RI.5, L.3.a RL.1 RI.8, RI.9 L.1.b, L.3.a, L.4.c L.1.a W.1 SL.1.c selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Language Development Effective Expression Days 6-8 Preamble to the Constitution Bill of Rights: TG p. 30-39 Close Read TG p. 31: annotate every noun I can find. Some of these are union, justice, and tranquility. TG p. 32: Mark the adjectives that appear Amendment VI. RI.3 Analyze the Text TG p. 34 Analyze Connect Paraphrase Historical perspective Answer the Essential Question RI.5,RI.5.a, RI.9 Analyze Craft and Structure TG p. 35 Author’s choices: Structure RI.5.a, RI.9 Concept Vocabulary and Word TG p. 36 Words that suggest legal limitations or remedies exercise abridging petition redress infringed prescribed Multiple-meaning L.4, L.4.c Conventions and Style TG p. 37 Punctuation for Enumeration Serial comma Parallel structure L.1.a Writing to Sources TG p. 38 Extended Definition W.2b Speaking and Listening TG p. 39 Speech Write the Speech Deliver the Speech Evaluate Your Presentation SL.4 Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension and
write a brief summary of the selection Making Meaning Language Development Effective Expression Days 9-11 Speech in the Convention: TG p. 40-51 Close Read TG p. 43: Annotate the words in italics TG p. 44: Analyzing author’s viewpoint RI.6 Analyze the Text TG p. 46 Draw Conclusions Allusion Historical perspective Extend Answer the Essential Question RI.1, RI.9 Analyze and Structure TG p. 47 Author’s Purpose: Rhetoric Rhetorical devices Paradox Concession Rhetorical questions Tone RI.5, RI.6, RI.9 Concept Vocabulary and Word TG p. 48 that are used to describe human vices and virtues infallibility, corrupted, salutary, despotism, prejudices, integrity Latin suffix: -ity L.4.c Conventions and Style TG p. 49 Syntax and Rhetoric L.2, L.3.a, Writing to Sources TG p. 50 Evaluation W.1, W.1.f Speaking and Listening TG p. 51 recording Discuss the Speech Practice and Present Evaluate the Video SL.3, SL.5 First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection
Making Meaning Effective Expression NOTES: Day 12-13 Visual Propaganda: TG p. 51-59 Review TG p. 53: Analyze impact of images TG p. 54: Analyze presentation TG p. 55: Analyze point of view with an image TG p. 56: Analyzing the purpose of an image RI.6, RI.7 Analyze the TG p. 58 Connect Compare and Contrast Historical perspective Answer essential question RI.5.a, TI.5, RI.7 Concept Vocabulary TG p. 58 Propaganda Appeal Symbolism RI.7 Speaking and Listening TG p. 59 Multimedia Presentation Political infomercial Plan the Project Consider Image Choices Prepare the Script Present and Discuss SL.1, SL.4, SL.5 First Review Look: at each image and determine whom or what it portrays. Note: elements in each image that you find interesting and want to revisit. Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check Performance Task: Writing Focus Days 14-15 TG p. 60-63 Mode: Write an Argument Prompt: statement do you find most compelling for Americans today: the Preamble to the Constitution or the first sentence of paragraph three of the Declaration of Independence? Language Development: Conventions Standards: W.a-f, W.4, W.5, W.7, W.8, W.9.b, W.10, L.1
Making Meaning Language Development Day 17 America’s Constitution? TG p. 72-81 Read TG p. 76: Analyze analogies TG p. 77: Compare attitudes L.5.a Analyze the Text TG p. 79 Review and Clarify Present and Discuss Answer the Essential Question SL.1, SL.4 Analyze Craft and Structure TG p. 80 Author’s Choices: Rhetoric Analogy RI.6 Concept Vocabulary and Word TG p. 79 Words relate to groups and individuals Conclave Eminent Populist suffix: -ist L.4.c Author’s Style TG p. 81 Historical Narrative as Argument Historical Details Numerical Data Quotations RI.3, RI.5 First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Effective Expression Days 18-19 The United States Constitution: A Graphic Adaptation Close Review TG p. 83: Analyze composition Analyze the Media TG p. 89 Present and Discuss Review and Synthesize Media Vocabulary TG p. 89
TG p. 82-91 TG p. 84: Interpret images TG p. 85: Interpret images TG p. 86: Analyze text TG p. 87: Compare images Essential Question SL.1, SL.4 Layout Speech balloon Caption L.6 RI.7, W.2, W.5, W.9.b First Review Look: at each panel and determine whom or what it portrays. Note: elements that you find interesting and want to revisit Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 20-21 The Interesting Narrative of the Life of Olaudah Equiano: TG p. 92-101 Read TG p. 95: Finding the main idea Analyze the Text TG p. 98 Review and Clarify Present and discuss Analyze Craft and Structure TG p. 99 Literary Nonfiction Persuasive Purpose Concept and Word Study TG p. 98 reflect the horrific situation
Answer the Essential Question SL.1, SL.4 slave narrative emotional appeals RI.6 which the captives found themselves loathsome, wretched, dejected Latin root: -ject- L.4.c, L.6 L.1.a SL.1a-d, W.1, W.1.f First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within the selection to what your already know and what you have already read Respond: Complete Comprehension and write a brief summary of the selection Making Meaning Language Development Effective Expression Days 22-24 Letters to John Adams from Dear Abigail: TG p. 102-117 Close Read TG p. 104: Making inferences TG p. 105: Infer author’s beliefs TG p. 108: Make inferences Analyze the Text TG p. 114 Review and Clarify Present and discuss Analyze Craft and Structure TG p. 115 Primary and Secondary Sources Concept Vocabulary and Word Study TG p. 114 are about oppression and rebellion Author’s Style TG p. 116 Voice Diction Syntax Speaking and Listening TG p. 117 Oral presentation Dialogue Dramatic reading Public announcement First Read Notice: the general ideas of
The Writing of Walt Whitman: TG p. 152-169 Close Read TG p. 155: notice and mark that relate to death and rebirth. TG p. 157: look for sentences that end with a question mark. TG p. 159: look for details in section 51 that indicate the speaker is using direct address. TG p. 160: will review each line to find all the kinds of workers that Whitman mentions. TG p. 161: Identify the theme TG p. 162: Using punctuation RL.2 Analyze the Text TG p. 164 Interpret Summarize Historical perspective Answer Essential Question Analyze Craft and Structure TG p. 165 Poetic Structures Epic theme Free Verse Anaphora Catalogue RL.5, RL.9 Concept Vocabulary and Word Study TG p. 166 are used to describe abundance ampler, vast, prolific, teeming, breadth, multitudes Latin Combining Form multi- RL.4, L.4.b Conventions and Style TG p. 167 Diction Variety of types of words Onomatopoeia Words in pairs L.4.d Writing to Sources TG p. 168 Narrative account Sensory language W.3, W.3.d, W.3e Speaking and Listening TG p. 169 Oral interpretation SL.1, SL.6 First Read Notice: new information or ideas you learn about the unit topic as you first read this text. Annotate: Mark vocabulary and key passages to revisit Connect: within selection to what you already know and have read Respond: Complete Comprehension Making Meaning Language Development Effective Expression Days 8-12 The Poetry of Emily Dickenson: TG p. 170-185 Close Read TG p. 172: Interpret personification Analyze the Text TG p. 180 Interpret Analyze Craft and Structure TG p. 181 Concept Word
TG p. 173: Understand TG p. 175: Interpret Metaphors TG p. 176: highlight the details that describe different types of solitude in lines 1–3. TG p. 177: Analyze sensory details RL.2, RL.4, L.5.a Contrast Answer the Essential Question Poetic Structure and Style Exact rhyme Slant rhyme Paradox RL.4, RL.5 TG p. 182 are used to discuss the power of nations emperor, imperial, treason, sovereign, captivity Word Derivations RL.4, L.4.b, L.4.c Parts of Speech Abstract noun Concrete noun L.4 Blog Post RL.7, W.3, W.3.d Discussion SL.1.c, SL.6 First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Day 13 From Emily Dickenson: TG p. 186-191 Close Review TG p. 187: Analyze evidence Analyze the TG p. 189 Connect Analyze Synthesize Historical perspective Answer the Essential Question Vocabulary TG p. 189 Host Interview Commentary Writing to Compare TG p. 190 Compare-and-Contrast Essay Interpretation First Review LISTEN: note who is speaking, what they’re saying, and how they’re saying it.
Their Inventions Poetry: The Love Song of J. Alfred Prufrock by T. S. Eliot Story: A Wagner Matinée By Willa Cather of nonconformity? SL.1.b, SL.12.3, SL.4 Apply the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects a personal narrative that establishes a clear point of view and uses a variety of narrative techniques to develop a personal experience. W.3 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Make effective style choices regarding diction and sentence variety. L.1 Correctly use concrete, compound nouns. L.1.a Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.3, RL.4, RL.5, RL.6, RL.10 Reading Informational Text RI.1, RI.2, RI.5, RI.7, RI.6, RI.10 Speaking & Listening SL.1.b, SL.1.c, SL.1.d, SL.4.b, SL.5 Language L.1, L.2.a, L.3, L.3.a, L.4.a, L.4.b, L.4.c, L.5.a, L.6 Writing W.2, W.3, W.5, W.7 NOTES: Making Meaning Language Development Effective Expression Days 17-18 from Nature from Self-Reliance TG p. 204-213 Close Read TG p. 206: Analyze Descriptions TG p. 208: Determine main ideas Analyze the Text TG p. 210 Review and Clarify Present and Discuss Analyze Craft and Structure TG p. 211 Development of Ideas Philosophical Concept Vocabulary and Word TG p. 210 Words relate to the concept of faith Conventions and TG p. 212 Sentence Variety Independent clauses Subordinate (or dependent) clauses Writing to Sources TG p. 213 Element Story element Setting Character Dialogue First Read Notice: the general of the text. What is it about? Who is involved?
RI.2 Answer the Essential Question SL.1, SL.4 vision Setting the Scene Re-envisioning the Ordinary Re-defining Words Finding Limits RI.2 sanctity, transcendent, redeemers Root: -sanct- L.4.c L.3 W.3, L.3, L.3.a Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Language Development Effective Expression Day 19-20 from Walden from Civil Disobedience: TG p. 214-229 Close Read TG p. 217:Infer key ideas TG p. 219: Analyze figurative language TG p. 218: Identify figurative language TG p. 223: Examine an argument TG p. 224: Connect to essential question Analyze the Text TG p. 226 Review and clarify Present and discuss Answer the Essential Question Analyze Craft and Structure TG p. 227 Author's Point of View: Philosophical assumptions Explicit Implicit Concept Vocabulary and Word Study TG p. 226 enhance Thoreau’s messages about simplicity vs. complexity and nonconformity vs. conformity superfluous vital sufficed Conventions and Style TG p. 228 Author’s Conversational Style: Style Conversational style Diction Word choice Figures of speech Analogy Direct address of the reader Speaking and Listening TG p. 229 Discussion List Response Prosecution Defense First Read Notice: the general of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within
RI.2, RI.4, RI.8 SL.1,SL.4 RL.1 Latin prefix: super- L.4.b Brief anecdotes Pithy statements RL.6 SL.1.b-d selection to what you already know and have read Respond: Complete Comprehension by writing a brief summary of the selection Making Meaning Effective Expression Day 21 Innovators and Inventions: TG p. 230-235 Close Review TG p. 231: Analyze public documents TG p. 232: Analyzing public documents Analyze the Media TG p. 234 Present and discuss Review and synthesize Answer the Essential Question SL.1, SL.4 Vocabulary TG p. 234 specifications cross-section figure Speaking and Listening: TG p. 235 Speech First Review LOOK: at each image and determine whom or what it portrays. NOTE: elements in each that you find interesting and want to revisit. Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen.
L.6 SL.4.b Respond: Complete Comprehension check Making Meaning Language Development Effective Expression Days 22-23 The Love Song of J. Alfred Prufrock: TG p. 236-247 Close Read TG p. 239 Analyze an internal dialogue TG p. 241: Analyze literary allusion TG p. 242: Interpret tone RL.4 Analyze the Text TG p. 244 Review and clarify Present and discuss Answer the Essential Question SL.1, SL.4 Analyze Craft and Structure TG p. 245 Poetic Structure dramatic monologue Speaker Point of view RL.5, RL.6 Concept Vocabulary and Word Study TG p. 244 Words relate to negative traits tedious indecisions digress Latin prefix: di- / dis- L.4.b Conventions and Styles TG p. 246 Compound Nouns: Closed compound Hyphenated compound L.1., L.2 Writing to Sources TG p. 247 Writing to Sources: Digital presentation Slide show Oral recitation and discussion Filmed oral response SL.4, SL.5, SL.6 Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Language Development Effective Expression
strongly Douglass feels. RI.8, L.1.a, L.5.a RL.1 RI.1, RI.5, RI.8 equivocate, conceded Latin Root –pac- L.3, L.4.c L.1 W.2, W.2.e SL.3, SL.4 key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 9-12 Second Inaugural Address: TG p. 300-309 Read TG p. 301: look for and mark the sentence that states the government’s policy regarding the expansion of slavery. Analyze the Text TG p. 304 Paraphrase Connect Historical perspective Answer the Essential Question Analyze Craft and Structure TG p. 305 Structure: Chronological structure Concept Vocabulary and Word Study TG p. 306 Words remind the audience of the terrible nature of the conflict that the nation was enduring insurgent perish rend scourge unrequited malice Synonyms and Nuances Conventions and TG p. 307 Types of phrases: Prepositional phrase Writing to Sources TG p. 308 Informative Eyewitness Account Speaking and Listening TG p. 309 Reading and discussion First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete
UNIT 3 Small-Group Learning GRADE 11 Power, Protest, and Change Introduction Day 16 Speech: Ain’t I a Woman? by Sojourner Truth Public Document: Declaration of Sentiments by Elizabeth Cady Stanton Media (Podcast): Giving Women the Vote by Sandra Sleight-Brennan Short Story: The Story of an Hour by Kate Chopin Legal Opinion: Brown v. Board of Education: Opinion of the Court by Earl Warren Magazine Article: Was Brown v. Board a Failure? By Sarah Garland Performance-Based Assessment Task Panel Discussion Prompt: What were the of these reformers? Why did they want to achieve those goals? SL.1a-d Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Rules Apply the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects Essential Question In what ways does the struggle for freedom change with history? Unit TG p. 276 Read and analyze a variety of texts to gain the knowledge and insight needed to write about the struggle for freedom. RL.8, RI.8 Expand Knowledge and use of academic and concept vocabulary. RI.4 informative essay that has a clear structure and that draws evidence from texts and original research. W.2 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Use appropriate and varied sentence structures to create cohesion and clarify relationships. L.1 Collaborate with your team to on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.2, RL.3, RL.4, RL.5, RL.6, RL.10 Reading Informational RI.2, RI.5, RI.6, RI.7, RI.8, RI.9, RI.10 Speaking & Listening SL.1.c, SL.2.d, SL.3 Language L.1, L.1.a, L.3, L.4.a, L.4.b, L.4.c, L.4.d, L.5.b, L.6 Writing W.2, W.9.b
Making Meaning Language Development Effective Expression Day 17 Ain’t I a Woman? TG p. 330-337 Close Read TG p. 332: Analyze Delivery Analyze the Text TG p. 334 Review and Clarify Present and Discuss Answer the Essential Question RI.2, RI.6, SL.1, SL.4 Analyze Craft and Structure TG p. 335 Effective Rhetoric Refrain RI.2, L.3 Concept Vocabulary and Word Study TG p. 334 Words used in colloquial or slangy— context racket fix obliged Latin root: -lig- L.1.a, L.4.d Author’s Style TG p. 336 Use of Words and Phrases Diction Audience RI.6, L.1.a, L.3 Writing to Sources Informative Text TG p. 337 Biographical sketch Extended definition Cause-and-effect article W.2 First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension and write a brief summary of the selection
TG p. 346-351 TG p. 347: Supporting Claims RI.8 Present and Discuss Synthesize Answer the Essential Question SL.1, SL.4 Frame Special elements Tone SL.3 Essay RI.5, RI.6, RI.7, W.2, W.5 Review Listen: note who is speaking, what they’re saying, and how they’re saying it. Note: elements you find interesting and want to revisit Connect: ideas in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension Making Meaning Language Development Effective Expression Days 21-22 The Story of an Hour: TG p. 352-359 Read TG p. 353: Analyze figurative language Analyze the Text TG p. 356 Review and Clarify Present and Discuss Answer the Essential Question Analyze Craft and Structure TG p. 357 Development of Theme Internal monologue Concept Vocabulary and Word Study TG p. 356 that describe being pushy Persistence Conventions and Style TG p. 358 Author’s Choices: Irony Situational Irony Dramatic Irony Verbal Irony Speaking and Listening: TG p. 359 Discussion First Read Notice: whom the story is about, what happens, where and when it happens,
RL.4, L.5 SL.1, SL.4 RL.2, RL.3 imploring importunities L.5.b RL.3, RL.6 SL.1.c, SL.1.d and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Language Development NOTES: Day 23 v Board of Education: TG p. 360-369 Close Read TG p. 361: Making inferences TG p. 363: Infer cultural context TG p. 364: Comparing Text With Contemporary Experience Analyze the Text TG p. 367 Review and Clarify Present and Discuss Answer the Essential Question Analyze Craft and Structure TG p. 368 Author’s Choice: Structure Opinion Analytical argument Claim Counterclaim Concept Vocabulary and Word Study TG p. 367 Words that refer to the activity of a court of law Plaintiffs jurisdiction disposition Conventions and Style TG p. 369 Coordinating conjunctions First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit
RI.1 SL.1, SL.4 RI.5 Technical words L.6 RI.4, L.1, L.3 Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Making Meaning Language Development Effective Expression Was Brown v. Board a Failure?: TG p. 370-379 Read TG p. 371: Interpret historic photographs TG p. 373: Analyzing sequence Analyze the Text TG p. 375 Review and Clarify Present and Discuss Answer the Essential Question Analyze Craft and Structure TG p. 376 Author’s Choice: Structure Analytical argument Claim Concept Vocabulary and Word Study TG p. 375 that suggest goals, past and present legacy mission policy Cognates Conventions and Style TG p. 377 Subordinating Conjunctions Simple sentences Combined sentences Writing to Compare TG p. 378-379 Informative Essay Comparison-and-contrast Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete
Notorious Jumping Frog: TG p. 418-431 Close Read TG p. 419: Analyze direct characterization TG p. 420: Understand regional dialect TG p. 421: Mark details in paragraph 5 that describe the mare and the way that she acts TG p. 422: mark the two skills that Smiley teaches Dan’l Webster TG p. 423: Using Italics for Emphasis TG p. 424: Mark the places in paragraph 20 where a dash appears RL.3, RL.4, L.1.a, L.2 Analyze the Text TG p. 426 Draw conclusions Analyze Historical perspective Answer essential question RL.1 Analyze and Structure TG p. 427 Point of View Frame Story Incongruity Hyperbole RL.6, L.5.a Concept Vocabulary and Word Study TG p. 428 Words used to describe an experience with a boring, clueless person garrulous, exasperating, tedious, monotonous, interminable, buttonholed Connotation and Denotation L.5, L.5.b Author’s Style TG p. 429 Impact of Word Choice Dialect Standard English Idiomatic expressions Actual Meaning RL.4 Writing to Compare TG p. 430-431 Explanatory Text W.2, W.2.a, W.2.b, W.5 First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension and writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 10-13 White Heron: TG p. 432-449 Close Read TG p. 433: In paragraph 1, mark four adjectives that describe the cow Analyze the Text TG p. 444 Analyze Interpret Analyze Craft and Structure TG p. 445 Concept Vocabulary and Word TG p. 446 Author’s Style TG p. 447 Sentence Variety: Writing to Sources TG p. 448 Speaking and Listening TG p. 449 First Read
TG p. 434: In paragraph 4, mark two references to shade or shadows TG p. 436: mark four examples of colloquial language in Mrs. Tilley’s TG p. 437: Investigate conflict TG p. 439: mark two adjectives that describe Sylvia and two adjectives that describe the pine tree TG p. 440: Explore figurative Language TG p. 442: Mark the exclamation and the questions in paragraph 40 RL.4, L.5.a Synthesize Historical perspective Answer essential question RL.1 Thematic Development Theme Imagery Symbol RL.2 help describe the pace and character of rural life dilatory loitered hospitality squalor hermitage quaint Etymology L.4.c, L.4.d Interrogative sentences Exclamations L.3 Critical Analysis RL.5, W.1 Whole-Class Debate SL.c SL.3, SL.4, SL.5 Notice: whom the story is about, what happens, where and when it happens, and why involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension and writing a brief summary of the selection Performance Task: Writing Focus Days 14-15 TG p. 450-457 Performance-Based Assessment Task an Explanatory Essay Prompt: How do American authors use regional details to make the events and themes of a narrative come to life for readers? Language Development: Style: Add Variety: Vary Syntax W.2.a-f, W.5, W.10, L.3.a UNIT 4 Small-Group Learning GRADE 11 Grit and Grandeur Introduction Day 16
Literary Criticism: A Literature of by Barry Lopez Media (Fine Art Gallery): American Regional Art Autobiography: from Dust Tracks on a Road Zora by Neale Hurston Poetry Collection 1: Chicago • Wilderness by Carl Sandburg Media (Photo Gallery): Sandburg’s Chicago Poetry Collection 2: In the Longhouse, Oneida Museum by Roberta Hill Cloudy Day by Jimmy Santiago Baca Memoir: Introduction from The Way to Mountain by N. Scott Momaday Performance-Based Assessment Task Give an Explanatory Talk Prompt: It is my belief that a human imagination is shaped by the architectures it encounters at an early age. SL.1.b, SL.4, L.6 Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Rules the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects Essential Question What is the relationship between literature and place? Unit Goals: TG p. 394 Read a variety of texts to gain the knowledge and insight needed to write about the importance of place. RL.10, RI.10 Expand Knowledge and use of academic and concept vocabulary RI.4 Write an explanatory text that develops a topic thoroughly and includes evidence from research. W.2, W.7, W.8 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Make effective choices, including those regarding sentence variety, figurative language, and diction. L.3, L.5 Correctly use dashes and hyphens. L.2.a Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.4, RL.5, RL.10 Reading Informational Text RI.2, RI.3, RI.4, RI.6, RI.7, RI.10 Speaking & Listening SL.5, SL.6 Language L.2, L.2.a, L.3, L.4, L.4.a, L.4.b, L.4.c, L.5, L.5.a, L.6 Writing W.2, W.9 NOTES: Making Meaning Language Development NOTES: Day 17 A Literature of Place Close Read Analyze the Text TG p. 469 Analyze Craft and Structure
TG p. 462-471 TG p. 463: Determine key ideas TG p. 464: Analyze imagery TG p. 467: Analyze argument RI.2 Review and Clarify Present and Discuss Answer the Essential Question SL.1, SL.4 TG p. 470 Central Ideas and Voice RI.1, RI.3 Concept Vocabulary and Word TG p. 469 Words that describe perceptions of the world around us and relate to the senses discern temporal spatial suffix: -al L.4, L.4.b TG p. 471 Punctuation Dashes Hyphens L.2, L.2.a First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Language Development NOTES: Day 18 American Regional Art: TG p. 472-479 Close Review TG p. 473: Analyze perspective and palette TG p. 475: Analyze artistic style Analyze the Media TG p. 477 Present and Discuss Review and Synthesize Answer the Essential Question Media Vocabulary TG p. 477 realism impressionism perspective Writing to Compare TG p. 478-479 Interpretive essay Review
SL.1, SL.4 romanticism palette L.6 W.2, W.5, W.9 Look: at each image and determine whom or what it portrays Note: elements in each image that you find interesting and want to revisit Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen Respond: Complete Comprehension Making Meaning Language Development Effective Expression Days 19-20 Dust Tracks on a Road: TG p. 480-491 Close Read TG p. 483: Analyze autobiography TG p. 484: Analyze Word Choice TG p. 485: Analyze anecdotes Analyze the Text TG p. 488 Review and Clarify Present and Discuss Answer the Essential Question Analyze Craft and Structure TG p. 489 Literary Nonfiction Autobiography Social context Dialogue Dialect Concept Vocabulary and Word Study TG p. 488 Words relate to someone who is an extrovert self-assurance Author’s Style TG p. 490 Figurative Meanings Overstatement Idioms Speaking and Listening TG p. 491 Oral Presentation Compare-and-Contrast Discussion Informative Talk Interview First Read Notice: the general ideas of the text. What is it about?
RI.4 SL.1, SL.4 RI.6 forward brazenness Multiple-Meaning Words L.4., L.5 RI.4, L.5.a SL.1, SL.6 Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning NOTES: Day 21 TG p. 492-501 Close Read TG p. 496: Analyzing imagery TG p. 497: Analyzing Repetition and Refrain Analyze the Text TG p. 499 Review and Clarify Present and Discuss Answer the Essential Question Analyze and Structure TG p. 500 Language and Meaning Imagery Repetition Personification Concept Vocabulary and Word Study TG p. 499 Words describe features or qualities of people or animals that also describe the city brawling wanton cunning Author’s Style: TG p. 501 Poetic Structures Line lengths Ellipsis First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you
Making Meaning NOTES: Days 23-24 In the Longhouse Cloudy Day TG p. 510-519 Close Read TG p. 513: Analyze symbol TG p. 514: Analyze similes TG p. 515: Analyze repetition RL.4, L.5.a Analyze the Text TG p. 517 Review and Clarify Present and Discuss Answer the Essential Question SL.1, SL.4 Analyze Craft and Structure TG p. 518 Poetic Devices figurative language figures of speech Personification Simile Metaphor RL.4, L.5 Concept Vocabulary and Word Study TG p. 517 Words all describe conflict Strife Sinister vigilant Etymology L.4, L.4.c Author’s Style: TG p. 519 Poetic Conventions Repetition End-stopped Enjambment Stanza breaks RL.5 Read Notice: who or what is “speaking” each poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check Making Meaning Effective Expression Day 25 The Way to Rainy Mountain: TG p. 520-531 Close Read TG p. 521: Examine adjectives Analyze the Text TG p. 527 Analyze Craft and Structure TG p. 529 Concept Word
TG p. 522: Consider abstract nouns TG p. 525: Interpret descriptive details RL.4 Review and Clarify Present and Discuss Answer the Essential Question SL.1, SL.4 Literary Nonfiction Historical writing Reflective writing RI.4, RI.6 TG p. 527 Words related to religion reverence deicide Latin Roots -dei- and -cid- L.4, L.4.b Figurative language Imagery RL.4, L.5 W.2, W.5, W.9, W.10 Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Small-Group Learning Performance Task: Speaking and Listening Focus Day 26 TG p. 532-533 Give and explanatory talk Prompt: It is my belief that a human imagination is shaped by the architectures it encounters at an early age. Standards: SL.1.b, SL.4, L.6 Overview: Independent Learning Days 27-28 TG p. 534-535, 536A-536f, 536-539 Select and read a from selections available online The Rockpile by James Baldwin The Latin Deli: An Ars Poetica by Judith Ortiz Cofer Standards: RI.10, RL.10
TG p. 609: mark details in both dialogue and stage directions that relate to childish behavior, and others that relate to mature behavior TG p. 611: Explore characterization TG p. 613: highlight an object that appears several times in the conversation between Hale and Proctor TG p. 615: In paragraphs 268–27b, mark questions and exclamations TG p. 616: Analyzing character TG p. 619: mark the details that add interest and to Cheever’s account of the dinner scene TG p. 620: Analyzing style TG p. 623: highlight words and phrases that point to causes and effects RL.1, RL.3, RL.4 RL.1 Technical Words L.4.c, L.6 Internal conflict RL.3, RL.5 SL.1 what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Days 8-9 The Crucible Act III: TG p. 628-659 Read TG p. 629: Interpret symbols TG p. 631: In paragraphs 42–46, mark examples of nonstandard English. TG p. 632: Analyze character TG p. 635: notice and highlight the words imperceptible and almost TG p. 637: Analyze metaphors Analyze the Text TG p. 657 Draw conclusions Make inferences Interpret Analyze Concept Vocabulary and Word Study TG p. 657 remorseless effrontery callously Connotation Analyze Craft and Structure TG p. 658 Character Development Characterization Direct characterization Indirect characterization Author’s Style TG p. 659 Author’s Choices: Literary Devices Dramatic Verbal irony First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do
TG p. 639: In paragraphs 218–222, mark references to fear TG p. 641: Analyze technique TG p. 643: Mark the pronoun Proctor uses to refer to Abigail TG p. 644: mark the punctuation that indicates characters are not fully stating their thoughts TG p. 646: Explore dialogue TG p. 650: Recognize a euphemism TG p. 653: mark details in both directions and dialogue that relate to power and powerlessness TG p. 655: Mark the repeated sentence in paragraphs 504 and 515 RL.5, L.4 RL.1 L.5, L.5.b, RL.3, RL.6 Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Effective Expression Day 10 The Crucible Act IV: TG p. 660-685 Close Read TG p. 662: mark each reference to the Devil TG p. 663: Identify foreshadowing TG p. 664: mark the word that Cheever repeats as he describes a conflict that is on in the community Analyze the Text TG p. 680 Analyze Interpret Answer the Essential Question Concept Vocabulary and Word TG p. 680 Words that relate to arguments conciliatory adamant disputation
Short Story: Antojos by Julia Alvarez Apply the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects Conduct research projects of various lengths to explore a topic and clarify meaning.W.8.7 Correctly use pronouns to add variety to your writing and presentations. L.1 Use irony to add a level of meaning to your writing and presentations. L.5.a Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.3, RL.5, RL.10 Reading Informational Text RI.1, RI.3, RI.4, RI.6, RI.7, RI.10 Speaking & Listening SL.3 Language L.1, L.4, L.4.a, L.4.b, L.4.c, L.4.d, L.6 Writing W.2, W.7, W.9.b NOTES: Making Meaning Language Development NOTES: Days 17-19 Farewell to Manzanar TG p. 704-715 Close Read TG p. 705: Explore verbs TG p. 709: Recognize topic sentences TG p. 711: Analyze mood Analyze the Text TG p. 713 Review and Clarify Present and Discuss Answer the Essential Question Analyze Craft and Structure TG p. 714 Development of Complex Ideas Characterization Direct characterization Indirect characterization Concept Vocabulary and Word Study TG p. 713 that refer to working secretly with the enemy collaborator conspirators espionage Latin Suffix: -or Author’s Style TG p. 715 Author's Point of View point of view First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you
PI.6 SL.1, SL.4 RI.3 L.4, L.4.d RI.1, RI.6 already know and have read Respond: Complete Comprehension and write a brief summary of the text Making Meaning Effective Expression Days 20-21 Interview with George TG p. 716-721 Close Review TG p. 717: Analyze the setting Analyze the Media TG p. 719 Review and Clarify Present and Discuss Answer essential question SL.1. SL.4 Vocabulary TG p. 719 documentary eyewitness account framing SL.3, L.6 Writing to Compare TG p. 720-721 RI.7, W.2, W.5, W.9.b First Review Watch: who speaks, what they say, and how they say it Note: elements that you find interesting and want to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension
Everything Stuck to Him by Raymond Carver Anchor Text Story): The Leap by Louise Erdrich Language Development: Style: Add Dialogue W.3.a-e, W.5, W.10, L.1, L.4.c Write a narrative text that uses effective narrative techniques to develop fictional experiences, events, and characters. W.3 Conduct research projects of various lengths to explore a topic and clarify meaning. W.8.7 Make effective style choices regarding figurative language and dialect. L.3, L.5 Demonstrate an understanding of frequently confused passive voice, and sentence fragments. L.4 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.1, RL.3, RL.4, RL.5, RL.10 Speaking & Listening SL.1, SL.1.a, SL.4, SL.6 Language L.1, L.1.a, L.1.b, L.3, L.3.a, L.4.b Writing W.3.a-e NOTES: UNIT 6 Whole-Class Learning GRADE 11 Ordinary Lives, Extraordinary Tales Making Meaning Language Development Effective Expression Days 3-6 Everyday Use TG p. 760-779 Close Read TG p. 765: notice and highlight details that describe the character Maggie TG p. 767: notice and highlight what Maggie says about her sister bringing Analyze the Text TG p. 774: Make inferences Interpret Historical perspectives Answer essential question Analyze Craft and Structure TG p. 775 Character Characterization Themes Concept Vocabulary and Word Study TG p. 776 that reveal the tentative way Maggie acts in the story sidle shuffle Conventions and Style TG p. 777 Dialect Dialect Regionalism Writing to Sources TG p. 778 Narrative Speaking and Listening TG p. 779 Partner discussion First Read Notice: Whom the is about, what happens, where and when it happens, and why those involved react as they do
friends to their house TG p. 768: mark the sentence fragments TG p. 771: notice and mark details about what kinds of things were used to make the quilts TG p. 772: notice and mark sentences in which Mama expresses Maggie’s feelings and thoughts RL.3 RL.1 RL.3 furtive cowering awkward hangdog Exocentric Compounds L.1.a, L.1.b L.3.a W.3.a-e SL.1.a-e Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Language Development Effective Expression Days 7-9 Everything Stuck to Him: TG p. 780-793 Close Read TG p. 781: Identify foreshadowing TG p. 782: Analyze story structure TG p. 783: annotate phrases, such as “the boy,” “his father’s,” “the wife,” and “the girl.” TG p. 784: annotate the phrases and Analyze the Text TG p. 788 Make inferences Interpret Make a judgement Historical perspectives Answer the Essential Question Analyze Craft and Structure TG p. 789 Narrative Structure Frame story Introductory story Internal story Concept Vocabulary and Word Study TG p. 790 Words that are compound words waterfowl letterhead overcast shotgun Conventions and Style TG p. 791 Pronouns and Antecedents Writing to Sources TG p. 792 Narrative scene Speaking and Listening TG p. 793 Dialogue First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do
RI.4 RI.1, SL.1, SL.4 RI.3, RI.5 L.4.b L.1.a W.7 Respond: Complete Comprehension check by writing a brief summary of the selection Making Meaning Language Development NOTES: Days 18-21 An Occurrence at Owl Creek: TG p. 828-841 Read TG p. 831: Recognize suspense TG p. 834: Determine Point of View TG p. 837: Analyze story ending Analyze the Text TG p. 839 Review and Clarify Present and Discuss Answer essential question RL.1, SL.1, SL.4 Concept Vocabulary and Word TG p. 839 that relate to formalities etiquette deference dictum suffix: -um L.4, L.4.b Analyze Craft and Structure TG p. 840: Structure Omniscient point of view Limited point of view Stream of consciousness RL.5 Conventions and Style TG p. 841 Run-ons and Fragments Varying Syntax for Effect Syntax Asyndeton L.1.a, L.3 First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief
RL.5, RL.6 summary of the selection Making Meaning Language Development Effective Expression Days 22-25 The Jilting of Granny Weatherall TG p. 842-857 Close Review TG p. 844: Analyze character TG p. 847: key ideas TG p. 851: Interpreting a symbol RL.2, RL.3 Analyze the Text TG p. 853 Review and Clarify Present and Discuss Answer essential question RL.1, SL.1, SL.4 Concept Vocabulary and Word Study TG p. 853 Words that relate to someone who is in poor health Hypodermic clammy dyspepsia Greek prefix: dys- RL.4, L.4.b Analyze Craft and Structure TG p. 854: Narrative Structure Stream of consciousness Flashback Narrative point of view RL.5 Author’s Style TG p. 855 Figurative language Metaphor Simile L.5 Writing to Compare TG p. 856-857 Oral Presentation W.2, W.5, SL.1, SL.4, SL.6 First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Small-Group Learning Performance Task: Speaking and Listening Focus Day 26 TG p. 858-859 Present a Narrative Prompt: The day felt as if it would never end. Standards: SL.1.a-d, SL.4 , SL.5, SL.6