english 11 reading/writing lab grade: 11 · 3 approved by board of education august 25, 2015...

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

English 11 Reading/Writing Lab

GRADE: 11

Prerequisite: N/A

Credits: 5.0

ABSTRACT

The purpose of this course is to provide students with intensive reading and writing experience in a workshop environment. The emphasis of the course will be on persuasive writing, expository writing including essays, research papers, college level writing assignments, and transactional writing. Students will receive instruction in the forms and conventions of expository and persuasive writing and will use the writing process to create fully revised and edited products. Types of writing to be explored will include narrative, descriptive and persuasive modes of discourse. Reading strategies will provide students the opportunity to increase skills in understanding and responding to the various types of reading texts, including: informational, persuasive, narrative, etc. In addition students will be required to read and respond to open-ended questions.

2 APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

UNIT: (Title, Month(s), Number of Days)

The Basics of Writing/Writing Process

(4 weeks)

Writing Workshop (6-8 weeks)

Persuasive and Expository Writing

(8-10 weeks)

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2

21st Century Life and Careers 9.1.12.A.1-4

ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

Writing is a vehicle for communicating thought in a variety of ways.

Good readers make good

writers.

Writing Workshop is a forum, which presents students with the opportunity to develop as writers, as individuals, and as members of a larger community.

In order to effectively

complete the open-ended

Understanding and application of persuasive techniques and audience are imperative to develop a well-written, effective persuasive response.

The characteristics of

expository writing may include but are not limited to:




(4 weeks)



(8-10 weeks)

response questions the writer must fully demonstrate an understanding of not only what is being asked, but also how to utilize the text as a supportive tool.

Strong writers use a

repertoire of strategies that enables them to vary form and style in order to write for a variety of purposes, audiences, and contexts.

In order to be fully prepared

for writing component of the HSPA-LA, a student must fully understand the required skills and expectations as outlined in the HSPA writing rubric.

interpretation and response to a selected passage, connecting to the text and drawing connections across the recommended criteria, etc.

In order to effectively complete the open-ended response questions the writer must fully demonstrate an understanding of not only what is being asked, but also how to utilize the text as a supportive tool.

Strong writers use a

repertoire of strategies that enables them to vary form and style in order to write for a variety of purposes, audiences, and contexts.




(4 weeks)



(8-10 weeks)

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

Why do we write? What is the Writing

Process?

What are the main genres of writing? OR What are the 4 main modes of discourse?

What are the "Six Traits of

Writing?"

What is the "Plus 1" trait?

What am I interested in writing about?

How do writers approach

their craft?

How do I reach my target audience through my writing?

When should I share

writing?

How do I get substantive feedback from my peers? from my teacher(s)?

What should I do to

improve upon my writing skills?

How can persuasion empower you and others?

How does an ability to

understand and use strong persuasive writing techniques aid in the composition of an effective persuasive essay?

What are the unique

characteristics of expository writing?

What are the different

organizational patterns of expository writing?

How does a writer use

language to effectively communicate his/her desired purpose in a piece of expository writing?

How can a writer utilize the

article as evidence in an open-ended response




(4 weeks)



(8-10 weeks)

question?

How do effective writers express themselves?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Students will learn how to gather/assembly/brainstorm information before they begin to write

• Students will learn the different ways to write/approach "introductions."

• Students will learn to write thesis statements that are precise, unified, and restricted to their chosen topic

• Students will read models of the different genres of writing under "Content."

• Brainstorm ideas of their own

• Write a rough draft • Edit/Peer edit • Revise • Conference with teacher • Share the writing with

peers/others • Use technology as a tool to

produce, edit, and distribute

• Brainstorm ideas • Plan/draft • Collaborate with peers • Review model essays • Edit/Peer edit • Revise • Conference with teacher • Use technology as a tool to

produce, edit, and distribute writing

• ·Gather the information needed to build an argument, provide an explanation, or




(4 weeks)



(8-10 weeks)

• Develop thoughtful paragraphs with topic sentences

• Write conclusions that are reflective of the topic

• Revise • Edit/Peer edit

writing. • Select and use a format,

organization, and style appropriate to the topic, purpose, and audience.

• Present information,

findings, and supporting evidence clearly and concisely.

• Make strategic use of

multimedia elements and visual displays of data to gain audience attention and enhance understanding.

• Demonstrate command of

formal Standard English when appropriate to task and audience.

address a research question. • Sustain focus on a specific

topic or argument. • Support and illustrate

arguments and explanations with relevant details, examples, and evidence.

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of

Benchmark Informal Assessments Formal Assessments Classwork Peer Review Homework






(4 weeks)



(8-10 weeks)

the desired results?) (How will students self-assess their learning?)

Verbal responses Participation

Verbal responses Mini-lessons Participation Writers Workshop

Verbal responses Participation

RESOURCES:

Novels Essays Various articles News ELA Excerpts Poetry Short stories Non fiction/fiction Grammar resources



STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

The narrative essay's purpose - to tell a real or imaginary story; to recreate a series of events. Examples: personal stories, fictional stories, poems, ballads, personal letters

Pre-writing, planning, organization, revision, and editing.

Understand and effectively apply the steps in the writing process.

Use varied sentence structures to engage the reader and achieve cohesion between sentences. Develop and maintain a style and tone appropriate to the task, purpose, and audience.




(4 weeks)



(8-10 weeks)

Persuasive Essay - to convince the reader to accept a belief, position, or opinion; to convince the reader to take a specified action. Examples: editorials, letters to the editor, reviews, position papers. Descriptive Essay - to create a verbal portrait; to show a reader through words what an experience, event, person, or place is like. Examples: character sketches, description of people, places and/or things, poems, descriptive paragraphs Expository Essay - to inform the reader, to explain factual information

Write coherent and grammatically correct sentences.

Write unified, coherent, adequately developed paragraphs.

Adapt writing goals and styles to various audiences to achieve appropriate writing style and content.

Understand and apply the principles of organization to effectively outline information and ideas.

Use editing and revising techniques to improve writing quality.

Understand and apply connecting devices to enhance document clarity,

Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics. Assess the quality of one’s own writing, and, when necessary, strengthen it through revision. Use technology as a tool to produce, edit, and distribute writing. Convey complex information clearly and coherently to the audience through purposeful selection and organization of content. Demonstrate understanding of content by reporting facts




(4 weeks)



(8-10 weeks)

to the reader, to tell the reader how to do something. Examples: research reports, directions, newspaper articles, essays, how-to-instructions

unity and coherence.

accurately and anticipating reader misconceptions. Establish a substantive claim, distinguishing it from alternate or opposing claims. Link claims and evidence with clear reasons, and ensure that the evidence is relevant and sufficient to support the claims. Acknowledge competing arguments or information, defending or qualifying the initial claim as appropriate. Select and use a format, organization, and style appropriate to the topic, purpose, and audience. · Present information, findings, and supporting




(4 weeks)



(8-10 weeks)

evidence clearly and concisely.

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

• Modes of discourse • Current events • Transactional writing • Drafting • Peer editing • Writing workshop • Publishing • Annotating • Revising, editing and

sharing • The college admission

Essay Modify lesson as needed Teacher created templates for complex content Extended time ELL Cooperative grouping


sharing • Cross Discipline

Writing

Modify lesson as needed Teacher created templates for complex content Extended time ELL


sharing • Cross Discipline Writing

Modify lesson as needed Teacher created templates for complex content Extended time ELL Cooperative grouping Provide written and oral




(4 weeks)



(8-10 weeks)

Provide written and oral instructions

*ELL Students- Instruction will be based on language proficiency. SPED Shortened assignment Positive reinforcement G&T Create blogs

Cooperative grouping Provide written and oral instructions

*ELL Students- Instruction will be based on language proficiency. SPED Shortened assignment Positive reinforcement G&T Create blogs

instructions *ELL Students- Instruction will be based on language proficiency. SPED Shortened assignment Positive reinforcement G&T Create blogs

•

*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.



Reading Comprehension and Critical Reading

(8-10 weeks)

Writing Portfolio/Reflections (4 weeks)

Research Paper (4-6 weeks)

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas? ESTABLISHED GOALS: (NJ CCCS and/or CCS)

ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ELA RL.11.1-10 RI.11.1-10 W.11.1-10 SL.11.1-6 L.11.1-8

Technology 8.1 8.2


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

Students will realize answering questions effectively is a life skill that is important to all facets of their lives.

Students will

Writing as a "process" means that students need to be taught to think through their ideas, as well as revise their writing. Portfolios document

Research is done to explore ideas, solve a problem, or make an argument that compels the reader to take action.




(8-10 weeks)



understand the importance of various types of literature and the correct way to approach texts.

Students will

understand that communication is key to success in life.

the significant developmental mileposts that mark a writer's progress from planning to publishing, from the beginning of the process towards definable curriculum goals at the end of the process.

Portfolios complement

the concept of cognitive learning or metacognition - a reflective account of a student's writing skills development as supported by his/her teacher(s).

Research papers can have different ways of citing sources.




(8-10 weeks)



ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

How does one approach texts critically?

How can one increase

reading fluency and comprehension?

How does one

communicate an understanding of textual information?

How do stories

entertain while still communicating?

How does

communication change us?

Is knowledge the

same as understanding?

• What purposes and audiences do portfolios serve?

• What do portfolios look like?

• How do I as a writer improve a piece?

• How is a portfolio organized?

• What should I collect in my portfolio?

• How are portfolios used for evaluation?

• What types of research are there?

• On what topic(s) can I conduct my research?

• What stages do I have to work through in planning a research paper?




(8-10 weeks)



STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Read developmentally appropriate materials (at an independent level) with accuracy and speed. Read a variety of genres and types of text with fluency and comprehension. Assess, and apply reading strategies that are effective for a variety of texts (e.g., previewing, generating

• Students will plan, compose and revise

• Students will explain what they are doing and why

• Students will gather all their work into a portfolio

• Students will reflect on each piece in the portfolio

• Students will include teacher feedback in

• Understanding the assignment

• Making a schedule • Selecting a

subject/topic • Finding sources • Evaluating sources • Taking notes • Filling in gaps • Accurately

documenting sources




(8-10 weeks)



questions, visualizing, monitoring, summarizing, evaluating). Analyze the ways in which a text’s organizational structure supports or confounds its meaning or purpose. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary. Interpret how literary devices affect reading emotions and understanding. Analyze and evaluate figurative language within a text (e.g., irony, paradox,

the portfolio • Students will design

and keep their own "Revision Checklist"




(8-10 weeks)



metaphor, simile, personification). Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. Identify and understand the author’s use of idioms, analogies, metaphors, and similes.

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

Benchmark Informal Assessments Formal Assessments Classwork Peer Review Homework Verbal responses Participation



RESOURCES:

Novels Essays

Novels Essays

Primary and Secondary sources from various




(8-10 weeks)



Various articles News ELA Excerpts Poetry Short stories Non fiction/fiction Grammar resources

Various articles News ELA Excerpts Poetry Short stories Non fiction/fiction Grammar resources

publications.

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

Students will know the open-ended reading checklist, the holistic scoring rubric, and the open-ended scoring rubric. Students will know and understand the process for the narrative reading passage.

• Process writing • Student-initiated

topics • Writing process

dialogue centers around purpose, audience, voice, development and coherence

• Students work will be scaffolded by

Students will know proper MLA format Students will know the difference between reliable and unreliable sources Students will know about plagiarism Students will work through different research topics




(8-10 weeks)



Students will know and understand the process for the persuasive reading passage. After studying the HSPA and its facets, the students will draw conclusions as to whether there is an appropriate way to address reading passages. Based on the students’ decisions, they will answer critical questions using the models presented. Students will take practice tests to gauge improvement and also evaluate each other’s work in order to explore a variety of possible approaches.

instruction

CROSS-CURRICULAR: (What cross-curricular (e.g. writing,

Analyze text, craft and structure of multiple

• Modes of discourse • Transactional writing

• Modes of discourse • Transactional writing




(8-10 weeks)



literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)

disciplines. Vocabulary

development. Drawing conclusions

from non-fictional and fictional text.

ELA Skills • Literary devices • Poetic devices • Language skills • Analytical skills • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of exploratory activities

•Research reports

• Drafting • Peer editing • Writing workshop • Publishing • Annotating • Revising, editing and

sharing • Cross Discipline

Writing • Collaboration with resource teacher and parent. • Teacher-created templates for complex content. • Positive reinforcement. • Modify lesson as needed according to ability (i.e. provide a kinesthetic learner the option to create a physical representation of the content instead of a 2D essay). LEP: • Use cooperative grouping • Provide written and oral instructions in a variety of ways (SDAIE). • Encourage support from native

• Drafting • Peer editing • Writing workshop • Publishing • Annotating • Revising, editing and

sharing • Cross Discipline Writing

• Collaboration with resource teacher and parent. • Teacher-created templates for complex content. • Positive reinforcement. • Modify lesson as needed according to ability (i.e. provide a kinesthetic learner the option to create a physical representation of the content instead of a 2D essay). LEP: • Use cooperative grouping • Provide written and oral instructions in a variety of ways (SDAIE). • Encourage support from native language speakers who are




(8-10 weeks)



language speakers who are more proficient in English. • Extend time for completing assignments. • Enlist parental support. Gifted and Talented • Create a blog about their researching experience.

more proficient in English. • Extend time for completing assignments. • Enlist parental support. Gifted and Talented • Create a blog about their researching experience.

english 11 reading/writing lab grade: 11 · 3 approved by board of education august 25, 2015...

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