Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “Then all smiles stopped together.” “My Last Duchess” by Robert Browning 6 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based discussions about text Collect evidence from texts to support analysis Organize evidence to plan around writing Determine meaning of unknown vocabulary Question texts during reading to deepen understanding Analyze the impact of an author’s choices Summarize a text objectively RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.6 W.11-12.2.b W.11-12.5 W.11-12.9.a SL.11-12.1.a, b, c, d, e L.11-12.4.a-d End-of-Unit: Students draft a one-paragraph response to the following prompt, citing evidence from the text: How does the revelation in 45–47 impact the development of the Duke’s character over the course of the poem? Unit 2: “Though this be madness, yet there is method in ’t.”
A Room of One’s Own by Virginia 8 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive evidence-based conversations about text Collect evidence from texts to support analysis Organize evidence to plan around writing Revise writing according to purpose Determine meaning of unknown vocabulary Question during reading to deepen understanding Make connections to other texts, ideas, cultural perspectives, etc. Analyze the impact of an author’s choices Summarize a text objectively CCRA.R.9 RL.11-12.3 RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.6 W.11-12.2.a-f W.11-12.9.a, b SL.11-12.1.a-e L.11-12.1 L.11-12.2 L.11-12.4.a, b Mid-Unit: Students draft a multi-paragraph response to the following prompt, citing evidence from the text: Analyze how two central interact and develop over the course of A Room of One’s Own. End-of-Unit: In this two-lesson assessment, students discuss and then a multi-paragraph response to the following prompt, citing evidence from the texts: Analyze the relationship between Woolf’s text and the character of Ophelia. Module Performance Assessment
“My Last Duchess” by Robert Browning Hamlet by William Shakespeare A Room of One’s Own by Virginia Woolf (Excerpt from Chapter 3) 3 CCRA.R.9 RL.11-12.2 RL.11-12.11 RI.11-12.2 W.11-12.2.a-f W.11-12.5 W.11-12.9.a, b SL.11-12.1.a-e L.11-12.1 L.11-12.2 Students write a multi-paragraph response to the following prompt: Select a central idea common to all three texts. How do the authors develop this idea over the course of each text? How do the texts work together to build your understanding of this central idea? Note: Bold text indicates targeted standards that will be assessed in the module. MODULE 11.2 is within and without the sound of conflict”: How do authors use figurative language or rhetoric to advance a point of view or purpose? Text Lessons in the Unit Literacy Skills and Habits Assessed and Addressed CCSS Assessments Unit 1: “He began to have a dim feeling that, to attain his place in the world, he must be himself, and not another.”
The Souls of Black Folk by W.E.B. Du Bois, Chapter 1: “Of Our Spiritual Strivings” “Atlanta Compromise Speech” by Booker T. Washington 26 Read closely for textual details Annotate to support comprehension and analysis Track rhetoric and analyze its impact on the text Compare authors’ arguments Engage in productive discussions about text Collect and organize evidence from texts to support analysis in writing Independently preview text in preparation for supported analysis Paraphrase and quote relevant evidence from a text Practice key skills from targeted writing standards CCRA.R.8 CCRA.R.9 RI.11-12.2 RI.11-12.3 RI.11-12.4 RI.11-12.6 W.11-12.2.a, b, c, d, f W.11-12.4 W.11-12.5 W.11-12.9.b SL.11-12.1.a, c L.11-12.1 L.11-12.2 L.11-12.3.a L.11-12.4.a, b L.11-12.5.a Mid-Unit: Students write a multi-paragraph response to the following prompt: Identify a central idea in “Of Our Spiritual Strivings” and analyze how Du Bois uses figurative language or rhetoric to develop this central idea. End-of-Unit: Students write a multi-paragraph response to the following prompt: Consider Du Bois’s “Of Our Spiritual Strivings” and Washington’s “Atlanta Compromise Speech.” Analyze how each author uses rhetoric to advance his point of view, and consider how each author’s use of rhetoric contributes to the power or persuasiveness of the text.
Unit 2: “I am / the sun and moon and forever hungry” “From the House of Yemanjá” by Audre Lorde “An Address by Elizabeth Cady Stanton” 14 Read closely for textual details Annotate texts to support comprehension and analysis Delineate evidence and reasoning in an argument Engage in productive conversations about text Determine meaning of unknown vocabulary Independently preview text in preparation for supported analysis Paraphrase and quote relevant evidence from a text Practice key informative/explanatory writing skills CCRA.R.8 CCRA.R.9 RL.11-12.2 RL.11-12.4 RI.11-12.2 RI.11-12.3 RI.11-12.6 W.11-12.2.a-f W.11-12.4 W.11-12.5 W.11-12.9.a, b SL.11-12.1.a SL.11-12.3 L.11-12.1 L.11-12.2 L.11-12.4.a End-of-Unit: Students write a multi-paragraph essay responding to the following prompt: Consider a central idea in Lorde’s “From the House of Yemanjá” or “An Address by Elizabeth Cady Stanton.” Identify a related or similar central idea in either Du Bois’s “Of Our Spiritual Strivings” from The Souls of Black Folk or Washington’s “Atlanta Compromise Speech” and compare the approaches the authors take in developing a similar or related central idea. Discuss how each author uses at least one of the following to develop the related or similar central idea: word choice, rhetoric, point of view, or purpose.
Analyze perspectives in potential research Unit 2: Engaging in an Inquiry-Based, Iterative Research Process to Support Argument Writing Student research sources will vary. Students choose texts for research based on their individual research question or problem. Model Research Sources: “When the U.N. We All Do” by Fareed Zakaria “Why Genocide?” by Fred Edwords 15 Assess sources for credibility, relevance, and accessibility Conduct independent searches using research processes including planning for searches, assessing sources, annotating sources, recording notes, and evaluating argument Develop, refine, and select inquiry questions for research Develop and continually assess a research frame to guide independent searches Collect and organize evidence from research to support analysis in writing CCRA.R.8 RI.11-12.1.a W.11-12.1.a, b W.11-12.4 W.11-12.7 W.11-12.8 W.11-12.9 SL.11-12.1.d SL.11-12.3 SL.11-12.4 L.11-12.4.a-d End-of-Unit: Students submit a completed Research Portfolio with four organized sections including: 1. Defining an Area of Investigation, 2. Gathering and Analyzing Information, 3. Drawing Conclusions, and 4. Discarded Material. The Research Journal is also located in the Research Portfolio. Students a one-page synthesis of their developing perspectives derived from their research. Students draw on the research evidence collected to express an Evidence-Based Perspective about their problem-based questions.
capitalization, punctuation, and correct spelling Use formal and objective tone in writing Adhere to conventions of argument writing (e.g., addressing all sides of an issue, avoiding emotional appeals, etc.) Write coherently and cohesively Vary syntax for effect, consulting references when needed L.11-12.3.a L.11-12.6 Module Performance Assessment Student texts (research sources) will vary. 4 SL.11-12.3 SL.11-12.4 SL.11-12.5 SL.11-12.6 L.11-12.3.a L.11-12.6 Students build on the analysis they did for their research-based argument paper by producing a three- to five-minute video presentation. Students distill and reorganize their research for a specific audience and offer essential points of the research in an engaging video presentation that demonstrates their command of content and uses formal spoken English. Students’
peer review, revision, and publication of narrative writing Unit 2: “She wanted to swim far out, where no woman had swum before.” The Awakening by Kate Chopin “On the River” from The Things They Carried by Tim O’Brien “The Red Convertible” from The Red Convertible by Louise Erdrich 22 Read closely for textual details Annotate texts to support comprehension and analysis Engage in productive, discussions about texts Collect and organize evidence from texts to support analysis in writing Collect and organize evidence from to support analysis in discussion Use vocabulary strategies to define unknown words Independently read a text in preparation for supported analysis Paraphrase and quote relevant evidence from a text RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5 W.11-12.2.a-f W.11-12.3.c-e W.11-12.4 W.11-12.5 W.11-12.9.a SL.11-12.1.a, c, d L.11-12.4.a, b L.11-12.5 Mid-Unit: Students a multi-paragraph response to the following prompt: How does the development of Edna’s character contribute to two interrelated central ideas in the text? End-of-Unit: Students engage in a formal, evidence-based discussion in response to the following prompt: Who or what bears the most responsibility for the tragic conclusion of The Awakening?