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Roswell Independent School District

Language Arts Curriculum Map 2013-2014

11th

Grade

1

Unit 1 (part 1 and 2): Early America storytelling – The New World: 1500 – 1700 Time Frame: 4 weeks

Essential Questions:

1. How has communication changed across cultures and over time? 2. How did the belief systems affect Puritan culture?

3. How have societies past and present persecuted and ostracized people?

CCSS Activities Assessment Resources NM Targets

RL.11-12.7 Analyze multiple

interpretations of

a story, drama, or poem (e.g.,

recorded or live

production of a

play or recorded

novel or poetry),

evaluating how each version

interprets the

source text. (Include at least

one play by

Shakespeare and one play by an

American dramatist.)

RI.11-12.1

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.

RI.11-12.5

Analyze and

evaluate the

effectiveness of the structure an

author uses in his

or her exposition or argument,

including

Teacher notes:

Reserve computer lab for activity 2 and activity 5 of Unit 1part 2.

Writing activity may be incorporated at any time.

Suggested Media Activities may be incorporated at any time. Refer to

suggested media attachment for assignment ideas.

Week 1

Before the activity begins, tell students that they need to read Act I of The Crucible and be ready for a quiz in three class periods. If all students in the class score a 70% on the

quiz, we will watch Act I of The Crucible. If not, we won’t watch it.

Activity 1:

Give students two minutes to write ideas which answer the question: What is English?

Students must answer in a complete sentence. Hold a classroom discussion on how communication evolved and became what we now know as English. Language is

constantly evolving! Students provide examples.

After discussion, teacher reminds students what A stands for in ACES, Answer the

question. Class discussion on how the statements students just gave are effective and ineffective A answers. Explain that A answers are simply effective topic sentences, and

when multiple A answers are put together, those are effective Thesis statements.

Students will write three topic sentences and will then incorporate those three ideas into a single thesis statement.

Activity 2a:

Teacher models a story that has been passed down to him/her as a family story. This

story needs to be brief! Then as a whole, class talks through the main points. Teacher then shows "That is the day I will never forget" Short Story. In small groups students

discuss the main points of the video speech. Give students five minutes to write five

descriptors which will help them tell their own family story. At the end of five minutes, students will go back to their groups to tell their stories. Warn students to listen and

remember a few points from each person’s story just as we did as a class for the teacher

story and as small groups for the video story. When everyone in each group has told his/her story, students will be given 5 minutes to write as many points as can be

remembered from each story. Then papers will be passed around so that the story teller

will check the facts written by the listeners.

Activity 2b After all facts have been checked by the original author, teacher reminds students that C stands for Citation in the ACES format. Hold classroom discussion on how those three

main points are effective citations of each speech. Use the Transition from ACES to

Research Terminology in the appendix of this document to help students understand that

Assessment 1: Three complete topic sentences, and a single

thesis statement.

Assessment 2a:

Participation list to include at least 3 points

from the story of the

other speakers in each group. (This is turned

in AFTER activity 2b)

Assessment 2b: Three correctly

formatted and integrated

quotes Owl.english.Quoting,

Paraphrasing, and

From American Literature Textbook-(Glencoe) unless otherwise stated

Resource for Activity 1:

ACE Strategy


3 steps to integrating quotes Do's and Don'ts of quote integration

Schoolology: Quote Integration worksheet

Literary Analysis:

1. Evaluate how writers use

structure to influence meaning and

appeal in a work of literature, and how structure reflects culturally

specific customs, traditions, and

symbols.

2. Recognize how history and

culture influence texts, how texts reflect or change societal and

cultural attitudes; and which key

U.S. documents and literary movements shape the American

canon.

3. Examine multiple

interpretations of foundational American

texts and determine how each one

reflects the subject/purpose/

intent of the original author(s).

4. Use technology extensively to produce, publish, and update

products.

5. Develop an oral presentation for

multiple and varied audiences.

Reading Comprehension:

1: Evaluate multiple sources &

points of view to make decisions & solves problems; present the

information in a logical,

interesting format.

2. Analyze how understanding

point of view helps determine the author’s meaning &/or

effectiveness, power, and

persuasiveness of the text.

3. Analyze text for development

http://www.schooltube.com/video/ef4fa808ebc6a55baaa3/

http://owl.english.purdue.edu/owl/resource/563/1/


http://teacherweb.com/NM/BosqueSchool/BLazar/ACEStrategyrev2-09.pdf

http://www.myteacherpages.com/webpages/SKearney/files/Integrating_Quotes%5b2%5d.pdf

http://www.google.com/url?sa=t&rct=j&q=teaching%20quote%20integration&source=web&cd=3&cad=rja&ved=0CDYQFjAC&url=http%3A%2F%2Fteacherweb.com%2Fca%2Falhambrahighschool%2Fpadilla%2FQuote_Integration1.doc&ei=skPoUYfmJse3rgGez4CQAg&usg=AFQjCNF6NrAoe2qk9z4-1-ti9UMsCRKLtA&bvm=bv.49478099,d.aWM

https://www.schoology.com/resources/public/14364199/profile



11th

Grade

2






whether the structure makes

points clear,

convincing, and engaging.

RST.7

Integrate and

evaluate multiple

sources of information

presented in

diverse formats and media (e.g.

qualitative data,

video, multimedia) in

order to assess a question or solve

a problem.

W.11-12.2

Write

informative/explanatory texts to

examine and

convey complex ideas, concepts,

and information

clearly and accurately

through the

effective selection,

organization, and

analysis of

content.

W.11-12.4 Produce clear and

coherent writing

in which the development,

organization, and

those citations, if quoted directly are quote integration and if summarized are citations. Teacher demonstrates example of quote integration by retelling her story and having

students take exact word for word notes so that he/she can be quoted. Have one student

take the notes on the promethean board so that everyone can see. Teacher then takes the quotes written by students and demonstrates quote integration. Finally,

In groups, One speaker retells his/her story while group members take specific notes of

EXACTLY what is said. Students then use quote integration to write two more

statements to describe the speaker’s story using direct quotes and cited with the

speaker’s name.

Activity 3:

Watch School House Rock. No More Kings! Students investigate text p. 6-15 to judge

validity of the video and to discover facts about the Puritans. Those assessments must be written in complete sentences, and must include at least one quote integrated correctly.

Activity 4:

Teacher asks what imagery is, and does a quick review. Read “Sinners in the Hands of

an Angry God”. Students are given sticky notes to put in the story as we read. These

sticky notes are to “mark” places students see imagery. Teacher models the first example. When the story is over, students choose one of the examples of imagery to

illustrate. Students pull a quote from the story depicting the imagery to write on the

bottom of the illustration. Example: “…hell is gaping for [sinners], the flames gather and flash about them, and would fain lay hold on them and swallow them up

;…(Wilhelm, and Fisher 97).

After completing the illustration, students infer the answer to the prompt How do the Puritan’s in Jonathan Edward’s congregation view God? Students answer the prompt in

ACES format, but they now include the direct quote as part of their “C” (cite). Teacher

needs to teach parenthetical citation so that it can be used in this ACES paragraph. Complete citation will be done at the bottom of the page.

Final product has two parts: 1) Illustration with quotation and citation, and 2) ACES

paragraph with quotation, citation, and works cited.

Week 2

Activity 5:

Quiz over Act I of The Crucible Discuss the witch hunt depicted in Act I. True witch hunts require certain ingredients. Discuss those ingredients and their utilization in this

play. See Appendix for worksheet example: Recipe for a Witch hunt. Teacher models

Summarizing

Assessment 3:

Exit ticket to include

judgments on the

validity of the video compared to the facts

researched in the book

and one quotation.

Assessment 4:

Final product must be

coherent, use language

correctly, and must

include: 1) illustration, quotation integration,

and 2) ACES paragraph

with quotation, citation, and works cited.

Assessment 5: Teacher

created quiz evaluating

with contextual evidence inferring what

will happen to


School House Rock: No More Kings –

borrow from the District Materials Center

Or watch here: No More Kings! SHR


“Sinners in the Hands of an Angry God”

(Jonathan Edwards)—Speech. Pg. 95

“Sinners in the Hands of An Angry God” video: www.teachertube.com

Sinners in the Hands of an Angry God

slideshare

Resource for Activity 5, 6, and 7:

The Crucible (Arthur Miller)—pg. 1026-Drama

Famous American Trials

of essential ideas or themes and use strong textual evidence

(implicit or inferred) to support

analyses.

Word Analysis

Analyze word choice for

denotative, figurative and

connotative meanings and

describe how word choice affects

meaning in a text.

Writing Skills:

1. Create a variety of sentence

patterns, including inverted sentences & hyphenation, and

incorporate them effectively in

own writing. 2. Develop an argument that

utilizes specific rhetorical devices which support assertions &

anticipate the reader’s concerns

and counter-claims

Produce a research paper on a

well-defined topic by making

extensive use of valid, reliable primary sources, as well as

creative and critical research

strategies; present the information & conclusion in a logical an

appropriate

http://www.schooltube.com/video/4ce52bdb47884d2fb3a8/No-More-King-Schoolhouse-Rock

http://www.schooltube.com/video/4ce52bdb47884d2fb3a8/No-More-King-Schoolhouse-Rock

http://www.teachertube.com/

http://www.slideshare.net/linaizzie/sinners-in-the-hands-of-an-angry-god-14406901

http://www.slideshare.net/linaizzie/sinners-in-the-hands-of-an-angry-god-14406901

http://law2.umkc.edu/faculty/projects/ftrials/salem/salem.htm



11th

Grade

3






style are appropriate to

task, purpose,

and audience. (Grade-specific

expectations for

writing types are

defined in

standards 1–3

above.)

W.11-12.6

Use technology, including the

internet, to

produce, publish and update

individual or shared writing

products in

response to

ongoing

feedback,

including new arguments or

information.

W.11-12.7

Conduct short as

well as more sustained

research projects

to answer a question

(including a self-

generated

question) or solve

a problem;

narrow or broaden

the inquiry when

appropriate; synthesize

multiple sources

one ingredient in Act I. Students are given a few minutes to fill in as many examples as they can. Then, the movie is played. If students all scored a 70% or higher, watch the

movie from Act I; if students did not score as expected, watch from Act II.

Activity 6:

Students then research current news topics that are really “Witch Hunts” as described by

the recipe (See Recipe at the end of this document). Students read current news articles and find witch hunt ingredients. Students must be sure to document their research!

Then, begin writing a mini research paper over how their current news article is a witch

hunt. Begin this paper with a pre-writing technique such as Dr. Weaver’s paragraph blocks in the appendix.

Activity 7:

Read The Crucible Act IV (1097 – 1112). As they Read Act IV, students make note of the artistic choices and interpretations made by the movie producers that differed from

the play. Next, students do a web search to locate actual information on the Salem Witch

Trials. Salem Witch Trials Background - Clip 1

Salem Witch Trials Background - Clip 2

Salem Witch Trials Background- Clip 3

Writing:

This activity does not relate to the essential questions above, but it must be done to build

the foundation/review good paragraph techniques. It is to be included at the teacher discretion.

To review ACES paragraph format, teacher displays example paragraphs. Some are good, and some are not. The first example the teacher demonstrates what was good and

what wasn’t about the paragraph. The second example students evaluate in a group, and

characters and why.

Completion/accuracy on

Recipe for a Witch Hunt worksheet synthesizing

information from the

play and justifying use

in the recipe.

Assessment 6: Completion/accuracy on

Recipe for a Witch Hunt

worksheet synthesizing information from the

play and justifying use

in the recipe.

Rubric for clear and coherent mini research

paper. Research Paper

Rubric

Assessment 7: Exit ticket which gives a

clear indication of multiple interpretations

in the play and movie.

Writing Assessment: student reflecting and

revising, and editing of

teacher selected

examples.

The Events and Causes of the Salem

Witch Trials

Smithsonian: A Brief History of the

Salem Witch Trials

Webenglishteacher: Crucible

Penguin: The Crucible Teachers Guide

Resource for Writing:

http://www.you-can-teach-

writing.com/essay-format.html

Resource for Research Writing:

Research Paper Rubric

Addition and Optional Resources:

http://www.schooltube.com/video/c2285e870ef84cb1b133/Salem%20Witch%20Trials%20Background%20-%20Clip%201

http://www.schooltube.com/video/c77643bd12ae4764b662/Salem%20Witch%20Trials%20Background%20-%20Clip%202

http://www.schooltube.com/video/d0bcb1daa91b4b7ea4a4/Salem%20Witch%20Trials%20-%20Clip%203

http://www.nisd.net/sciaca/downloads/Research_Paper_Rubric.pdf


http://www.salemwitchtrials.com/salemwitchcraft.html


http://www.smithsonianmag.com/history-archaeology/brief-salem.html

http://www.smithsonianmag.com/history-archaeology/brief-salem.html

http://www.webenglishteacher.com/crucible.html

http://www.us.penguingroup.com/static/pdf/teachersguides/crucible.pdf

http://www.you-can-teach-writing.com/essay-format.html

http://www.you-can-teach-writing.com/essay-format.html




11th

Grade

4






on the subject, demonstrating

understanding of

the subject under investigation.

W.11-12.8

Gather relevant

information from

multiple print and digital sources,

using search

terms effectively; assess the

credibility and

accuracy of each source; and quote

or paraphrase the data and

conclusions of

others while

avoiding

plagiarism and

following a standard format

for citation.

W.11-12.10

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.

SL.11-12.6

the third and fourth examples students evaluate alone.

“An Hymn to the Evening” (Phyllis Wheatley)—Poetry

“To His Excellency General Washington” (Phyllis Wheatley)—Poetry p. 139

“To My Dear and Loving Husband” (Anne

Bradstreet)—Poetry p.92

“Upon the Burning of Our House” (Anne Bradstreet)—Poetry p. 89

Of Plymouth Plantation (William Bradford)(excerpts)—Nonfiction

Various Native American artwork

How the World was Made (James Mooney) – p.22 Myth

Lesson plans, puzzles, & activities:

www.enotes.com

www.salemwitchtrials.com/salemwitchcraft

.html

Summary, Analysis & Metaphors: http://education-portal.com

Book notes & study guides:

http://www.freebooknotes.com

http://www.enotes.com/



http://education-portal.com/

http://www.freebooknotes.com/



11th

Grade

5






Adapt speech to a variety of

contexts and

tasks, demonstrating a

command of

formal English

when indicated or

appropriate. (See

grades 11–12 Language

standards 1 and 3

on page 54 for specific

expectations.)

SL.11-12.2

Integrate multiple sources of

information

presented in

diverse formats

and media (e.g.,

visually, quantitatively,

orally) in order to

make informed decisions and

solve problems,

evaluating the credibility and

accuracy of each

source and noting any discrepancies

among the data.

L.11.12.2

Demonstrate

command of the conventions of

standard English

capitalization, punctuation, and

spelling when



11th

Grade

6






writing.

L.11.12.5a

Demonstrate understanding of

figurative

language, word

relationships, and

nuances in word

meanings. a. Interpret

figures of speech

(e.g., hyperbole, paradox) in

context and

analyze their role in the text.



11th

Grade

7

Unit 1 (part 3): Early America: Road to Independence: 1771-1800

Time Frame: 4 weeks

Essential Questions: 1. How do my virtues or the virtues I live by help to shape the person I am?

2. How does rhetoric shape our beliefs concerning freedom?

3. How do the symbols of our country create nationalism?


RI.11-12.1

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.

RI.11-12.3

Analyze a complex set of

ideas or sequence

of events and

explain how

specific

individuals, ideas, or events

interact and

develop over the course of the text.

RI.11-12.7 Integrate and

evaluate multiple


presented in

different media

or formats (e.g.,

visually,

quantitatively) as well as in words

in order to

address a question or solve

a problem.

Teacher Notes:


Suggested Media Activities may be incorporated at any time. Refer to

suggested media attachment for assignment ideas.

Week 1

Activity 1:

TEACHER NOTE: reserve a computer lab for use in activity 2, activity 6

and activity 7.

Teacher writes the thirteen virtues that Benjamin Franklin lived by on different slips of

paper. Students break into groups of three and are given 2 slips of paper. They take that

slip and figure out what Franklin meant when he chose that virtue. Once everyone can explain their virtue, each group teaches their virtue to the class as students take notes on

each virtue. Then, teacher goes to Promethean Board to facilitate matching virtues and

descriptions. At each virtue, the class discusses if they could or could not live by that virtue.

On their own, students choose 7-9 virtues that they could live by. Students create an

accordion book that includes a short description of each virtue and gives evidence from

their life to prove those virtues. After they have written those virtues and descriptions, students choose one virtue to explain to the class.

Activity 2:

Take students to computer lab and log on to Mission Statement Builder . This website will give students a chance to build their own mission statement. When they finish the

web work, students will print out the report and will create a life map that depicts how

their virtues will move them from where they are to where they want to be based on their mission statement. Finally, students will write a paper explaining that map.

Assessment 1: teacher

monitors verbal

explanation and requires exit slip to indicate

knowledge and opinion

of topic clearly expressing complex

ideas while gathering

relevant information from sources.

Student assessment for

comprehension with

accordion book

according to teacher

made rubric.

Assessment 2: Required report of mission

statement web work and

written explanation of life map using the

attached writing rubric

which will assess student use of

technology to produce,

publish and update

individual writing

product.

From American Literature Textbook-

(Glencoe) unless otherwise stated


From Autobiography of Benjamin Franklin

(Ben Franklin) Autobiography p. 17

“Autobiography of Benjamin Franklin”

Earlyamerica.com/Franklin

Shmoop Autobiography Benjamin Franklin

Resource for Activity 2: www.franklincovey.com/msb/missions/logi

n

Literary Analysis

1. Evaluate how writers use

structure to influence meaning and appeal in a work of literature, and

how structure reflects culturally


symbols.

2. Recognize how history and culture influence texts, how texts

reflect or change societal and

cultural attitudes; and which key U.S. documents and literary

movements shape the American

canon.

3. Examine multiple interpretations of foundational

American texts and determine

how each one reflects the

subject/purpose/intent of the

original author(s).

4. Use technology extensively to

produce, publish, and update

products.



Reading Comprehension

Targets:

1. Evaluate multiple sources &

points of view to make decisions

& solves problems; present the


interesting format.

2. Analyze how understanding

point of view helps determine the

author’s meaning &/or effectiveness, power, and

persuasiveness of the text.

http://www.franklincovey.com/msb/missions/login

http://www.earlyamerica.com/lives/franklin/

http://www.shmoop.com/autobiography-benjamin-franklin/





11th

Grade

8


Time Frame: 4 weeks





RI.11-12.8

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

majority opinions and dissents) and

the premises, purposes, and

arguments in

works of public

advocacy (e.g.,

The Federalist,

presidential addresses).

RI.11-12.9 Analyze

seventeenth-,

eighteenth-, and nineteenth-

century

foundational U.S. documents of

historical and

literary

significance

(including The

Declaration of Independence,

the Preamble to

the Constitution, the Bill of Rights,

and Lincoln’s

Week 2

Activity 3:

Teacher creates a flip chart of different advertisements that appeal to each of the three parts of Rhetoric. As those are shown, students are asked how they feel about each.

Create a list of feeling words and then ask students to categorize those feeling words.

Students will naturally group those into logical words, emotional words, and image or

branding words. Teacher sums up knowledge with a flip chart explaining rhetoric:

Ethos, Pathos, and Logos.

Teacher introduces Patrick Henry, and we read “Speech to the Second Virginia Convention” p. 114. As we are reading, students search for examples of each rhetorical

appeal. Then students answer two ACES questions: 1. Which appeals worked? 2.

What did Patrick Henry believe that shaped his involvement?

Activity 4:

Read the “Declaration of Independence” p. 120. As we read this, students paraphrase the

colonists’ reasons for declaring independence. (They all start with He….or For…) Students write their own “Declaration of Independence”. This can be independence

from a boss, a parent, a teacher etc. Student declaration must include an opening

paragraph explaining the rights that they feel have been violated by the “persecutor” and

at least eight examples of that persecution.

Activity 5: Read from “The Crisis, No 1”. P. 132-138. After reading “The Crisis, No 1” students

create a pamphlet that could be distributed to encourage others to participate in any appropriate activity the student’s desire. Examples: School sports teams, FFA

competition teams, BPA competition teams, the Olympic teams, the troops in

Afghanistan, people struggling with war, poverty, or diseases, etc.

Week 3

Activity 6:

Were our fore fathers justified in their choice to fight for freedom? (This is also the

question answered by the mini research paper)

Teacher should go over expectations of a mini research paper and teach the appropriate

“how-to”. Outlining, primary and secondary resources, paraphrasing, and summarizing, Parenthetical citations, works cited page etc.

Students choose two pieces of Literature from Unit 1 to compare. This comparison can include, but is not limited to, anything read in class regarding Unit 1: A New Nation.

The comparison should answer the question, “Were our fore fathers justified in their

Assessment 3: Answer the ACE

questions stating an example to support your

answer which will

demonstrate how the

student uses and refines

the meaning of words.

Assessment 4:

Exit ticket that will give a clear indication of

student interpretation of text meaning and

comprehension using

examples.

Assessment 5: Teacher created rubric for

pamphlet assessing

ability to persuade others through writing.

Assessment 6: Teacher created rubric to assess

student pre-writing,

citations and works

cited page.



“Speech to the Second Virginia

Convention” (Patrick Henry) Speech


Declaration of Independence (Thomas Jefferson) Nonfiction – p. 120-125

Declaration of Independence


From The Crisis, No 1. (Thomas Paine)

Nonfiction – p. 132-138

Thomas Paine Pictorial






analyses.

Word Analysis

Need to Work Writing

WRITING SKILLS TARGETS


patterns, including inverted sentences & hyphenation, and

incorporate them effectively in own writing.

2. Develop an argument that

utilizes specific rhetorical

devices which support assertions

& anticipate the reader’s concerns and counter-claims


http://www.history.com/shows/america-the-story-of-us/videos/declaration-of-independence

http://www.google.com/search?q=thomas+paine+common+sense&rls=com.microsoft:en-us:IE-Address&biw=1680&bih=955&tbm=isch&tbo=u&source=univ&sa=X&ei=2QroUbffOI689QTckIGICg&sqi=2&ved=0CGcQsAQ




11th

Grade

9


Time Frame: 4 weeks





Second Inaugural

Address) for their

themes, purposes, and rhetorical

features.

RI.11-12.10

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.

W.11-12.1

Write arguments

to support claims in an analysis of

substantive topics

or texts, using valid reasoning

and relevant and

sufficient evidence.

W.11-12.2

Write

informative/expla

natory texts to

examine and


and information

clearly and accurately

through the

choice to fight for freedom?”

Students must include some form of pre-writing, proper quote integration, parenthetical

citation and a works cited page as part of their comparison.

Week 4

Activity 7:

Have students write the pledge of Allegiance and explain what they think it means.

Then, watch Red Skelton presenting the Pledge of Allegiance. Discuss the validity of his beliefs versus your own. What is the purpose of saying the pledge every day at

school? Is that valid? What else is “core” to our feeling of nationalism? The Star

Spangled Banner, God Bless the USA, Remember When, etc. Star Spangled Banner

God Bless the USA

Activity 8:

As students enter the picture the Bombardment of Fort McHenry is on the board.

Students free-write what they see and what they think is happening.

Students get in groups to create a list of the symbols of nationalism in America. Then,

they create a model of that symbol and research to find how that symbol began. After

each group is done researching, they explain their findings to the class. The group should compile a list of resources and a summary of their findings from each source.

This assignment is the pre-work to next unit’s annotated bibliography assignments.

Students could also create an aura using the ipad and the aurasma app. Example is on

the back of the 20 dollar bill. Be sure the app is loaded at LEAST 24 hours before you

want to show it!

Writing :

Introduce students to Dr. Weaver’s pre-writing organizer. As a class, we will be writing

an explanatory essay on the topic “What it takes to succeed in High School”

Assessment 7:

Students will complete

an exit ticket clearly

indicating their opinions about the topic in the

ACES format that

shows ability to develop the topic by selecting

significant facts.

Assessment 8: Summarize using

precise words and

details to convey a vivid

picture in writing their

findings from research

while citing resources.

Writing Assessment: Assess student organization of complex

ideas, concepts, and

information so that all

concepts build on one

another.


www.redskelton.com/PLEDGE.htm.

The Star Spangled Banner (Francis Scott Key) Song

Resource for Activity 8: Picture the Bombardment of Fort McHenry

Resources for Writing:

“Paragraph Blocks” (Dr. Patricia Weaver)

Test Prep:

ACT Prep p. 167-171

English Language Arts pp. 166-171


http://teachingAmericanhistory.org (Woodrow Wilson) Speech

http://www.redskelton.com/PLEDGE.htm

http://www.schooltube.com/video/c6a6a8f079b563eebe19/~

http://www.schooltube.com/video/988c836400ae8cc2f702/God%20Bless%20The%20USA%20By%20Jump%205

http://www.cr.nps.gov/history/online_books/hh/5/hh5f.htm

http://www.redskelton.com/PLEDGE.htm

http://www.cr.nps.gov/history/online_books/hh/5/hh5f.htm

http://teachingamericanhistory.org/



11th

Grade

10


Time Frame: 4 weeks





effective

selection,

organization, and analysis of

content.

W.11-12.4

Produce clear and

coherent writing in which the

development,

organization, and style are

appropriate to

task, purpose, and audience.

(Grade-specific expectations for

writing types are

defined in

standards 1–3

above.)

W.11-12.6

Use technology,

including the Internet, to

produce, publish,

and update individual or

shared writing

products in response to

ongoing

feedback,

including new

arguments or

information.

W.11-12.9

Draw evidence from literary or

informational

“The Author and Signers of the

Declaration”

Study guides: www.enotes.com

www.teachingamericanhistory.org

History & video: www.teachertube.com


http://www.teachingamericanhistory.org/

http://www.teachertube.com/



11th

Grade

11


Time Frame: 4 weeks





texts to support

analysis,

reflection, and research.

SL.11-12.1

Initiate and

participate

effectively in a range of

collaborative

discussions (one-on-one, in

groups, and

teacher-led) with diverse partners

on grades 11–12 topics, texts, and

issues, building

on others’ ideas

and expressing

their own clearly

and persuasively.

SL.11-12.2


information

presented in diverse formats

and

media (e.g., visually,

quantitatively,

orally) in order to

make informed

decisions

and solve problems,

evaluating the

credibility and accuracy of each

source and noting



11th

Grade

12


Time Frame: 4 weeks





any discrepancies

among the data.

SL.11-12.3

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.

SL.11-12.6

Adapt speech to a

variety of

contexts and

tasks, demonstrating a

command

of formal English when indicated or

appropriate. (See

grades 11–12 Language

standards 1 and 3

on page 54 for specific

expectations.)

L.11-12.1

Demonstrate

command of the conventions of

standard English

grammar and usage when

writing or



11th

Grade

13


Time Frame: 4 weeks





speaking.

L.11-12.2 Demonstrate

command of the

conventions of

standard English

capitalization,

punctuation, and spelling when

writing.

L.11-12.3

Apply knowledge

of language to understand how

language functions in

different

contexts, to make

effective choices

for meaning or

style, and to comprehend

more fully when

reading or listening.

L.11-12.6 Acquire and use

accurately

general academic and domain-

specific words

and phrases,

sufficient for

reading, writing,

speaking, and listening at the

college and

career readiness level;

demonstrate



11th

Grade

14


Time Frame: 4 weeks





independence in

gathering

vocabulary knowledge when

considering a

word or phrase

important to

comprehension or

expression.

W.11-12.2

Write informative /explanatory texts

to examine and


and information clearly and

accurately

through the

effective

selection,

organization, and analysis of

content.



11th

Grade

15

Unit 2: American Romanticism 1800-1860 Time Frame:4 weeks


1. What attitudes and belief systems give rise to new forms of artistic expression and/or social values? 2. What can we learn about the positive and negative sides of human nature from literature?


RL.11-12. 3

Analyze the impact of the

author’s choices

regarding how to develop and

relate elements of

a story or drama

(e.g., where a

story is set, how

the action is ordered, how the

characters are

introduced and developed).

RL.11-12. 9 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.

RL.11-12.10

By the end of

grade 11, read

and comprehend

literature,

including stories, dramas, and

poems, in the

grades 11–CCR text complexity

band proficiently,

Teacher Notes:


Suggested Media Activities may be incorporated at any time. Refer to suggested media attachment for assignment ideas.

Week 1

Activity 1:

In order for annotated bibliography to be used in the future, this activity will teach effective annotated bibliography.

Teacher directs class to create an annotated bibliography for “The Crucible”. Students

create one as a group for “Sinners in the Hands of an Angry God”. Annotated bibliography includes a short summary of the story and a correct citation according to

MLA format.

Activity 2:

In small groups of 4-6, select one of the following “Big Ideas” p. 179: 1. Optimism and

individualism, 2. Kinship with nature, or 3. The power of darkness within the Romantic

Period. Using textbook and other sources from electronic media read and then creates a presentation showing how your “Big Idea” affects American culture today. Presentation

should include an annotated bibliography for all sources.

Alternative Ideas:

Develop a media presentation of the art which was created during the American Romantic

Period and explain how the art represents the “Big Ideas” (to include 2/3 ideas minimum).

Present a collection of music that was composed during the American Romantic period

and explain how it reflects the “Big Ideas” (to include 2/3 ideas minimum).

Create a collage that juxtaposes the differences in 2/3 “Big Ideas” during the American

Romantic period. Use design specific vocabulary to express the parallels in the writings of

the period (focus here would be content specific [Art and Writing] vocabulary).

Assessment 1:

Exit ticket: Annotated

bibliography. If this

activity is completed before the class is over,

use the exit tickets as

examples for the class to evaluate. Rubric for

Annotated Bibliography

Assessment 2:

Media presentations,

Essay, Flip-Chart,

Power Point, Collage,

Group participation

including Annotated bibliography.

Assessment 3:




OWL: Annotated Bibliographies

UNC Annotated Bibliographies

OWL: Annotated Bibliography Samples

MLA Annotated Bibliography (Orlov)

Resources for Activity 2: Rubric for Annotated Bibliography,

Oral Presentation Rubric

Literary Analysis:

1.Evaluate how writers use structure to influence meaning and

appeal in a work of literature, and

how Structure reflects culturally


symbols.

2. Recognize how history and

culture influence texts, how texts reflect or change societal and

cultural attitudes; and which key

U.S. documents and literary movements shape the American

canon.

3. Examine multiple

interpretations of foundational American texts and determine

how each one reflects the

subject/purpose/intent of the

original author(s).

4. Use technology extensively to produce, publish, and update

products.




Targets:

1. Evaluate multiple sources & points of view to make decisions

& solves problems; present the


interesting format.

2. Analyze how understanding point of view helps determine the

author’s meaning &/or

effectiveness, power, and persuasiveness of the text.

http://www.schoollibrarymonthly.com/curriculum/pdf/BibliographyRubric.pdf


http://owl.english.purdue.edu/owl/owlprint/614/

http://writingcenter.unc.edu/handouts/annotated-bibliographies/


http://bcs.bedfordstmartins.com/writersref6e/lmcontent/ch07/PDF/Hacker-Orlov-MLA-Biblio.pdf


http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf



11th

Grade

16





with scaffolding


range.

RI. 11-12.1

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

RI.11-12.2

Determine two or

more central

ideas of a text

and analyze their development over

the course of the

text, including how they interact

and build on one

another to provide a

complex analysis;

provide an objective

summary of the

text

RI. 11-12.4

Determine the meaning of

words and

phrases as they are used in a text,

including

Week two

Activity 3:

Read “Nature” (Ralph Waldo Emerson) - p.190. “Self-Reliance” (Ralph Waldo Emerson)

- p. 194. “Walden” (Henry David Thoreau) – p. 212.

Activity 4:

In small groups or individually, write and deliver a persuasive speech in which you argue

for why or how people should practice self-reliance. Teacher should discuss how to

present an emotional vs. ethical appeal p. 197 in Glencoe American Lit.

Check resources for Essay Rubric.

Activity 5:

In large group, discuss delivery of speeches and body language when giving speeches

(refer to p. 163 for Techniques of giving a speech).

Annotated bibliography

for both stories to include: MLA citation,

main points of story,

critique of author, comments on

effectiveness and

usefulness of story, who

is author trying to reach?

What are his/her biases?

Any connections to other sources Rubric

for Annotated

Bibliography

Assessment 4:

Students take notes as

each speaker delivers

his/her speech. Then

write a one sentence

evaluation of each

speech based on intro, content, delivery,

conclusion, and overall

effectiveness.

Persuasive Speech

Rubric

OR:

PERSUASIVE

SPEECH RUBRIC 2

Assessment 5:

Graphic

organizer=ethical vs.

emotional, speech

rubric, selected daily

bell work and/or writing.

Resources for Activity 3:

“Nature” (Ralph Waldo Emerson) p.190-essay

“Self-Reliance” (Ralph Waldo Emerson)-

p. 194-essay

“from Walden” (Henry David Thoreau)-p. 214-autobiography

Ralph Waldo_Emerson Biography AP* English Language Emerson

Teaching Thoreau


Lesson on delivering a persuasive speech

Simple Steps to Create a Persuasive Speech Lesson Plan


Google: Graphic Organizers




analyses.

Word Analysis:

Need to Work

Writing

Writing Skills Targets:


patterns, including inverted

sentences & hyphenation, and incorporate them effectively in

own writing.

2. Develop an argument that



and counter-claims




http://www.epic333.net/Persuasive%20Speech%20Rubric.htm

http://www.epic333.net/Persuasive%20Speech%20Rubric.htm

http://www.readwritethink.org/files/resources/lesson_images/lesson414/rubric.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson414/rubric.pdf

http://en.wikipedia.org/wiki/Ralph_Waldo_Emerson

http://www.apstrategies.org/Portals/0/docs/Leads_PS/E_La_Emerson%20on%20Nature%202009_T_MC.pdf

http://thoreau.eserver.org/teaching.html

http://lessonplanspage.com/ladeliveringpersuasivespeech712-htm/

http://education.cu-portland.edu/blog/educator-tips/simple-steps-to-create-a-persuasive-speech-lesson-plan/

http://education.cu-portland.edu/blog/educator-tips/simple-steps-to-create-a-persuasive-speech-lesson-plan/

http://www.google.com/search?q=graphic+organizers+speech+writing&rls=com.microsoft:en-us:IE-Address&tbm=isch&tbo=u&source=univ&sa=X&ei=LE7oUeTfHIeVrAHq-oGoCQ&ved=0CDEQsAQ&biw=1680&bih=955#facrc=_&imgdii=_&imgrc=6JT4xrJ_27F4nM%3A%3BhcgwKbLoQWFHaM%3Bhttp%253A%252F%252Fimg.bhs4.com%252F6E%252F2%252F6E25CBA0A29F1EC0E48E5E93921869F1FAB6AD13_large.jpg%3Bhttp%253A%252F%252Fwww.brighthubeducation.com%252Fteaching-methods-tips%252F78883-printable-g



11th

Grade

17





figurative,

connotative, and technical

meanings;

analyze how an author uses and

refines the

meaning of a key

term or terms

over the course of

a text (e.g., how Madison defines

faction in

Federalist No. 10).

RI.11-12.6 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.

RI.11-12.10

By the end of grade 11, read

and comprehend

literary

nonfiction in the

grades 11–CCR

text complexity band proficiently,

with scaffolding


range.

Week 3

Activity 6:

Read “Civil Disobedience” (Thoreau) p. 222, discuss his essay and identify the type of

evidence Thoreau presents such as facts or opinions (summarize on board).

Activity 7:

In two groups, select a side to agree or disagree with Thoreau’s point of view and write down textual evidence supporting the team’s opinion. Present argument to class.

Week 4

Activity 8:

Show Flip Chart on the dark side of Romanticism and discuss-large group. Introduce

Edgar Allen Poe then read pp. 263-272 “The Pit and the Pendulum”.

Activity 9:

Create a short story diagram on a large board and have students fill in the events up to the point where they stopped reading.

Have students individually write a paragraph predicting/inferring the end of the story.

Read the remainder of the story. On the prediction sheet they filled out, students write

how they feel about how the story ended; host a discussion of those feelings. Address the following questions:

1. Was the ending better or worse than you predicted? 2. Was it more or less suspenseful than you predicted?

Assessment 6

As students read they keep a list of facts and

opinions.

Assessment 7

Students debate the

validity of the evidence presented to assess their

knowledge of the

facts/opinions made by Thoreau.

Assessment 8: Notes during flip chart.

Assessment 9:

Prediction/

Inference paragraphs.

Class discussion

involvement to include student prediction with

the ability to support

their belief. (Each student must

voice his/her opinion

and must discuss)


“Civil Disobedience” (Henry David Thoreau)-222 essay

Teaching Thoreau

“Civil Disobedience” Study guides: www.enotes.com


“The Raven” (Edgar Allen Poe) p. 257

Poem

The Raven Resource:

http://teacherfirst.com/

Simpsons/Raven Video

“The Pit and the Pendulum” (Edgar Allen

Poe) p. 263 Short Story

The Raven on Teacher Tube

The Raven on Wiki

Multiple video links for The Raven and Poe+

Resources for Writing:

http://essayinfo.com/essays/cause_and_eff

ect_essay.php.

http://ksdl.ksbe.edu/writingresource/docs/

TypesOfWriting/cause_effect/cause_effect_assessment.pdf

http://thoreau.eserver.org/teaching.html


http://teacherfirst.com/

http://dotsub.com/view/58591756-7128-488c-bfe9-22463d46d907

http://www.teachertube.com/search_result.php?query=The+Raven+&type=all&safe=high&search-type=all&head_curriculum=0&head_content_area=0&head_subject=0&head_category=0&head_skill=0

http://en.wikipedia.org/wiki/The_Raven

http://www.biography.com/search-results?q=the+raven

http://www.biography.com/search-results?q=the+raven

http://essayinfo.com/essays/cause_and_effect_essay.php



http://ksdl.ksbe.edu/writingresource/docs/TypesOfWriting/cause_effect/cause_effect_assessment.pdf






11th

Grade

18





R.I 11-12.7 Integrate and

evaluate multiple


presented in

different media

or formats (e.g.,

visually,

quantitatively) as well as in words

in order to

address a question or solve

a problem.

W. 11-12.1a-e

Write arguments to support claims

in an analysis of

substantive topics

or texts, using

valid reasoning

and relevant and sufficient

evidence

W.11-12.2

Write

informative/explanatory texts to

examine and


and information

clearly and

accurately

through the

effective selection,

organization, and

analysis of content.

http://www.rcampus.com/rubricshowc.cfm

?sp=true&code=T3885W&

Test Prep:

ACT assessment: English Language Arts pp. 322-327


“from Long Walk to Freedom” ( Nelson

Mandela) p. 231 Autobiography

The Scarlet Letter (Nathaniel Hawthorne)-

Novel

“The Ministers Black Veil” (Nathanial

Hawthorne)-Short Story

Study guides: www.enotes.com

“Long Walk to Freedom” autobiography

Nelson Mandela (Current physical

condition—check for updated biographies)

Multiple video links for The Scarlet Letter

Multiple Notes for The Ministers Black

Veil

http://www.rcampus.com/rubricshowc.cfm?sp=true&code=T3885W&

http://www.rcampus.com/rubricshowc.cfm?sp=true&code=T3885W&


http://www.teachertube.com/search_result.php?query=the+scarlet+letter+&type=all&safe=high&search-type=all&head_curriculum=0&head_content_area=0&head_subject=0&head_category=0&head_skill=0

http://www.enotes.com/search?q=The+Ministers+Black+Veil

http://www.enotes.com/search?q=The+Ministers+Black+Veil



11th

Grade

19





W.11-12.5

Develop and strengthen

writing as needed

by planning, revising, editing,

rewriting, or

trying a new

approach,

focusing on

addressing what is most

significant for a

specific purpose and audience.

(Editing for

conventions should

demonstrate command of

Language

standards 1–3 up

to and including

grades 11–12 on

page 54.)

W.11-12.6

Use technology, including the

Internet, to


individual or

shared writing products in

response to

ongoing

feedback,

including new

arguments or information

W. 11-12. 7 Conduct short as

well as more



11th

Grade

20





sustained

research projects to answer a

question

(including a self-generated

question) or solve

a problem;

narrow or

broaden the

inquiry when appropriate;

synthesize

multiple sources on the subject,

demonstrating

understanding of the subject under

investigation.

W.11-12.8

Gather relevant

information from

multiple

authoritative print and digital

sources, using

advanced searches

effectively;

assess the strengths and

limitations of

each source in terms of the task,

purpose, and

audience;

integrate

information into

the text selectively to

maintain the flow

of ideas, avoiding plagiarism and

overreliance on



11th

Grade

21





any one source

and following a standard format

for citation.

W.11-12.9

Draw evidence

from literary or

informational

texts to support

analysis, reflection, and

research.

W. 11-12.10

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.

SL.11-12. 4


information

presented in diverse formats

and media (e.g.,

visually,

quantitatively,

orally) in order to

make informed decisions and

solve problems,

evaluating the credibility and

accuracy of each



11th

Grade

22





source and noting

any discrepancies among the data.

SL. 11-12.1-d Initiate and

participate

effectively in a

range of

collaborative

discussions (one-on-one, in

groups, and

teacher-led) with diverse partners

on grades 11–12

topics, texts, and issues, building

on others’ ideas and expressing

their own clearly

and persuasively.

SL.11-12.3

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.

SL.11-12.4

Present information,

findings, and

supporting evidence,

conveying a clear



11th

Grade

23





and distinct

perspective, such that listeners can

follow the line of

reasoning, alternative or

opposing

perspectives are

addressed, and

the organization,

development, substance, and

style are

appropriate to purpose,

audience, and a

range of formal and informal

tasks.

SL. 11-12.5

Make strategic

use of digital

media (e.g.,

textual, graphical, audio, visual, and

interactive

elements) in presentations to

enhance

understanding of findings,

reasoning, and

evidence and to add interest.

L. 11-12. 1

Demonstrate

command of the

conventions of standard English

grammar and

usage when writing or

speaking.



11th

Grade

24





L. 11-12.2 Demonstrate

command of the

conventions of standard English

capitalization,

punctuation, and

spelling when

writing.



11th

Grade

25

Unit 3: The Civil War Era 1850 - 1880 Time Frame: 2 Weeks


1. How has the treatment of women changed since the Civil War?

2. How did slave owners justify the use of people as slaves?

3. How does rhetoric and point of view influence literature?


RL. 11-12.1

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.

RL.11-12.2

Determine two or more themes or

central ideas of a text and analyze

their

development over the course of the

text, including

how they interact and build on one

another to

produce a complex account;

provide an

objective summary of the

text.

RL.11-12.3

Analyze the

impact of the author’s choices

regarding how to

develop and relate elements of

a story or drama

(e.g., where a

Week 1:

Activity 1:

Read “Swing Low, Sweet Chariot” p. 344, “Go Down Moses” p. 347, “Keep Your Hand on the Plow” p.348 Anonymous

With a partner, describe the mood of one of the songs. Discuss what the writer has done to create the mood. Create a drawing or media presentation of the poem and use a

line, refrain, or repetition of words at the bottom to reiterate the mood (show examples).

Alternate or extended assignment:

Think about a modern day issue that might be the subject of a spiritual song. Write a

list of 5 refrains that you think might represent that issue. Rubric to include theme, mood, rhythm p. 349.

Activity 2: Read “And Ain’t I a Woman?” (Sojourner Truth) 368-70

Answer questions 2-4 on page 371 in complete sentences –individually.

Use the activity resources for teaching denotation and connotation or use your own. Write a short argument essay that clearly states your position for or against slavery.

Students must include the thesis statement; support their position with detail using

citation if needed. The writing must use denotation and connotation words taken from the text.

Activity 3 (3-4 days):

Day 1: Present “points of view” on the Promethean by taking a clip or a still picture of an incident (robbery) and have students write a short story on the point of view of what

is getting stolen, a short story on the one who is stealing, and a short story from the new

reporter or police officer.

In groups, have students select a point of view from a jar. Present each group with a

current news event. The group must then take the current point of view and rewrite it from the point of view they drew out from the jar.

Day 2: Read “An Occurrence at Owl Creek Bridge” p. 389 (Ambrose Bierce). Narrative Essay-Analyze point of view from the story. Write a narrative essay on how

the change of view affects the story-1st person, 3rd person-limited and 3rd person

omniscient.

Assessment 1:

Discussion of Drawings/media project

with quote from selected

song incorporated. Citation for quote.

Alternate:

Audio of original song.

Original song

Assessment 2:

Argumentative Essay-Does the student

understand slavery, persuasive writing,

denotation / connotation.

An example of a rubric is on page 127 of the

literature textbook or use

the rubric in the resource column.

Assessment 3:

Day 1: Rewrite current event from the “point of

view” taken from the jar.

Use POV rubric on page 50-51 of the curriculum

map

Day 2: Narrative essay

will assess effective techniques, well-chosen

details and well-

constructed event




Read Swing Low, Sweet Chariot p. 344

Go Down Moses p. 347

Keep Your Hand on the Plow p. 348

Anonymous


“And Ain’t I a Woman?” (Sojourner Truth) 370-Speech

A quick lesson for teaching Denotation and

Connotation prior to writing activity:

Denotation and Connotation lesson

Or OWL: Word Choice


Read “the Occurrence at Owl Creek Bridge” p. 389 (Ambrose Bierce)-Short

story

“The Gettysburg Address” p. 402 (Abraham

Lincoln)-Speech

Read “Song of Myself” p.421 (Walt

Whitman)-Poem

POV activity with The Three Little Pigs by

Jon Scieszcia

Literary Analysis:

1) Evaluate how writers use

structure to influence meaning and

appeal in a work of literature, and how

Structure reflects culturally

specific customs, traditions, and symbols.

2) Recognize how history and culture influence texts, how texts

reflect or change societal and

cultural attitudes; and which key U.S. documents and literary

movements shape the American

canon.

3) Examine multiple interpretations of foundational

American

texts and determine how each one reflects the subject/purpose/

intent of the original author(s).

4) Use technology extensively to


products.

5) Develop an oral presentation

for multiple and varied audiences.


Targets:

1) Evaluate multiple sources &

points of view to make decisions & solves problems; present the


interesting format.

2) Analyze how understanding

point of view helps determine the

http://schools.fsusd.k12.ca.us/schools/crystal/TeachWeb/JoshuaH/documents/VocabLesson23.pdf

http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=2&article_id=66

http://teacher.scholastic.com/writewit/mff/fractured_fairy_true.htm

http://teacher.scholastic.com/writewit/mff/fractured_fairy_true.htm



11th

Grade

26







story is set, how

the action is ordered, how the

characters are

introduced and developed).

RL.11-12.4 Determine the

meaning of

words and phrases as they

are used in the

text, including figurative and

connotative

meanings; analyze the

impact of specific word choices on

meaning and

tone, including words with

multiple

meanings or language that is

particularly fresh,

engaging, or beautiful.

(Include

Shakespeare as well as other

authors.)

RL.11-12.5

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

Day 3-6: Follow the unit for common core on Lincoln’s Gettysburg Address Close

Reading

Week 2

Activity 4:

Read poem “I Hear America Singing” by Walt Whitman p. 410

Read “Because I Could Not Stop for Death” by Emily Dickinson. – p. 448

Students choose any poem from pp. 445-454. After selecting the poem, students analyze the poem using the TPCASTT formula. Students then use the internet to locate

an art piece that reflects the tone of the poem that was selected, or they create their own

art.

Writing using media:

Make a narrative video using at least three Point of View shots from three different

perspectives. The video must be in POV all the time. Limit each “clip” to 3 minutes. The video must have three POV. You can make 1 video with three 3 minute POV’s or

three individual POV shots. Reminder: Each POV shot must be 3 minutes long. Write a

narrative for each POV in the video.

sequences.

Assessment 4:

TPCASST

Formal Poem analysis using TPCASST rubric.

See resource link

Writing using Media

Assessment:

Grade POV video shots by rubric that assesses

understanding of POV

and narrative writing by setting out a problem

seen by one point of

view using narrative techniques to sequence

events while telling

detail conveying a vivid picture of the experience.

Include a conclusion.

Resource for Gettysburg Address Unit

Point of View Short Clips

Resources for Activity 4: Writing a Literary Analysis Presentation

Emily Dickinson Study Guide

Resource for Writing using Media: POV clips

The Three Little Pigs Video, audio: www.TeacherTube.com

Sesame Street: Kermit News On Three Pigs

author’s meaning &/or

effectiveness, power, and persuasiveness of the text.

3) Analyze text for development of essential ideas or themes and

use strong textual evidence

(implicit or inferred) to support analyses.

Writing Target Skills:

1) Create a variety of sentence

patterns, including inverted

sentences & hyphenation, and incorporate them effectively in

own writing.

2) Develop an argument that



and counter-claims.

3) Produce a research paper on a

well-defined topic by making extensive use of valid, reliable

primary sources, as well as

creative and critical research strategies; present the information

& conclusion in a logical an

appropriate fashion.

Word Analysis Target:

Analyze word choice for denotative, figurative and

connotative meanings and

describe how word choice affects meaning in a text.

http://www.engageny.org/resource/common-core-exemplar-for-high-school-ela-lincoln-s-gettysburg-address



http://vimeo.com/videoschool/lesson/356/weekend-challenge-a-unique-point-of-view

http://www.slideshare.net/profsantoy/writing-a-literary-analysis-essay-presentation

http://emilydickinson.us/emilystudyguide.pdf

http://vimeo.com/videoschool/lesson/356/weekend-challenge-a-unique-point-of-view

http://www.youtube.com/watch?v=NYPXox5aMno



11th

Grade

27







story, the choice

to provide a comedic or tragic

resolution)

contribute to its overall structure

and meaning as

well as its aesthetic impact.

RL.11-12.10 dramas, and

poems, in the

grades 11–CCR text complexity

band proficiently,

with scaffolding as needed at the

high end of the range.

RI. 11-12.1 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.

RI.11-12.2 Determine two or

more central

ideas of a text and analyze their

development over

the course of the



11th

Grade

28







text, including

how they interact and build on one

another to

provide a complex analysis;

provide an

objective summary of the

text.

RI.11-12.3

Analyze a

complex set of ideas or sequence

of events and

explain how specific

individuals, ideas, or events

interact and

develop over the course of the text.

RI.11-12.4 Determine the

meaning of

words and phrases as they

are used in a text,

including figurative,

connotative, and

technical meanings;

analyze how an

author uses and refines the

meaning of a key

term or terms over the course of

a text (e.g., how

Madison defines



11th

Grade

29







faction in

Federalist No. 10).

RI.11-12.5 Analyze and

evaluate the

effectiveness of the structure an

author uses in his

or her exposition or argument,

including

whether the structure makes

points clear,

convincing, and engaging

RI.11-12.6

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.

RI.11-12.9

Analyze seventeenth-,

eighteenth-, and

nineteenth-century

foundational U.S.

documents of



11th

Grade

30







historical and

literary significance

(including The

Declaration of Independence,

the Preamble to

the Constitution, the Bill of Rights,

and Lincoln’s

Second Inaugural Address) for their

themes, purposes,

and rhetorical features.

RI.11-12.10 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.

W.11-12-1 a.c.d.e Write arguments

to support claims

in an analysis of substantive topics

or texts, using

valid reasoning and relevant and

sufficient

evidence. a. Introduce

precise,

knowledgeable

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