubric for
Prose Constructed Response
Items
bull Purdue Online Writing Lab
5 What are the primary core
types of instructional strategies
that I use regularly
Are these effective Are they
ldquopowerfulrdquo Engaging Why do
I use these Do they work Why
or why not
6 How do I know when my
students have accomplished my
goals
What are the best ways for me to
determine whether my students
have accomplished my goals
What types of student work will
best demonstrate
success Student performances
Behaviors Use and application
of skills Attitudes
7 How do I get feedback from
my students on how well they
are doing How do I use
feedback to improve student
learning
What types of student work
demonstrates progress on the
part of my students How can I
provide constructive feedback so
that students improve on what
they do over time
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
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Socratic Seminar
Dialectical
Journal
Double Entry
JournalLearning
Log
LINK List-
Inquire-Note-
Know
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion
Strategy
bull Using Debate to Develop
Thinking and Speaking
bull Developing Core Proficiencies
from Engage New York
bull Lessons to Use with Popular
Stories
bull Lessons to Use with
Anthologies
bull English Language Arts
Methods Grades 9-12 Model
Lessons
bull For Arguments Sake Playing
ldquoDevilrsquos Advocaterdquo with Non
Fiction Texts
bull The Pros and Cons of
Discussion
bull PVLEGS A Public Speaking
Acronym that Transforms
Students
8 How do I customize and
individualize learning for my
students What can I do to help
every student achieve my goals
What can I do better to make
this happen
9 Whatrsquos special and unique
about my teaching
What makes my individual style
of teaching unique and special
What makes it work for me
Why do I do what I do
10How will I work on my
teaching in order to improve
what I do
What opportunities are there for
improvement Who and what
helps me to improve What
resources do I use How do I
collaborate with others
httpedgeascdorgblogpostexe
rcise-ten-teacher-questions-for-
self-reflection
Critical Thinking
bull College Board SAT Critical
Thinking
bull Critical Thinking A Path to
College and Career
bull Critical thinking through whole
class dialogue
bull Developing Critical and
Analytical Thinking about
Literary Characters
bull Teaching Channel Presents
Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance
Exploring Personal Connections
to a Text
bull How to Encourage Higher
Order Thinking
bull Handbook of Critical Thinking
Resources
bull How to Mark a Book
Summative Written Assessments
Unit 1 Reading Extended Text Beowulf 3-5 short texts
Portfolio Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 1 InformativeExplanatory Writing
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
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
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndependent
Practice
Homework
Socratic Seminar
Dialectical
Journal
Double Entry
JournalLearning
Log
LINK List-
Inquire-Note-
Know
Oral
Questioning
Fishbowl
Misconception Checks
Index Card Summaries and
Questions
Visual Representation
Written Responses Using
Individual White Boards
Exit Slips
Additional selected
strategies as determined by
student readiness
Strategies for Student
Reflection
httpwwwuvmedu deweyreflection_manual
startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion
Strategy
bull Using Debate to Develop
Thinking and Speaking
bull Developing Core Proficiencies
from Engage New York
bull Lessons to Use with Popular
Stories
bull Lessons to Use with
Anthologies
bull English Language Arts
Methods Grades 9-12 Model
Lessons
bull For Arguments Sake Playing
ldquoDevilrsquos Advocaterdquo with Non
Fiction Texts
bull The Pros and Cons of
Discussion
bull PVLEGS A Public Speaking
Acronym that Transforms
Students
8 How do I customize and
individualize learning for my
students What can I do to help
every student achieve my goals
What can I do better to make
this happen
9 Whatrsquos special and unique
about my teaching
What makes my individual style
of teaching unique and special
What makes it work for me
Why do I do what I do
10How will I work on my
teaching in order to improve
what I do
What opportunities are there for
improvement Who and what
helps me to improve What
resources do I use How do I
collaborate with others
httpedgeascdorgblogpostexe
rcise-ten-teacher-questions-for-
self-reflection
Critical Thinking
bull College Board SAT Critical
Thinking
bull Critical Thinking A Path to
College and Career
bull Critical thinking through whole
class dialogue
bull Developing Critical and
Analytical Thinking about
Literary Characters
bull Teaching Channel Presents
Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance
Exploring Personal Connections
to a Text
bull How to Encourage Higher
Order Thinking
bull Handbook of Critical Thinking
Resources
bull How to Mark a Book
Summative Written Assessments
Unit 1 Reading Extended Text Beowulf 3-5 short texts
Portfolio Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 1 InformativeExplanatory Writing
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Critical Thinking
bull College Board SAT Critical
Thinking
bull Critical Thinking A Path to
College and Career
bull Critical thinking through whole
class dialogue
bull Developing Critical and
Analytical Thinking about
Literary Characters
bull Teaching Channel Presents
Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance
Exploring Personal Connections
to a Text
bull How to Encourage Higher
Order Thinking
bull Handbook of Critical Thinking
Resources
bull How to Mark a Book
Summative Written Assessments
Unit 1 Reading Extended Text Beowulf 3-5 short texts
Portfolio Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 1 InformativeExplanatory Writing
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Literature III Unit 2 Passion for Power
Grade Level 11 Timeframe 20 -30 days
Unit Overview In this unit students will explore the physical mental and emotional costs of limitless ambition and the pursuit of power The required text
is Macbeth by William Shakespeare Through this text students will explore the characteristics of a tragedy and the tragic hero They will also explore
nonfiction texts that prompt them to think critically about issues of power violence and trauma and how those issues connect with Macbeth
Enduring Understandings Essential Questions
bull Pieces of literature stand the test of time because of their universal themes
bull Power can corrupt people
bull There are both positive and negative consequences to the choices one makes
bull The playwright trusts his theme to be revealed by the unity of all the dramatic structures
bull The tragic character must come to realize that he has caused his own fate
bull Theater has been an important aspect of all cultures throughout history
Are our lives dictated by fate or free will What is the price of too much ambition How can violence and guilt impact a personrsquos mental state How does
drama differ from other literary genres How do authors refine and develop central themes
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RLRI111 Cite strong and thorough textual evidence and make relevant connections 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 RLRI112 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 and provide an objective summary of the text RLRI 113 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI114 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL116 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RI116 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power persuasiveness or beauty of the text W111Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence W113Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences W114 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
W117 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation SL111A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively SL114 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the task purpose and audience L111 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 21st Century Skills Standard and Progress Indicators Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics
Unit 2 Academic Vocabulary and Terminology Characteristics of a Tragic Hero Elements of Drama (Soliloquy Aside Monologue Dialogue) Dynamic Character Imagery Symbolism Mood
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use post it notes or another agreed upon annotation strategy to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment SGO assessment
Unit Learning Objectives
Instructional Practice Student
Strategies
Formative Assessment Resources and Activities Reflection
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
SWBAT Comprehend key ideas and details of Macbeth Reflect on key ideas and details in a text as evidence to support understanding of the text Reference evidence from texts and research to support comments and ideas
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals DifferentiationModifications as necessary
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Required Text Macbeth by William Shakespeare Pursuit of Power
Selections from The Prince by
Niccolo Machiavelli
-Chapter 14 That Which Concerns
A Prince On The Subject Of The
Art Of -Chapter 15 Concerning
Things For Which Men And
Especially Princes Are Praised Or
Blamed
-Chapter 16 Concerning Liberality
And Meanness
-Chapter 17 Concerning Cruelty
And Clemency And Whether It Is
Better To Be Loved Than Feared
-Chapter 19 That One Should
Avoid Being Despised And Hated
Full Text
httpwwwgutenbergorgfiles1
2321232-h1232-hhtm
httpdsapresentsorgstaffchad
-
russellfiles201408machiavelli_
excerpts_and_questionspdf
Violence and Trauma
PTSD Overview
httpswwwnimhnihgovhealth
topicspost-traumatic-stress-
disorder-ptsdindexshtml
Teacher Questions for Self-Reflection
Here are ten questions to ask yourself answer and consider as part of a self-reflection about your teaching Each question also has sub-questions to help refine thinking ideas and practices These are also good questions for shared reflection and group discussion They might lead to a rethinking of teaching and learning as well as suggest thoughtful ways to set new goals teach in different ways assess more effectively customize learning and make instructional improvements during the school year 1 What am I trying to accomplish with my students Whatrsquos the core What are my short-term goals versus long-term goals Why are these goals important Where do these goals come from Are they helpful to someone living in a 21st century world What critical skills am I trying to develop Attitudes Understandings Behaviors Are these goals specific enough to suggest what they will look like in practice Do these goals suggest the ways that my students will differ at the end of my teaching them from when I began teaching them
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Macbeth as a PTSD Victim
httpswarontherockscom2015
10macbeth-as-a-ptsd-victim
httpwwwbbcamericacomangl
ophenia201505michael-
fassbender-macbeth-has-post-
traumatic-stress-disorder
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Interpret how the text supports key ideas with specific details Gather and evaluate relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
httpswwwtheguardiancomfilm2015may23michael-fassbender-macbeth-suffered-from-ptsd Youtube httpswwwyoutubecomwatchv=SF8H0bQgZ00ampt=221s ldquoDulce Et Decorum Estrdquo by Wilfred Owen httpswwwpoetsorgpoetsorgpoemdulce-et-decorum-est The Tragic Hero Poetics Aristotle (comedy and tragedy excerpts IV to XIX) httpwwwgutenbergorgfiles19741974-h1974-hhtm Historical Context httpwwwparklandsdorgwebsmithfiles201305Historical-Context-of-Macbethpdf Chronicles of England Scotland and Ireland V Raphael Holinshed httpwwwshakespearenavigatorscommacbethHolinshedindexhtml Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Close Reading A Reason to Read
bull Multiple Perspectives on Theme
bull Rhetorical Devices
2 What are my beliefs about how students learn How ldquoup-to-daterdquo are my beliefs How much are they based on research or on my own opinions and ideas How do my beliefs influence the way I teach 3 How do I create a positive climate for learning How do I build strong positive relationships with my students Engage and motivate all my students to learn Inspire my students to learn and to continue their learning after they leave me 4 What ldquoessentialrdquo questions do I want my students to explore Instead of thinking about my teaching in terms of goals and objectives how can I design core essential to promote inquiry among my students What questions should be the starting points for my teaching during the year
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
bull Sample Close Reading from Walden
bull Reading a Supreme Court Case
Analyzing purpose and meaning in political cartoons
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Recognize strong and thorough textual evidence Conduct steps for short as well as sustained research projects to answer a question Gather relevant information from multiple authoritative print and digital resources Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Anticipation Guides Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Quick Write-Free Write SOAPstone KWLH Inquiry FQUIP Foucs-Question-Image-Predict
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Core Proficiencies from Engage New York
bull Writing an Argumentative Essay About the First Chapter of Up From Slavery
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
5 What are the primary core types of instructional strategies that I use regularly Are these effective Are they ldquopowerfulrdquo Engaging Why do I use these Do they work Why or why not 6 How do I know when my students have accomplished my goals What are the best ways for me to determine whether my students have accomplished my goals What types of student work will best demonstrate success Student performances Behaviors Use and application of skills Attitudes 7 How do I get feedback from my students on how well they are doing How do I use feedback to improve student learning What types of student work demonstrates progress on the part of my students How can I provide constructive feedback so that students improve on what they do over time
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Write narratives to develop real or imagined experiences or events using effective technique well-chosen details and well-structured event sequences
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Homework
Socratic Seminar Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Oral Questioning Fishbowl
Misconception Checks Index Card Summaries and Questions Visual Representation Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
8 How do I customize and individualize learning for my students What can I do to help every student achieve my goals What can I do better to make this happen 9 Whatrsquos special and unique about my teaching What makes my individual style of teaching unique and special What makes it work for me Why do I do what I do 10How will I work on my teaching in order to improve what I do What opportunities are there for improvement Who and what helps me to improve What resources do I use How do I collaborate with others httpedgeascdorgblogpostexercise-ten-teacher-questions-for-self-reflection
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 2 Reading Extended Text Macbeth 3-5 short texts Portfolio Writing Literary Analysis Research writing Routine writing
Summative Performance Assessment
Unit 2 Literary Analysis Analyze the development of a theme or character in Macbeth Unit 2 Narrative Writing Write a journal entry by a specific character in Macbeth that focuses on a major event in the play
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Literature III
Unit 3 Dystopian SocietyThe Dangers of Totalitarianism
Grade Level 11
Timeframe 15 -20 days
Unit Overview The history effects and modern examples of totalitarianism propaganda paradox imagery and irony add to the meaning and significance of both
social historical periods and the effect it has on literature Psychological theory and psychology of the totalitarian state create a lens for readers to make judgments
about information validity of work and both historical and literary significance of dystopian works
Enduring Understandings Essential Questions
bull The concept of dystopia is used to examine and analyze contemporary and social ills
bull Writers use dystopian works to protest wrongs in their own society and government
bull Dystopian literature will shed light on the nature and loss of human dignity
bull Informational and surveillance technology can have both positive and negative implications
bull Totalitarian governments restrict personal freedoms through the use of conformity brainwashing propaganda and fear
bull The formation and destruction of language can be used to restrict thought and rebellion
1 Why are people torn between the desire to conform and the desire to be an individual
2 To what extent does technology both improve and damage peoplersquos lives
3 What is the importance of human dignity memory and history
4 What are the psychological effects of totalitarianism and conformity throughout history
5 What the societal and historical influences surrounding the writing of George Orwell and how are they manifested today
6 What is the significance of language in the production of values and formation of identity
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed)
RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world
literature
RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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
RLRI11-12 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 and provide an objective summary of the text
RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is
ordered how the characters are introduced and developed)
RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors)
RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact
RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or
understatement)
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
RL11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
RI11-126 Determine an authorrsquos point of view or purpose in a text in which the rhetoric is particularly effective analyzing how style and content contribute to the power
persuasiveness or beauty of the text
RI11-127 Integrate and evaluate multiple sources of information presented in different media or formats (eg visually quantitatively) as well as in words in order to address a
question or solve a problem
RI11-128 Describe and evaluate the reasoning in seminal US and global texts including the application of constitutional principles and use of legal reasoning (eg in US
Supreme Court majority opinions and dissents) and the premises purposes and arguments in works of public advocacy (eg The Federalist presidential addresses)
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the effective selection
organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience
W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA
Style) focusing on addressing what is most significant for a specific purpose and audience
W11-127 (Choice) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem narrow or broaden
the inquiry when appropriate synthesize multiple sources on the subject demonstrating understanding of the subject under investigation
W11-128 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 (MLA or APA Style Manuals)
W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg
ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar
themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of
constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of
public advocacy [eg The Federalist presidential addresses]rdquo)
W11-1210 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
SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and
issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats
including visually quantitatively and orally
SL11-122 Integrate multiple sources of information presented in diverse media or formats (eg visually quantitatively qualitatively orally) evaluating the credibility and
accuracy of each source
SL11-123 Evaluate a speakerrsquos point of view reasoning and use of evidence and rhetoric assessing the stance premises links among ideas word choice points of emphasis
and tone used
SL11-124 Present information findings and supporting evidence clearly concisely and logically The content organization development and style are appropriate to the
task purpose and audience
SL11-125 Make strategic use of digital media (eg textual graphical audio visual and interactive elements) in presentations to enhance understanding of findings
reasoning and evidence and to add interest
SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate
L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
L11-123 Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style and to comprehend more
fully when reading or listening A Vary syntax for effect apply an understanding of syntax to the study of complex texts
L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range
of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or
phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general
and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise
meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred
meaning in context or in a dictionary)
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in
context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations
L11-126 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
21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration Teamwork and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Accountability Productivity and Ethics
Unit 3 Academic Vocabulary and Terminology
Totalitarianism Propaganda Paradox Imagery Irony Dystopian Chronological Order Information Text Socratic Seminar Cause and Effect Problem to Solution
Order Compare and Contrast Thesis Statement Transitions Protagonist Types of Archetypes DirectIndirect Characterization Alliteration Flat character Round
character Dynamic character Static character Direct quotation Annotated Bibliography MLA format Paraphrase Summary
Application in Classroom
Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom
notebook to complete close reading for meaning
Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes
Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles
TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment
SGO assessment
Unit Learning Objectives
Instructional
Practice
Student Strategies Formative
Assessment
Resources and Activities Reflection
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
SWBAT
Analyze a particular point of
view or cultural experience
reflected in a work of
literature form outside the
United States drawing on a
wide reading of world
literature
Cite strong and thorough
textual evidence to support
analysis of text as well as
infer including matters of
uncertainty
Analyze the development of
two or more themes over the
course of the text including
how they interact and build on
one another to produce a
complex account
Analyze a case in which
grasping a point of view
requires distinguishing satire
(what is really meant v what
is directly stated)
Analyze the impact of the
authorrsquos choice regarding how
to develop and relate elements
of a story or drama
Apply knowledge of language
to understand how language
functions in different
contexts to make effective
choices for meaning or style
and to comprehend more fully when reading or listening
Identify and
demonstrate
effective
classroom
behaviorshabits
Establish and
practice
guidelines for
organization
structure
procedures and
behaviors during
small group and
independent
learning
Review of
Technological
Requirements
and Student Need
for Training
andor
Remediation
Writing
Fundamentals
DifferentiationM
odifications as
necessary
Socratic Seminar
Active Listening
Discussion
Consolidating
Thought
Summarizing
Synthesizing
Inferring Discussion
Web
Interest-Based
OptionsStudent
ProcessProduct
Choice
Close reading of text
Annotation
Academic Vocabulary
acquisition
Projects and
Presentations
Chunking
Student Conference
Misconception Check
Whip Around
Readiness Checks
Summaries and
Open Ended
Questions
Visual
Representation
Quick Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
Gallery Walk
Think-Pair-Share
Socratic Seminar
Character
Representations
Game Show
Theme
(a) Governmental Monopoly of
Information
Animal Farm by George Orwell ldquoIgnorance
is Strengthrdquo
Film Clips V for Vendetta
(b) Rewriting of History
1984 George Orwell ldquoWho controls the past
controls the future who controls the
present controls the pastrdquo
(c) Equality as Primary Motivating
Agent of Governmental Actions
Selections from
Atlas Shrugged by Ayn Rand
Brave New World by Aldous Huxley
Short Story
Harrison Bergeron by Kurt Vonnegut
The Ones Who Walk from Omelas by
Ursula Leguin
Teacher Questions
For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you
mark learners
errors Do you get
learners to peer
review How do
you decide what
techniques to use
each time
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Provide an objective summary
of the text
Analyze how an authorrsquos
choice concerning how to
structure specific parts of a
text contributes to its overall
structure and meaning as well
as its aesthetic impact
Gather and evaluate relevant
information from multiple
authoritative print and digital
resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Integrate and evaluate
multiple sources of
information presented in
different formats in order to
address a question or solve a
problem
Do Now
Anticipatory Set
Direct Instruction
Modeling
GuidedIndepend
ent
Practice
Homework
Cooperative Learning-
Small Groups
Questions and
Material Check
Think Pair Share
Oral Questioning
Fishbowl
Socratic Seminar
Dialectical Journal
Double Entry
JournalLearning Log
LINK List-Inquire-
Note-Know
Misconception
Checks
Index Card
Summaries and
Questions
Visual
Representation
Written Responses
Using Individual
White Boards
Exit Slips
Additional selected
strategies as
determined by
student readiness
Strategies for
Student Reflection
httpwwwuvmedu
deweyreflection_m
anual
startinghtml
(d) Loss of Individual Identity
Short StoryNovella
A Modest Proposal by Jonathan Swift
Anthem by Ayn Rand
Selections from
FilmNovel The Giver by Lois Lowery
The Hunger Games by Suzanne Collins
The Maze Runner by James Dashner
Selections from
Gulliverrsquos Travels by Jonathan Swift
ArticlesNon-Fiction for Review
Politics and the English Language by
George Orwell
httpwwwnprorgblogsombudsmanPolitic
s_and_the_English_Language-1pdf
The Case for Torture by Michael Levin
httptmpsantafeorgwp-contentuploads201508the_case_for_torturepdf
The Gender Gap at Schoolcedilby David Brooks
httpwwwnytimescom20060611opinion
11brookshtml
Why the Reckless Survive By Melvin
Konner httpwwwmelvinkonnercomwp-
contentuploads200902Sciences-MayJune-
1987-Why-The-Reckless-Survivepdf
(5) mLearning ndash
Have you
incorporated some
form of
contemporary
technology or new
literacy into your
classroom Is this
something you have
tried before
(6) If you are
reusing last yearrsquos
lessons how have
you altered them to
reflect todaysrsquo
classroom Where
your changes
successful
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Suggested Open Educational Resources
Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a
text
bull Analyzing speeches as arguments
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Recognize strong and
thorough textual evidence
Conduct steps for short as
well as sustained research
projects to answer a question
Gather relevant information
from multiple authoritative
print and digital resources
Produce clear and coherent
writing in which the
development organization
and style are appropriate to
task purpose and audience
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
Anticipation Guides
Consolidating
Thought
Summarizing
Synthesizing
Inferring
Discussion Web
Quick Write-Free
Write
SOAPstone
KWLH Inquiry
FQUIP Focus-
Question-Image-
Predict
WritingLanguage
bull Improving Student Writing Through
Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal
language
bull The Passion of Punctuation
bull Developing Persuasive Arguments
Through Ethical Inquiry Two Pre-Writing
Strategies
bull Spend a Day in My Shoes Exploring the
Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose
Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System
httplsccornelledustudy-skillscornell-
note-taking-system
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and
Speaking
bull Developing Core Proficiencies from
Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades
9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos
Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym
that Transforms Students
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and
Career
bull Critical thinking through whole class
dialogue
bull Developing Critical and Analytical
Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based
Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring
Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 3 Writing A Modest Proposal
Narrative Writing Informative and explanatory writing Research writing Routine writing
Summative Performance Assessment
Unit 3 InformativeExplanatory Writing
See attached writing assignment and rubric
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Literature III Unit 4 RomanticismNature and the Human Condition
Grade Level 11 Timeframe 17-22 days
Unit Overview The artists and writers for the Romantic movement reflected and influenced change in both literature and culture of the period The
movement favors imagination and emotion of reason and restraint The Romantic movement encompasses all aspects of human nature and the influence of
nature on the time period Frankenstein is a foundational work to this period as it encompasses the political philosophical scientific and literary movements
of the period
Enduring Understandings Essential Questions
bull What are the beliefs of Romanticism how are they presented and are they a precursor to twentieth century individualist ideals
bull Why did certain philosophical and political movements affect Romantic writers
bull How has poetry evolved in time How is romantic poetry a response to the Age of Reason
bull How are gothic elements evident in the novel Frankenstein and how are the counterintuitive to the authorrsquos life
bull Is this period still relevant How and Why
Common Core Standards
StandardsCumulative Progress Indicators (Taught and Assessed) RL9-106 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature RLRI11-121 Cite strong and thorough textual evidence and make relevant connections 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 RLRI11-122 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 and provide an objective summary of the text RLRI 11-123 Analyze the impact of the authorrsquos choices regarding how to develop and relate elements of a story or drama (eg where a story is set how the action is ordered how the characters are introduced and developed) RLRI11-124 Determine the meaning of words and phrases as they are 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 is particularly fresh engaging or beautiful (eg Shakespeare as well as other authors) RL11-125 Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact RL11-126 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (eg satire sarcasm irony or understatement) RLRI 11-1210 By the end of grade 11 read and comprehend literature including stories dramas and poems at grade level text-complexity or above with scaffolding as needed
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
W11-121 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence
W11-122A-F Write informativeexplanatory texts to examine and convey complex ideas concepts and information clearly and accurately through the
effective selection organization and analysis of content
W11-124 Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience W11-125 Develop and strengthen writing as needed by planning revising editing rewriting trying a new approach or consulting a style manual (such as MLA or APA Style) focusing on addressing what is most significant for a specific purpose and audience W11-129 Draw evidence from literary or informational texts to support analysis reflection and research A Apply grades 11ndash12 Reading standards to literature (eg ldquoDemonstrate knowledge of eighteenth- nineteenth- and early-twentieth-century foundational works including how two or more texts from the same period treat similar themes or topicsrdquo) B Apply grades 11ndash12 Reading standards to literary nonfiction (eg ldquoDelineate and evaluate the reasoning in seminal texts including the application of constitutional principles and use of legal reasoning [eg in US Supreme Court Case majority opinions and dissents] and the premises purposes and arguments in works of public advocacy [eg The Federalist presidential addresses]rdquo) W11-1210 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 SL11-121A-D Initiate and participate effectively in a range of collaborative discussions (one on-one in groups and teacher-led) with peers on grade 11 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasivelyNJSLSASL2 Integrate and evaluate information presented in diverse media and formats including visually quantitatively and orally SL11-126 Adapt speech to a variety of contexts and tasks demonstrating a command of formal English when indicated or appropriate L11-121 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L11-122 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing L11-124 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11ndash12 reading and content choosing flexibly from a range of strategies A Use context (eg the overall meaning of a sentence paragraph or text a wordrsquos position or function in a sentence) as a clue to the meaning of a word or phrase B Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (eg conceive conception conceivable) C Consult general and specialized reference materials (eg dictionaries glossaries thesauruses) both print and digital to find the pronunciation of a word or determine or clarify its precise meaning its part of speech its etymology or its standard usage D Verify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary) L11-125 Demonstrate understanding of figurative language word relationships and nuances in word meanings A Interpret figures of speech (eg hyperbole paradox) in context and analyze their role in the text B Analyze nuances in the meaning of words with similar denotations L11-126 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 21st Century Skills Standard and Progress Indicators
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Critical Thinking and Problem Solving Creativity and Innovation Collaboration Teamwork and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability Productivity and Ethics Contextual Vocabulary Demonstrate Acquire and Use Academic Language
Unit 4 Academic Vocabulary and Terminology Romanticism doppelganger explication symbols rhythm and rhyme imagery alliteration consonance assonance annotation internal rhyme speaker
dramatic monologue mood as a key to theme transitional phrases naturalism realism utilitarianism social criticism satire existentialism
Application in Classroom Reading-Students read subject-matter appropriate informational texts at grade level and use Cornell Note Taking System to jot ideasresponsesfindings in classroom notebook to complete close reading for meaning Writing- Throughout the unit students will have multiple opportunities to read and write across a variety of forms for various purposes Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles TechnologymdashStudents utilize technology to research course subject matter process and publish their writing as well as to create multimedia presentations
Instructional Plan Reflection
Pre-assessment Pre-assessment provided by ELA Department
Unit Learning Objectives
Instructional Practice
Student Strategies Formative Assessment
Resources and Activities Reflection
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
WALT Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States drawing on a wide reading of world literature 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 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 Analyze the impact of the
authorrsquos choices regarding
how to develop and relate
elements of a story or
drama (eg where a story is
set how the action is
ordered how the characters
are introduced and
developed)
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals from the readers perspective DifferentiationModifications as necessary Socratic Seminar
Active Listening Discussion Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Interest-Based OptionsStudent ProcessProduct Choice Close reading of text Annotation Academic Vocabulary acquisition Projects and Presentations Chunking Student Conference Misconception Check Whip Around KWLH Inquiry
Readiness Checks Visual Representation Quick Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Strategies for Student Reflection Gallery Walk Think-Pair-Share Socratic Seminar Character Representations Game Show
ReadingReading Informational Text
Theme
Romanticism as a period and a Concept
Pre-Romantics
The POETRY of William Blake William
Wordsworth and John Keats
NOVEL
Frankenstein by Mary Shelley
Novels are not limited to the
Victorian Time periodthey may be
taught thematically with other units
Film Clips
Frankenstein (several theatrical versions
for different effect)
Pride and Prejudice
SelectionsExcerpts from
Rime of the Ancient Mariner by Samuel Taylor Coleridge
Pride and Prejudice by Jane Austen
The Picture of Dorian Gray by Oscar Wilde
Teacher Questions For Self-Reflection
(1) How can we teach
inclusively while
ensuring that all
learners are
supported
(2) What techniques
or tools have you
tried that have been
successful
(3) What are some
effective strategies
for giving learners
feedback on their
writing
(4) How do you mark
learners errors Do
you get learners to
peer review How do
you decide what
techniques to use
each time
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Determine the meaning of words and phrases as they are used in the text analyze their development over the course of the text including figurative and connotative meanings how they interact and build on one another
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Analyze how an authorrsquos choices concerning how to structure specific parts of a text (eg the choice of where to begin or end a story the choice to provide a Comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact By the end of grade 11 read and comprehend literature including stories dramas and poems in the grades 11ndashCCR text complexity band proficiently with scaffolding as needed at the high end of the range proficiently with scaffolding as needed at the high End of the range Analyze a complex set of ideas or sequence of events and explain how specific Individuals ideas or events interact and develop over the course of the text Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument including whether the structure makes points clear convincing and engaging
Do Now Anticipatory Set Direct Instruction Modeling GuidedIndependent Practice Independent Reading
Cooperative Learning-Small Groups Questions and Material Check Think Pair Share
ArticlesNon-Fiction for Review
A Vindication of the Rights of Women by Mary Wollstonecraft httpsscholarsbankuoregoneduxmluibitstreamhandle1794785vindicationpdf
Proverbs of Hell by Willam Blake httpsasfgenglish12wikispacescomfileviewBlake+Proverbs+of+Hellpdf
The Nature of Scientific Reasoning by Jacob Bronowski httpwwwpubliciastateedu~bccorey10520FolderThe20Nature20of20Scipdf
On Being Cripple by Nancy Mairs httpsintroliterature180fileswordpresscom201307on-being-a-cripple-mairspdf
Beauty When the Other Dancer Is the Self by Alice Walker http2014hebert110qwritingqccunyedufiles201407Alice-Walker-Beauty-When-the-Other-Dancer-Is-the-Selfpdf
Suggested Open Educational Resources Reading
bull Mining Literature for Deeper Meaning
bull Multiple Perspectives on Theme
bull Rhetorical Devices
(5) mLearning ndash Have you incorporated some form of contemporary technology or new literacy into your classroom Is this something you have tried before (6) If you are reusing last yearrsquos lessons how have you altered them to reflect todaysrsquo classroom Where your changes successful
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
By the end of grade 11 read and comprehend literary nonfiction in the grades 11ndashCCR text complexity band
bull DIDLS guide for rhetorical analysis
bull Comparing multiple interpretations of a text
bull Analyzing speeches as arguments
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence Produce clear and coherent writing in which the development organization and style are appropriate to task purpose and audience 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 Develop and strengthen writing as needed by planning revising editing rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience Draw evidence from literary or informational texts to support analysis reflection and research Demonstrate command of the conventions of
Identify and demonstrate effective classroom behaviorshabits Establish and practice guidelines for organization structure procedures and behaviors during small group and independent learning Review of Technological Requirements and Student Need for Training andor Remediation Writing Fundamentals Mechanics and MLA format Review text annotation and summative procedures Homework
Anticipation Guides Dialectical Journal Double Entry JournalLearning Log LINK List-Inquire-Note-Know Quick Write-Free Write SOAPstone FQUIP Focus-Question-Image-Predict
Thematic Journal a variety of topics Summaries and Open Ended Questions Misconception Checks Index Card Summaries and Questions Written Responses Using Individual White Boards Exit Slips Additional selected strategies as determined by student readiness Analyze and write about the themes exemplified in the novel Frankenstein such as responsibility blindnesssight abandonment role of science fear of the unknown revenge and doppleganger
WritingLanguage
bull Improving Student Writing Through Critical Thinking
bull Evaluating a source survey
bull Analyzing style formal and informal language
bull The Passion of Punctuation
bull Developing Persuasive Arguments Through Ethical Inquiry Two Pre-Writing Strategies
bull Spend a Day in My Shoes Exploring the Role of Perspective in Narrative
bull PARCC Scoring Rubric for Prose Constructed Response Items
bull Purdue Online Writing Lab
bull Cornell Note Taking System httplsccornelledustudy-skillscornell-note-taking-system
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
standard English grammar and usage (mechanics) in writing Determine or clarify the meaning of unknown and multiple-meaning words or phrases Demonstrate understanding of figurative language word relationships and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Initiate and participate effectively in a range of collaborative discussions (one- on-one in groups and teacher-led) with diverse partners on grades 11ndash12 topics texts and issues building on othersrsquo ideas and expressing their own clearly and persuasively
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Oral Questioning Fishbowl Socratic Seminar
Visual Representation Powerpoint Presentations Strategies for Student Reflection httpwwwuvmedu deweyreflection_manual startinghtml
Speaking amp Listening
bull Taking Lecture and Class Notes
bull Conver-Stations A Discussion Strategy
bull Using Debate to Develop Thinking and Speaking
bull Developing Core Proficiencies from Engage New York
bull Lessons to Use with Popular Stories
bull Lessons to Use with Anthologies
bull English Language Arts Methods Grades 9-12 Model Lessons
bull For Arguments Sake Playing ldquoDevilrsquos Advocaterdquo with Non Fiction Texts
bull The Pros and Cons of Discussion
bull PVLEGS A Public Speaking Acronym that Transforms Students
Modeling GuidedIndependent Practice
Consolidating Thought Summarizing Synthesizing Inferring Discussion Web Socratic Seminar Whole Class discussion
Critical Thinking
bull College Board SAT Critical Thinking
bull Critical Thinking A Path to College and Career
bull Critical thinking through whole class dialogue
bull Developing Critical and Analytical Thinking about Literary Characters
bull Teaching Channel Presents Inquiry-Based Teaching
bull Inquiry Graphic Organizer
bull Assessing Cultural Relevance Exploring Personal Connections to a Text
bull How to Encourage Higher Order Thinking
bull Handbook of Critical Thinking Resources
bull How to Mark a Book
Summative Written Assessments
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department
Unit 4 Lit III Literary Analysis (attached) See attached writing assignment and rubric
Summative Performance Assessment
To be supplied by ELA Department