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Achieve EQuIP - October 3-4, 2012

EQuIP Instructional Materials Submission Cover Sheet Please include all information requested below

Material provided: [Check one]

Lesson

x Unit – 4-5 weeks

Title:

The American Experience

Grade level/grade band:

10th Grade

Was the Tri-State rubric used in the creation or revision of this lesson/unit? If so, describe how the rubric was used: (Please note, prior to submission, we ask that one or more team members review the lesson/unit with the Tri-State rubric.)

The Tri-State rubric was not used in the creation or revision of the unit. The unit was reviewed by a team member before submission.

List the Common Core State Standards that are fully addressed and are the primary focus. List the Common Core State Standards that are partially addressed (if any) and highlight the portions that are addressed:

Primary Focus: RL/RI.9-10.1, RL/RI.9-10.3, W.9-10.1

Secondary Focus: RI/RL.9-10.9; RL.9-10.10; RI/RL.9-10.3; W.9-10.4; 2.9-10.5;W.9-10.10; SL.9-10.1

For mathematics, list the Mathematical Practice(s) that are fully addressed in the lesson/unit.

Provide a short description of the materials provided, especially any context that you feel would be helpful for reviewers, such as what learning should have preceded this lesson/unit, and/or what will come next: Throughout this unit various suggested materials are provided.

Materials will be submitted electronically on Monday, September 17thby the contact who will work directly with Hans Voss at Achieve ([email protected]) 202-745-2309

mailto:[email protected]

Literacy Content FrameworkTENTH GRADE TOOLSETVERSION 1.0 - SY12-13

CITY OF CHICAGORahm Emanuel

Mayor

CITY BOARD OF EDUCATIONDavid J. Vitale

President

Jesse H. RuizVice President

Members:Henry S. Bienen

Dr. Mahalia A. HinesPenny Pritzker

Rodrigo A. SierraAndrea L. Zopp

CHICAGO PUBLIC SCHOOLSJean-Claude Brizard

Chief Executive Officer

Jennifer Cheatham, Ed.D.Chief of Instruction

Chicago Public SchoolsPage 2

Tent

h G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

Built

upo

n th

e PA

RCC

Cont

ent F

ram

ewor

k

Read

ing

Com

plex

Tex

tsRL

/RI.9

-10.

10(s

ee su

gges

ted

genr

es)

Writi

ng A

bout

Tex

tsW

.9-1

0.1-

2, 4

-6, 9

-10

Rese

arch

Pro

ject

W

.9-1

0.7-

9, R

L/RI

.9-1

0.1-

10N

arra

tive

Writi

ngW

.9-1

0.3-

6, 1

0As

sess

men

ts†

W.9

-10.

1, 9

RI.9

-10.

1 3-

5 Sh

ort T

exts

pe

r qua

rter

1-2

Exte

nded

Tex

ts

per q

uart

er

(At l

east

2 In

form

ation

al

& 2

Lite

ratu

re a

yea

r)

Daily

Rou

tine

W

riting

(W.9

-10.

9)(R

L/RI

.9-1

0.1)

4-6

Anal

yses

per

qua

rter

(RL/

RI.9

-10.

1 &

W.9

-10.

9) (W

.9-1

0.4,

9-1

0.5

& L

.9-1

0.1-

3)

1 Re

sear

ch P

aper

per

qua

rter

(As e

vide

nced

in w

ritten

pr

oduc

ts a

ligne

d to

W.9

-10.

1,

W.9

-10.

2, o

r W.9

-10-

.9)

2 N

arra

tives

a y

ear

Writt

en P

rodu

ct

BOY

BOY

RI9-

10.1

, RI9

-10.

9

Perfo

rman

ce T

ask

for

Pre-

Asse

ssm

ent*

Q1

Lite

ratu

re: 2

-3In

form

ation

al

Text

s1 :1-2

Lite

ratu

re/I

nfor

mati

onal

Deve

lop

& c

onve

y un

ders

tand

ing

Stud

ents

mus

t writ

e da

ily a

nd c

onsis

tent

ly

durin

g re

adin

g of

shor

t an

d ex

tend

ed te

xts t

o sh

ow e

vide

nce

of th

eir

appl

icati

on o

f rea

d-in

g st

rate

gies

, suc

h as

pr

edic

ting,

visu

alizi

ng,

infe

rrin

g, su

mm

ariz-

ing,

que

stion

ing

and

conn

ectin

g.

Stud

ents

mus

t writ

e co

nsist

ently

, dur

ing

and

after

read

ing

shor

t an

d ex

tend

ed te

xts,

an

d re

spon

d to

text

de

pend

ent q

uesti

ons.

Q1

Focu

s on

argu

men

ts

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

Inte

grat

e kn

owle

dge

from

so

urce

s whe

n co

mpo

sing

Writi

ng st

anda

rds 7

-9 sh

ould

be

taug

ht a

nd fo

rmati

vely

ass

esse

d in

eac

h qu

arte

r with

in th

e w

riting

acti

vitie

s of a

t lea

st o

ne

unit

as th

ey b

uild

tow

ard

the

com

pleti

on o

f a fi

nal a

rgum

ent

or in

form

ative

/exp

lana

tory

text

.

Conv

ey e

xper

ienc

es

Writ

e at

leas

t tw

o na

rrati

ves a

yea

r th

at c

onve

y re

al o

r im

agin

ed e

xper

ienc

es

and

refle

ct th

e cr

aft

of li

tera

ry e

lem

ents

ou

tline

d in

Rea

ding

st

anda

rds 2

-6.

End

of Q

1 W

.9-1

0.1

(a

rgum

ent w

riting

)RL

.9-1

0.1

(text

dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

ide

them

with

th

e ev

iden

ce n

eede

d to

de

velo

p th

eir a

rgum

ent

writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor

text

(s) t

o su

ppor

t the

dev

elop

men

t of

stud

ents

’arg

umen

t writi

ng in

pre

para

tion

fo

r qua

rter

ben

chm

ark.

Q2

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

2 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

2W

.9-1

0.1

(a

rgum

ent w

riting

)RI

.9-1

0.1

(text

dep

ende

nt

ques

tions

that

mea

sure

st

uden

ts’ c

ompr

ehen

sion

and

prov

ide

them

with

th

e ev

iden

ce n

eede

d to

de

velo

p th

eir a

rgum

ent

writi

ng p

iece

)

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

in

form

ation

al w

riting

in p

repa

ratio

n fo

r qu

arte

r ben

chm

ark.

Q3

Lite

ratu

re:2

-3In

form

ation

al

text

: 1-2

Lite

ratu

re/I

nfor

mati

onal

Q3

Focu

s on

info

rm &

exp

lain

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

3W

.9-1

0.2

(in

form

ation

al te

xt)

RI.9

-10.

1 (te

xt d

epen

dent

qu

estio

ns th

at m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith th

e ev

iden

ce n

eede

d to

de-

velo

p th

eir i

nfor

mati

onal

w

riting

pie

ce )

Use

shor

t inf

orm

ation

al p

iece

s as m

ento

r te

xt(s

) to

supp

ort t

he d

evel

opm

ent o

f stu

-de

nts’

info

rmati

onal

writi

ng in

pre

para

tion

for q

uart

er b

ench

mar

k.

Q4

Lite

ratu

re: 2

-3In

form

ation

al

text

s: 1

-2

Info

rmati

onal

/Lite

ratu

reQ

4 Fo

cus o

n ar

gum

ents

Anal

yses

shou

ld b

e w

ritten

to

dev

elop

eith

er a

n ar

gu-

men

t or e

xpla

natio

n ba

sed

on

the

idea

s and

fact

s gat

here

d th

roug

h th

e re

adin

g of

shor

t an

d ex

tend

ed te

xts.

End

of Q

4RI

.9-1

0.1,

W.9

-10.

9

Perfo

rman

ce T

ask

for

Post

-Ass

essm

ent*

Use

shor

t arg

umen

t pie

ces a

s men

tor t

ext(

s)

to su

ppor

t the

dev

elop

men

t of s

tude

nts’

ar

gum

ent w

riting

in p

repa

ratio

n fo

r qua

rter

be

nchm

ark.

CPS Literacy Content Framework_Tenth Grade_Version 1.0 Page 3

Plan

ning

Gui

de

Tent

h G

rade

CPS

Lite

racy

Pla

nnin

g G

uide

(con

tinue

d)Bu

ilt u

pon

the

PARC

C Co

nten

t Fra

mew

ork

Sugg

este

d ge

nres

to g

uide

the

teac

hing

of c

ompl

ex te

xt:

Lite

ratu

re: a

dven

ture

, hist

oric

al fi

ction

, mys

terie

s, m

yths

, sci

ence

ficti

on, r

ealis

tic fi

ction

, alle

gorie

s, p

arod

ies,

satir

e, d

ram

a, g

raph

ic n

ovel

s, o

ne-a

ct a

nd m

ulti-

act p

lays

, poe

ms

(nar

rativ

e, ly

rical

, fre

e-ve

rse)

sonn

ets,

ode

s, b

alla

ds a

nd e

pics

Info

rmati

onal

/Lite

rary

Non

fictio

n: su

bgen

res o

f exp

ositi

on, a

rgum

ent a

nd fu

nctio

nal t

ext i

n th

e fo

rm o

f per

sona

l ess

ays;

spee

ches

; opi

nion

pie

ces;

ess

ays a

bout

art

or l

itera

ture

; bi

ogra

phie

s; m

emoi

rs; j

ourn

alism

; and

hist

oric

al, s

cien

tific,

tech

nica

l or e

cono

mic

acc

ount

s

Shor

t Tex

ts: s

hort

text

s of m

ultip

le g

enre

s (su

ch a

s poe

try,

artic

les,

or s

peec

hes)

that

wou

ld a

llow

stud

ents

to d

raw

evi

denc

e fr

om th

e te

xts a

nd p

rese

nt th

eir a

naly

ses i

n w

riting

as

wel

l as t

hrou

gh sp

eaki

ng

Exte

nded

Tex

ts: e

xten

ded,

full-

leng

th w

orks

of l

itera

ture

(suc

h as

a n

ovel

or p

lay)

or l

onge

r inf

orm

ation

al te

xt (s

uch

as a

mem

oir o

r bio

grap

hy),

depe

ndin

g on

the

focu

s of t

he u

nit

For R

eadi

ng a

nd W

riting

in E

ach

Qua

rter

Cite

evi

denc

eRL

/RI.9

-10.

1An

alyz

e co

nten

tRL

/RI.9

-10.

2-9,

SL

.9-1

0.2-

3

Stud

y an

d ap

ply

gram

mar

L.9-

10.1

-3, S

L.9-

10.6

Stud

y &

app

ly v

ocab

ular

yL.

9-10

.4-6

Cond

uct d

iscu

ssio

nsSL

.9-1

0.1

Repo

rt fi

ndin

gsSL

.9-1

0.4-

6

1 St

anda

rd R

I.9-1

0.9

stipu

late

s tha

t stu

dent

s “an

alyz

e se

min

al U

.S. d

ocum

ents

of h

istor

ical

and

lite

rary

sign

ifica

nce.

” Te

ache

rs sh

ould

inco

rpor

ate

thes

e te

xts,

whe

re re

leva

nt, d

urin

g th

e ac

adem

ic y

ear.

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

.

† Th

ese

will

be

prov

ided

by

the

dist

rict.


Tent

h G

rade

Cur

ricul

um M

ap

Qua

rter

1

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

ext t

o Su

ppor

t Writi

ng

3-5

shor

t tex

ts; 1

ext

ende

d te

xt p

er q

uart

er

Bala

nce

betw

een

liter

ary

and

info

rmati

onal

text

1Pe

rfor

man

ce A

sses

smen

ts

Q1

Uni

fyin

g Co

ncep

ts

Equa

lity

vs. E

xclu

sivity

Q1

Uni

t 1

Wha

t doe

s it m

ean

to b

e Am

eric

an?

Wha

t doe

s it m

ean

to a

chie

ve th

e

Amer

ican

Dre

am?

Q1

Uni

t 1

Exte

nded

Tex

t Th

e Jo

y Lu

ck C

lub

by A

my

Tan

Shor

t Tex

ts (l

itera

ry, i

nfor

mati

onal

, edi

toria

l, ci

nem

atic)

De

clar

ation

of I

ndep

ende

nce

Com

mon

Sen

se b

y Th

omas

Pai

neEx

cerp

ts fr

om D

emoc

racy

in A

mer

ica

by A

lexi

s de

Tocq

uevi

lle“C

all t

o th

e Fo

ur S

acre

d W

inds

” by

Spi

rit W

ind

(Pat

Pol

and)

From

“Le

tter I

II. W

hat i

s an

Amer

ican

?”

by

J. H

ecto

r St.

John

Cre

veco

eur

Exce

rpts

from

Wor

king

by

Stud

s Ter

kel

Exce

rpts

from

Mirr

or o

n Am

eric

a: S

hort

Ess

ays a

nd Im

ages

from

Po

pula

r Cul

ture

Edi

ted

by Jo

an T.

Mim

s and

Eliz

abet

h M

. Nol

len

Begi

nnin

g of

Yea

r (BO

Y): R

I.9-1

0.1

and

W

.9 P

erfo

rman

ce

Task

(rea

ding

and

writi

ng a

bout

text

with

evi

denc

e)

for P

re-A

sses

smen

t*†

Q1

Uni

t 1

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

t Fo

cus o

n ar

gum

ent

Prim

ary

Stan

dard

s Ass

esse

d: R

I/RL

.9-1

0.1;

RI

/RL.

9-10

.2; W

.9-1

0.1

Q1

Uni

t 2

How

is e

qual

ity p

racti

ced

and

perc

eive

d?

Who

get

s to

spea

k an

d w

ho is

exc

lude

d?

Q1

Uni

t 2

Exte

nded

Tex

t Th

e N

arra

tive

Life

of F

rede

rick

Doug

lass

by

Fred

eric

k Do

ugla

ssKi

ndre

d by

Oct

avia

But

ler

Shor

t Tex

ts (i

nfor

mati

onal

and

lite

rary

) Ad

dres

s on

The

Fugi

tive

Slav

e La

w A

ct b

y Ra

lph

Wal

do E

mer

son

Civi

l Diso

bedi

ence

by

Henr

y Da

vid

Thor

eau

“The

Gett

ysbu

rg A

ddre

ss”

by A

brah

am L

inco

ln“I

Hav

e a

Drea

m”

by M

artin

Lut

her K

ing,

Jr.

Exce

rpts

from

Inci

dent

s in

the

Life

of a

Sla

ve G

irl b

y Ha

rrie

t Jac

obs

Exce

rpts

from

The

Invi

sible

Man

by

Ralp

h El

lison

Q1

Uni

t 2

Teac

her-c

reat

ed p

erfo

rman

ce a

sses

smen

t Fo

cus o

n ar

gum

ent

Prim

ary

Stan

dard

s Ass

esse

d: R

L.9-

10.1

; RL.

9-10

.2;

9-10

.4; W

.9-1

0.1

End

of Q

1 Be

nchm

ark

Asse

ssm

ent†

W

9-10

.1 (a

rgum

ent w

riting

) RL

.9-1

0.1(

text

dep

ende

nt q

uesti

ons t

hat m

easu

re

stud

ents

’ com

preh

ensio

n an

d pr

ovid

e th

em w

ith

the

evid

ence

nee

ded

to d

evel

op th

eir a

rgum

ent

writi

ng p

iece

)

1 We

crea

ted

this

sam

ple

Curr

icul

um M

ap a

s an

exam

ple

of a

cou

rse

of st

udy

in A

mer

ican

Lite

ratu

re. T

he C

omm

on C

ore

Stat

e St

anda

rds s

tipul

ate

that

in h

igh

scho

ol, s

tude

nts r

ead

“sem

inal

U.

S. d

ocum

ents

of h

istor

ical

and

lite

rary

sign

ifica

nce”

(RI.9

-10.

9) o

ver t

he 9

-10

grad

e ba

nd; h

ence

, thi

s is a

lso re

flect

ed in

the

Curr

icul

um M

ap

* Th

ese

perf

orm

ance

task

s will

also

be

used

to m

easu

re st

uden

t gro

wth

for t

each

er e

valu

ation

† Th

ese

asse

ssm

ents

will

be

prov

ided

by

the

dist

rict


Tool

set

Tent

h G

rade

Cur

ricul

um M

ap (c

ontin

ued)

Qua

rter

2

Uni

fyin

g Co

ncep

ts

Esse

ntial

Que

stion

sRe

adin

g Co

mpl

ex T

exts

& T

ext t

o Su

ppor

t Writi

ng

3-5

shor

t tex

ts; 1

ext

ende

d te

xt p

er q

uart

er

Bala

nce

betw

een

liter

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cott

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rego

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eric

a

by

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enre

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or b

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illis

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rpts

from

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er H

alf L

ives

by

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b Ri

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ts 4

& 5

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ood

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on: T

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ark

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of t

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ll-Am

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by E

ric S

chlo

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ts (l

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pton

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clai

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ap a

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ple

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Bala

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ts

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fyin

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lism

vs.

Po

stm

oder

nity

Q4

Uni

t 6

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t doe

s it m

ean

to b

e Am

eric

an?

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re h

ave

we

been

and

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are

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goin

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Uni

t 6

Exte

nded

Tex

tW

hite

Noi

se b

y Do

n De

Lillo

Shor

t Tex

ts (l

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Exce

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lub

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nath

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ilver

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her-c

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Prim

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s Ass

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3;

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ear (

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: RI 9

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.9 P

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eric

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rtilla

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oyle

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is Bo

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crea

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this

sam

ple

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icul

um M

ap a

s an

exam

ple

of a

cou

rse

of st

udy

in A

mer

ican

Lite

ratu

re. T

he C

omm

on C

ore

Stat

e St

anda

rds s

tipul

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Tenth Grade Unit OneThe American Experience

Unit Name: The American Experience

Unit Description: By the end of the unit, students will have developed a deeper understanding of how different writers and thinkers have characterized the American experience.

Length: 4-5 Weeks

Enduring Understandings

� Literature reflects, distills, and distorts cultural beliefs and understandings

� Readers summarize, synthesize, and evaluate a broad range of ideas and information presented in texts

Essential Questions

� What does it mean to be American?

� What does it mean to achieve the American dream?

Common Core StandardsPrimary

Secondary

Primary: Standards Assessed RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

OR

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

AND

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Secondary: Standards Addressed RI/RL.9-10.9;RI/RL.9-10.10; RI/RL.9-10.10; RI/RL.9-10.3; RL. 9-10.3; W.9-10.4; W.9-10.5; W.9-10.10; SL.9-10.1

Cognitive Skills Reading, Writing, and Citing Textual Evidence � Literal and inferential comprehension

� Summarizing

� Comparing/Contrasting

� Draw conclusions from textual and/or visual evidence

� Apply the qualities of analytical and argumentative writing


Tool

set

Content Building Knowledge through Texts � Exploring culture through texts

� Deconstructing the American dream

� Deconstructing varying characterizations of the American identityAssessments

(D) Diagnostic(F) Formative

(S) Summative

Diagnostic (Pre-Assessment) 1. Students will read “America: Land of Loners?” by Daniel Akst

2. After reading the essay and participating in a teacher facilitated Socratic Seminar in which students will begin to address the question “How does this author characterize what it means to be American?”, students will write a short, analytical response in which they provide rationale for their interpretation by providing textual evidence.

Formative Assessments � Writing in response to reading, discussion, written responses in graphic organizers,

argument writing

Summative Performance Assessment (see attached)

Texts/Resources

Note: we selected short texts for the first unit of the year to build students’ capacity to read complex texts. An extended text is included in Q1, Unit 2 (see grade 10 Curriculum Map).

Reading Short Text (literary, informational, and editorial within grade band complexity)

� Declaration of Independence

� Common Sense by Thomas Paine

� Excerpts from Democracy in America by Alexis de Tocqueville

� “Call to the Four Sacred Winds” by Spirit Wind (Pat Poland)

� From “Letter III. What is an American?” by J. Hector St. John Crevecoeur

� Excerpts from Working by Studs Terkel

� Essays from Mirror on America: Short Essays and Images from Popular Culture Edited by Joan T. Mims and Elizabeth M. Nollen


Learning Activities

Introducing the Unit � Read Daniel Akst’s essay “America: Land of Loners?”

in the Anthology Mirror on America: Short essays and Images on Popular Culture that examines the modern American experience

� Response to reading: “How does this author characterize what it means to be American?”

� In a Socratic Seminar, students will discuss how the author, Akst talks about the modern American experience and the way we think about friendship

� Introduce main focus of the unit, including Enduring Understandings and Essential Questions

� Students will be directed to think about the essential question and how the American experience is framed in the context of the readings that they will encounter.

� Students will write an argumentative response to the question they discussed (to be used as a formative assessment)

Week 1—Unpacking American culture and values: Then and nowShort Texts:“America: Land of Loners?” by Daniel Akst in the Anthology Mirror on America “Letter III. What is an American?” by J. Hector St. John CrevecoeurCommon Sense by Thomas PaineTeacher selected contemporary articles that reflect argument writing

Minilessons/Activities for Close Reading � After reading Akst’s essay and introducing the

unit, students will read “What is an American?” by Crevecoeur

� Teacher will preview key concepts and vocabulary through Frayer Model

� Students will read and annotate, paying particular attention to Crevecoeur’s claim about the American experience and American identity

.

� Allow Thomas to import text into a digital format that allows him to chunk text for increased readability and allow for frequent checks for understanding.

� Allow Thomas to capture Crevecoeur’s interpretation of the American experience in a format that is easily accessible for the upcoming learning activities

� Small and large group discussion allows Lily to practice her listening and speaking skills

� The use of graphic organizers and visual aids support Lily’s understanding of key concepts.

� Previewing key concepts and vocabulary is key in grounding Thomas in the text. Allow him to capture key terms in a reference document.

� The instructor should set the stage for independent reading by explicitly stating the purpose for reading and allowing Thomas to, again, chunk text into discrete sections and organize notes along the structure he creates.

� During small group discussions, strategically place Lily in a mixed ability group so that she has some support from her peers


Tool

set

Learning Activities

Conduct Discussions, and Report Findings through Group Discussions

� Teacher will lead discussion on the implications of this concept on how people think about individualism, social connections, and relationships and how those experiences are tied to cultural ideology: According to Akst and Crevecoeur, what does it mean to be American?—after teacher led discussion, students will fill out a graphic organizer in which students will annotate quotes/sections from the essay that support the author’s thesis

� Teacher will choose relevant excerpts from the Declaration of Independence. Students will read and annotate. In small groups, students will complete graphic organizer.

� Teacher will lead discussion on the emergence of cultural identity—what ideas and values did these authors invoke as a way of identifying a distinct American voice and identity?

Minilessons/Activities for Teaching Writing to Develop and Convey Understanding

� Students will be introduced to argument writing by first being immersed in this mode of writing. After initially reading the mentor text, “America: Land of Loners” to reflect upon the content and conceptual focus of the unit, teacher will read aloud relevant sections of “America: Land of Loners”. Students will be guided through the process of reading like a writer, paying particular attention to the writing moves that a writer makes within this mode, in order to introduce a claim, provide supporting evidence, etc.

� Students will be given collections of contemporary essays (from Mirror on America) that reflect argument writing. Students will be directed to identify the ways that the writer introduces, supports and builds upon an argument.

Week 2—Cultural ideas and values

Working by Studs Terkel (excerpts)Common Sense by Thomas Paine

� During small group discussions, ensure that Thomas remains on task by encouraging self-regulatory behaviors and reinforcing the time limitations attached to the tasks

� During large group discussions, the instructor should employ adequate wait time after queries to allow Thomas to digest queries and respond appropriately

� Large group discussion allows Lily to practice her listening and speaking skills

� Set a clear and explicit purpose for the review of contemporary articles. Thomas should be allowed to conduct a brief task analysis and determine how much time to devote to each aspect of the activity. Time should be built in for short, managed breaks or the activity can be designed to allow Thomas to shift among foci in a way that maintains attention.


Learning Activities

Preparing Students to Read � Teacher will provide some background knowledge

on the culture and the historical context of the American Revolution, Federalists, and anti-Federalists

� Students will discuss key ideas, concepts, and values that emerge from Common Sense

Conduct Discussions, Write Routinely, and Report Findings through Discussion

� Students will write in response to the question: what ideas and values were distinguished as uniquely American? followed by a large group discussion on American identity and political values

� In small groups, students will discuss and complete a graphic organizer, pulling out direct quotes from the text that will respond to the question: What ideas and values were distinguished as uniquely American?

� Students will read excerpts from Working and revisit the question of American identity.

� Response to Writing: How does the modern American experience reflect or challenge the ideas of self-reliance and individualism?

� Students will complete the graphic organizer with their understanding of modern and traditional understanding of American experience and cultural after reading excerpts from Working

� Teacher will facilitate a whole group discussion on American identity in terms of political, cultural, and personal values

Minilessons/Activities for Teaching Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions

� Teacher will use a combination of shorter essays to model how to construct different parts of an argument/literary analysis piece, including how to introduce a topic, establish a claim, how to organize various parts of an essay, how to make a compelling argument using specific rhetorical strategies, and how to support claim through textual evidence.

� Again, allow for the chunking of excerpts from Working and allow for Thomas to conduct checks for understanding along the bigger question of what defines the American experience.

� Allow time for Lily to talk through the differences between the texts in her native language in order to support her thinking about the texts


Tool

set

Learning Activities

Week 3—The American Dream and the Immigrant Experience

Short Texts:Movie clips of The Joy Luck ClubThe Joy Luck Club by Amy Tan

Activities for Close Reading, Conducting Discussion, and Reflective Writing

� Students view the opening scene of The Joy Luck Club

� In small groups students will discuss how the idea of the American dream is reflected in the narrator’s opening

� Students will read selected excerpts of The Joy Luck Club and discuss the following question: How is the American Dream conceptualized in the first few chapters of the book? How do the mothers and daughters characterize the American experience? How is the immigrant experience represented and reflected in this novel? How does that compare to the readings we have read?

� Students will complete the graphic organizer in response to the questions drawing upon evidence from the text

� In small groups students will discuss various symbols of the vase, red candle, and the pendant in the chapters, “best quality,” “rice husband,” and “the red candle”

� Students will analyze and review the selected excerpts of The Joy Luck Club and discuss the following question: What do these symbols represent? And how do they represent ways of seeing the world?

� Students will identify specific words, phrases, or salient quotes that support their understanding of symbolism in the novel in a graphic organizer to help guide their thinking

� Ensure that Thomas maintains appropriate attention during the viewing of various movie adaptations by setting the stage for the discussion to follow that outlines the differences amongst said adaptations. Encourage note-taking to that end.

� Thomas should be allowed the time and opportunity to plan for this task. Prior to drafting a response, he should formally decide upon a rhetorical strategy based on exposure to the teacher selected essays, access his reference point in Crevecoeur’s characterization of American experience and create a shell of his writing with a corresponding timeline for completion.

� Lily should be provided with one-on-one reading support where she will get assistance in identifying the main idea of the text and how to use context clues to determine meanings of words


Learning Activities

Activities for Teaching Writing to Develop and Convey Understanding, and Cite Evidence

� Reflective writing: how is the immigrant experience uniquely American? Students will construct a short response in which they introduce a claim using a rhetorical strategy that they have encountered in the various essays they have read

� Reflective writing: based on their discussion of the major symbols represented in the three chapters, students will write a short literary analysis in which they identify the major symbols in the chapters and what they represent, citing evidence from the text.

Week 4—The American Dream and the Immigrant Experience

Short Texts:The Joy Luck Club by Amy Tan

Activities for Conducting Discussion and Close Reading � In small groups students will discuss the ways

in which values and identities are mediated by experience and point of view

� Students will analyze and review the selected excerpts of The Joy Luck Club and discuss the following question: How do the mothers and their daughters view their life in America? What is lost and what is gained?

� Students will identify specific words, phrases, or salient quotes that support their understanding of characters

Activities for Teaching Writing to Develop and Convey Understanding, and Cite Evidence

� Reflective writing: Based on discussion students will respond to the question through writing: How is the American experience understood by the various characters in the novel? What does it mean to be a Chinese immigrant? What is lost and what is gained?


Tool

set

Learning Activities

Week 5—Performance Assessment

Writing to Develop and Convey Understanding, Cite Evidence, and to Study and Apply Language Conventions

� Teacher will introduce the Performance Assessments to students

� Students will use select literary and informational texts from the unit to begin composing the essay.

� Students will spend time gathering evidence as well as utilize the evidence they have gathered throughout the unit captured in their graphic organizer. (RI 9-10.1, W 9-10. 1)

� Students will be engaged in the writing process, including brainstorming, gathering evidence, drafting, revising, and editing. (W. 9-10.5)

� Teacher will confer with students through independent or guided writing conferences (W. 9-10.4, W.9-10.5, L.9-10.1, L.9-10.2)


Tenth Grade AssessmentUnit One

Standards:

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

OR

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

AND

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Text(s):

Various texts from the unit (See unit plan for texts)

Description of Task 1:

During the course of the unit, students will have read a selection of essays, personal narratives, and the novel The Joy Luck Club that explore the American experience and the American Dream. Students will complete a double entry journal in which they draw from the texts they’ve read during the unit to identify key quotes and evidence that either reflects or challenges the J. Hector St. John Crevecoeur quote. Students may also articulate their understanding through other written methods such as an outline or a different graphic organizer, spoken, or (if teachers so choose) create online with a software program such as prezi (see http://prezi.com/).

Description of Task 2:

Students will write an essay in which they analyze the extent to which Crevecoeur’s ideas about American identity and the American dream are reflected and/or challenged by the texts read in the unit and how those ideas fit with their own conception of American identity and the American dream.


Tool

set

General Directions for Administering Assessment:

Teacher:

Hand out the student directions as seen below. Have students read the directions, and then read them aloud. Answer any clarifying questions. Remind students they will be allowed two 40-minute class periods to complete task 1, which requires response and annotation of the various texts in the unit. Students may use alternative formats for the text such as iBooks or audio recordings if they choose. Students will have three 40 minute class periods to outline, draft, revise and complete their final product. More or less time can be afforded according to teacher discretion. Students also have the choice to use text-to-speech software to compose and may present their final product orally.

Student Directions:

Through various writings, J. Hector St. John Crevecoeur characterizes American society as being shaped by the principles of self-determination, equal opportunity, and equality among men in which “individuals of all nations are melted into a new race of men, whose labours and posterity will one day cause great changes in the world.” In the excerpt we read, he states:

“Urged by a variety of motives, here they came. Everything has tended to regenerate them; new laws, a new mode of living, a new social system; here they are become men: in Europe they were as so many useless plants, wanting vegetative mold, refreshing showers; they withered, and were mowed down by want, hunger, and war; but now by the power of transplantation, like all other plants they have taken root and flourished! Formerly they were not numbered in any civil lists of their country, except in those of the poor; here they rank as citizens”

Reflect upon Crevecoeur’s characterization of American identity and the fulfillment of the American dream and complete a double entry journal in which you paraphrase the meaning of the Crevecoeur quote and identify several pieces of textual evidence from the unit texts (including The Joy Luck Club) and how they reflect or challenge the central idea(s) of Crevecoeur. You have two 40-minute class periods to complete this task.

After you complete the double entry journal, write an essay in which you analyze the extent to which Crevecoeur’s characterization of American identity and the American dream, are either reflected or challenged in the various texts we have read, drawing upon the task you just completed. You may orally present the ideas of your essay when you are finished if you so choose. In your analysis, please cite from at least three sources, one of which must be The Joy Luck Club, and supply the most relevant evidence from these texts to support a position on the validity or invalidity of Crevecoeur’s claim. In your conclusion you should discuss the extent to which Crevecoeur’s ideas and the sources you selected fit with your own conception of the American identity and the existence of the American dream. You have three 40-minute class periods to complete this task.

Tenth Grade Assessment (continued)Unit One



Considerations for Students with Disabilities:

Thomas presents with significant weaknesses in the areas of executive functioning and attending. These weaknesses inhibit his ability to decode text accurately unless an allowance exists for the chunking of text followed by a brief check for understanding. These weaknesses also impede Thomas’ ability to plan, strategize and organize resources relative to the tasks. Thomas needs support in planning and re-reading with a purpose (identify textual evidence that reflects or challenges Crevecoeur’s ideas). Thomas’s accommodations include:

� Modeling the process for determining evidence versus non-evidence using portions of The Joy Luck Club as a model.

� Highlighting and integration of notes into digitally converted texts by using optical character recognition (OCR) software.

� Time for Thomas to talk through how he will manage timelines to guarantee task completion.

� Small, managed work breaks or allow for changes in work focus as Thomas completes both tasks one and two.

� Allow Thomas to schedule tasks and think through only the resources critical to work completion by setting up clear criteria for text selection.

� Allow for brief talk aloud surrounding Thomas’s position on the validity of Crevecoeur’s claim.

� Create a touchstone/reference point for Crevecoeur’s position to allow for quick access to central idea that guides the work.

Considerations for English Language Learners:

Lily is an English Language Learner. According with her last ACCESS (Assessing Comprehension and Communication in English State-to-State) test she is in Level 3 (Developing). Because of her English proficiency level, her teacher will provide her with visual support (pictures) and auditory support (CD or teacher reading out loud). The following support strategies for Lily include:

� A one-on-one reading support session where she will get assistance in identifying the key ideas and details of the text and how to use context clues to determine meaning of words.

� Alternative pathways for accessing key content include charts or texts written in her first language.


Tool

set


TEACHER NOTES:


Tent

h G

rade

Sco

ring

Tool

for A

sses

smen

tU

nit 1

STAN

DARD

(REA

DIN

G)EM

ERG

ING

Stud

ent w

ork

does

not

ac

hiev

e al

l of t

he “

Mee

ting”

cr

iteria

and

is fa

r bel

ow it

.

DEVE

LOPI

NG

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

but

is

clos

e to

it.

MEE

TIN

GSt

uden

t ach

ieve

s all

of

the

crite

ria li

sted

bel

ow.

EXCE

EDIN

GSt

uden

t ach

ieve

s all

the

“Mee

t-in

g” c

riter

ia a

nd g

oes b

eyon

d.

RI/R

L.9-

10.1

Cite

stro

ng a

nd

thor

ough

text

ual

evid

ence

to su

ppor

t an

alys

is of

wha

t the

te

xt sa

ys e

xplic

itly

as w

ell a

s inf

eren

ces

draw

n fr

om th

e te

xt.

oC

ites o

nly

gene

ral

evid

ence

to su

ppor

t the

an

alys

is of

text

; may

refe

r on

ly to

one

or t

wo

part

s of

the

text

with

out a

n att

empt

to sy

nthe

size

them

; may

rely

sole

ly o

n ex

plic

it fa

cts a

nd d

etai

ls

oC

ites s

ome

spec

ific

text

ual

evid

ence

to su

ppor

t the

an

alys

is of

a te

xt; m

ay re

ly

mos

tly o

n ex

plic

it in

form

ation

an

d m

ay n

ot a

naly

ze th

e de

velo

pmen

t of t

hese

po

ints

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ay a

naly

ze

them

inco

rrec

tly

oC

ites s

uffici

ent a

nd

spec

ific

text

ual e

vide

nce,

em

bedd

ing

it at

rele

vant

po

ints

in th

e an

alys

is;

anal

yzes

the

deve

lopm

ent

of c

entr

al id

eas i

n th

e

text

bas

ed o

n ex

plic

it

and

impl

icit

mes

sage

s an

d in

form

ation

oC

ites s

uffici

ent t

extu

al

evid

ence

from

thro

ugho

ut

the

text

, em

bedd

ing

it at

rele

vant

poi

nts i

n th

e an

alys

is; d

evel

ops a

so

phisti

cate

d an

alys

is of

the

text

’s ex

plic

it an

d im

plic

it m

essa

ges a

nd h

ow th

ose

mes

sage

s are

com

mun

icat

ed

thro

ugh

key

idea

s and

det

ails

RL.1

1-12

.3

Anal

yze

how

com

plex

ch

arac

ters

(e.g

. th

ose

with

mul

tiple

or

con

flicti

ng

moti

vatio

ns) d

evel

op

over

the

cour

se o

f a

text

, int

erac

t with

ot

her c

hara

cter

s and

ad

vanc

e th

e pl

ot o

r de

velo

p th

e th

eme.

oA

naly

sis d

oes n

ot

conn

ect t

he e

lem

ents

of

the

stor

y an

d th

eir

deve

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ent i

n a

lo

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l way

oA

naly

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akes

a w

eak

conn

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ongs

t the

el

emen

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and

how

th

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, lea

ving

out

on

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lem

ents

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rate

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im

pact

of t

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utho

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choi

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egar

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how

to

dev

elop

and

rela

te

elem

ents

of a

stor

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dr

ama

(e.g

, whe

re a

stor

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set,

how

the

actio

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orde

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how

the

char

acte

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re in

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an

d de

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impa

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aut

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w to

dev

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an

d re

late

ele

men

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stor

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citin

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ear

and

spec

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on h

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thes

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pact

mea

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of

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text

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alua

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effec

tiven

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ch

oice

s and

arti

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soun

d ra

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r the

orie

s as t

o w

hy

the

auth

or m

ade

such

choi

ces


Tool

set

STAN

DARD

(REA

DIN

G)EM

ERG

ING

Stud

ent w

ork

does

not

ac

hiev

e al

l of t

he “

Mee

ting”

cr

iteria

and

is fa

r bel

ow it

.

DEVE

LOPI

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ent w

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does

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ach

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al

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crit

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clos

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it.

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crite

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1-12

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alyz

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w th

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auth

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anal

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inclu

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e or

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n w

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th

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are

mad

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how

they

are

intr

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and

deve

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d th

e co

nnec

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th

at a

re d

raw

n be

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them

.

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divi

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s, id

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even

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nd th

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in a

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mak

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on-

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a co

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as o

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h G

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for A

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ntinu

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Uni

t 1


Tent

h G

rade

Sco

ring

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for A

sses

smen

t (co

ntinu

ed)

Uni

t 1

STAN

DARD

(REA

DIN

G)EM

ERG

ING

Stud

ent w

ork

does

not

ac

hiev

e al

l of t

he “

Mee

ting”

cr

iteria

and

is fa

r bel

ow it

.

DEVE

LOPI

NG

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

but

is

clos

e to

it.

MEE

TIN

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t ach

ieve

s all

of

the

crite

ria li

sted

bel

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EXCE

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s all

the

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t-in

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riter

ia a

nd g

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eyon

d.

W.9

-10.

1 W

rite

argu

men

ts to

su

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t cla

ims i

n an

an

alys

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subs

tanti

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topi

cs o

r tex

ts, u

sing

valid

reas

onin

g an

d re

leva

nt a

nd su

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evid

ence

.

oT

he in

trod

uctio

n do

es

not i

nclu

de a

cla

im

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laim

doe

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t ack

now

ledg

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a co

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es

not r

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cle

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cla

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, rea

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d ev

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oT

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laim

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with

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of c

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e un

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reas

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an o

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reng

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of

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cons

isten

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pate

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and

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ly

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maj

or se

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he

text

; tra

nsiti

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etw

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or

secti

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re n

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lear

in so

me

inst

ance

s

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laim

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s pre

cise

an

d di

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ed fr

om

alte

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s, a

nd th

e or

gani

zatio

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flect

s a

clea

r rel

ation

ship

am

ong

clai

m(s

), co

unte

rcla

ims,

re

ason

s, a

nd e

vide

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oT

he c

laim

(s) a

nd

coun

terc

laim

s are

de

velo

ped

fairl

y w

hile

su

pply

ing

evid

ence

for

each

whi

le p

ointi

ng

out t

he st

reng

ths a

nd

limita

tions

of b

oth

in a

m

anne

r tha

t anti

cipa

tes

the

audi

ence

’s kn

owle

dge

leve

l and

con

cern

s

oT

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laim

is k

now

ledg

eabl

e,

prec

ise a

nd d

isting

uish

ed

from

alte

rnat

e or

opp

osin

g cl

aim

s and

the

intr

oduc

tion

esta

blish

es th

e sig

nific

ance

of

the

clai

m

oT

he c

laim

is d

isting

uish

ed

from

alte

rnat

e or

opp

osin

g cl

aim

and

the

orga

niza

tion

refle

cts a

logi

cal s

eque

nce

of c

laim

(s),

coun

terc

laim

s,

reas

ons,

and

evi

denc

e

oT

he c

laim

(s) a

nd

coun

terc

laim

s are

dev

elop

ed

fairl

y an

d th

orou

ghly

whi

le

supp

lyin

g th

e m

ost r

elev

ant

evid

ence

for e

ach

whi

le

poin

ting

out t

he st

reng

ths

and

limita

tions

of b

oth

in

a m

anne

r tha

t anti

cipa

tes

the

audi

ence

’s kn

owle

dge

leve

l, co

ncer

ns, v

alue

s,

and

poss

ible

bia

ses


Tool

set

Tent

h G

rade

Sco

ring

Tool

for A

sses

smen

t (co

ntinu

ed)

Uni

t 1

STAN

DARD

(REA

DIN

G)EM

ERG

ING

Stud

ent w

ork

does

not

ac

hiev

e al

l of t

he “

Mee

ting”

cr

iteria

and

is fa

r bel

ow it

.

DEVE

LOPI

NG

Stud

ent w

ork

does

not

ach

ieve

al

l of t

he “

Mee

ting”

crit

eria

but

is

clos

e to

it.

MEE

TIN

GSt

uden

t ach

ieve

s all

of

the

crite

ria li

sted

bel

ow.

EXCE

EDIN

GSt

uden

t ach

ieve

s all

the

“Mee

t-in

g” c

riter

ia a

nd g

oes b

eyon

d.

W.9

-10.

1 (c

ontin

ued)oF

orm

al st

yle

is no

t pr

esen

t

oC

oncl

udin

g st

atem

ent

or se

ction

is n

ot p

rese

nt

oF

orm

al st

yle

is in

cons

isten

t an

d so

me

info

rmal

lang

uage

is

pres

ent

oC

oncl

udin

g st

atem

ent i

s not

st

rong

ly c

onne

cted

to th

e in

form

ation

or e

xpla

natio

n pr

esen

ted

oT

he w

ords

, phr

ases

, and

cl

ause

s lin

k th

e m

ajor

se

ction

s of t

he te

xt,

crea

te c

ohes

ion,

and

cl

arify

the

rela

tions

hips

be

twee

n cl

aim

(s) a

nd

reas

ons,

bet

wee

n re

ason

s an

d ev

iden

ce, a

nd

betw

een

clai

m(s

) and

co

unte

rcla

ims

oA

form

al st

yle

and

obje

ctive

tone

is

esta

blish

ed a

nd

mai

ntai

ned

whi

le

atten

ding

to th

e no

rms

and

conv

entio

ns o

f the

di

scip

line

in w

hich

they

ar

e w

riting

oC

oncl

udin

g st

atem

ent o

r se

ction

supp

orts

, and

is

follo

wed

by

the

argu

men

t pr

esen

ted.

oT

he w

ords

, phr

ases

, and

cl

ause

s as w

ell a

s var

ied

synt

ax li

nk th

e m

ajor

secti

ons

of th

e te

xt, c

reat

e co

hesio

n,

and

clar

ify th

e re

latio

nshi

ps

betw

een

clai

m(s

) and

re

ason

s, b

etw

een

reas

ons

and

evid

ence

, and

bet

wee

n cl

aim

(s) a

nd c

ount

ercl

aim

s

oA

form

al st

yle

and

obje

ctive

to

ne is

est

ablis

hed

and

mai

ntai

ned

whi

le

atten

ding

to th

e no

rms a

nd

conv

entio

ns o

f the

disc

iplin

e in

whi

ch th

ey a

re w

riting

oC

oncl

udin

g st

atem

ent

sum

mar

izes a

ll m

ajor

cla

ims

that

hav

e be

en d

evel

oped

an

d in

clud

es c

losin

g in

sight

an

d im

plic

ation

s

Department of LiteracyOffice of Curriculum and Instruction125 South Clark StreetChicago, Illinois 60603

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