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English IV Curriculum Map3rd Quarter

DRAFT

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

80% of our students will graduate from high school college or career ready

90% of students will graduate on time

100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and contentthe major work of the grade (scope)and provides a suggested sequencing and pacing and time frames, aligned resourcesincluding complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely cover the curriculum, but rather to uncover it by developing students deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigorhigh-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental textsto ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the days lesson. This may include a quick assessment of students learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.

The Tennessee State Literacy Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):

http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Development

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Project:

http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into expert packs to build student knowledge of the world.

Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Teachers can use these resources to enhance interactive read- and think-aloud practices.

Vocabulary

For each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text.

Because copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction:

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger

http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

Using the Curriculum Maps, Grades 9-12

Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the big idea.

Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.

Consult your Pearson Literature Teachers Edition (TE) and other cited references to map out your week(s) of instruction.

Plan your weekly and daily objectives, using the evidence statements to help.

Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.

Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

Examine the other standards and skills you will need to addresswriting, vocabulary, language, and speaking and listening skills.

Using your Pearson TE and other resources cited in the curriculum map, plan your week using your schools preferred lesson plan template. Remember to include differentiated activities throughout your lesson, as appropriate to meet students needs, particularly in teacher-led, small group instruction and literacy stations.

Key Terms:

Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.

Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Specific questions to the text(s) that often summarize the big understanding of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking.

Skills Based and Meaning Based Competencies

In early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.

Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the I do and/or We do instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.

Quarter 3 At-a-Glance

Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During Quarter 3, students will delve into two classic dramas and build knowledge through accompanying nonfiction texts. Be sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 3.

English IV, Quarter 3

Texts

Recommendations

Week 1

1) Section 2, Part XIII, from Poetics

2) Oedipus Rex, Sophocles (p. 422-428 of textbook)

Culminating Writing Task/Writing Workshop

Students will craft a persuasive essay that requires an investigation of the internal conflict of the main character:

Use the following guidelines/resources for the composition of persuasive essays in order to guide instruction effectively:

Persuasive Essay Guide

Writing Workshop (p. 442 in textbook)

Week 2

1) Oedipus Rex, Sophocles (p. 422-428 of textbook)

2) Oedipus Rex as the Ideal Tragic Hero of Aristotle by Marjorie Barstow

Week 3

Culminating Writing Task / Writing Workshop

Week 4

1) A Modest Proposal by Jonathan Swift, p. 617, 1810L

2) Gullivers Travels by Jonathan Swift, p. 606, 1480L

Gullivers Travels is an extended text written by Jonathan Swift. The textbook covers only the end of Ch. 4 and the beginning of Ch. 5 in Part I plus the end of Ch. 3 through the top of Ch. 7 in Part II. To fill in missing pieces of the story for students who need a more comprehensive exposure, use clips from the full video here: https://www.youtube.com/watch?v=nzdon9kK5-k

Use this source for the audio text for Gullivers Travels as needed:

http://etc.usf.edu/lit2go/177/gullivers-travels/3589/part-one-a-voyage-to-lilliput-chapter-4/

The Onion is a modern satirical news outlet. Use this resource as a great opportunity to discuss fake news with students.

Week 5

1) Gullivers Travels by Jonathan Swift, p. 606, 1480L

2) A Gut Visible All the Way from the 18th Century by A. O. Scott

Week 6

1) from An Essay on Man by Alexander Pope, p. 630

2) from The Rape of the Lock by Alexander Pope, p. 632

Week 7

1) Should Animals Be Doing More for the Animal Rights Movement? From The Onion (video)

2) Modern Satire Loses Its Bite by Nicholas Swisher, 1050L

3) Culminating Writing Task / Writing Workshop

Week 8

1) Elizabeth McCracken Introduces Frankenstein by Mary Wollstonecraft Shelley, p. 756

2) Introduction to Frankenstein by Mary Wollstonecraft Shelley, p. 760

3) Pills made from poop cure serious gut infections (NewsELA), 1130L

4) Scientists announce success in creating smallest living organism (NewsELA), 1110L

5) Here's the science behind fruits and veggies that look good, taste better (NewsELA), 1230L

The purpose of this unit is to get students to thinking about the power of modern science. Starting with the idea of Gothic literature and Mary Shelleys experience with writing Frankenstein to the modern era of gene manipulations and GMO food production, students should explore the power of knowledge and creation. The knowledge built in Week 8 will prepare students for the writing task in Week 9.

Week 9

Culminating Writing Task / Writing Workshop

Culminating Writing Task explained in a student-friendly one-pager:

http://bit.ly/2h7C1zu

Weeks 1 3

Reading Selections / Anchor Texts

Week 1

Section 2, Part XIII, from Poetics

Oedipus Rex, Sophocles ( p. 422-428 in textbook)

Week 2

Oedipus Rex, Sophocles ( p. 422-428 in textbook)

Oedipus Rex as the Ideal Tragic Hero of Aristotle by Marjorie Barstow

Week 3

Writing Workshop

Essential Question: Is there evidence in the play to suggest that Oedipus is ennobled by suffering?

Performance Task: Students will craft a persuasive essay that requires the student to investigate the internal conflict of the main character.

How successful is Sophocles in developing the conflict between Oedipuss guilt and his innocence? Use evidence from the text to support your response.

TN Ready Standards

Evidence Statements

Content

Week 1

Reading: Literature

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3 Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Reading: Informational Text

RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Language

RL/RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Writing

W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Reading: Literature

RL.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.

RL.11-12.1 Provides a determination of where the text leaves matters uncertain.

RL.11-12.2 Provides a statement of two or more themes or central ideas of a text.

RL.11-1.2 Provides an analysis of how two or more themes or central ideas interact and build on one another to produce a complex account over the course of the text.

RL.11-12.2 Provides an objective summary of a text.

RL.11-12.3 Provides an analysis of the impact of an authors choices regarding how to develop and relate elements of a story or drama (e.g. where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.11-12.5 Provides an analysis of how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning.


RI.11-12.1 Provides strong and thorough textual evidence to support analysis of what the text says explicitly and/or inferences drawn from the text.

RI.11-12.1 Provides strong and through textual evidence with a determination of where the text leaves matters uncertain.

RI.11-12.2 Provides a statement of two or more central ideas of a text.

RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account. RI.11-12.2 Provides an objective summary of a text.

RI.11-12.8 Provides a delineation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist,

presidential addresses).

RI.11-12.8 Provides an evaluation of the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents), including the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Language

RL/RI.11-12.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical).

L.11-12.4 Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase.

L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Writing

Development of Ideas

The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization

The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writers progression of ideas.

Clarity of Language

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.

Knowledge of Language and Conventions

The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Selections for Week 1

Section 2, Part XIII, from Poetics

Oedipus Rex, Sophocles (p. 422-428 in textbook)

Week 1 Lessons/Resources

Day 1: Lesson 2

Day 2:

Differentiated Instruction p. 423

Comparing Tragedies p. 424

Literature in Context p. 424

Enrichment: Building Context p. 425

Day 3:


Critical Thinking p. 426

Enrichment: Investigating Culture p. 426

Background: Art of the Chorus, p. 427

Day 4:

Comparing tragedies p. 428

Think Aloud p. 428

Students should complete Critical Reading, p. 428, in writing and review with a partner or small group.

Day 5:

Students should respond to one of the following writing prompts by using the Claim, Cite, Clarify methodology to insure that evidence from the text is used to authenticate responses.

Prompt #1

One of the chief elements of the Greek tragedy was the playwrights use of the Chorus. Write a well-organized essay in which you analyze the Choruss contribution to the plot and meaning of Oedipus Rex.

Prompt #2

The ongoing philosophical debate of whether human life is governed by fate or individual free will is the subject of much of the worlds best literature. In a well-organized essay, demonstrate that the fate versus free will puzzle is at the heart of the Oedipus myth.

TN Ready Standards

Evidence Statements

Content

Week 2

Reading: Literature





RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).



RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas.

Language



L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking and Listening

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Writing


W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


Reading: Literature








RL.11-12.6 Provides an analysis of a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g. satire, sarcasm, irony, or understatement).



RI.11-12.2 Provides a statement of two or more central ideas of a text.

RI.11-12.2 Provides an analysis of the development of two or more central ideas over the course of the text, including how they interact and build on one another to produce a complex account.

RI.11-12.3 Provides an explanation of how specific ideas interact and develop over the course of the text.

RI.11-12.3 Provides an explanation of how specific events interact and develop over the course of the text.

RI.11-12.5 Provides an analysis and evaluation of the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6 Provides a determination of an authors point of view or purpose in a text in which the rhetoric is particularly effective.

Language


RL/RI.11-12.4 Provides an analysis of how an author uses or refines a key term or terms over the course of a text.


L.11-12.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.


SL.11-12.1 Demonstrates ability to initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11- 12 topics, texts and issues, building on others ideas and expressing their own, clearly and persuasively.

SL.11-12.2 Demonstrates ability to evaluate the credibility and accuracy of each source of information, noting any discrepancies among the data.

Writing



Organization


Clarity of Language





Oedipus Rex, Sophocles (p. 422-428 in textbook)

Oedipus Rex as the Ideal Tragic Hero of Aristotle by Marjorie Barstow


Day 1:


Students should write out answers independently first then work in small groups to discuss and review.

Day 2:

Timed Writing p. 435

Students should compare the tragic heroes in MacBeth and Oedipus Rex.

This timed essay may be completed with an open book.

Day 3:

Have students read and annotate Oedipus Rex as the Ideal Tragic Hero of Aristotle The following techniques can be employed for successful annotation:

Underline important terms.

Circle definitions and meanings.

Signal where important information can be found with key words or symbols in the margin.

Write short summaries in the margin next to the section where the answer is found.

Indicate steps in a process by using numbers in the margin.

Using a collaborative group setting, allow students to discuss their findings. Students may use these Blooms Taxonomy stem questions in order to facilitate higher-order thinking skills during discussion.

Day 4: Have students answer the following text-dependent questions in association with Oedipus Rex as the Ideal Tragic Hero of Aristotle by Marjorie Barstow. Students may first discuss topics in small groups and then share out with the whole group.

1. In Oedipus Rex as the Ideal Tragic Hero of Aristotle, is Barstow saying that Oedipus was unhappy because he was a bad person, or is she saying that he was unhappy because he was a good person who had some bad habits or made some bad decisions?

2. Why does Barstow say that what happens to Oedipus is most pitiful? What would it mean if an ordinary high school student pitied the great Oedipus? How does this relate to the idea that Oedipus was ennobled by the suffering he endured?

Day 5:

Revise and Edit Timed Writing from Day 2:

Students should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.

Week 3

TN Ready Standards

Evidence Statements

Content

Week 3




SL.11-12.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Writing

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.





SL.11-12.3 Demonstrates ability to evaluate a speakers point of view by assessing the stance, premises, and links among ideas, word choice, points of emphasis and tone used by that speaker.

SL.11-12.6 Demonstrates ability to adapt speech to a variety of contexts and tasks.

Writing



Organization


Clarity of Language




Culminating Writing Task/Writing Workshop

Students will craft a persuasive essay that requires an investigation of the internal conflict of the main character:

How successful is Sophocles in developing the conflict between Oedipuss guilt and his innocence? Use evidence from the text to support your response.

Use the following guidelines/resources for the composition of persuasive essays in order to guide instruction effectively:

Persuasive Essay Guide

Writing Workshop (p. 442 in textbook)

Read-Around Groups (RAGs) give students the opportunity of sharing their writing with one another. In this case, it is done anonymously. Use the following activity after students have written their initial draft of the persuasive essay.

Rules for RAGS

Students bring clean drafts to the RAGs. They do not put their names on the paper. Instead, they identify themselves by writing five-digit numbers or code words at the top of their papers.

Students are randomly placed in groups of four or five. Their papers are collected in one pile for each group. It is better to not have all the best (or worst) writers at the same table.

At the start, on the teacher signal, the papers are passed from one group to the next. Students do not read papers by members of their own group. Each student receives one paper and reads it for one minute. Not all students will finish all papers, but in one minute they have an opportunity to get a strong feel for the paper.

At the teachers signal, papers are passed clockwise within the groups. Each student now has a new paper and has one minute to read the paper. This process is continued until everyone in the group has read all four or five papers.

Once everyone in the group has read the set, each group is charged with the task of determining which paper is the best. They have two minutes to do so. The hope is that this will produce arguments, because it is through these arguments that students think deeply about the merits of good writing.

One student in each group is designated as the recorder. This student records the five-digit number or code word of the winning paper.

Once the winner is recorded, the papers get passed again and the process repeats itself. This is continued until all students have read all papers. Remember, each group is not to score their own papers.

Once the seven steps are complete, the teacher asks the recorders for the winning entries and charts all the winning numbers (or code words) for the students to see. Generally, two or three papers in the class will receive the most votes. These papers are read aloud (again, no names identified). As they are read, students are asked to take bullet notes as to what made the papers the best. The lesson is completed by students sharing their bullet notes aloud.

Weeks 4 9

Reading Selections / Anchor Texts

Week 4

A Modest Proposal by Jonathan Swift, p. 617, 1810L

Gullivers Travels by Jonathan Swift, p. 606, 1480L

A Gut Visible All the Way from the 18th Century by A. O. Scott

Week 5



Week 6

from An Essay on Man by Alexander Pope, p. 630

from The Rape of the Lock by Alexander Pope, p. 632

Week 7

Should Animals Be Doing More for the Animal Rights Movement? From The Onion (video)

Modern Satire Loses Its Bite by Nicholas Swisher, 1050L

Essential Questions: How does satire reflect historical and social aspects of the time? Is modern satire as pungent as its predecessors?

Performance Task: Students will choose one of the following tasks to complete.

Option One: Work collaboratively to investigate modern works of satire (print or nonprint). Examples may include, but are not limited to, publications such as The Onion, comics such as Dilbert, sketch comedies such as Saturday Night Live, and films such as The Truman Show. Choose one example and write an argument defending or disputing the claim presented in Modern Satire Loses Its Bite by applying the claims to the sample works of modern satire you reviewed. Introduce and develop your argument with a logical organization and relevant evidence; create cohesion through words, phrases, and clauses; establish and maintain formal style and objective tone; and provide a relevant conclusion.

Option Two: Write a satirical proposal by selecting a social issue to satirize and researching this issue in order to provide an accurate, detailed description of the problem. Then, offer an A Modest Proposalstyle solution to the problem, listing the advantages of your solution and defending it against counterclaims in order to support the need for social reform. Present your proposal to the class in a formal multimedia presentation, conveying a clear and distinct perspective with organization, development, substance, and style appropriate to the task, purpose and audience.

TN Ready Standards

Evidence Statements

Content

Week 4

Reading: Literature






RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source test.




Language





Writing



Reading: Literature









RL.11-12.7 Provides an analysis of multiple interpretations of a piece of literature.

RL.11-12.7 Provide an evaluation of how each version interprets the source text.





RI.11-12.6 Provides an analysis of how style and content contribute to the power, persuasiveness, or beauty of the text.

Language






Writing



Organization


Clarity of Language





A Modest Proposal by Jonathan Swift, p. 617, 1810L




Day 1: A Modest Proposal by Jonathan Swift, p. 617, 1810L

Literary Analysis, p. 604

About the Author, p. 605 Students should read the passage and identify key details of Jonathan Swifts life. Note the last sentence of the Background section, p. 605: Swift is considered the greatest prose satirist in the English language.

Humanities, p. 617

What details in the picture support the idea that this familys comforts contrast most sharply with the poverty of the Irish population?

How can illustrations such as this help enhance an essay writers purpose or arguments?

Critical Viewing, p. 617

In what way does this painting embody the relentless pursuit of luxury that Swift addresses through his essay? (Interpret)

Close read the subheading of the essay top of page 618 in gold For preventing the children of poor people from being a burden to their parents or country, and for making them beneficial to the public.

Ask students about their reaction to this quote.

Who is the burden to our country? Who needs to be made beneficial to the public?

Who gets to judge who is a burden and who is beneficial? Does it matter?

How does this subheading set the tone for the essay?

For Less Proficient Readers: Remind students that Swift uses irony in A Modest Proposal. Explain that verbal irony is a discrepancy between what is said and what is meant. As students read the selection, help them understand that Swift writes one thing but means something else entirely.

Enrichment, p. 618 Irish Poverty

Not many students know about the Irish famine in the 1800s. This video compares the Irish famine to the famine in Somalia in the early 1990s. Both famines had similar effects and patterns of disease and death. Use clips from this video to build knowledge: https://www.youtube.com/watch?v=5uNMGzSL42U

Building knowledge on the famine will enhance students empathy and understanding of Swifts visceral comparisons to the upper class. Some students will not need this mini-lesson to appreciate the satire, so the clips should be used for purposeful scaffolding.

First Read: Students should use the remaining class time to begin reading A Modest Proposal to get the gist of the satire.

Supporting Resource: http://thewritepractice.com/introduction-to-satire/

Day Two: A Modest Proposal by Jonathan Swift, p. 617, 1810L

Students should continue reading the text to get the gist. While reading, have students make notes about satire and include answers to the literary analysis questions in the margin.

Second Read: Reread the text in chunks and answer all Literary Analysis questions in the margin to explore the authors use of satire.

p. 620 (top) What effect do words like breed and savages have on the tone in this paragraph?

p. 620 (bottom) In what way does Swifts sarcasm sharpen his satirical attack on landlords?

p. 622 What realistic solution to Irelands problems is suggested in Swifts second argument?

p. 623 Explain Swifts use of exaggeration in this passage.

p. 624 What understatement does Swift use in the first sentence of this paragraph?

p. 625 Why does Swift uses the phrases sincerity of my heart and not the least personal interest in the final paragraph?

Students may also benefit from identifying satirical devices on this chart: http://bit.ly/2gZlVF4

More resources here:

ReadWriteThink lesson plans: http://bit.ly/2hdmxq0

LearnZillion lesson plan: http://bit.ly/2hebNMb

Day Three: Gullivers Travels by Jonathan Swift, p. 606, 1480L

Knowledge Demands If students will have difficulty with the historical targets of Swifts satire, have them focus on plot events and settings in their first reading. Then, as they reread, have them concentrate on the general satire of human foibles.

Synthesizing If students will not have difficulty with the targets of Swifts satire, have them discuss the general impression that his satirical details convey about England in his day.

Begin Lesson 3.

The textbook begins in the middle of Part I, Ch. 4.

Day Four: Gullivers Travels by Jonathan Swift, p. 606, 1480L

Finish Lesson 3.

The textbooks first section ends in the middle of Part I, Ch. 5.

Day Five: A Gut Visible All the Way from the 18th Century by A. O. Scott

Begin Lesson 4.

TN Ready Standards

Evidence Statements

Content

Week 5

Reading: Literature






RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source test.




Language






Writing






Reading: Literature







RL.11-12.7 Provides an analysis of multiple interpretations of a piece of literature.

RL.11-12.7 Provide an evaluation of how each version interprets the source text.






Language







Writing



Organization


Clarity of Language








Day 1: A Gut Visible All the Way from the 18th Century by A. O. Scott

Finish Lesson 4.

Day 2: Gullivers Travels by Jonathan Swift, p. 606, 1480L

Begin Lesson 5.


Finish Lesson 5.


Begin Culminating Task.


Finish Culminating Task.

TN Ready Standards

Evidence Statements

Content

Week 6

Reading: Literature





Language


L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Writing




Reading: Literature







Language


L.11-12.5 Demonstrates the ability to interpret figures of speech in context.

Writing



Organization


Clarity of Language





from An Essay on Man by Alexander Pope, p. 630

from The Rape of the Lock by Alexander Pope, p. 632


Day 1: from An Essay on Man by Alexander Pope, p. 630

Literary Analysis Parody, p. 628

Think Aloud Model the Skill, p. 628

Students should read p. 629 about Alexander Pope. Mention the note in the TE on p. 629 that Alexander Pope is among the most quotable writers in the English language. (Examples are given in the TE.)

Humanities, p. 630

Explain that Pope, like many others of his day, viewed all of creation as a Great Chain of Being.

Levels of Meaning If students will have difficulty understanding Popes view of the Great Chain of Being, have them focus on each couplet of the poem and the point it makes. Then, have students state the general impression of humanity the passage conveys.

Synthesizing If students will not have difficulty understanding Popes view of the Great Chain of Being, have them synthesize each point he makes into a single statement about humanity.

First Read: Students read the entire text to get the gist and authors purpose.

Critical Reading, p. 631, Questions 1 and 2.

Supporting Resource: http://www.gradesaver.com/popes-poems-and-prose/study-guide/augustan-satire

Day 2: from An Essay on Man by Alexander Pope, p. 630

Second Read: Students read to integrate knowledge and ideas by completing these text-dependent questions:

What does Pope say should be the object of Mans study? (Key Details/Authors Purpose)

Why do you think Pope says presume not God to scan? (Inferences)

According to Pope, what prevents man from being a skeptic or a stoic? What is the result of this? Explain. (Key Details)

What does each half of man do? (Key Details)

How can man be both a lord of all things and a prey to all? (Inferences/Key Details)

What twentieth century events suggest that humans are any or all of the following: the glory, jest, and riddle of the world? Explain. (Opinions, Arguments, and Intertextual Connections)

How is line 12 an example of antithesis? (Vocab and Text Structure)

In what way does antithesis help Pope describe the human condition? (Key Details/Inferences)

Critical Reading, p. 631, Questions 3 and 4.

Day 3: from The Rape of the Lock by Alexander Pope, p. 632

Background, p. 632

Explain that this is a mock-epic that pokes fun at the upper-class people in Popes day.

Be sure to explain to students that the use of the word rape does not convey sexual assault in this text. The writer is intending to have a shocking effect on the reader by using this extreme term to convey that something has been taken away from the owner without permission.

Knowledge Demands If students will have difficulty understanding court life, have them focus on the poems basic story. Then, as they reread, have them consider how the lofty tone jarringly contrasts with the poems actual events.

Synthesizing If students will not have difficulty understanding the lifestyle, have them focus on details that mock aristocratic life.

Read and reread aloud the first sentence of the Background section on p. 632.

Compare the description of the five cantos to the structure of a Shakespearean play or Homeric epic. Ask students what effect this has on the text? Why would Alexander Pope use this structure for his satire?

Humanities, p. 633

The British Tradition Have students read about the Neoclassical style and the heroic couplet before reading the poem.

First Read: Students read Canto III, p. 634-639 to get the gist.

Check in with students and/or consider using read aloud for the first read to help ensure a tone/mood that matches the mocking of the satire.

To support less proficient readers, use the Literary Analysis Graphic Organizer B, p. 114 in the Graphic Organizer Transparencies, to help students understand what to look for in reading a mock epic. Then, in a group, work through a passage of approximately fifteen lines, and have students identify the mock epic elements.

Fashions of the Times, p. 640

Day 4: from The Rape of the Lock by Alexander Pope, p. 632

Consider using this video from Study.com: http://study.com/academy/lesson/the-rape-of-the-lock-popes-mock-heroic-poetry.html (For multiple viewings without having an account, clear your browsing history and try the link again. The first five minutes help give students context for the poem.)

Second Read: Students read to integrate knowledge and ideas by completing these text-dependent questions:

What happens during the game of cards? (Key Details)

What does the way they play reveal about Belinda and the Baron? (Inferences)

To what trivial subject and epic convention does Pope refer in lines 33-66? (Key Details/Vocab and Text Structure)

What does Clarissa help the baron do to Belinda? (Key Details)

What is the key conflict of the text? What is your evidence for this? (Inferences)

What happens to the lock of hair in lines 79-88? (Key Details)

In what way is the claim that Pope makes in lines 78-88 ridiculous? Is there any truth to this? Explain? (Inferences)

What is the effect of the antithesis in line 92? (Inferences/Vocab and Text Structure)

In what ways do line 125 and 126 fit the Neoclassical style and outlook? (Inferences/Vocab and Text Structure)

How is Belindas reaction to the loss of her hair appropriate for a mock epic? (Authors Purpose)

Identify an example of epic simile in Canto V. How does this simile add to the absurdity of the action Pope is describing? (Vocab and Text Structure/Authors Purpose)

What is Popes criticism of the rituals he describes? (Authors Purpose)

Which of the epic elements that Pope uses adds most to his criticism of upper- class courtship rituals? Explain. (Authors Purpose/Opinions, Arguments, and Intertextual Connections)

In what way does antithesis help Pope mock upper class pretensions? (Vocab and Text Structure)

What is Popes intention with this Mock Epic? (Opinions, Arguments, and Intertextual Connections)

Day Five: Culminating Task

Students will draft an essay to integrate ideas from the text sets in this unit.

Prompt: Have students write a timed essay in response to this question: How do Swift and Pope introduce and develop characters in order to criticize social customs and courtly routines of their time?

Remind students to introduce claims and distinguish those claims from opposing claims gleaned from the seminar, citing relevant evidence as support.

Support for students:

SOAPSTone http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html

https://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf

https://academichelp.net/samples/gwt-samples/essentials-writing-gwt-samples/

TN Ready Standards

Evidence Statements

Content

Week 7

Reading: Literature







RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Language







Writing





Reading: Literature











RI.11-12.7 provides an evaluation of multiple sources of

information presented in different media or formats (e.g.,

visually, quantitatively) as well as in words in order to address a question or solve a problem.

Language







Writing



Organization


Clarity of Language





Should Animals Be Doing More for the Animal Rights Movement? From The Onion (video)

Modern Satire Loses Its Bite by Nicholas Swisher, 1050L


Day 1: Should Animals Be Doing More for the Animal Rights Movement? From The Onion (video)

Project the satirical video to the whole class for viewing and discussion. The video is less than 2m long. For the first viewing, allow students to watch without any frontloading or support.

After a second viewing, have students discuss key questions such as:

What elements of the video make it look real?

What evidence helps a viewer determine that the video is a satire?

Who are the speakers on the panel?

What are their roles / jobs? Do these titles belong to these people or are they fake? How would you know?

What is the central idea of this fake panel discussion?

How does this central idea impact the true intent of The Onion?

How does the humanization of animal

map gr12 q3.d… · web view– if students will not have difficulty with the targets of...

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