Launch Text A World of Heroes (1050L) Learning Historical Perspectives: Focus Period 750-1066: Ancient Warriors Anchor Text, Epic Poetry: from Beowulf, translated by Burton Raffel (NP) Media, Graphic Novel: from Beowulf: Gareth Hinds Learning Poetry: To Lucasta, on Going to the Wars, Richard Lovelace (NP) Poetry: The Charge of the Light Brigade, Alfred, Lord Tennyson (NP) Poetry: The Song of the Mud, Mary Borden (NP) Poetry: Dulce et Decorum Est, Wilfred Owen (NP) Media: Interactive Website: How Did Harry Patch Become an Unlikely WWI Hero, BBC/Wonder Independent Learning Accidental Hero, Zadie Smith (830L) Science Article: The New Psychology of Leadership, Stephen D Reicher, Michael J. Platow, S. Alexander Haslam (1360L) Speech: Speech Before Her Troops, Queen Elizabeth I (1150L) Poetry: The Battle of Maldon, Translated by Burton Raffel (NP) Speech: Defending Nonviolent Resistance, Mohandas K. Gandhi (1390) Speech: Pericles’ Funeral Oration, Thucydides, translated by Rex Warner Performance-Based Assessment Part 1 – Writing to Sources: Argument Students will write an argumentative essay on the following topic: Which contributes more to heroism – sacrifice or success? Part 2 – Speaking & Listening: Speech Students use their argument to deliver a speech. Unit Reflection Students will reflect on the unit goals, learning strategies, the text and the events that help forge a hero.
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 2-9 OVERVIEW Whole-Class Learning SE pp 10-11 SELECTION Historical Perspectives Period: 750-1066 SE pp 12-15 SELECTION Anchor Text From Beowulf Burton Raffel SE pp 16-30 SELECTION Anchor Text From Beowulf Burton Raffel SE pp 31-43 Unit Goals Students will deepen their perspective on the nature of heroism by reading, writing, speaking, listening, and presenting. Unit Video Academic Vocabulary purport, credible, assertion, presume, contradictory Home Connection Letter Spanish Home Connection Letter Unit 1 Answer Key Launch Text Students will read “A World of Heroes.” They will then be able to participate in discussions about heroes. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. QuickWrite Essential Question What makes a hero? Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. ANCIENT WARRIORS Voices of the Period Students read quotations and state main ideas and details about the voices of the time. History of the Period Students read about invasion and conquest and how the language, social norms, religions, and government changed and revolved after each wave. Literature Selections Students preview the selections titles and note how they reflect the hopes and fears of the people of the time. MAKING MEANING Concept Vocabulary lair; stalked; gruesome; writhing; loathsome First Read Students Notice, Annotate, Connect, Respond as they read the selection the time. First-Read Guide: Poetry Read the Selection Selection Audio from Beowulf: Accessible Text STANDARDS RL.11-12.10 MAKING MEANING Read the Selection Comprehension Check Students complete comprehension questions. from Beowulf: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students choose something that interests them from the text and formulate a research question. STANDARDS RL.11-12.1.10
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION from Beowulf Gareth Hinds SE pp 50-58 SELECTION Media from Beowulf Gareth Hinds SE p 59 SELECTION from Beowulf Gareth Hinds SE pp 60-61 PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 62-64 PERFORMANCE TASK: WRITING Write an Argument SE pp 65-69 MAKING MEANING Media Vocabulary palette; perspective; angle; composition; panel; lighting/color First Read Students Look, Note, Connect, Respond as they review the media the first time. First-Review Guide: Media: Art/Photography Read the Selection Selection Audio from Beowulf: Accessible Text Comprehension Check Students complete comprehension questions. Research to Explore Students choose something that interests them from the graphic and formulate a research question. MAKING MEANING Close Review Students will review the graphic and first-review notes and record any new observations. Analyze the Media Analyze the Media Students will respond to questions about the text, citing textual evidence. Analyze the Media LANGUAGE DEVELOPMENT Media Vocabulary Students complete activities related to the Vocabulary palette; perspective; angle; composition; panel; lighting/color Vocabulary STANDARDS L.11-12.6 EFFECTIVE EXPRESSION Writing to Compare: Formulating a Claim Students write a claim about the graphic novel as a storytelling medium. Writing to Sources: Formulating a Claim Evidence Log Students add notes and evidence that will be used to inform the Assessment. STANDARDS RL.11-12.7; W.11-12.1; W.11-12.1.b; W.11-12.1.f; W.11-12.9.a PERFORMANCE TASK Write an Argumentative Essay Students an argument answering the following question: Which counts more – taking a stand or winning? PreWriting/Planning Students write a claim, consider possible counterclaims, gather evidence, and connect across texts. Drafting Students organize and write a first draft. STANDARDS W.11-12.1.a-f; W.11-12.10 LANGUAGE DEVELOPMENT: CONVENTIONS Create Cohesion and Clarity: Transitions Students mark transitional words or phrases and correct punctuation. PERFORMANCE TASK Revising Students evaluate and revise draft utilizing peer reviews. Editing and Proofreading Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their argument and share in small groups. Reflecting Students reflect on essays. STANDARDS
STANDARDS RL.11-12.10 W.11-12.1.c; W.11-12.1.f; W.11-12.5 myPerspectives ELL Support Audio Summary from Beowulf Personalize for Learning English Language Support: Pronunciation (TE p 51) Personalize for Learning English Language Support: Translation (TE p 53) Personalize for Learning English Language Support: Imagery (TE p 56) Personalize for Learning English Language Support: Multiple-Meaning (TE p 52) Personalize for Learning English Language Support: Background (TE p 55) Personalize for Learning English Language Support: Supporting a Claim (TE p 60) Personalize for Learning English Language Support: Rhetorical Questions (TE p 66) Personalize for Learning English Language Support: Complex Syntax (TE p 67) ELD Companion Support Unit 1, Lesson 7 Vocabulary Selection: enlist, yearning Academic: operation, policy, procedure, terminology Read Aloud, Think Aloud” “Deborah Sampson: America’s First Known Female War Hero” Classroom Conversation Collaborative Conversation Unit 1, Lesson 8 Time to Read Read Independently Vocabulary Oops: Pronouns as Subjects and Objects Word Introduce Multisyllabic Words Unit 1, Lesson 8 Work Time Instruction Reteach: Multisyllabic Words Argumentative Evaluate Work Time Assignments Word Multisyllabic Words Unit 1, Lesson 9 Vocabulary Selection: incarcerated, oppressors Academic: archetype, threatened, truly Read Think Aloud “Aung San Suu Kyi: Freedom Fighter” Classroom Conversation Small-Group Discussion Unit 1, Lesson 10 Time to Read Read Independently Vocabulary Word Introduce Suffixes –ion, -ity, and -ive Word Study: Introduce Multisyllabic Words
Unit 1, Lesson 13 Work Time Instruction Reteach: Prefixes en-, ri- in- Work Time Assignments Word Study: Prefixes en-, ri- in- Argumentative Essay: Present Unit 1, Lesson 14 Vocabulary Selection: swaddled, smuggled Academic: receiver, similar, statistics, typical Read Aloud, Think Aloud Sendler: The Smuggler” Classroom Conversation Whole Class Discussion Unit 1, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Introduce Multiple Meaning Words Word Study: Introduce Prefixes en-, ri- in- Unit 1, Lesson 15 Work Time Instruction Word Study Reader: Outdoor Art Argumentative Essay: Present Work Time Assignments Word Study: Multiple Meaning Words Word Study: Prefixes en-, ri- in- Time to Read Read Independently Book Club
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: Speaking and Listening Focus Present an Argument SE pp 100-101 INTRODUCE INDEPENDENT LEARNING SE pp 102-103 INDEPENDENT LEARNING SE pp 104-106 PERFORMANCE-BASED ASSESSMENT SE pp 107-109 PERFORMANCE-BASED ASSESSMENT SE pp 110-111 PERFORMANCE TASK Present an Argument As a students develop a scripted slide show that addresses this question: What heroic traits does the traditional war hero exhibit Plan with Your Group Students analyze the text, gather evidence and media examples, and organize the presentation. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve timing, and brush up on presentation technique. Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS W.11-12.6; SL.11-12.1; SL.11-12.1.d; SL.11-12.5 Essential Question What makes a hero? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit Contents MAKING MEANING Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Read the Text Students will review the Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log Students add notes and evidence that will be used to ASSESSMENT PREP Review Evidence for an Argument Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Argument Students will write an argument answering the question: Which contributes more to heroism – sacrifice or success? Argument Rubric Students use the rubric to their revisions. STANDARDS W.11-12.1.a-f; W.11-12.9; W.11-12.10 PERFORMANCE-BASED ASSESSMENT Speaking and Listening: Speech Students will use their argument to prepare a speech. Reflect on the Unit Students reflect on Unit goals, learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS Sl.11-12.1; SL.11-12.1.a
Students participate in an activity related to the unit theme. QuickWrite Students write a response to the QuickWrite prompt: Should people in life-or-death situations be held accountable for their actions? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking STANDARDS L.11-12.6 myPerspectives ELL Support Summary Personalize for Learning English Language Support: Cognates (TE p 115) Personalize for Learning English Language Support: QuickWrite Vocabulary (TE p 119) Personalize for Learning English Language Support: Words in Context (TE p 122) Personalize for Learning English Language Support: Persuasive Writing (TE p 124) Summary The Prologue from The Canterbury Tale: Accessible Text Personalize for Learning English Language Support: Antiquated Language (TE p 133) Personalize for Learning English Language Support: Choral Reading (TE p 136) Audio Summary The Prologue from The Canterbury Tale: Accessible Text Personalize for Learning English Language Support: Unfamiliar (TE p 143) Personalize for Learning English Language Support: Unfamiliar Syntax (TE p 147) Personalize for Learning English Language Support: Unfamiliar Words (TE p 151)
ELD Companion Support Unit 2, Lesson 1 Time to Read Read Independently Vocabulary Oops: Possessive Pronouns Word Study: Introduce Connotation Unit 2, Lesson 1 Whole Group Write Expository Nonfiction Work Time Instruction Reteach: Connotations Expository Article: Brainstorming Work Time Assignments Word Connotations Interactive Reader Expository Essay: Plan Unit 2, Lesson 2 Vocabulary Selection: disposable, contaminating Academic: definitely, injured, visions Read Aloud, Think Aloud” “Why I with My Garbage for a Year” Classroom Conversation Small-Group Discussion Unit 2, Lesson 3 Time to Read Read Independently Vocabulary Oops: Possessive Pronouns Word Study: Introduce Word Families Unit 2, Lesson 3 Whole Group Research Expository Article Work Time Instruction Reteach: Word Families Expository Article: Research the Topic Work Time Assignments Word Study: Word Families Expository Essay: Plan DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text The Prologue from The Canterbury Geoffrey Chaucer SE pp 154-155 SELECTION Anchor Text The Prologue from The Canterbury Geoffrey Chaucer SE p 156 SELECTION Anchor Text The Prologue from The Canterbury Tales Geoffrey Chaucer SE p 157 SELECTION Anchor Text The Prologue from The Canterbury Tales Geoffrey Chaucer SE p 158 SELECTION Anchor Text The Prologue from The Canterbury Tales Geoffrey Chaucer SE p 159 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: valiantly; personable; sincerity; eminent; discreet; diligent Word Study: Latin Suffix: -able- LANGUAGE DEVELOPMENT Conventions and Style: Author’s Choices: Structure Students complete activities identifying word choice. Conventions and Style: Author’s Choices: Structure Conventions and Author’s Choices: Structure (RP) STANDARDS EFFECTIVE EXPRESSION Writing to Sources: Response to Criticism Students write a response in which they agree or disagree with Condren’s take on Chaucer. Writing to Sources: Response to Criticism Writing to Sources: Response to Criticism (RP) STANDARDS EFFECTIVE EXPRESSION Speaking and Listening: Narrative Presentation Students prepare and deliver a presentation choosing an occupation from life. Speaking and Listening: Narrative Presentation Speaking and Listening: Narrative Presentation (RP) Evidence Log
Analyze Craft and Structure: Character Development Students will examine examples of characterization and social commentary. Analyze Craft and Structure: Character Development Analyze Craft and Structure: Character Development (RP) STANDARDS RL.11-12.3 Students complete activities related to the Latin suffix -able-. Concept Vocabulary and Word Study Word Study: Latin Suffix: -able- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS L.11-12.4.b; L.11-12.4.c; L.11-12.4.d RL.11-12.5 W.11-12.1 Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: The Prologue from The Canterbury Tales STANDARDS SL.11-12.4 myPerspectives ELL Support Analyze Craft and Structure: Character Development (RP) (TE p 155) Personalize for Learning English Language Support: Antiquated Language (TE p 154) Personalize for Learning English Language Support: Indirect Characterization (TE p 155) English Language Support Lesson: Indirect Characterization (On Realize) Word Latin Suffix: -able- (RP) (TE p 156) Conventions and Style: Author’s Choices: Structure (RP) (TE p 157) Writing to Sources: Response to Criticism (RP) (TE p 158) Speaking and Listening: Narrative Presentation (RP) (TE p 159) Personalize for Learning English Language Support: Choral Reading (TE p 159) ELD Companion Support
Unit 2, Lesson 4 Vocabulary Selection: exposure, digital Academic: increase, inflate, intend, interfere Read Think Aloud “Cracking the Desire Code” Classroom Conversation Class Discussion Unit 2, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Introduce Connotations Word Study: Introduce Word Families Unit 2, Lesson 5 Whole Group Organize and Outline Work Time Instruction Word Reader: Video Games Expository Article: Organize Your Writing Work Time Assignments Word Study: Connotations and Word Families Expository Essay: Plan Unit 2, Lesson 6 Time to Read Read Independently Vocabulary Oops: Articles with Singular Word Study: Introduce Acronyms and Initialisms Unit 2, Lesson 6 Whole Group Write with Sentence Variety Work Time Instruction Reteach: Acronyms and Initialisms Expository Article: Draft Work Time Assignments Word Study: Acronyms and Initialisms Interactive Reader Expository Essay: Write DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Media The Prologue From The Canterbury Tales: The Remix Patience Agbabi SE pp 160-162 SELECTION Media The Prologue From The Canterbury Tales: The Remix Patience Agbabi SE p 163 SELECTION Media The Prologue From The Canterbury Tales: The Remix Patience Agbabi SE pp 164-165 PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 166-170 PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 171-173 MAKING MEANING Media Vocabulary Students complete activities related to the media Vocabulary words: delivery; gesture; audience reaction Media Vocabulary First Review MAKING MEANING Close Review Students will watch the video again and write down new observations. Close-Review Guide: Media: Video Analyze the EFFECTIVE EXPRESSION Writing to Compare: Argumentative Essay Students will write an argument using Chaucer’s Prologue and Agbabi’s “remix” as the basis for a conclusion. Writing to Sources: Argumentative Essay PERFORMANCE TASK Write an Explanatory Essay Students write an explanatory essay discussing how Chaucer finds humor in the difference between the ideas and the real in characters from the story. PreWriting/Planning PERFORMANCE TASK LANGUAGE DEVELOPMENT: CONVENTIONS Use a Formal Style Students practice hyphenation in sentences. Revising
Academic: affect, certain, relation, variable Read Aloud, Think Aloud” “The of Consumerism in the United States” Classroom Conversation Partner Conversation Vocabulary Oops: Articles with Singular Nouns Word Study: Introduce Influence of Arabic on English Work Time Instruction Reteach: The Influence of Arabic on English Expository Article: Writing Tips Work Time Assignment Word Study: The influence of Arabic on English Academic: apply, balance, inclined, probe Read Aloud, Think Aloud “The Ultimate Merchandising Vehicle” Classroom Conversation Discussion Vocabulary Word Introduce Acronyms and Initialisms Word Study: Acronyms and Initialisms
Audio Summary from The Worms of the Earth Against the Lions: First Read Extension Questions Personalize for Learning English Language Support: Unfamiliar Sentence Structure (TE p 181) Word Study: Greek Root Word: agogos (RP) (TE p 186) Analyze Craft and Structure: Historical Writing (RP) (TE p 187) Personalize for Learning English Language Support: Writing Objectively and With Bias (TE p 187) English Language Support Lesson: Bias and Objectivity (On Realize) Conventions and Style: Author’s Choices: Text Structure (RP) (TE p 188) Speaking and Listening: Discussion (RP) (TE p 189) ELD Companion Support Unit 2, Lesson 10 Group Revise and Edit Work Time Instruction Word Study Reader: Acronyms and Initialisms and The Influence of Arabic on English Expository Essay: Revise Work Time Assignments Word Real-World Reading Expository Article: Revise Unit 2, Lesson 11 Time to Read Read Independently Vocabulary Oops: Articles with Plural Nouns Word Introduce Connotations Unit 2, Lesson 11 Group Deliver a Presentation Work Time Instruction Reteach: Connotations Expository Article: Revise and Edit Work Time Assignments Word Study: Connotations Interactive Reader Expository Essay: Present Unit 2, Lesson 12 Vocabulary Selection: pursued Academic: detect, resists, specific Read Aloud, Think Aloud” “The Happy Man’s Shirt” Classroom Conversation Whole Class Discussion Unit 2, Lesson 13 Time to Read Read Independently Vocabulary Oops: Articles with Plural Nouns Word Study: Introduce Greek Roots
the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary gifted; taste; fancy Word Study: Words Students complete activities related to multiple-meaning words. Concept Vocabulary and Word Word Study: Words (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure: Interaction and Development of Ideas Students will identify details how William Shakespeare’s life, as described by Woolf. Analyze Craft and Structure: Interaction and Development of Ideas Analyze Craft and Structure: Interaction and Development of Ideas (RP) STANDARDS RL.11-12.10; RI.11-12.10; L.11-12.4.a Students will identify details about the historical contexts of the texts. Analyze Craft and Structure: Historical Context Analyze Craft and Structure: Historical Context (RP) STANDARDS L.11-12.4.b STANDARDS RL.11-12.6; RI.11-12.4; RI.11-12.6; SL.11-12.4; SL.11-12.5 immigrants to England or another country. Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Text Features rows; headings; statistics EFFECTIVE EXPRESSION Research: Profile Students create a profile of a typical passenger on the famous 1948 voyage of the Empire Windrush form Kingston to London. Research: Profile Research: Profile (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: Passenger Manifest for the MV Empire Windrush STANDARDS
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: Speaking and Listening Focus Present a Reader’s Theater SE pp 224-225 INTRODUCE INDEPENDENT LEARNING SE pp 226-227 INDEPENDENT LEARNING SE pp 228-230 ASSESSMENT SE pp 231-233 PERFORMANCE-BASED ASSESSMENT SE pp 234-235 PERFORMANCE TASK Present a Reader’s Theater As a group, students present a scene addressing which aspects of English society would they change or keep. Plan With Your Group Students will analyze the text, choose a setting and situation, gather evidence and organize the presentation. Rehearse With Your Students practice the presentation, fine-tune the content and up on presentation techniques. Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.11-12.1.b; SL.11-12.4 Essential Question How do people come to have different views of society? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide Close-Read Guide Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log ASSESSMENT PREP Review Evidence for an Explanatory Essay Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Explanatory Essay Students will write an explanatory essay describing what factors led to people criticizing their society rather than accepting it. Explanatory Text Rubric Students use the rubric to guide their revisions. STANDARDS W.11-12.2.a-f; W.11-12.9; W.11-12.10 PERFORMANCE-BASED ASSESSMENT Speaking and Listening: Video Explanation Students a movie-making program to create a video explanation. Reflect on the Unit Students reflect on Unit learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS SL.11-12.1; SL.11-12.5
QuickWrite Students write a response to the QuickWrite prompt: Explain how words have the power to provoke, calm, or inspire Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking STANDARDS L.11-12.6 Students learn about the life of Shakespeare and how to read his plays. close read sections in the selection. Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. STANDARDS RL.11-12.10 EFFECTIVE EXPRESSION Speaking and Listening: Soliloquy Students prepare and deliver a soliloquy either supporting or discouraging the murder of King Duncan. Speaking and Listening: Soliloquy Speaking and Listening: Soliloquy (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: The Tragedy of Macbeth, Act I STANDARDS SL.11-12.1.a; SL.11-12.6; L.11-12.4.c myPerspectives ELL Support Personalize for Learning English Language Support: Cognates (TE p 239) Personalize for Learning English Language Support: Supporting Opinions (TE p 243) Personalize for Learning English Language Support: Vocabulary in Context (TE p 247) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 253) Personalize for Learning English Language Support: Idioms (TE p 255) Audio Summary The Tragedy of Macbeth, Act I: Accessible Text Personalize for Learning English Language Support: Figurative Language (TE p 271) Personalize for Learning English Language Support: Making Inferences (TE p 273) Personalize for Learning English Language Support: Analyze Language Word Study: Latin Root: -bell- (RP) (TE p 277) Analyze Craft and Structure: Author’s Choices: Structures (RP) Analyze Craft and Structure: Author’s Choices: Structures (RP) (TE p 278) Speaking and Listening: Soliloquy (RP) (TE p 279) Personalize for Learning
(TE p 271) English Language Support: Using Cause and Effect in Tragedies (TE p 278) English Language Support Lesson: and Effect (On Realize) ELD Companion Support Unit 3, Lesson 1 Time to Read Read Independently Vocabulary Oops: Articles with Proper Word Study: Introduce Related Words Unit 3, Lesson 1 Work Time Instruction Reteach: Related Words Work Time Assignments Word Study: Related Words Interactive Reader Unit 3, Lesson 2 Vocabulary Selection: transcends, tormentor Academic: civil, concept, discrimination, individual Read Aloud, Think Aloud” “The Kingdom of Night” Classroom Conversation Small-Group Discussion Unit 3, Lesson 3 Time to Read Read Independently Vocabulary Oops: Articles with Proper Nouns Word Study: Introduce Multisyllabic Words Unit 3, Lesson 3 Work Time Instruction Reteach: Multisyllabic Words Work Time Assignments Word Multisyllabic Words DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text The Tragedy of Macbeth, Act II William Shakespeare SE pp 280-293 SELECTION Anchor Text The Tragedy of Macbeth, Act II William Shakespeare SE pp 293-295 SELECTION Anchor Text The Tragedy of Macbeth, Act III William Shakespeare . SE pp 296-313 SELECTION Anchor Text The Tragedy of Macbeth, Act IV William Shakespeare SE pp 314-331 SELECTION An Anchor Text The Tragedy of Macbeth, Act IV William Shakespeare SE pp 331-333 MAKING MEANING Concept Vocabulary allegiance; stealthy; equivocate; sacrilegious; counterfeit; breach LANGUAGE DEVELOPMENT Concept Vocabulary MAKING MEANING Concept Vocabulary foully; rancors; incensed; malice; enrages; malevolence MAKING MEANING Concept Vocabulary pernicious; laudable; treacherous; avaricious; integrity; sanctity LANGUAGE DEVELOPMENT Concept Vocabulary
Students add notes and evidence that will be used to inform the Assessment. SELECTION TEST Selection Test: The Tragedy of Macbeth, Act III STANDARDS RL.11-12.3; RL.11-12.10; SL.11-12.1; SL.11-12.3; SL.11-12.6; L.11-12.4.b; myPerspectives ELL Support Summary The Tragedy of Macbeth, Act II: Accessible Text Personalize for Learning English Language Support: Punctuation (TE p 281) Personalize for Learning English Language Support: Make Inferences (TE p 285) Word Study: Suffixes –ous and -ance (RP) (TE p 293) Analyze Craft and Structure: Structure (RP) (TE p 294) Personalize for Learning English Language Support: Writing an Argument Based on Behavior (TE p 295) English Language Support Lesson: Argument on Behavior (On Realize) Audio Summary The Tragedy of Macbeth, Act III: Accessible Text Word Study: Latin Prefix: mal- (RP) (TE p 311) Analyze Craft and Structure: Structure (RP) (TE p 312) Speaking and Listening Oral Recitation and Discussion (RP) (TE p 313) Personalize for Learning English Language Support: Scaffolding the Text (TE p 297) Personalize for Learning English Language Support: Clarify Vocabulary (TE p 298) Audio Summary The Tragedy of Macbeth, Act IV: Accessible Text Personalize for Learning English Language Support: Figurative Language (TE p 319) Word Study: Antonyms (RP) (TE p 331) Analyze Craft and Structure: Imagery and Archetypes (RP) (TE p 332) Conventions and Exclamatory Phrases (RP) (TE p 333) Personalize for Learning English Language Support: Using Imagery (TE p 332) English Language Support Lesson: Imagery (On Realize)
Personalize for Learning English Language Support: Using Cause and Effect (TE p 312) English Language Support Lesson: Cause and Effect (On Realize) ELD Companion Support Unit 3, Lesson 4 Vocabulary Selection: nomadic, enlightened Academic: demonstration, logic, scheme, strategy Read Aloud, Think Aloud “Waking Up” Classroom Conversation Whole Class Discussion Unit 3, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Introduce Related Words Word Study: Introduce Multisyllabic Words Unit 3, Lesson 5 Work Time Instruction Word Reader: The Science of Basketball Work Time Assignments Word Study: Related Words and Multisyllabic Words Unit 3, Lesson 6 Time to Read Read Independently Vocabulary Oops: of the Verb “Be” Word Study: Introduce Compound Words Unit 3, Lesson 6 Work Time Instruction Reteach: Compound Words Work Time Assignments Word Study: Compound Words Interactive Reader DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text The Tragedy of Macbeth, Act V William Shakespeare SE pp 334-349 SELECTION Anchor Text The Tragedy of Macbeth, Act V William Shakespeare SE pp 350-353 SELECTION Media: The Tragedy of Macbeth, Act V, Scene i L.A. Theatre Works/LibriVox SE pp 354-359 PERFORMANCE TASK: WRITING an Argument SE pp 360-362 PERFORMANCE TASK: WRITING FOCUS an Argument SE pp 363-367 MAKING MEANING Concept Vocabulary perturbation; agitation; purge; antidote; pristine; usurper LANGUAGE DEVELOPMENT Concept Vocabulary MAKING MEANING Vocabulary sound effects; editing; pacing Vocabulary PERFORMANCE TASK Write an Argument Students write an argument answering the question: In what ways does Macbeth LANGUAGE DEVELOPMENT: AUTHOR’S STYLE Establish Voice: Formal Style
English Language Support: Antiquated Language (TE p 340) Personalize for Learning English Language Support: Difficult Syntax (TE p 341) Personalize for Learning English Language Support: Drama Reading (TE p 344) Personalize for Learning English Language Support: Evaluating a Profile (TE p 352) English Language Support Lesson: Profile (On Realize) ELD Companion Support Unit 3, Lesson 7 Vocabulary Selection: prevail, abolished, divisive Academic: method, principle, route, technique Read Aloud, Think Aloud” “Slavery and the Antislavery Movement” Classroom Conversation Small-Group Discussion Unit 3, Lesson 8 Time to Read Read Independently Vocabulary Oops: Forms of the Verb “Be” Word Study: Introduce Collocations Unit 3, Lesson 8 Work Time Instruction Reteach: Collocations Work Time Assignments Word Study: Collocations Unit 3, Lesson 9 Vocabulary Selection: distinction, indigenous Academic: culture, income, issue, passively Read Aloud, Think Aloud “Protecting Human Rights” Classroom Conversation Partner Conversation Unit 3, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Introduce Compound Words Word Study: Introduce Collocations
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 OVERVIEW Small-Group Learning SE pp 368-371 SELECTION Poetry Collection 1 William Shakespeare, Mary Wroth, Edmund Spenser SE pp 372-377 SELECTION Poetry Collection 1 William Shakespeare, Mary Wroth, Edmund Spenser SE pp 378-380 SELECTION Poetry Collection 1 William Shakespeare, Mary Wroth, Edmund Spenser SE p 381 SELECTION Poetry Collection 1 William Shakespeare, Mary Edmund Spenser SE p 382 Essential Question How do our attitudes toward the past and future shape our actions? Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify Small-Group Learning Strategies of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Working as a Team Take a position List your rules Apply the rules Name your group Create a communication plan Making a Schedule Students make a schedule with group for completing tasks. Working on Group Projects Students choose specific roles for each member. MAKING MEANING Concept Vocabulary toil; devise First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Poetry Read the Selection Selection Poetry Collection 1: Accessible Text STANDARDS RL.11-12.10; L.11-12.4; MAKING MEANING Comprehension Check Students complete comprehension questions. Poetry Collection 1: First Read Extension Questions Research to Clarify Students choose something interesting from the poems and research. Research to Explore Students research to locate media interpretations of the poems. Close Read the Text Students will review the Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: LANGUAGE DEVELOPMENT Analyze & Structure: Development of Students will analyze a sonnet’s structure helps to develop them. Analyze Craft and Structure: Development of Theme Analyze Craft and Structure: Development of Theme (RP) STANDARDS RL.11-12.2; RL.11-12.5 LANGUAGE DEVELOPMENT Conventions and Style: Word Choice Students find examples of figurative language. Conventions and Word Choice Conventions and Style: Word Choice (RP) STANDARDS RL.11-12.4; L.11-12.5;
QuickWrite Students write a response to the QuickWrite prompt: Should the opinions of others affect our own choices or destinies? Evidence Log Students add and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking STANDARDS L.11-12.6 Students will respond to questions about the text, citing textual evidence. Analyze and Structure: Impact of Word Choice Students complete activities to analyze conceit, paradox, and irony in the poems. Analyze Craft and Structure: Impact of Word Choice Analyze Craft and Structure: Impact of Word Choice (RP) STANDARDS RL.11-12.1; RL.11-12.10; L.11-12.5.a STANDARDS RL.11-12.5; L.11-12.1; L.11-12.3.a; L.11-12.4.c myPerspectives ELL Support Personalize for Learning English Language Support: Cognates (TE p 415) Personalize for Learning English Language Support: Vocabulary (TE p 416) Personalize for Learning English Language Support: Development of Ideas (TE p 419) Personalize for Learning English Language Support: Vocabulary Help (TE p 423) Audio Summary A Valediction/Holy Sonnet 10: Accessible Text Analyze Craft and Structure: Impact of Word Choice (RP) (TE p 433) Personalize for Learning English Language Support: Concept Reinforcement (TE p 429) Personalize for Learning English Language Support: Poetic Devices (TE p 433) Word Study: Latin Suffix: -ous (RP) (TE p 434) Conventions and Style: Varying Syntax: Periodic Sentences (RP) (TE p 435) Personalize for Learning English Language Support: Independent and Dependent Clauses (TE p 435) English Language Support Lesson: Independent and Dependent Clauses (On Realize) ELD Companion Support
Unit 4, Lesson 1 Time to Read Read Independently Vocabulary Oops: Progressive Verbs Word Study: Introduce Structure for Parts pf Speech Unit 4, Lesson 1 Work Time Instruction Reteach: Structure for Parts of Speech Work Time Assignments Word Study: Structure for Parts of Speech Interactive Reader Unit 4, Lesson 2 Vocabulary Selection: indifference, embody, grudgingly Academic: creative, distribute, evidence, primary Read Aloud, Think Aloud” “The and the Promise” Classroom Conversation Small-Group Discussion Unit 4, Lesson 3 Time to Read Read Independently Vocabulary Oops: Progressive Tense Verbs Word Study: Introduce Latin Roots Unit 4, Lesson 3 Work Time Instruction Reteach: Latin Roots Work Time Assignments Word Latin Roots DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION A Valediction: Forbidding Mourning/Holy Sonnet 10 John Donne SE p 436 SELECTION A Valediction: Forbidding Mourning/Holy Sonnet 10 John Donne SE p 437 SELECTION from Gulliver’s Travels Jonathan Swift SE pp 438-445 SELECTION from Gulliver’s Travels Jonathan Swift SE pp 446-447 SELECTION from Gulliver’s Travels Jonathan Swift SE pp 448-449 EFFECTIVE EXPRESSION Writing to Sources: Narrative Scene Students a narrative scene presenting the discussion between John and Anne Donne as they consider the issue of his leaving on his journey. Writing to Sources: Narrative Scene Writing to Sources: Narrative Scene (RP) EFFECTIVE EXPRESSION Speaking and Listening: Comparison of Poetry Students write and present a comparison of the poetry. Speaking and Listening: Comparison of Poetry Speaking and Listening: Comparison of Poetry (RP) Evidence Log Students add notes and evidence that will be used to MAKING MEANING Concept Vocabulary proclamation; imperial; faction; dominions; ambassadors Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Fiction Read the Selection MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: proclamation; imperial; edict; faction; dominions; ambassadors Word Study: Latin Root: -dict- Students complete activities relating to the Latin root –dict-
English Language Support Lesson: Irony (On Realize) ELD Companion Support Unit 4, Lesson 4 Vocabulary Selection: sophisticated, option, maimed Academic: promote, resolution, restraint, survive Read Think Aloud “Should Military Recruiters Be Allowed in High Schools?” Classroom Conversation Whole Class Discussion Unit 4, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Introduce Structure for Parts of Speech Word Study: Introduce Latin Roots Unit 4, Lesson 5 Work Time Instruction Word Study Reader: Lasers Work Time Assignments Word Study: Structure for Parts of Speech and Latin Roots Unit 4, Lesson 6 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Introduce Multiple Meaning Words Unit 4, Lesson 6 Work Time Instruction Reteach: Multiple Meaning Words Work Time Assignments Word Multiple Meaning Words DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION from Gulliver’s Travels Jonathan Swift SE pp 450-451 SELECTION from Gulliver’s Travels the Lilliputians and the Giants Georges Melies Gulliver’s Travels Art SE pp 452-456 SELECTION from Gulliver’s Travels the Lilliputians and the Giants Georges Melies Gulliver’s Travels Cover Art SE pp 457-459 PERFORMANCE TASK: WRITING FOCUS a Reflective Narrative SE pp 460-462 PERFORMANCE TASK: WRITING FOCUS Write a Reflective Narrative SE pp 463-467 EFFECTIVE EXPRESSION Writing to Sources: Satiric Narrative Students write a satiric narrative modeled on the excerpt from Gulliver’s Travels. MAKING MEANING Media Vocabulary cinematography; superimposition; mime First Review MAKING MEANING Close Review Students will revisit the film and book covers and record any new observations. Close-Review Guide: and Photography PERFORMANCE TASK Write a Reflective Essay Students write a narrative addressing this question: When do we need a new vision of thing? LANGUAGE DEVELOPMENT: STYLE Sentence Variety: Varying Syntax Students look for ways to expand their sentences with
Personalize for Learning English Language Support: Adjectives to Describe (TE p 453) Personalize for Learning English Language Support: Evaluate Choices (TE p 467) ELD Companion Support Unit 4, Lesson 7 Vocabulary Selection: diagnosis, duplicates Academic: grant, major, project, reject Read Aloud, Think Aloud” “The Future is Now” Classroom Conversation Whole Class Discussion Unit 4, Lesson 8 Time to Read Read Independently Vocabulary Oops: Subject-Verb Agreement Word Study: Introduce Suffixes –ful, -ic, and -ist Unit 4, Lesson 8 Group Revise Work Time Instruction Reteach: Suffixes –ful, -ic, and -ist Work Time Assignments Word Study: Suffixes –ful, -ic, and -ist Unit 4, Lesson 9 Vocabulary Selection: endurance, dormitory Academic: featuring, performed, results, returned Read Aloud, Think Aloud “The Computer and Technology Revolutions” Classroom Conversation Partner Conversation Unit 4, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Introduce Multiple Meaning Words Word Study: Introduce Suffixes –ful, -ic, and -ist
close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: sport; languish Word Study: Changing Usage Concept Vocabulary and Word Study Word Changing Usage (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft and Structure: Development of Theme Students analyze tone and imagery in the poems and how they contribute to theme. Analyze Craft and Structure: Development of Theme Analyze Craft and Structure: Development of Theme (RP) LANGUAGE DEVELOPMENT Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. Analyze the Text STANDARDS RL.11-12.10; L.11-12.4; L.11-12.4.b; LANGUAGE DEVELOPMENT Conventions and Style: Varying Syntax: Balanced Sentences Students identify types of sentences. Conventions and Style: Varying Syntax: Balanced Sentences Conventions and Style: Varying Syntax: Balanced Sentences (RP) Selection Test: Poetry Collection 2 STANDARDS RL.11-12.2; RL.11-12.5; L.11-12.3; L.11-12.3.a; L.11-12.4.b; L.11-12.4.c
myPerspectives ELL Support Audio Summary To His Coy Mistress: Accessible Text Word Changing Usage (RP) (TE p 477) Analyze Craft and Structure: Development of Theme (RP) (TE p 478) Conventions and Style: Expressing Theme With Verb Moods (RP) (TE p 479) Personalize for Learning English Language Support: Using Verb Moods (TE p 479) English Language Support Lesson: Verb Moods (On Realize) Audio Summary To the Virgins/Youth’s the Season: Accessible Text Personalize for Learning English Language Support: Carpe Diem (TE p 482) Word Study: Latin Root: -prim- (RP) (TE p 485) Analyze Craft and Structure: Development of Theme (RP) (TE p 486) Conventions and Style: Varying Syntax: Balanced Sentences (RP) (TE p 487) Personalize for Learning English Language Support: Finding the Theme (TE p 486) English Language Support Lesson: Theme (On Realize) ELD Companion Support Unit 4, Lesson 10 Work Time Instruction Word Study Reader: Comics and Animation Work Time Assignments Word Study: Multiple Meaning Words and Suffixes –ful, -ic, and -ist Unit 4, Lesson 11 Time to Read Read Independently Vocabulary Oops: Time, Money, Distance, and Weight Word Study: Introduce Word Families Unit 4, Lesson 11 Work Time Instruction Reteach: Word Families Work Time Assignments Word Word Families Interactive Reader Unit 4, Lesson 12 Vocabulary Selection: breadth Academic: access, contrary, despite, instance Read Aloud, Think Aloud” “How Do I Love Thee?” and “On Love” Classroom Conversation Partner Conversation Unit 4, Lesson 13 Time to Read Read Independently Vocabulary Oops: Time, Money, Distance, and Weight Word Study: Introduce Related Words
Audio Summary from the Divine Comedy/The Second Coming: Accessible Text Personalize for Learning English Language Support: A Analyzing an Image (TE p 492) Personalize for Learning English Language Support: Choral Reading (TE p 497) Word Study: Latin Prefix: con- (RP) (TE p 500) Analyze Craft and Structure: Author’s Choices: Symbolism (RP) (TE p 501) Conventions and Style: Rhetorical Devices (RP) (TE p 502) Research: Presentation with Graphics (RP) (TE p 503) Personalize for Learning English Language Support: Writing With Periphrasis (TE p 502) English Language Support Lesson: Periphrasis (On Realize) Personalize for Learning English Language Support: Presentation (TE p 503) Audio Summary Accessible Leveled Text Personalize for Learning English Language Support: Adjectives (TE p 508) Personalize for Learning English Language Support: Writing Literary Texts (TE p 511) Word Study: Word Families (RP) (TE p 512) Analyze Craft and Structure: Narrative Structures (RP) (TE p 513) Conventions and Style: Varying Sentences: Loose Sentences (RP) (TE p 514) Writing to Sources: Essay (RP) (TE p 515) Personalize for Learning English Language Support: Writing with Implications (TE p 513) English Language Support Lesson: Implications (On Realize) Personalize for Learning English Language Support: Organizing a Essay (TE p 515) Audio Summary The Explosion/Old Love: Accessible Text Word Study: Multiple-Meaning Words (RP) (TE p 522) Analyze and Structure: Impact of Word Choice (RP) (TE p 523) Conventions and Style: Meter and Free Verse (RP) (TE p 524) Speaking and Listening: Response to Literature (RP) (TE p 525) Personalize for Learning English Language Support: Thought Process (TE p 520) Personalize for Learning English Language Support: Using Alliteration (TE p 523) English Language Support Lesson: Alliteration (On Realize) ELD Companion Support Unit 4, Lesson 13 Work Time Instruction Unit 4, Lesson 14 Vocabulary Unit 4, Lesson 15 Time to Read Unit 4, Lesson 15 Work Time Instruction Time to Read Read Independently Book Club
Reteach: Related Words Work Time Assignments Word Study: Related Words Selection: obscene, legislation Academic: capacity, parallel, range, uniformity Read Aloud, Think Aloud “Is There a Law in Cyberspace?” Classroom Conversation Small-Group Discussion Read Independently Vocabulary Word Study: Introduce Word Families Word Study: Introduce Related Words Word Study Reader: Jacob Lawrence Work Time Assignments Word Study: Word Families and Related Words
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30 PERFORMANCE TASK: Speaking and Listening Focus Present a Reflective Essay SE pp 526-527 INTRODUCE INDEPENDENT LEARNING SE pp 528-529 INDEPENDENT LEARNING SE pp 530-532 PERFORMANCE-BASED ASSESSMENT SE pp 533-535 ASSESSMENT SE pp 536-537 PERFORMANCE TASK Speaking and Listening Present a Reflective Essay Students plan and give a reflective narrative. Plan With Your Group Students will analyze the text, gather evidence and media examples, and organize the narrative. Rehearse with Your Group Students practice the presentation, fine-tune the content, improve the presentation form, and brush up on presentation techniques. Present and Evaluate Students present as a group and use checklist items to evaluate. STANDARDS SL.11-12.1; SL.11-12.4.a Essential Question Why are both vision and disillusion necessary? Independent Learning Strategies Create a Schedule Practice what you have learned Take Notes Independent Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. Contents MAKING MEANING First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time. First Read Guide Close-Read Guide Close Read Guide Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Analyze the Text Students will respond to questions about the text, citing textual evidence. Quick Write Students write about a paragraph that grabbed their interest. Share Your Independent Learning Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of American identity. Evidence Log PERFORMANCE-BASED ASSESSMENT PREP Review Evidence for a Narrative Students evaluate the strength of their evidence Evidence Log Students add notes and evidence that will be used to inform the Assessment. Writing to Sources: Reflective Narrative Students will a narrative answering the question: When can the way we look at things lead to growth – and when can it hold us back? Narrative Rubric Students use the rubric to their revisions. STANDARDS W.11-12.3.a-e; W.11-12.10 PERFORMANCE-BASED ASSESSMENT Speaking and Listening: Dramatic Reading Students use their narrative to prepare a dramatic reading. Reflect on the Unit Students reflect on Unit goals, learning strategies, and the text. Reflect on the Unit Unit Test STANDARDS SL.11-12.1; SL.11-12.1.a; SL.11-12.4.a
QuickWrite Students write a response to the QuickWrite prompt: When does the journey matter more than the destination? Evidence Log Students add notes and evidence that will be used to inform the Assessment. Evidence Log Performance-Based Assessment: Refining Your Thinking STANDARDS L.11-12.6 myPerspectives ELL Support Personalize for Learning English Language Support: Cognates (TE p 541) Personalize for Learning English Language Support: Figurative Language (TE p 542) Personalize for Learning English Language Support: Domain-Specific Vocabulary (TE p 545) Personalize for Learning English Language Support: Mechanics (TE p 551) Audio Summary Composed a Few Miles Above Tintern Abbey/from The Prelude: Accessible Text Personalize for Learning English Language Support: Decoding New Words (TE p 554) Personalize for Learning English Language Support: Punctuation (TE p 559) Analyze Craft and Structure: Literary Movement: Romanticism (RP) (TE 565) Personalize for Learning English Language Support: Using Sensory Language (TE p 565) English Language Support Lesson: Sensory Language (On Realize)
Conventions and Style: Wordsworth’s Poetic Structure (RP) (TE p 567) Personalize for Learning English Language Support: Syntax (TE p 569) Personalize for Learning English Language Support: Imagery (TE p 578) Word Study: Latin Root: -corp- (RP) (TE p 580) Personalize for Learning English Language Support: Symbols (TE p 581) English Language Support Lesson: Symbols (On Realize) Personalize for Learning English Language Support: Syntax (TE p 590) Personalize for Learning English Language Support: Unfamiliar Verbs (TE p 593) ELD Companion Support Unit 5, Lesson 4 Vocabulary Selection: canvasses, limbo, adrenaline Academic: chapter, process, remove, transport Read Think Aloud “Communication” Classroom Conversation Discussion Unit 5, Lesson 5 Time to Read Read Independently Vocabulary Word Introduce Multisyllabic Words Word Study: Introduce Multiple Meaning Words Unit 5, Lesson 5 Work Time Instruction Word Reader: Chess Narrative Essay: Write a First Draft Work Time Assignments Word Study: Multisyllabic Words and Multiple Meaning Words Narrative Essay: Write Unit 5, Lesson 6 Time to Read Read Independently Vocabulary Oops: Prepositions with Location Word Study: Introduce the Influence of Arabic on English Unit 5, Lesson 6 Whole Group Narrative Analyze a Conclusion Work Time Instruction Reteach: Influence of Arabic on English Narrative Essay: Write a Conclusion Work Time Assignments Word The Influence of Arabic on English Interactive Reader DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text from Frankenstein Mary Wollstonecraft Shelley SE pp 598-599 SELECTION Anchor Text from Frankenstein Mary Wollstonecraft Shelley SE pp 600-601 SELECTION Anchor Text from Frankenstein Mary Wollstonecraft Shelley SE pp 602-603 PERFORMANCE TASK: WRITING FOCUS Write a Personal Narrative SE pp 604-606 PERFORMANCE TASK: WRITING FOCUS Write a Personal Narrative SE pp 607-611
Analyze Craft and Structure: Literary Movements: Gothic Literature (RP) (TE p 599) Personalize for Learning English Language Support: Gothic Literature (TE p 598) English Language Support Lesson: Gothic Novel (On Realize) Word Study: Latin Root: -mal- (RP) (TE p 600) Conventions and Style: Commas in Elliptical Sentences (RP) (TE p 601) Speaking and Listening: Research Presentation (RP) Writing to Sources: Personal Narrative (RP) Personalize for Learning English Language Support: Subject-Verb Agreement (TE p 602) Personalize for Learning English Language Support: Define Key Terms (TE p 603) Personalize for Learning English Language Support: Story Maps (TE p 605) Personalize for Learning English Language Support: Provide Spelling Practice (TE p 607) ELD Companion Support Unit 5, Lesson 7 Vocabulary Selection: profundity, jibe, Academic: aspect, furthermore, nevertheless, structure Read Aloud, Think Aloud” “Alice and the Fawn” and “Human Family” Classroom Conversation Small-Group Discussion Unit 5, Lesson 8 Time to Read Read Independently Vocabulary Oops: Prepositions with Location Word Study: Introduce Prefixes con-, dis, and trans- Unit 5, Lesson 8 Whole Group Narrative Essay: Word Choice Work Time Instruction Reteach: Prefixes con-, dis, and trans- Narrative Essay: Revise Work Time Assignments Word Study: Prefixes con-, dis, and trans- Unit 5, Lesson 9 Vocabulary Selection: improvisation, quell, transient Academic: channel, incentive, role, technically Read Aloud, Think Aloud “Why I Write” Classroom Conversation Partner Conversation Unit 5, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Introduce the Influence of Arabic on English Word Study: Introduce Prefixes con-, dis, and trans-
close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: solemnity; leaden; dejected Word Anglo-Saxon Suffix: -en Students complete activities the Anglo Saxon Suffix: Concept Vocabulary and Word Study Word Study: Anglo-Saxon Suffix: -en (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft and Structure: Author’s Choices: Modernist Structures Students complete activities to record details about Papa’s behavior during important episodes in the text and make inferences. Students choose something interesting from the to research. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: torrid; sordid; stagnant Word Study: Cognates Students complete activities related to cognates. Concept Vocabulary and Word Word Study: Cognates (RP) Word Network Students add new to their Word Network as they read texts in the unit. Analyze Craft and Structure: Figurative Language Students identify examples of figurative language in the poems. W.11-12.7; W.11-12.8; L.11-12.1.a
Narrative Essay: Revise Work Time Assignments Word Study: The Influence of Arabic on English and the Prefixes con-, dis-, and trans- Word Study: Introduce Greek Roots Work Time Assignments Word Study: Greek Roots Interactive Reader Read Think Aloud” “The Last Leaf” Classroom Conversation Partner Conversation Word Study: Introduce Influence of Spanish on English
close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: innocuous; illusory; impalpable Word Study: Latin Prefix: in- Concept Vocabulary and Word Study Word Study: Latin Prefix: in- (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure: Impact of Word Choice Students will analyze passages that appeal to the senses. Analyze Craft and Structure: Impact of Word Choice Analyze Craft and Structure: Impact of Word Choice (RP) STANDARDS RI.11-12.10; L.11-12.4; Students will analyze passages that demonstrate purpose. Analyze and Structure: Science Journalism Analyze Craft and Structure: Science Journalism (RP) LANGUAGE DEVELOPMENT Conventions and Style: Technical Writing and Audience Students identify examples of similes and metaphors. Conventions and Style: Technical Writing and Audience Conventions and Technical Writing and Audience (RP) Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: The Most Forgetful Man in the STANDARDS RI.11-12.4; RI.11-12.6; L.11-12.4.b LANGUAGE DEVELOPMENT Media Vocabulary Students complete activities related to the Media Vocabulary words: host; correspondent; interviewee Media Vocabulary EFFECTIVE EXPRESSION Writing to Compare: Evaluative Essay Students write an essay assessing which disorder has a more profound effect on the individual’s sense of self and relationship to society. Writing to Compare: Evaluative Essay Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: When Memories Fade, the Past Can Poison the Present STANDARDS RI.11-12.7; W.11-12.1; W.11-12.9; RI.11-12.10; L.11-12.6
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 UNIT INTRODUCTION SE pp 676-683 OVERVIEW Whole-Class Learning SE pp 684-685 SELECTION Historical Perspective Focus Period: 1901-Present SE pp 686-689 SELECTION Anchor Text Back to My Own Country: An Essay Andrea Levy SE pp 690-699 SELECTION Anchor Text Back to My Own Country: An Essay Andrea Levy SE p 700 Unit Goals Students will deepen their perspective of the meaning of home by reading, writing, speaking, listening, and presenting. Unit Goals Video Academic Vocabulary migrate; modify; requisite; reiterate; implication Home Connection Letter Spanish Home Connection Letter Unit 6 Answer Key Launch Text Students will read “Home Away From Home”. They will then be able to participate in discussions about seeing things new. Word Network Students add new words to their Word Network as they read texts in the unit. Word Network Summary Students write a summary of the Launch Text. Launch Activity Students participate in an activity related to the unit theme. Essential Question What does it mean to call a home? Whole-Class Learning Strategies Listen actively Clarify by asking questions Monitor understanding Interact and share ideas Whole-Class Learning Strategies Table of Contents Preview Preview the selections in the unit and discuss how they relate to the EQ and unit topic. A CHANGING WORLD Voices of the Period Students read quotes that focus on war. History of the Period Students discuss how this period in history saw much growth as governments became more democratic and industrialization allowed more people to prosper. Literature Selections Students reflect on the qualities of home as both a physical and a psychological concept. MAKING MEANING Concept Vocabulary assimilate; entitlement; upbringing; myriad; indigenous; hybrid First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. First-Read Guide: Nonfiction Read the Selection Selection Audio Back to My Own Country: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Back to My Own Country: Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. Research to Explore Students conduct research on an aspect of the text they find interesting. STANDARDS RI.11-12.10 MAKING MEANING Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence. STANDARDS RI.11-12.1
ELD Companion Support Unit 6, Lesson 1 Time to Read Read Independently Vocabulary Oops: Question Word Order Word Study: Introduce Connotations Unit 6, Lesson 1 Work Time Instruction Reteach: Connotations Work Time Assignments Word Connotations Interactive Reader Unit 6, Lesson 2 Vocabulary Selection: distended, alliance, electrified Academic: contribute, participate, transform, unaware Read Think Aloud” “An Odd Pair” Classroom Conversation Small-Group Discussion Unit 6, Lesson 3 Time to Read Read Independently Vocabulary Oops: Question Word Word Study: Introduce Suffixes –ence, -ment, and -ness Unit 6, Lesson 3 Work Time Instruction Reteach: Suffixes –ence, and -ness Work Time Assignments Word Study: Suffixes –ence, -ment, and -ness DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 SELECTION Anchor Text Back to My Own Country: An Essay Andrea Levy SE p 701 SELECTION Anchor Text Back to My Own Country: An Andrea Levy SE p 702 SELECTION Anchor Text Back to My Own Country: An Essay Andrea Levy SE p 703 SELECTION Anchor Text Shooting an Elephant George Orwell SE pp 704-711 SELECTION Anchor Text Shooting an Elephant George Orwell SE pp 712-713 MAKING MEANING Analyze Craft and Structure: Author’s Point of View and Purpose Students determine the author’s point of view from the reading. Analyze Craft and Structure: Author’s Point of View and Purpose Analyze and Structure: Author’s Point of View and Purpose (RP) LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary assimilate; entitlement; upbringing; myriad; indigenous; hybrid Word Study: Etymology and Usage: myriad Students complete activities relating to the word myriad. LANGUAGE DEVELOPMENT Conventions and Voice and Development of Ideas Students analyze examples of the techniques the author uses to convey a unique voice. Conventions and Style: Voice and Development of Ideas Conventions and Style: Voice and Development of Ideas (RP) MAKING MEANING Concept Vocabulary imperialism; supplant; despotic; conventionalized; resolute; pretext First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time. Guide: Nonfiction Read the Selection MAKING MEANING Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions about the text, citing textual evidence.
STANDARDS RI.11-12.6 Concept Vocabulary and Word Word Study: Etymology and Usage: myriad (RP) Word Network Students add new to their Word Network as they read texts in the unit. STANDARDS L.11-12.1.a; L.11-12.1.b; L.11-12.3 Evidence Log Students add notes and evidence that will be used to inform the Assessment. Selection Test: Back to My Own Country STANDARDS RI.11-12.6 Selection Shooting an Elephant: Accessible Leveled Text Comprehension Check Students complete comprehension questions. Shooting an Elephant: First Read Extension Questions Research to Clarify Students research one unfamiliar detail from the text. STANDARDS RI.11-12.10 Analyze and Structure: Situational Irony Students analyze the way the narrative element leads to situational irony. Analyze Craft and Structure: Situational Irony Analyze Craft and Structure: Situational Irony (RP) STANDARDS RI.11-12.3 myPerspectives ELL Support Analyze Craft and Structure: Author’s Point of View and Purpose (RP) (TE p 701) Personalize for Learning English Language Support: Evaluating an Essay (TE p 701) Word Study: Etymology and Usage: myriad (RP) (TE p 702) Conventions and Style: Voice and Development of Ideas (RP) (TE p 703) Personalize for Learning English Language Support: Asking Rhetorical Questions (TE p 703) English Language Support Lesson: Rhetorical Questions (On Realize) Audio Summary Shooting an Elephant: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 709) Analyze Craft and Structure: Situational Irony (RP) (TE p 713) Personalize for Learning English Language Support: Understanding Cohesion (TE p 712) ELD Companion Support
Unit 6, Lesson 4 Vocabulary Selection: envelops, moot, smoldered Academic: creepy, grouch, growly, prickly Read Aloud, Think Aloud “A Runner’s Conscience” Classroom Conversation Partner Conversation Unit 6, Lesson 5 Time to Read Read Independently Vocabulary Word Study: Introduce Connotations Word Study: Introduce Suffixes –ence, -ment, and Unit 6, Lesson 5 Work Time Instruction Word Study Reader: Famous Paintings Work Time Assignments Word Study: Connotations and the Suffixes –ence, and -ness Unit 6, Lesson 6 Time to Read Read Independently Vocabulary Oops: Adverb in Sentences Word Study: Introduce Word Families Unit 6, Lesson 6 Work Time Instruction Reteach: Word Families Work Time Assignments Word Study: Word Families Interactive Reader DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 SELECTION Anchor Text Shooting an Elephant George Orwell SE p 714 SELECTION Anchor Text Shooting an Elephant George Orwell SE p 715 SELECTION Anchor Text Shooting an Elephant George Orwell SE pp 716-717 PERFORMANCE TASK: WRITING FOCUS Write an Informative Essay SE pp 718-722 PERFORMANCE TASK: WRITING Write an Informative Essay SE pp 723-725 LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: imperialism; supplant; despotic; conventionalized; resolute; pretext Word Word Origins and Connotation Students complete activities relating to word origins and connotations. LANGUAGE DEVELOPMENT Conventions and Style: Formal and Informal Language Students identify examples of formal and informal language. Conventions and Style: Formal and Informal Language Conventions and Style: Formal and Informal Language (RP) STANDARDS EFFECTIVE EXPRESSION Writing to Compare: Compare-and-Contrast Essay Students write an essay analyzing the two works. Writing to Compare: Compare-and-Contrast Essay Evidence Log Students add notes and evidence that will be used to inform the Assessment. PERFORMANCE TASK Write an Informative Essay Students write an essay that answers the question: How did British colonialism complicate the idea of home? PreWriting/Planning Students conduct research, gather evidence, and connect across texts. Drafting Students organize and write a first draft. LANGUAGE DEVELOPMENT: AUTHOR’S STYLE Create a Coherent Use Transitions Students look for ways to use a variety of appropriate transitions in their writing. Revising Students evaluate and revise utilizing peer reviews. Editing and Proofreading
Concept Vocabulary and Word Word Study: Word Origins and Connotation (RP) Word Network Students add new words to their Word Network as they read texts in the unit. STANDARDS RI.11-12.6; L.11-12.3 L.11-12.3; PI.8; PII.6 Selection Test: Shooting an Elephant STANDARDS RI.11-12.3; RI.11-12.5; W.11-12.2.a; W.11-12.2.f; STANDARDS W.11-12.2.a-f; W.11-12.10 Students edit for conventions and proofread for accuracies. Publishing and Presenting Students create a final version of their essay and share in small groups. Reflecting Students reflect on their essays. STANDARDS W.11-12.2.c; W.11-12.2.d; W.11-12.2.e; W.11-12.5; L.11-12.1; L.11-12.2; myPerspectives ELL Support Word Study: Word Origins and Connotation (RP) (TE p 714) Conventions and Style: Formal and Informal Language (RP) (TE p 715) Personalize for Learning English Language Support: Developing Tone (TE p 715) English Language Support Lesson: Tone (On Realize) Personalize for Learning English Language Support: Collaboration (TE p 716) Personalize for Learning English Language Support: Modal Expressions (TE p 719) Personalize for Learning English Language Support: Confirm Understanding (TE p 721) ELD Companion Support Unit 6, Lesson 7 Vocabulary Selection: diverse, apartheid Academic: conductor, conference, goal, publish Read Aloud, Think Aloud” Unit 6, Lesson 8 Time to Read Read Independently Vocabulary Oops: Adverbs in Sentences Unit 6, Lesson 8 Work Time Instruction Reteach: Prefixes per- and pro- Narrative Essay: Revise Work Time Assignments Unit 6, Lesson 9 Vocabulary Selection: devastated Academic: coordinating, illegal, register Read Aloud, Think Aloud Unit 6, Lesson 10 Time to Read Read Independently Vocabulary Word Study: Introduce Word Families
Students choose specific roles for each member. Students research one aspect of the text they find interesting. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection. Close Read the Text Analyze the Text Students will respond to questions the text, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Concept Vocabulary Students complete activities related to the Concept Vocabulary words: breadth; abounding; innumerable Word Study: Anglo-Saxon Suffix: -th Concept Vocabulary and Word Study Word Study: Anglo-Saxon Suffix: -th (RP) Word Network Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure: Author’s Choices: Elements of Historical Writing Analyze the Students will respond to questions about the article, citing textual evidence. Analyze the Text LANGUAGE DEVELOPMENT Media Vocabulary Students complete activities related to the media Vocabulary words: entry; cross-reference; hyperlink Media Vocabulary EFFECTIVE EXPRESSION Writing to Compare: Compare-and-Contrast Essay Students write a comparison essay explaining how Bede’s history of England and the Encyclopaedia Britannica’s history of Jamaica are similar and different. Writing to Compare: Essay Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TEST Selection Test: from History of Jamaica STANDARDS RI.11-12.1; RI.11-12.7; W.11-12.2; W.11-12.9.b; L.11-12.6 Students conduct research on seafaring. STANDARDS Rl.11-12.10; L.11-12.4.a; L.11-12.4 Students add new words to their Word Network as they read texts in the unit. Analyze Craft & Structure: Development of Students analyze specific details about each poem’s subject and identify universal and culturally specific themes. Analyze and Structure: Development of Theme Analyze and Structure: Development of Theme (RP) STANDARDS RL.11-12.2; L.11-12.4.d
myPerspectives ELL Support Audio Summary from A History of the English Church: Accessible Leveled Text Word Study: Anglo-Saxon Suffix: -th (RP) (TE p 735) Analyze Craft and Structure: Elements of Historical Writing (RP) (TE p 736) Conventions and Style: Punctuation in Series (RP) (TE p 737) Personalize for Learning English Language Support: Hierarchies in Writing (TE p 736) English Language Support Lesson: Hierarchy (On Realize) Audio Summary Personalize for Learning English Language Support: Taking Notes (TE p 742) Audio Summary The Seafarer/Dover Beach/Escape From the Old Country: Accessible Text Personalize for Learning English Language Support: One Topic or Two? (TE p 748) Personalize for Learning English Language Support: Preteach Vocabulary (TE p 751) Word Study: Latin Root: -sol- (RP) (TE p 754) Analyze Craft and Structure: Development of Theme (RP) (TE p 755) Personalize for Learning English Language Support: Universal/Universe (TE p 755) ELD Companion Support Unit 6, Lesson 10 Work Time Instruction Word Study Reader: Ice Hockey Work Time Assignments Word Study: Word Families and Introduce Prefixes per- and pro- Unit 6, Lesson 11 Time to Read Read Independently Vocabulary Oops: Order of Adjectives Word Study: Introduce Acronyms and Initialism Unit 6, Lesson 11 Work Time Instruction Reteach: Acronyms and Initialism Work Time Assignments Word Study: Acronyms and Initialism Interactive Reader Unit 6, Lesson 12 Vocabulary Selection: integrated, strife, famine Academic: ethnicity, immigrant, labor, version Read Aloud, Think Aloud” “Social Issues in a Global World” Classroom Conversation Whole Class Discussion Unit 6, Lesson 13 Time to Read Read Independently Vocabulary Oops: Order of Adjectives Word Study: Introduce Connotations
myPerspectives ELL Support Conventions and Style: Forms of Address (RP) (TE p 756) Personalize for Learning English Language Support: Writing to an Audience (TE p 756) English Language Support Lesson: Implied Audience (On Realize) Speaking and Listening: Podcast (RP) (TE p 757) Audio Summary From Lucy: Englan’ Lady: Accessible Leveled Text Word Multiple-Meaning Words (RP) (TE p 764) Personalize for Learning English Language Support: Poetic Language (TE p 762) Analyze Craft and Structure: Author’s Choices: Structure (RP) (TE p 765) Conventions and Style: Dialect (RP) (TE p 766) Personalize for Learning English Language Support: The Prefix mono- (TE p 765) Personalize for Learning English Language Support: Understanding Dialect (TE p 766) English Language Support Lesson: Dialect (On Realize) Writing to Sources: Formal Analysis (RP) (TE p 767) ELD Companion Support Unit 6, Lesson 13 Work Time Instruction Reteach: Connotations Work Time Assignments Word Study: Connotations Unit 6, Lesson 14 Vocabulary Selection: pesticides, precipitation Academic: complex, financial, sum, traditionally Read Aloud, Think Aloud “Development and the Environment” Classroom Conversation Whole Class Discussion Unit 6, Lesson 15 Time to Read Read Independently Vocabulary Word Study: Introduce Acronyms and Initialisms Word Study: Introduce Connotations Unit 6, Lesson 15 Work Time Instruction Word Reader: Four Teens Who Made a Difference Work Time Assignments Word Study: Acronyms and Initialisms and Connotations Time to Read Read Independently Book Club