rigorous curriculum design · subject(s) english language arts grade and course ... nineteenth- and...

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) English Language Arts

Grade and Course

12th British Literature and Composition

Unit of Study Unit 1 Anglo Saxon/Middle Ages

Pacing

Timeframe:

Block: 4.5 Weeks Traditional: 9 Weeks

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

ELAGSE11-12RL5: ANALYZE how an author’s choices concerning how to structure specific parts of a text, contribute to its overall structure and meaning as well as its aesthetic impact. ELAGSE11-12W3: WRITE narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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

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

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

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

e. PROVIDE a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. ELAGSE11-12W9: DRAW evidence from literary or informational texts to SUPPORT analysis, reflection, and research.

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

b. APPLY grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy.



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“Unwrapped” Priority Standards

“Unwrapped”

Concepts (Students Need

to Be Able to Do)

“Unwrapped” Skills (Students Need

to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

Analyze

• Author’s Choices

• Specific parts of a text

• Overall structure

• Meaning

• Aesthetic impact

• 4 (Analyze) • 3 (Strategic

Thinking)

• Write

• Create

• Provide

• Narrative techniques

• Progression of Events

• Conclusion

• 3 (Application) 2 (Skill/Concept)

• Draw

• Support

• Evidence

• Analysis • 5 (Evaluate)

4 (Extended Thinking)

Supporting Standards

ELAGSE11-12RL1: 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. ELAGSE11-12RI6: Determine an author’s 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. ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. ELAGSE11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., 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. ELAGSE11-12SL3: Evaluate a speaker’s 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. ELAGSE11-12SL6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. ELAGSE11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words



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and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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

c. Consult general and specialized reference materials (e.g., 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, or its etymology, or its standard usage.

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

ELA Overarching Standards

ELASGE11-12RL10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems. ELAGSE11-12RI10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction in the grade 12 CCR text complexity band independently and proficiently. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



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Essential Questions Corresponding Big Ideas 1. How do the themes from

the literature of the Anglo-Saxon period reflect the society?

2. How is the epic hero a reflection of his society?

3. What role does religion play in the lives of the people of the Anglo-Saxon and Medieval periods?

1. Anglo-Saxon literature has several themes: Good vs. Evil, Fate vs. Faith and Christianity vs. Paganism (Animism) to name a few. These themes are reflected in the hero culture of the society and in the conflicts which arose for the Roman church's attempts at converting the Celts and other tribes to Christianity.

2. One of the most important traits of an Anglo-Saxon hero is Loyalty—to Clan, King, and Father. The Anglo-Saxon epic hero--most especially, Beowulf--demonstrates this characteristic repeatedly in the epic, which makes him a reflection of the values of his society. Second to loyalty is Strength and Courage. It is clear that these qualities too, are displayed by our exemplar hero, Beowulf, on several occasions throughout the epic.

3. The Anglo-Saxon period was a time of religious change. With the many invasions of Britain by foreign tribes, the period was rife with different beliefs and conversions. Most importantly--or most notably, was the invasion of Britain by the Romans. The Romans introduced British kings to the idea of Christianity with its "one God" concept. And once converted, it was the job of the king to declare his people to be Christians. The monks then set forth to translate the literature of the Anglo-Saxons and whatever portions of the works they found particularly offensive to their beliefs, they changed. Hence, there is a tremendous amount of Christian elements which exist in the literature of the Anglo-Saxons which we are privy to. These Christian elements exist, literally, side by side on the pages with the pagan (animist) beliefs of the Anglo-Saxon which the monks had not bowdlerized.



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Unit Assessments Pre-Assessment Post-Assessment

Student Version: Gr12_ELA_12thGradeBritishLiteratureandComposition_Unit1_Preassessment_Student Teacher Version: Gr12_ELA_12thGradeBritishLiteratureandComposition_Unit1_Preassessment_Teacher

Student Version: DeKalb Benchmark Assessment Teacher Version: DeKalb Benchmark Assessment



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Performance Assessment

Engaging Scenario

The Anglo-Saxon game show “Marry Me a Hero” is returning to a local mead hall near you; producers are looking for new contestant to marry off. Your friend wants to sign-up to be a contestant, but lacks many of the qualities and characteristics needed to be an ‘epic’ hero. So, your friend has requested your services to complete the application process and present information to the show’s producers. Since epic heroes must come from nobility, and your friend does not, some information is needed: a fictional lineage graph explaining your friend’s genealogy and how this specific lineage has prepared the next, great epic hero; and, an epic poem highlighting your friend’s ability to be brave and defeat monsters – internal and external. According to the application, the show’s producers are also requesting a picture of your friend to support their lineage graph. Your friend has made one last request to make sure the application gets pushed to the top: a script for one episode of “Marry Me a Hero” feature your friend as the contestant. The script should highlight the qualities that made your friend the perfect epic hero for the show.

Performance Task Synopses

Task 1: ELAGSE11-12W3, ELAGSE11-12RL5 Use literary and informational texts to create a fictional lineage graph (timeline) for your friend, explaining the importance of the lineage and how it has impacted the type of epic hero your friend has become. Task 2: ELAGSE11-12W3 Using information from Task 1, write a script of one episode of what the show would look like with your friend as the epic hero contestant. Include dialogue from your friend and from other participants on the show, written in Old English. Task 3: ELAGSE11-12W9 Use Task 1 and additional texts to write a three-part Epic Poem, similar in length, with each part being against a different monster – internal or external. The monster can be a physical monster or a character flaw your epic hero (friend) is fighting against. Task 4: ELAGSE11-12W1 Develop a presentation on behalf of your friend, in an attempt to sway the producers of the show into picking your friend as the next contestant versus another, true, epic hero.



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Performance Task 1 In Detail

Use literary and informational texts to create a fictional lineage graph (timeline) for your friend, explaining the importance of the lineage and how it has impacted the type of epic hero your friend has become.

Task 1 Student Directions: ELAGSE11-12W3, ELAGSE11-12RL5

• Read and research literary and informational texts on the Anglo-Saxon period, specifically epic heroes.

• Use a note taking guide to record your findings that provide the characteristics of an epic hero, specifically family nobility.

• Create a lineage graph that fully documents the lineage progression over time. Task 1 Teacher Notes:

• Number of events identified by students on lineage graph can be determined by the teacher.

• Possible technology integration with the creation of the graph (see instructional resources below).

**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All “Proficient” criteria plus: o Includes a pictorial

diagram of the epic hero, emphasizing physical characteristics and hero traits.

o

o Includes several significant characteristics.

o Explains importance of characteristics influences.

o Fully documents lineage over time.

o Meets of the “Proficient” criteria

o Meets fewer than 1 of the “Proficient” criteria



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Using information from Task 1, write a script of one episode of what the show would look like with your friend as the epic hero contestant. Include dialogue from your friend and from other participants on the show, written in Old English.

Task 2 Student Directions: ELAGSE11-12W3

• Using prior game show knowledge, identify several components that are necessary to include on the script.

• Using appropriate structure and conventions, write a game show script with your friend as the epic hero contestant.

• Cite specific sources (literary/informational) regarding the characteristics of epic heroes.

• Be sure to highlight his epic hero attributes. Task 2 Teacher Notes:

• Teacher will effectively model the script (dialogue) writing process.

• Students will adequately develop their script (conversation) writing style, through the process.




All “Proficient” criteria plus:

o Consistent use

of a variety of

transitional

strategies to clarify

the relationships

between and

among ideas

o Adequate Opening and Closing o Adequate use of transitional strategies with some variety to clarify o Adequate progression of ideas from beginning to end, with adequate connections

o Adequate use of dialogue

o Meets 3 of the “Proficient” criteria

Meets fewer than _2_ of the “Proficient” criteria



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Use Task 1 and additional texts to write a three-part Epic Poem, similar in length, with each part being against a different monster – internal or external. The monster can be a physical monster or a character flaw your epic hero (friend) is fighting against.


• Using the notes from Task 1, write a three-part epic poem, all parts similar in length, and all parts focuses on a different monster – internal or external.

• Your epic poem should represent your hero’s cultural and spiritual background. Task 3 Teacher Notes:

• Monitor student writing progression.

• Provide (or direct student to) examples of epic poems. **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.



All “Proficient” criteria plus:

• Must have more than 3 stanzas

• Focus must be on 3 or more different monsters

• Must contain more than 3 examples of Alliteration and Kenning

• Must have 3 stanzas

• Focus must be on 3 different monsters

• Each stanza must be named and have at least 20 lines of poetry

• Must contain at least 3 examples of Alliteration and Kenning

• Must meet criteria to be an epic hero


Meets fewer than 2 of the “Proficient” criteria



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Develop a presentation on behalf of your friend, in an attempt to sway the producers of the show into picking your friend as the next contestant versus another, true, epic hero.


• Using appropriate presentation format and guidelines, create a presentation to pitch your friend to the producers of “Marry Me a Hero”.

• Cite specific sources.

• Restate why your friend is the best candidate.

• Present the lineage graph, the script, and the epic poem. Task 4 Teacher Notes:

• Students will need to be taught about responsible research, appropriate citation technique, and acceptable presentation formatting.

• Possible technology integration with the development of the presentation (see instructional resources below).




All “3” criteria plus: o Consistent use

of a variety of

transitional

strategies to clarify

the relationships

between and

among ideas




• Present the lineage graph, the script, and the epic poem.


Meets fewer than _2_ of the “Proficient” criteria



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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional

Supports in Classroom

Specially Designed

Instruction for Special

Education Students

Strategies for English Language

Learners

Strategies/ Resources for Gifted Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time

http://www.kidsource.com/kidsource/pages/ed.gifted.html

http://www.davidsongifted.org/Search-Database/entry/A10075

http://www.education.udel.edu/wp-content/uploads/2013/01/GiftedStudents.pdf










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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Multiple Intelligences: VISUAL: ClassZone; Net Activities; Transparencies; Power Point Lectures; selections deemed appropriate by teacher (i.e.- MLA Handbook for Writers of Research Papers, etc) ; Thesaurus, Films: "The Pardoner's Tale" [from The Canterbury Tales on Literature in Performance: A Video Companion to The Language of Literature]; Excerpt Handouts AUDITORY: Audio library; Dramatic Reading; Media presentations; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures: Music; Soundtrack; Speeches; Improvisation; Skits; CD; Internet; KINESTHETIC: Illuminating Literature(drawing); Literary texts: Beowulf “The Seafarer” “The Wanderer” “The Prologue to the Canterbury Tales” “Sir Gawain and the Green Knight”

www.goodreads.com/quizzes/3293-beowulf http://beowulfresources.com www.Poetryoutloud.net www.poetryfoundation.org www.poemhunter.com

www.commonlit.org

http://www.goodreads.com/quizzes/3293-beowulf

http://beowulfresources.com/

http://www.poetryoutloud.net/

http://www.poetryfoundation.org/

http://www.poemhunter.com/

http://www.commonlit.org/



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Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Elegy Epic Epic Hero Epic Poem In media res Symbol Foil Quest Frame story Characterization (direct/indirect)

Heroism Loyalty Fate vs. Faith Patriarchal society Hierarchical society Exile Christianity Paganism Language Flyting Transience of Life

Tribal Civilization vs. Modern Civilization – Peer groups, bullying, rule-making, living in a community; heroes of today vs. Anglo- Saxon Society Psychology – The value of the “journey” or “quest” and the influence of others over us. Social Science –Influence of belief systems, values, and political leanings in society;



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Weekly Planner Course: 12th Grade British Literature and Composition Unit: Anglo Saxon/Middle Ages

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Week 1

ELAGSE11-12W3 ELAGSE11-12RL5 ELAGSE11-12RI6 ELAGSE11-12RI7 ELAGSE11-12W9 ELAGSE11-12L4

• Independent Reading

• Exposure to and interaction with grade level text or higher

Task 1:

• Read and research literary and informational texts on the Anglo-Saxon period, specifically epic heroes.

• Use a note taking guide to record your findings that provide the characteristics of an epic hero, specifically family nobility.

• Create a lineage graph that fully documents the lineage progression over time.

History of Anglo-Saxon literature Anglo-Saxon poetry Vocabulary study Close reading strategies

Pre-Assessment Discussion of the Essential Questions (throughout unit) Suggested informal progress monitoring checks:

• Quizzes

• Exit tickets

• Small/large group discussion



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Week 2

ELAGSE11-12W3 ELAGSE11-12RL1 ELAGSE11-12RL6 ELAGSE11-12W9 ELAGSE11-12SL3 ELAGSE11-12SL6 ELAGSE11-12L4



Task 2:

• Using prior game show knowledge, identify several components that are necessary to include on the script.

• Using appropriate structure and conventions, write a game show script with your friend as the epic hero contestant.

• Cite specific sources (literary/informational) regarding the characteristics of epic heroes.

• Be sure to highlight his epic hero attributes.

Heroic epic Close reading strategies

Suggested informal progress monitoring checks:

• Quizzes

• Exit tickets




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Week 3

ELAGSE11-12W9 ELAGSE11-12RL1 ELAGSE11-12RL6 ELAGSE11-12W9 ELAGSE11-12SL3 ELAGSE11-12SL6 ELAGSE11-12L4



Task 3:

• Using the notes from Task 1, write a three-part epic poem, all parts similar in length, and all parts focuses on a different monster – internal or external.

• Your epic poem should represent your hero’s cultural and spiritual background.

Frame story Direct/indirect characterization

Discussion of the Essential Questions (throughout unit) Task 3 scoring guide Suggested informal progress monitoring checks:

• Quizzes

• Exit tickets




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Week 4

ELAGSE11-12W1 ELAGSE11-12RL1 ELAGSE11-12RL6 ELAGSE11-12W3 ELAGSE11-12W9 ELAGSE11-12SL3 ELAGSE11-12SL6 ELAGSE11-12L4



Task 4:




• Present the lineage graph, the script, and the epic poem.

Effective presentations

Discussion of the Essential Questions (throughout unit) Task 3 scoring guide Task 4 scoring guide Suggested informal progress monitoring checks:

• Quizzes

• Exit tickets


Post Assessment

rigorous curriculum design · subject(s) english language arts grade and course ... nineteenth- and...

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