english language arts unit maps grade 12 … language arts...may 2012 english language arts unit...

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACCELERATED of 16

Course: 12th Grade Accelerated English Language Arts Unit 1: Perception is Everything Unit Big Ideas/Understandings Your view of the world affects what you say, do, and think.

Literary theories help us to interpret the world.

Unit Essential Questions How do writers and artists organize and/or construct text to convey meaning?

What does it mean to be a stranger in the village?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts

Perspective and the Individual

Stranger in the village

Academic Vocabulary

Reader response criticism

Cultural criticism

Imperialism

Literary Terms/Devices

Perception

Aphorism

Scenario

Mi se scene

Literary theory

Free verse

Fixed form

Style

Diction

Tone

Imagery

Sensory detail

Symbol

Symbolic representation

Vignette

Parody Cinematic Techniques

Shots and framing

Camera angles

Lighting Grammar/Usage/Mechanics

Punctuation

Syntax

Adjective clauses

Gerunds/Gerund phrases

Participle/Participle phrases

Students will be able to:

1. Creating a photo essay integrating format and design conventions

2. Create a thesis statement that

identifies a perspective or position on an issue

3. Analyze both print and non-print

texts 4. Analyze and emulate the style

of a published author in a reflective essay

5. Apply the organizational structure of a reflective essay to the writing of a reflective essay

6. Develop a text that incorporates

the thematic concept of “Stranger in the Village”

1. 1.5.12.B. Integrate multiple sources

of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data

2. 1.4.12.I. Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases

3. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

4. 1.4.12.F. Write with an awareness of the stylistic aspects of composition

5. 1.4.12.D. Organize complex ideas,

concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension

6. 1.4.12.H. Write with a sharp distinct focus identifying topic, task, and audience

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Creating a Photo Essay

Create and present a photo essay revealing your perspective about an issue or topic of importance to you

Embedded Assessment #2 Writing a Reflective Essay

Write a reflective essay that illustrates an event in which you or someone you know felt like a “stranger in a village” or was perceived as “strange” by some group

Writing Workshop #1 The Writing Process

Plan a first draft by selecting a genre to convey meaning to multiple audiences

Determine an appropriate topic

Develop a thesis

Structure ideas in a sustained, persuasive way

Revise drafts to improve style, sentence variety, and rhetorical strategies, and to clarify meaning to enhance intended effect on purpose, audience, and genre

Edit drafts for grammar, mechanics, and spelling

Revise the final draft in response to feedback from readers

Publish work for appropriate audiences

SpringBoard Senior

English Text

Portfolio

Vocabulary Notebook

Vocabulary Word Wall

Writing Workshop #1 The Writing Process

Writing Workshop #4 Reflective Writing

Film o Edward Scissorhands

Independent Reading Options o Invisible Man o The House on Mango

Street o The Joy Luck Club o The Stranger o Stranger in a Strange

Land o Frankenstein o Mayor of Casterbridge






Content/Topics Skills/Competencies Standards Assessments Resources Writing

Argumentative o thesis

Reflective essay (Writing Workshop 4) o organizational structure o style

WritingsStyle

Writing process (Writing Workshop 1)

Photo essay o format o design

7. Draft a reflective text 8. Incorporate stylistically

appropriate choices in a reflective essay

9. Revise and refine writing 10. Edit a reflective essay to

present technically sound texts 11. Examine the concept of

perception in literary texts

12. Analyze and create aphorisms about perception

13. Compare and contrast critical perspectives and individual perspectives

14. Analyze a literary text from

different perspectives 15. Apply the basic principles of

Reader Response Critical Theory when analyzing texts

16. Analyze and critique style and craft of published authors

7. 1.4.12.T. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience

8. 1.4.12.F. Write with an awareness of the stylistic aspects of composition

9. 1.4.12.T. Develop and strengthen

writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience


11. 1.2.12.D; 1.3.12.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text

12. 1.4.12.H. Write with a sharp distinct focus identifying topic, task, and audience.

13. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently

14. 1.3.12.G. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text

15. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

16. 1.2.12.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text 1.3.12.D. Evaluate how an author’s

Writing Workshop #4 Reflective Writing

Use elements of the writing process to compose a text by planning a first draft

Select a genre to convey meaning to multiple audiences

Determine an appropriate topic

Develop a thesis Structure ideas in a

sustained, persuasive way Revise drafts to improve

style, sentence variety, and rhetorical strategies, and to clarify meaning

Edit drafts for grammar, mechanics, and spelling

Revise the final draft in response to feedback from readers

Publish work for appropriate audiences

Unit Self Reflection

Identify evidence of learning by responding to unit essential questions using academic vocabulary

Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills

End of Unit #1 Assessment

Multiple choice test






Content/Topics Skills/Competencies Standards Assessments Resources 17. Analyze a poem for imagery,

detail, and diction

18. Analyze a literary passage for diction and imagery

19. Create a vignette accompanied with a symbolic visual

20. Analyze a text for cinematic techniques

21. Examine perspective and symbolic images in print advertisements

22. Analyze the tone of an essay

23. Construct a mock photo essay that presents a thesis through visuals

24. Examine text through the lens

point of view or purpose shapes the content and style of a text



19. 1.5.12.B; Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters


21. 1.5.12.C. Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone.

22. 1.3.12.F. Evaluate how words and phrases shape meaning and tone in texts

23. 1.5.12.E. Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence

24. 1.2.12.L. Read and comprehend






Content/Topics Skills/Competencies Standards Assessments Resources of Cultural Criticism

25. Apply the theory of Cultural Criticism

26. Define the concept of imperialism and apply it to a text

27. Analyze a reflective essay for content, style, and craft

literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

25.1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

26.1.3.12.J. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Course: 12th Grade Accelerated English Language Arts Unit 2: The Collective Perspective Unit Big Ideas/Understandings Viewing the world through a critical lens influences perspective.

When we are aware of the influences that others can have on our perspective we are able to make more informed decisions.

Unit Essential Questions: How does applying a critical perspective affect one’s understanding of text?

How does a new understanding of a text gained through interpretation help or hinder your enjoyment of it?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts

Critical perspective

Reading strategies Academic Vocabulary

Archetypal criticism

Marxist criticism

Feminist criticism Literary Terms/Devices

Motif

Myth

Characterization

Satire

Subtext

Tone

Allusion

Montage

Plot

Dialogue

Internal monologue

Subtext

Theme

Cinematic Techniques

Shots

Framing

Camera angles

Camera movements

Grammar/Usage/Mechanics

Commas

Coordinating conjunctions

Conjunctive adverbs

Semi-colon

Colon

Compound sentences

Complex sentence

Parallel nouns

Students will be able to:

1. Create a script that conveys a critical perspective

2. Apply elements of plot, characterization, dialogue and subtext to script writing

3. Apply key themes and components of archetypal criticism

4. Make predictions based on knowledge of archetype criticism

5. Apply key themes and components of Marxist criticism to literary analysis

6. Apply key themes and components of Feminist criticism to literary analysis

1. 1.4.12.O. Use narrative

techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters

2. 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters

3. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text

4. 1.4.12.B. Write with a sharp distinct focus identifying topic, task, and audience


6. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Write a script from a critical perspective

Work with a partner to write a script that transforms a scene from Pygmalion, so that it reflects a critical perspective

Write a reflection analyzing and evaluating your process and product

Embedded Assessment #2 Write an analytical essay while applying a Feminist Critical perspective

Write an analytical essay applying a Feminist Critical Perspective to a short story

Include a brief synopsis of the text.

Writing Workshop #5 Script Writing

Write scripts that include, an effective setting, a clearly defined and engaging plot, dialogue that develops characters and plot, details that contribute to a definite mood or tone, an explicit or implicit theme and a variety of literary techniques for effect

SpringBoard Senior English Text

Portfolio

Vocabulary Notebook


Writing Workshop #5

Script Writing

Writing Workshop #9 Response to Literary and Expository Text

Films

The Manchurian Candidate

Nine to Five

The Legend of Baggar Vance

My Fair Lady

Rear Window Songs

“Talkin’ Bout Revolution” Independent Reading Options

Texts by Ayn Rand

Song of Solomon

Texts by Margaret Atwood

Pygmalion

The Giving Tree

Pride and Prejudice

Jane Eyre

Wuthering Heights






Content/Topics Skills/Competencies Standards Assessments Resources Writing

Script Writing (Writing Workshop 5)

Analytical Writing o feminist critical essay

Writing Process

Response to Literary and Expository Text (Writing Workshop 9)

7. Formulate a written analysis of a text using archetypal criticism

8. Identify how a Marxist perspective affects the understanding of a text

9. Create an analytical essay utilizing the stages of the writing process

10. Revise written products using peer feedback

11. Use appropriate grammar, conventions, and organization in writing

12. Identify common themes and connections across cultures

text, including the development and interaction of the themes; provide an objective summary of the text

7. 1.4.12.J. Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented

8. 1.3.12.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text



11. 1.4.12.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

12. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development

Writing Workshop #9 Response to Literary and Expository Text

Write a multi-paragraph response-to-literature essay that: o presents effective

introductory and concluding paragraphs

o analyzes literature o advances a clear thesis o provides evidence from the

text using embedded quotes o analyzes the aesthetic

effects of an author’s use of stylistic or rhetorical devices

o includes relevant information and valid inferences

o identifies and analyzes the ambiguities, nuances, and complexities in a text

o anticipates and responds to contradictory information or readers’ questions

o uses an organizing structure appropriate to purpose, audience, and context

o uses a variety of rhetorical devices

o uses transitions between paragraphs

o uses a variety of sentence structures









Content/Topics Skills/Competencies Standards Assessments Resources

13. Analyze characters based on

dialogue, actions, and internal monologue

14. Plan and present an oral interpretation of dialogue

15. Generate an original dialogue 16. Identify tone and compare how it is

created in two plays

17. Analyze the relationship among speaker, subject, occasion, and purpose in created tone

18. Analyze cinematic techniques in film

and interaction of the themes; provide an objective summary of the text 1.5.12.A. Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively


14. 1.5.12.D. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task




18. 1.4.12.U. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information


Multiple choice exam


Course: 12th Grade Accelerated English Language Arts Unit 3: Evolving Perspectives Unit Big Ideas/Understandings Analyzing text from a critical perspective influences the reader’s perspective.

An author’s perspective can be determined through critical analysis by the reader.

Unit Essential Questions: How can a dramatic performance reflect a critical perspective?

What role does literature play in the examination of recurring social issues?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concept

Perspective

Academic Vocabulary


Historical criticism

Marxist criticism

Feminist criticism

Tragedy: Othello

Drama


Dramatic irony

Verbal irony

Situational irony

Asides

Soliloquies

Blocking

Tragic hero

Antagonist/adversary

the Flashpoint

the Foil

the Flourishing

Dramatic speech

Characterization

Figurative language

Tone

Poetic techniques

Imagery

Cinematic Techniques

Shots and framing

Camera angles

Lighting


Adjective clauses

Complex sentence

Dash usage

Infinitive phrases

Free modifiers

Resumptive modifiers

Students will be able to: 1. Incorporate a critical perspective

into analysis writing

2. Develop a clearly defined thesis

3. Compose an essay with relevant supporting details

4. Organize ideas for smooth transitions

1. 1.4.12.I. Distinguish the claim(s)

from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases


3. 1.4.12.J. Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented

4. 1.4.12.J. Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Writing an Analysis

Choose one critical perspective and compose an argumentative essay in response to a prompt

Utilize pre-writing and drafting strategies

Embedded Assessment #2 Staging an Interpretation

Interpret a scene from Othello using a critical perspective

Plan, rehearse, and perform the scene

Writing Workshop #3 Poetry

Write poems that together include: o extended and illustrative

figurative language o a variety of poetic

techniques o a variety of traditions o precise vocabulary and

compelling verbs o detailed images o a variety of sentence

structures o purposeful tone o transitional words and

phrases


Portfolio

Vocabulary Notebook


Writing Workshop #3

Poetry

Writing Workshop #6 Expository Writing

Films 2 of the following interpretations of Othello o Othello (1965) Burge o Othello (2007) Milam o Othello (1981) Miller o Othello (1995) Parker o Othello (2002) Sax o Othello (1989) Suzman o Othello (opera) Zeffirelli o Othello (1952) Wells







Summative modifiers

Transitions

Writing

Analysis essay o thesis o outline o draft o edit

Expository writing (Writing Workshop 6)

Drama notebook

Argumentative writing

Reflective writing

Writing process

Poetry (Writing Workshop 3) o Petrarchan sonnet o Shakespearean sonnet o Contemporary sonnet

5. Examine Othello through the lens of Historical criticism

6. Analyze the way in which historical contexts have influenced performances of plays

7. Apply Reader Response Criticism to interpretations of texts

8. Apply a Marxist critical perspective to a text

9. Analyze drama using a Feminist critical perspective

10. Collaborate in planning, rehearsing, and presenting a scene

counterclaims; provide a concluding statement or section that follows from and supports the argument presented.

5. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.

6. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.

7. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently.

8. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

9. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

10. 1.4.12.M. Write narratives to develop real or imagined experiences or events 1.5.12.D. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose,

Writing Workshop #6 Expository Writing

Create three separate essays through the writing process o co-constructed as a class o peer constructed o independently written

Communicate ideas and information to specific audiences for specific purposes





Multiple choice exam







11. Perform a dramatic scene

12. Analyze characters and methods of characterization

13. Analyze speech and its function in a play

14. Create an actor’s, director’s, or dramaturge’s notebook and perform the duties of these roles

15. Reflect on the drama rehearsing process

16. Analyze a character’s motives in various interpretations of a scene

17. Analyze blocking and interpretation of scenes

18. Write a Shakespearean sonnet

19. Write a Petrarchan sonnet

20. Write a contemporary sonnet

audience, and task 11. 1.5.12.D. Present information,

findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task


13. 1.5.11.C. Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links among ideas, word choice, points of emphasis, and tone

14. 1.4.12.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately




18. 1.4.12.Q. Write with an awareness of the stylistic aspects of writing




Course: 12th Grade Accelerated English Language Arts Unit 4: Evolving Perspectives Unit Big Ideas/Understandings Viewing the world through multiple perspectives expands our understanding of others.

Unit Essential Questions How can an examination of texts through multiple perspectives affect

understanding?

How do media production elements shape a message? Content/Topics Skills/Competencies Standards Assessments Resources

Students will know: Concept

Perspective

Academic Vocabulary


Cultural criticism

Feminist criticism

Historic criticism

Marxist criticism

Reader response criticism Literary Terms/Devices

Structure

Style

Plot

Conflict

Resolution

Theme

Interior monologue

Sensory images

Mood

Flashback

Media production

Narration

Point of view

Literary strategies

Literary devices

Characterization Grammar/Usage/Mechanics

Hyphens

Compound sentence Cinematic/Media Techniques

Shots and framing

Camera angles

Lighting

Students will be able to: 1. Apply Historical and Cultural

perspectives to the reading and writing of a text

2. Compare and evaluate texts through Feminist and Marxist perspectives

3. Apply Archetypal and Cultural critical perspectives to the reading and writing of a text

4. Analyze text through a critical perspective

5. Analyze effectiveness of summaries to provide necessary background knowledge for an audience who has not read a text

6. Define and apply the format of a graphic novel

1. 1.3.12.K. Read and comprehend

literary fiction on grade level, reading independently and proficiently 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently



4. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently

5. 1.2.12.A. Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text 1.2.12.C. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text

6. 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences,

Methods for students to demonstrate their levels of proficiency: Embedded Assessment Presenting a Literary Work Through Multiple Critical Perspectives

Work with a group to present an analysis of a novel or play to an audience of peers

Collaboratively write an analysis of the literary work from multiple critical perspectives

Present completed analysis in a performance-based or visual

Summarize text in the format of a graphic novel

Writing Workshop #2 Short Story Writing

Write imaginative short stories with: o well-developed

conflicts and resolution o a clear theme o complex, non-

stereotypical characters

o a range of literary strategies and devices to enhance the plot

o sensory details that define the mood or tone

Writing Workshop #8

Argumentative Writing

Write argumentative essays for appropriate audiences that include: o a clear thesis or


Portfolio

Vocabulary Notebook


Writing Workshop #2 Short Story Writing

Writing Workshop #8 Argumentative Writing

Song “The Immigrant Song” by Led Zepplin

Independent Reading Options o Brave New World o 1984 o The Hunger Games trilogy o Various plays and novels to

which a critical perspective can be applied




understanding?


Writing

Writing process o drafting o self-editing o peer editing o organization

Graphic novel writing

Analytical writing

Summarization

Persuasive writing

Short story writing

Proposal writing

Short story (Writing Workshop 2)

Argumentative writing (Writing Workshop 8)

7. Analyze multiple themes within text

8. Organize ideas into focused and coherent drafts of a literary text

9. Analyze an author’s/illustrator’s use of media techniques

10. Create focused, coherent drafts of persuasive text

11. Write a well-developed analytical essay

12. Analyze the effects of shifting narrative point of view

13. Read independently for sustained periods of time

14. Present written analysis to peers

events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters


8. 1.4.12.D. Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension

9. 1.3.12.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama

10. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics


12. 1.3.12.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs


14. 1.5.12.D. Present information, findings, and supporting evidence,

position based on logical reasons with various forms of support

o accurate and honest representation of divergent views

o an organizing structure appropriate to the purpose, audience, and context

o information on the complete range of relevant perspectives

o demonstrated consideration of the validity and reliability of all primary sources and secondary sources used

o language attentively crafted to move a disinterested or opposed audience using specific rhetorical devices to back up assertions

o an awareness and anticipation of audience responses that is reflected in different levels of formality, style, and tone



Create a portfolio page that explains how an artifact demonstrates personal growth or an




understanding?


15. Write short stories with well- developed conflicts/resolutions and theme

16. Employ characterization in a short story

17. Write a proposal with a clearly stated purpose and viewpoint

conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task




increase in understanding of unit big ideas, concepts, content, and/or skills




Course: 12th Grade Accelerated English Language Arts Unit 5: Creating Perspectives Unit Big Ideas/Understandings Everyone can be accused of bias.

Media bias affects our view of the world.

Unit Essential Questions How do media sources impact our understanding of the truth and significance of

an issue?

How can media texts be constructed to support an agenda or interpretation? Content/Topics Skills/Competencies Standards Assessments Resources

Students will know: Concept

Perspective

Academic Vocabulary

Media channel

Media text

Bias


Cultural criticism

Feminist criticism

Historic criticism

Marxist criticism



Stereotype

Rhetorical slanters

Rhetoric

Synthesize

Credibility

Biased language

Tone


Sentence length

Rhetorical question

Appositive

Direct quote

Indirect quote

Introductory adverbial phrase

Participial phrase

Fragments

Students will be able to: 1. Apply a critical lens to the

meaning and significance of a real world “event”

2. Define an interpretive thesis

3. Evaluate textual passages for use as evidence in support of an interpretive claim

4. Synthesize sources in support of an interpretive claim

5. Evaluate competing explanations for media bias

6. Analyze a news media for bias

7. Analyze an author’s use of rhetoric for evidence of bias

8. Apply organization to enhance the persuasiveness of an argument

1. 1.2.12.C. Analyze the interaction and

development of a complex set of ideas, sequence of events, or specific individuals over the course of the text



4. 1.4.12.W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation



7. 1.2.12.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text

8. 1.4.12.J. Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Examining How an Issue Is Presented in Media Texts

Write an argumentative essay asserting a particular critical interpretation of an “event” using evidence from at least five texts

Conduct additional research to gain multiple perspectives on a topic

Evaluate both secondary and primary sources for validity, reliability, and relevance to a topic

Embedded Assessment #2 Creating a Media Text

Create a documentary text in a chosen media channel

Transform gathered information into an argument concerning the topic or issue you have chosen.


Write argumentative essays for appropriate audiences that include: o a clear thesis or position

based on logical reasons with various forms of support

o accurate and honest representation of divergent views

o an organizing structure appropriate to the purpose, audience, and


Portfolio

Vocabulary Notebook



Writing Workshop #10 Research

Films o Edward Scissorhands o Shut Up and Sing

Independent Reading Options o Student choice





an issue?


Writing

Organizational structure

Interpretive claim o thesis/guiding question

Research (Writing Workshop 10) o annotated bibliography o primary source o secondary source

Persuasive/Argumentative (writing Workshop 8)

Reflect on Writing

9. Evaluate a media channel for rhetorical effect

10. Synthesize different critical perspectives in a coherent investigation of a subject

11. Conduct preliminary research to evaluate a potential topic choice

clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented

9. 1.5.12.B. Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data

10. 1.4.12.C. Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic’ include graphics and multimedia when useful to aiding comprehension

11. 1.4.12.V. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation 1.4.12.W. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding

context o information on the

complete range of relevant perspectives

o demonstrated consideration of the validity and reliability of all primary sources and secondary sources used

o language attentively crafted to move a disinterested or opposed audience using specific rhetorical devices to back up assertions

o an awareness and anticipation of audience responses that is reflected in different levels of formality, style, and tone

Writing Workshop #10 Research

Create and follow a research plan for a major research question on a multifaceted topic

Gather reliable evidence from expert and authoritative sources

Gather graphics such as conceptual maps, timelines, visuals, images, and other forms to represent information

Correctly cite sources

Use evidence to support conclusions and reasoning

Systematically organize relevant and accurate information to support central ideas, concepts, and themes





an issue?


12. Create an annotated bibliography evaluating the critical perspective of sources

13. Evaluate how music and visual rhetoric contribute to tone in a media text

14. Revise a guiding question into a thesis

15. Incorporate primary and secondary sources into writing

16. Monitor comprehension and growth through reflective process

17. Compose argumentative essays

18. Produce research papers

plagiarism and overreliance on any one source and following a standard format for citation

12. 1.4.12.W. Gather relevant information from multiple authoritative print and digital sources






18. 1.4.12.V. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation




End of Unit 5 Assessment


english language arts unit maps grade 12 … language arts...may 2012 english language arts unit...

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