Madison Public Schools Advanced Placement English Language and Composition Grades 11-12 Written and Revised by: Anne Wessel Dwyer Reviewed by: Matthew A. Mingle Assistant Superintendent of Curriculum and Instruction Dr. Mark R. DeBiasse Supervisor of Humanities Approval date: October 14, 2014
Revisions approved September 29, 2015
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
John Flynn
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
Madison Public Schools 359 Woodland Road Madison, NJ 07940 www.madisonpublicschools.org Course Overview Description Advanced Placement English Language and Composition is a college-level, non-fiction rhetoric and writing course for seniors.
(Juniors may take the course as an elective in addition to English 11.) In prerequisite English courses, the focus of study is on the
elements of fiction and literary devices, and thus, ​
literary​
analysis. In AP Language and Composition, students engage primarily in
the study of nonfiction and ​
rhetorical ​
analysis. Students analyze a variety of classic and contemporary texts, including memoirs,
essays, editorials, letters, speeches, and visual texts such as editorial cartoons, with the goal of understanding the writer’s craft. Some
imaginative literature is used, but the emphasis here is still on understanding the writer’s craft instead of literary analysis. Students
read, annotate, write, and discuss regularly. Throughout the year, students are expected to demonstrate a high level of skill in analytical, narrative, expository, and argumentative
writing, both with and without research. Writing moves beyond the five paragraph essay; students imitate the classical argument, but
they consider structure more organically, and as a rhetorical choice. Topics for student writing are primarily student generated. The
course begins with a focus on analysis of fundamental rhetorical features and style, progresses to a more specific study of argument,
and ends with a focus on writing the synthesis essay and a multimedia project. A lengthy researched essay is submitted in the fourth
marking period, the culmination of a year-long project. Students admitted into the course have demonstrated a high level of writing competence. In addition to having a firm grasp of
grammar, syntax and basic structure, students have a strong interest in reading closely and developing their own writing through
regular revision and with feedback from both the teacher and peers. Student engagement in a wide range of issues in a variety of
subjects - historical, scientific, political, etc. - is critical to success in the course. Students are required to take the Advanced Placement Language and Composition Exam in May. On this exam, they will demonstrate
their abilities to read and write analytically, and write cohesive and convincing arguments, synthesizing sources where required.
Integrated into the course are regular opportunities to practice for the exam by completing timed essays and multiple choice practice
tests. College credit is offered by many institutions for a score of three or above on this exam. Goals AP English Language and Composition aims to produce sophisticated readers of complex nonfiction print and visual text and writers
of “prose of sufficient richness and complexity to communicate effectively with mature readers.” To these ends, this course aims to: ● engage students in analyses of selections from both pre-twentieth and twentieth/twenty-first centuries to examine the purpose,
speaker, audience, context, and the relationships between these entities;
● engage students in the identification, analysis, and use of rhetorical and stylistic devices;
● provide students with opportunities to write for a variety of purposes;
● provide students with opportunities to write in a variety of modes - narrative, expository, and argumentative;
● provide guidelines for finding and evaluating sources in print, via databases and the internet for usefulness, appropriateness,
and credibility;
● provide guidelines for incorporating and citing sources appropriately;
● engage students in moving effectively through the stages of the writing process, with careful attention to inquiry and research,
drafting, revising, editing, and review;
● engage students in making effective and appropriate grammatical choices;
● engage students in providing writers with effective feedback to help them revise;
● use feedback from other writers and the instructor to revise their own work;
● provide multiple frameworks resulting in effective analysis of graphic and visual images.
Resources Suggested activities and resources page Unit 1 Overview Unit Title: What is Rhetoric? Readings on Language. Unit Summary: In this short unit, students examine Aristotle’s definition for rhetoric - “the faculty of discovering in the particular case what are the
available means of persuasion” - and examine texts on language that establish the importance of clear, precise, and honest expression
of ideas. Suggested Pacing: 8 lessons (2 weeks) Learning Targets Unit Essential Questions: ● What is rhetoric?
● What complicates the relationship between meaning and language?
● What ethical obligations does the speaker or writer have to his/her audience?
● What challenges does rhetoric pose for the good citizen?
Unit Enduring Understandings: ● Rhetoric influences our everyday thoughts and actions.
● Rhetoric is more than words used to convey a message.
● Rhetoric used to manipulate or obfuscate truth may pose a significant threat to humanity.
Evidence of Learning Unit Benchmark Assessment Information: A graded discussion of assigned readings. Essential Content/Skills Suggested
Assessments Standards Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Applicable Texts Objectives Anchor Texts: Textbooks: William Zinsser, ​
On Writing
Well
(Students will be able to…)
SWBAT: ●
Steven Pinker, “Words
Don’t Mean What They
Mean”
●
Frank Lutze, from “Words
that Work”
Speeches: ●
George W. Bush, “9/11
Speech,” September 11,
2001
●
George W. Bush, “Address
to a Joint Session of
Congress,” September 20,
2001
Poetry
●
Naomi Shihab Nye,​
“​
For
Mohammed Zeid of Gaza,
Age 15” and “Why I Could
Not Accept Your
Invitation”
Define rhetoric and
identify significant
opportunities and
challenges faced by
both speaker/writer
and listener/reader.
Aristotle’s definition
of rhetoric
●
Rhetorical Triangle
●
Euphemism
●
Propaganda
●
Persona
●
Pretentious Diction
●
Cliche
●
Mixed metaphor
●
Parody
●
Idiom
●
Archaic language
Essays: ●
George Orwell, “Politics
and the English
Language”
E.B. White, “The Essayist”
●
●
●
●
Annotation
●
●
Reading responses On-line and/ or
classroom discussion
(NJCCCS CPIs, CCSS, NGSS)
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 D
​etermine 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.11-12.4​
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).
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.
Additional Texts: ​
Many
RI.11-12.6 ​
Determine an author’s point
of view or purpose in a text in which the
Pacing Poetry - two
lessons
Essays - five
lessons
Grammar one lesson
selections from the
“Language”section of the
Language of Composition
would be appropriate. In
addition, ​
The​
New York Times
​
and other periodicals regularly
publish timely relevant articles.
Political speeches work
especially well with this unit. rhetoric is particularly effective, analyzing
how style and content contribute to the
power, persuasiveness or beauty of the
text.
RI.11-12.7 I​
ntegrate 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.
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.11-12.4 ​
Determine the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the impact of specific
word choices on meaning and tone,
including words with multiple meanings
or language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other authors.)
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.
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).
Writing: Writing: Writing: Writing: SWBAT​
: ●
Reading responses
●
●
Write informal
responses to texts in
order to understand
the meaning of the
text and/or the
rhetoric of the text
Reading responses
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.11-12.2b​
Develop 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.
W.11-12.2c​
Use appropriate and varied
transitions and syntax to link the major
sections of the text, create cohesion, and
clarify the relationships among complex
ideas and concepts.
W.11-12.2d​
Use precise language,
domain-specific vocabulary, and
techniques such as metaphor, simile,
and analogy to manage the complexity
of the topic.
W.11-12.2f​
​
Provide a concluding
statement or section that follows from
and supports the information or
explanation presented (e.g., articulating
implications or the significance of the
topic).
W.11-12.9​
Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
W.11-12.9b​
Apply ​
grades 11–12
Reading standards​
to literary
nonfiction
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.
Speaking and Listening: Speaking and Listening: Speaking and Listening: SWBAT: ●
Initiate and propel
conversations about
texts.
●
Criteria for reading
responses
●
Student-generated
criteria for effective
discussion
●
Reading responses
●
Student-led
discussion
SL.11-12.1 I​
nitiate 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.11-12.1a​
Come to discussions
prepared, having read and researched
material under study; explicitly draw on
that preparation by referring to
evidence from texts and other research
on the topic or issue to stimulate a
thoughtful, well reasoned exchange of
ideas.
SL.11-12.1b​
Work with peers to
promote civil, democratic discussions
and decision making, set clear goals and
deadlines, and establish individual roles
as needed.
SL.11-12.1c ​
Propel conversations by
posing and responding to questions that
probe reasoning and evidence; ensure a
hearing for a full range of positions on a
topic or issue; clarify, verify, or
challenge ideas and conclusions; and
promote divergent and creative
perspectives.
SL.11-12.1d​
Respond thoughtfully to
diverse perspectives; synthesize
comments, claims, and evidence made
on all sides of an issue; resolve
contradictions when possible; and
determine what additional information
or research is required to deepen the
investigation or complete the task.
SL.11-12.3​
Evaluate a speaker’s 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.
Language: Language: Language: Language: Language: “Grammar as Rhetoric and
Style” in the “Language” section
of ​
The Language of
Composition
SWBAT: ●
Determine the
meaning of words in
context and consult
references as needed
●
●
Use strong verbs to
convey ideas
Reduce pretentious
diction and
nominalizations
●
OED online
●
Active verbs for
discussing ideas
●
Nominalizations ●
Pretentious diction
●
Reading responses
●
Formal essays
L.11-12.1​
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
L.11-12.1a​
Apply the understanding
that usage is a matter of convention, can
change over time, and is sometimes
contested.
L.11-12.1b​
Resolve issues of complex or
contested usage, consulting references
as needed.
​
L.11-12.2​
Demonstrate command of
the conventions of standard English
capitalization, punctuation, and spelling
when writing.
L.11-12.3​
Apply knowledge of language
to understand how language functions
in different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
listening.
L.11-12.4​
Determine or clarify the
meaning of unknown and
multiple-meaning words and phrases
based on g
​rades 11–12 reading and
content​
, choosing flexibly from a range
of strategies.
​
L.11-12.4a​
Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s position or
function in a sentence) as a clue to the
meaning of a word or phrase. ​
L.11-12.4b​
Identify and correctly use
patterns of word changes that indicate
different meanings or parts of speech
(e.g., c​
onceive, conception,
conceivable​
). ​
L.11-12.4c​
Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning, its part of
speech, its etymology, or its standard
usage. L.11-12.4d​
Verify the preliminary
determination of the meaning of a word
or phrase (e.g., by checking the inferred
meaning in context or in a dictionary). L.11-12.5​
Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings. Literacy.L.11-12.5a​
Interpret figures
of speech (e.g., hyperbole, paradox) in
context and analyze their role in the
text. L.11-12.5b​
Analyze nuances in the
meaning of words with similar
denotations. 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. Unit 2 Overview Unit Title: Rhetorical Analysis - Readings on Education Unit Summary: In this unit, students are introduced to fundamental rhetorical concepts: speaker, subject, purpose, audience, context, occasion,
exigence, and the rhetorical triangle. Once they have demonstrated an understanding of these concepts, they analyze devices and
strategies various speakers use to achieve their purposes. Students write timed essays over the course of the unit, beginning with
analyses that focus on one or two concepts, and moving to more expansive rhetorical analyses that will prepare them for the rhetorical
analysis essay required on the AP exam. A personal narrative that may be appropriate as a college application essay is drafted in this
unit and refined in the unit that follows. The subject of the readings in this unit is education, especially the role of schools in
education. Although the research paper is not submitted until the end of the year, students begin the process in this unit. Suggested Pacing: 20 lessons Learning Targets Unit Essential Questions:
● What is rhetorical analysis?
● How do classical appeals - ethos, pathos, and logos - function to achieve the speaker’s purpose?
● How is the speaker/writer’s purpose achieved through the selection of structure, persona, detail and other rhetorical devices?
● What makes rhetoric effective or ineffective?
● What does it mean to be educated in a democratic society? How effectively do schools, including colleges, meet the purposes
of a democratic education?
Unit Enduring Understandings: ● Understanding how rhetoric works to appeal to an audience puts the reader in a position of strength.
● Rhetoric influences our everyday thoughts and actions.
● Rhetoric is influenced by the relationship between the subject, speaker, and audience.
● Effective rhetoric appeals to ethos, pathos, and logos.
● Discerning the audience is essential to understanding the writer’s purpose.
● Exigence, context and occasion are essential to understanding the writer’s purpose.
● Scholarship requires attribution of sources.
Evidence of Learning Unit Benchmark Assessment Information: A comprehensive rhetorical analysis timed essay evaluated using the AP rubric. Objectives Applicable Texts Anchor Texts: Textbooks: ●
Renee Shea, Lawrence
Scanlon, Robin Dissin
Aufses, “Chapter 1: An
Introduction to Rhetoric”
from ​
The Language of
Composition
(Students will be able to…)
Full length works:
●
Frank Bruni, ​
Where You
Go is Not Who You’ll Be
●
Sherman Alexie,
“Superman and Me”
●
James Baldwin, “A Talk to
Teachers”
●
Scott Russell Sanders,
“Under the Influence”
●
Richard Rodriguez,
excerpts from ​
Hunger of
Memory
Visual Texts:
Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: SWBAT: ● Rhetorical concepts:
purpose, audience
(intended, addressed,
actual), context, occasion,
exigence, classical appeals
(ethos, pathos, logos),
persona, speaker, the
rhetorical triangle
● Identify the purpose,
audience, context, occasion
(when relevant) and
exigence of a text
● Analyze the impact of
occasion on a writer’s
rhetorical choices
● Distinguish between the
different types of audiences
of a text, and analyze impact
of understanding the
intended audience on the
purpose of the text
Essays:
●
Ralph Waldo Emerson,
from “Education”
Francine Prose, “I Know
Why the Caged Bird
Cannot Read”
Suggested
Assessments Reading Literature and
Informational Texts: ●
Essential Content/Skills ● Identify appeals to pathos
such as selection of detail
and analyze the
effectiveness of such appeals
● Identify appeals to logos
such as concession and
refutation
● Annotation
● Annotation
● Reading responses
Reading: Informational Text
●
● Essays similar to those used
on the AP exam
● On-line and/ or classroom
discussion
● Patterns of development
RI.11-12.2 D
​etermine 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.11-12.4​
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).
●
RI.11-12.5​
Analyze and evaluate the
effectiveness of the structure an
● Annotated bibliography and
MLA format
● Analyze appeals to ethos
and evaluate how a speaker
establishes credibility
● Annotate text thoroughly to
understand text, prepare for
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.
●
● Tone, including words to
describe tone
● Rhetorical devices,
including, pacing, detail,
imagery, repetition, point of
view, juxtaposition, parody,
humor, irony,
understatement, allusion,
imagery, anecdote,
aphorism, structure
Pacing 8 lessons fundamenta
l rhetorical
concepts 8 lessons rhetorical
devices and
strategies
4 lessons narrative
writing
●
Roz Chast, “What I
Learned: A Sentimental
Journey from Nursery
School through Twelfth
Grade”
Additional Texts: ​
Any
selection from the “Education”
section of the ​
Language of
Composition ​
would be
appropriate. In addition, ​
The
New York Times​
and other
periodicals regularly publish
timely articles on the subject of
education. discussion and/or prepare
to write
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 author’s
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.
●
RI.11-12.7 I​
ntegrate 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.
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.11-12.4 ​
Determine the meaning
of words and phrases as they are
used in the text, including figurative
and connotative meanings; analyze
the impact of specific word choices
on meaning and tone, including
words with multiple meanings or
language that is particularly fresh,
engaging, or beautiful. (Include
Shakespeare as well as other
authors.)
●
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.
●
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).
Writing: Writing: Writing: Writing: SWBAT​
: ● Write informal responses to
texts in order to understand
the meaning of the text
and/or the rhetoric of the
text
● Write formal timed,
thesis-driven rhetorical
analyses that include a brief
introduction, body in which
ideas are developed and a
conclusion
● Begin a short personal
narrative
● Generate questions for
research
● Structure for a timed essay,
including emphatic order
Reading responses
●
Formal timed essays used on
the AP exam or similar to
those used on the AP exam,
but these essays may be
focused on a single
rhetorical concept
●
● Creating a thesis
● Integrating text informally
● Avoiding plagiarism
● Formal versus informal
voice
● Freewriting and drafting
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.11-12.2a​
​
Introduce a topic;
organize complex ideas, concepts,
and information so that each new
element builds on that which
precedes it to create a unified whole;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
●
W.11-12.2b​
Develop 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.
●
W.11-12.2c​
Use appropriate and
varied transitions and syntax to link
the major sections of the text, create
cohesion, and clarify the
relationships among complex ideas
and concepts.
●
W.11-12.2d​
Use precise language,
domain-specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage the
complexity of the topic.
●
W.11-12.2e​
Establish and maintain
a formal style and objective tone
while attending to the norms and
conventions of the discipline in
which they are writing.
Journal writing to discover
an appropriate research
question
●
● Research questions
●
●
Narrative writing that might
be used for a college essay
●
W.11-12.2f​
​
Provide a concluding
statement or section that follows
from and supports the information
or explanation presented (e.g.,
articulating implications or the
significance of the topic).
●
W.11-12.3​
Write narratives to
develop real or imagined
experiences or events using effective
technique, well-chosen details, and
well-structured event sequences.
●
W.11-12.3a​
Engage and orient the
reader by setting out a problem,
situation, or observation and its
significance, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or
events.
●
W.11-12.3b U
​
​se narrative
techniques, such as dialogue,
pacing, description, reflection, and
multiple plot lines, to develop
experiences, events, and/or
characters.
●
W.11-12.3c​
Use a variety of
techniques to sequence events so
that they build on one another to
create a coherent whole and build
toward a particular tone and
outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
●
W.11-12.3d​
Use precise words and
phrases, telling details, and sensory
language to convey a vivid picture of
the experiences, events, setting,
and/or characters.
●
W.11-12.3e​
Provide a conclusion
that follows from and reflects on
what is experienced, observed, or
resolved over the course of the
narrative.
●
W.11-12.4​
Produce clear and
coherent writing in which the
development, organization and style
are appropriate to task, purpose and
audience.
Speaking and Listening: Speaking and Listening: Speaking and Listening: SWBAT: ●
Initiate and propel
conversations about texts.
Criteria for reading
responses
●
●
●
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.
●
W.11-12.7​
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 sources on a subject,
demonstrating understanding of the
subject under investigation.
●
W.11-12.9​
Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
●
W.11-12.9b​
Apply ​
grades 11–12
Reading standards​
to literary
nonfiction
●
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.
●
SL.11-12.1 I​
nitiate 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, b
​uilding on others’
ideas and expressing their own
clearly and persuasively.
●
SL.11-12.1a​
Come to discussions
prepared, having read and
researched material under study;
explicitly draw on that preparation
by referring to evidence from texts
and other research on the topic or
issue to stimulate a thoughtful, well
reasoned exchange of ideas.
●
SL.11-12.1b​
Work with peers to
promote civil, democratic
Reading responses
●
●
Student-led discussion
Student-generated criteria
for effective discussion
discussions and decision making,
set clear goals and deadlines, and
establish individual roles as needed.
●
SL.11-12.1c ​
Propel conversations
by posing and responding to
questions that probe reasoning and
evidence; ensure a hearing for a full
range of positions on a topic or
issue; clarify, verify, or challenge
ideas and conclusions; and promote
divergent and creative perspectives.
●
SL.11-12.1d​
Respond thoughtfully
to diverse perspectives; synthesize
comments, claims, and evidence
made on all sides of an issue;
resolve contradictions when
possible; and determine what
additional information or research
is required to deepen the
investigation or complete the task.
●
SL.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.
●
SL.11-12.3​
Evaluate a speaker’s
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.
Language: Language: Language: Language: Language: ●
“Grammar as Rhetoric and
Style” in the “Sports”
section of ​
The Language of
Composition
SWBAT: ●
●
Direct, precise and active
verbs
Sensory details
Reading responses
●
●
Formal essays
●
L.11-12.1​
Demonstrate command of
the conventions of standard English
grammar and usage when writing or
Determine the meaning of
words in context and
consult references as needed
●
speaking.
●
Switch between formal and
informal language in
response to the occasion,
assignment, etc.
L.11-12.1a​
Apply the understanding
that usage is a matter of convention,
can change over time, and is
sometimes contested.
●
Use first person reference as
a rhetorical device in formal
writing
L.11-12.1b​
Resolve issues of
complex or contested usage,
consulting references as needed.
●
​
L.11-12.2​
Demonstrate command
of the conventions of standard
English capitalization, punctuation,
and spelling when writing.
L.11-12.3​
Apply knowledge of
language to understand how
language functions in different
contexts, to make effective choices
for meaning or style, and to
comprehend more fully when
reading or listening.
●
●
Use strong verbs to convey
ideas
●
●
●
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.11-12.4a​
Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s position
or function in a sentence) as a clue
to the meaning of a word or phrase. ​
L.11-12.4b​
Identify and correctly
use patterns of word changes that
indicate different meanings or parts
of speech (e.g., c​
onceive,
conception, conceivable​
). ​
L.11-12.4c​
Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word
or determine or clarify its precise
meaning, its part of speech, its
etymology, or its standard usage. L.11-12.4d​
Verify the preliminary
determination of the meaning of a
●
●
●
word or phrase (e.g., by checking
the inferred meaning in context or
in a dictionary). ●
L.11-12.5​
Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings. ●
Literacy.L.11-12.5a​
Interpret
figures of speech (e.g., hyperbole,
paradox) in context and analyze
their role in the text. ●
L.11-12.5b​
Analyze nuances in the
meaning of words with similar
denotations. ●
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. Unit 3 Overview Unit Title: Stylistic Analysis - Readings on Community Unit Summary: Analysis of text continues with a focus on style: diction and syntax. Students look closely at word choice, in particular
denotation and connotation, and the effects of the speaker’s choices. They will consider not only the need for precision in regard to
meaning, but the links between diction and larger rhetorical concerns such as ethos, pathos and tone. General categories of language
- abstract versus concrete, general versus specific, formal versus informal- are important to the close reading that takes place in this
unit, but they are considered as students move toward the writing of their own processed essays in the next unit. Figurative language,
studied in previous years, will be revisited. Syntax, including certain schemes, is studied for effect on meaning. Understanding of
terms in isolation is not as important as the ability to understand their effect and the reasons for their use. Tone is important in this
unit as well. In addition to short non-fiction readings from the textbook, students read a longer fiction or non-fiction work and
engage in close reading of passages. The subject of the readings in this unit is community. Preparation for writing the researched
essay continues as students develop their annotated bibliographies. Suggested Pacing: 20 lessons Learning Targets Unit Essential Questions: ● What is good writing?
● How does the writer convey his or her ideas effectively?
● How do stylistic choices convey or enhance meaning?
● How do stylistic choices create tone?
● How is community defined and created?
● What problems and possibilities does living in communities offer the individual?
Unit Enduring Understandings: ● Understanding how rhetoric works to appeal to an audience puts the reader in a position of strength.
● Rhetoric influences our everyday thoughts and actions.
● Rhetoric is influenced by the relationship between the subject, speaker, and audience.
● Effective rhetoric appeals to ethos, pathos, and logos.
● Understanding the audience is essential to understanding the writer’s purpose.
● Understanding exigence, context and occasion are essential to understanding the writer’s purpose.
● Scholarship requires attribution of sources.
● Good writing involves making choices to convey ideas and experiences clearly.
● Style is defined as diction, syntax and tone.
● Style is a rhetorical choice.
Evidence of Learning Unit Benchmark Assessment Information: A timed stylistic analysis essay Objectives Applicable Texts ●
Suggested
Assessments Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Textbook: Renee Shea, Lawrence
Scanlon, Robin Dissin
Aufses, “Chapter 2: Close
Reading” from ​
The
Language of Composition
●
SWBAT: ●
Analyze and compare
different writing styles in
multiple texts on the same
subject
●
●
●
Analyze diction and syntax
as rhetorical choices that
convey purpose
Close reading techniques
such as double entry
journals
●
●
Reading responses
●
Words to describe diction
●
Essays on close reading of
passages
●
Words to describe style
Annotation
Essays in which students
compare two short texts
(written, visual) which are
stylistically different, but
address the same subject
similar to those used on the
AP exam*
●
Analyze their own writing
style
Richard Rodriguez, “Aria”
Full Length Works: (select
one for a full class read or
have students select one)
Novels:
Gabriel Garcia Marquez,
Chronicle of a Death
Foretold
F. Scott Fitzgerald, ​
The
Great Gatsby
●
●
Essential Content/Skills Reading Literature and
Informational Texts: Essays:
●
Martin Luther King, Jr.
“Letter from a Birmingham
Jail”
●
(Students will be able to…)
Non-fiction:
Tracey Kidder, ​
Mountains
Beyond Mountains
Katherine Boo, ​
Beyond the
Beautiful Forevers
●
Paired Visual Texts:
●
Norman Rockwell,
“Freedom From Want”
●
Roz Chast, “The Last
Thanksgiving”
Additional Texts: Any
selection from the
“Community” section of the
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.11-12.4​
Determine the
meaning of words and phrases as
they are used in the text, including
figurative and connotative
meanings; analyze the impact of
specific word choices on meaning
and tone, including words with
multiple meanings or language
that is particularly fresh, engaging,
or beautiful. (Include Shakespeare
as well as other authors.)
●
RL.11-12.10​
By the end of grade
11, read and comprehend
literature, including stories,
dramas, and poems, in the grades
11–CCR text complexity band
proficiently, with scaffolding as
needed at the high end of the
range.
AP style multiple choice
passages
●
On-line and/ or classroom
discussion
●
Annotated bibliography
●
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
Pacing 20 lessons Language of Composition
would be appropriate. In
addition, ​
The​
New York
​
Times​
and other
periodicals regularly
publish timely articles on
the subject of the
community. 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.11-12.4​
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).
●
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 author’s
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.
●
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.
●
RI.11-12.10​
By the end of grade
11, read and comprehend literary
nonfiction in the grades 11–CCR
text complexity band proficiently,
with scaffolding as needed at the
high end of the range.
Writing: SWBAT ●
Write both formal and
informal analyses of style
Select the most appropriate ●
organization for a
comparison/contrast essay
●
Use researched materials
to find a topic
●
Complete a processed
personal narrative:
generate prewriting, select
a topic, draft, revise, and
edit
●
Strategies for expressing
observations about style
Write using an engaging
voice
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.11-12.2a​
Introduce a topic;
organize complex ideas, concepts,
and information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.
●
​
W.11-12.2b​
Develop 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.
●
W.11-12.2c​
Use appropriate and
varied transitions and syntax to
link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas
and concepts.
●
W.11-12.2d​
Use precise language,
domain-specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage the
complexity of the topic.
●
W.11-12.2e​
Establish and
maintain a formal style and
objective tone while attending to
the norms and conventions of the
discipline in which they are
writing.
●
W.11-12.2f​
Provide a concluding
statement or section that follows
from and supports the information
or explanation presented (e.g.,
articulating implications or the
significance of the topic).
Timed essays
●
Annotated bibliographies
and MLA format
Comparison/contrast forms
(similarities/differences/blo
ck/point-by-point)
Thesis statements for
comparison/contrast
analyses
●
Open and closed thesis
Create a logical structure to convey a complex
●
observation
Incorporate an engaging
lead, develop a body, and
write an effective ending
for a personal essay
●
Reading responses
●
●
Distinctions between formal
and informal writing
●
●
●
●
Writing: ●
●
Writing: Writing strategies for a
timed essay
●
Timed essay structure
●
Revising and editing to
refine style
●
Use a variety of rhetorical
devices, including, but not
limited to concrete detail
and dialogue to engage the
reader
●
W.11-12.3​
Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
●
W.11-12.3a​
Engage and orient the
reader by setting out a problem,
situation, or observation and its
significance, establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth
progression of experiences or
events.
●
W.11-12.3b U
​
​se narrative
techniques, such as dialogue,
pacing, description, reflection, and
multiple plot lines, to develop
experiences, events, and/or
characters.
●
W.11-12.3c​
Use a variety of
techniques to sequence events so
that they build on one another to
create a coherent whole and build
toward a particular tone and
outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
​
W.11-12.3d​
Use precise words
and phrases, telling details, and
sensory language to convey a vivid
picture of the experiences, events,
setting, and/or characters.
●
●
W.11-12.3e​
Provide a conclusion
that follows from and reflects on
what is experienced, observed, or
resolved over the course of the
narrative.
●
W.11-12.4​
Produce clear and
coherent writing in which the
development, organization and
style are appropriate to task,
purpose and audience.
●
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.
Speaking and Listening: SWBAT:
Speaking and Listening:
Criteria for reading
responses
●
Initiate and propel
conversations about texts.
Reading responses
●
W.11-12.7​
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.
●
W.11-12.8​
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.
●
W.11-12.9​
Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
●
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.
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, b
​uilding on others’
ideas and expressing their own
clearly and persuasively.
●
SL.11-12.1a​
Come to discussions
prepared, having read and
Student-led discussion
●
Student-generated criteria
for effective discussion
about style.
●
Speaking and Listening:
●
researched material under study;
explicitly draw on that preparation
by referring to evidence from texts
and other research on the topic or
issue to stimulate a thoughtful, well
reasoned exchange of ideas.
●
SL.11-12.1b ​
Work with peers to
promote civil, democratic
discussions and decision making, set
clear goals and deadlines, and
establish individual roles as needed.
●
SL.11-12.1c​
Propel conversations by
posing and responding to questions
that probe reasoning and evidence;
ensure a hearing for a full range of
positions on a topic or issue; clarify,
verify, or challenge ideas and
conclusions; and promote divergent
and creative perspectives.
●
SL.11-12.1d​
Respond thoughtfully
to diverse perspectives; synthesize
comments, claims, and evidence
made on all sides of an issue; resolve
contradictions when possible; and
determine what additional
information or research is required
to deepen the investigation or
complete the task.
●
SL.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.
●
SL.11-12.3​
Evaluate a speaker’s
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.
Language: Language: Language: Language: ●
“Grammar as Rhetoric and
Style” in the “
Environment,”
“Community,” “Economy,”
and the “Politics” sections
of ​
The Language of
Composition
SWBAT: ●
●
Determine the meanings of
words in context and check
for accuracy
●
Identify key stylistic
choices and their impact on ●
meaning in a text
Syntax: Review subordination and
sentence structures: simple,
compound,
compound-complex
sentence
Annotation
●
Language
●
L.11-12.1​
Demonstrate command
of the conventions of standard
English grammar and usage when
writing or speaking.
●
L.11-12.1a​
Apply the
understanding that usage is a
matter of convention, can change
over time, and is sometimes
contested.
●
L.11-12.1b​
Resolve issues of
complex or contested usage,
consulting references as needed.
●
​
L.11-12.2​
Demonstrate command
of the conventions of standard
English capitalization,
punctuation, and spelling when
writing.
●
L.11-12.3​
Apply knowledge of
language to understand how
language functions in different
contexts, to make effective choices
for meaning or style, and to
comprehend more fully when
reading or listening.
●
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.11-12.4a​
Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s
position or function in a sentence)
as a clue to the meaning of a word
or phrase.
●
​
L.11-12.4b​
Identify and correctly
use patterns of word changes that
indicate different meanings or
parts of speech (e.g., ​
conceive,
conception, conceivable​
). L.11-12.4c​
Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
Reading responses
●
●
Formal essays
Review sentences’ purposes:
exclamatory, declarative,
interrogative, imperative
Review sentence lengths:
telegraphic, short, long
●
●
Parallel structure for
grammatical correctness and
rhetorical effect
●
Sentence patterns: inverted,
natural, split
Sentence types:
cumulative/loose periodic
●
Schemes: antithesis,
anaphora, antimetabole,
epistrophe
●
●
Diction: Abstract versus concrete
General to specific
●
Formal versus informal
●
Learned, popular, colloquial
●
Slang
●
Jargon
●
Monosyllabic
●
Polysyllabic
●
●
Euphonious
●
digital, to find the pronunciation of
a word or determine or clarify its
precise meaning, its part of speech,
its etymology, or its standard
usage.
Cacophonous
●
Denotation
●
Connotation
●
●
L.11-12.4d​
Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking
the inferred meaning in context or
in a dictionary).
●
L.11-12.5​
Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
●
L.11-12.5a​
Interpret figures of
speech (e.g., hyperbole, paradox)
in context and analyze their role in
the text.
●
L.11-12.5b​
Analyze nuances in the
meaning of words with similar
denotations.
●
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.
Archaic
●
Obsolete
●
Dated
●
Unit 4 Overview Unit Title: Satire - Readings on Popular Culture and Politics Unit Summary: Students will analyze short satiric texts, including visual texts, and write a short satiric piece. While there are a few
appropriate pieces in the textbook, the most effective way to study satire in popular culture and politics is to use timely contemporary
works from online periodicals such as ​
The Onion​
and television/internet videos such as ​
Saturday Night Life​
and ​
The Daily Show. ​
At
least one rhetorical analysis of a satire should be​
part of this unit​
​
.​
A student-generated satire might take the form of prose or poetry. Suggested Pacing: 8 lessons Learning Targets Unit Essential Questions: ● What makes satire an effective rhetorical strategy? When is satire ineffective?
● What are the differences between satire and other types of humor?
● What are the ethical obligations of the satirist?
● How is popular culture shaped by contemporary satirists?
Unit Enduring Understandings: ● Understanding how rhetoric works to appeal to an audience puts the reader in a position of strength.
● Rhetoric influences our everyday thoughts and actions.
● Rhetoric is influenced by the relationship between the subject, speaker, and audience.
● Effective rhetoric appeals to ethos, pathos, and logos.
● Understanding the audience is essential to understanding the writer’s purpose.
● Understanding exigence, context and occasion are essential to understanding the writer’s purpose.
● Satire is a rhetorical strategy in which humor is used, often to promote political or social change.
Evidence of Learning Unit Benchmark Assessment Information: A timed rhetorical analysis of a satirical text. Objectives Applicable Texts (Students will be able to…)
Reading Literature and
Informational Texts:
Reading Literature and
Informational Texts:
Anchor texts:
SWBAT:
Essays:
●
●
Mark Twain, “Corn-Pone
Opinions”
Maria Edgeworth, “An
Essay on the Noble
Science of
Self-Justification”
Visual texts:
●
Tom Gauld, “The
Amazing New Thing”
Poetry: ●
W.H. Auden, “The
Unknown Citizen”
Texts that appear in
contemporary on-line and
print articles and
appropriate video should
be a mainstay of this unit.
●
identify two different
types of satire
●
identify devices used to
create satire
●
Essential Content/Skills explain how a speaker
achieves his/her purpose
using satire
Reading Literature and
Informational Texts: Suggested
Assessments Reading Literature and
Informational Texts:
●
Horatian satire
●
annotation
●
Juvenalian satire
●
reading responses
●
Parody
●
timed rhetorical analysis
essays
●
Understatement
●
●
Hyperbole
in an election year, an
analysis
●
Irony
●
Sarcasm
●
Persona
●
Tone
Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature and
Informational Texts: 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 D
​etermine 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.11-12.4​
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).
●
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 author’s
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.
Pacing 6 lessons:
reading
satire
2 lessons;
writing
satire
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).
Writing:
SWBAT:
●
●
effectively analyze how a
speaker/writer uses satire
to achieve a particular
purpose
write a brief satiric piece
that demonstrates an
understanding of
appropriate subject,
audience, tone and ability
to use devices such as
parody and
understatement
Writing:
Writing:
●
thesis-driven analytical
essay writing
●
timed writing similar to
those used on the AP
Language Exam
●
parody
●
●
processed satiric essay
●
creating a persona
●
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.11-12.2a​
Introduce a topic;
organize complex ideas, concepts,
and information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.
●
​
W.11-12.2b​
Develop 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.
●
W.11-12.2c​
Use appropriate and
varied transitions and syntax to
link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas
and concepts.
●
W.11-12.2d​
Use precise language,
domain-specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage the
complexity of the topic.
Speaking and Listening: SWBAT:
Speaking and Listening:
Criteria for reading
responses
●
Initiate and propel
conversations about texts.
Reading responses
●
Student-led discussion
●
Student-generated criteria
for effective discussion
about style.
●
Speaking and Listening:
●
W.11-12.3a​
Engage and orient the
reader by setting out a problem,
situation, or observation and its
significance.
●
W.11-12.2e​
Establish and
maintain a formal style and
objective tone while attending to
the norms and conventions of the
discipline in which they are
writing.
●
W.11-12.2f​
Provide a concluding
statement or section that follows
from and supports the information
or explanation presented (e.g.,
articulating implications or the
significance of the topic).
●
W.11-12.3b U
​
​se narrative
techniques, such as dialogue,
pacing, description, reflection, and
multiple plot lines, to develop
experiences, events, and/or
characters.
●
W.11-12.3c​
Use a variety of
techniques to sequence events so
that they build on one another to
create a coherent whole and build
toward a particular tone and
outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
●
​
W.11-12.3d​
Use precise words
and phrases, telling details, and
sensory language to convey a vivid
picture of the experiences, events,
setting, and/or characters
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, b
​uilding on others’
ideas and expressing their own
clearly and persuasively.
●
SL.11-12.1a​
Come to discussions
prepared, having read and
researched material under study;
explicitly draw on that preparation
by referring to evidence from texts
and other research on the topic or
issue to stimulate a thoughtful, well
reasoned exchange of ideas.
●
SL.11-12.1b ​
Work with peers to
promote civil, democratic
discussions and decision making, set
clear goals and deadlines, and
establish individual roles as needed.
●
SL.11-12.1c​
Propel conversations by
posing and responding to questions
that probe reasoning and evidence;
ensure a hearing for a full range of
positions on a topic or issue; clarify,
verify, or challenge ideas and
conclusions; and promote divergent
and creative perspectives.
●
SL.11-12.1d​
Respond thoughtfully
to diverse perspectives; synthesize
comments, claims, and evidence
made on all sides of an issue; resolve
contradictions when possible; and
determine what additional
information or research is required
to deepen the investigation or
complete the task.
●
SL.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.
●
SL.11-12.3​
Evaluate a speaker’s
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.
Language: SWBAT:
●
●
Adjust use of language to
different purposes academic essays, informal
conversations and reading
responses, creation of
satiric persona
Use the OED and other
resources to identify
meanings, particularly
obsolete or obscure
meanings
Language: Language: Language:
●
juxtaposition
●
discussion
●
irony
●
formal and informal
writing
●
archaism
●
humorous writing
●
L.11-12.1​
Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
●
L.11-12.1a​
Apply the understanding
that usage is a matter of convention,
can change over time, and is
sometimes contested.
●
L.11-12.1b​
Resolve issues of
complex or contested usage,
consulting references as needed.
●
​
L.11-12.2​
Demonstrate command of
the conventions of standard English
capitalization, punctuation, and
spelling when writing.
●
L.11-12.3​
Apply knowledge of
language to understand how
language functions in different
contexts, to make effective choices
for meaning or style, and to
comprehend more fully when
reading or listening.
●
L.11-12.4​
Determine or clarify the
meaning of unknown and
multiple-meaning words and phrases
based on g
​rades 11–12 reading and
content​
, choosing flexibly from a
range of strategies.
●
L.11-12.4a​
Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s position
or function in a sentence) as a clue to
the meaning of a word or phrase.
●
​
L.11-12.4b​
Identify and correctly
use patterns of word changes that
indicate different meanings or parts
of speech (e.g., c​
onceive, conception,
conceivable​
).
●
L.11-12.4c​
Consult general and
specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or
determine or clarify its precise
meaning, its part of speech, its
etymology, or its standard usage.
●
L.11-12.4d​
Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking the
inferred meaning in context or in a
dictionary).
●
L.11-12.5​
Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
●
L.11-12.5a​
Interpret figures of
speech (e.g., hyperbole, paradox) in
context and analyze their role in the
text.
●
L.11-12.5b​
Analyze nuances in the
meaning of words with similar
denotations.
●
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.
Unit 5 Overview Unit Title - Reading and Writing Argument - Readings on the Economy Unit Summary: In this unit, the study of rhetoric is focused on argument. Here everything is an argument as students analyze fiction,
nonfiction and visual texts. Two main purposes are considered: persuading an audience to think and persuading an audience to act.
Logos, especially as it involves deductive and inductive reasoning, is the most important classical appeal in this unit, but students
identify the power of ethos and pathos in the developing an argument as well. Fundamental argument terms and concepts, including
logical fallacies, are the mainstay of this unit as students learn to read arguments closely to evaluate their effectiveness and to
understand the writer’s craft. Readings focus on the subject of the economy and include a full-length play. Students continue to write
short, timed analysis. In addition, students develop their own argument, looking at the relationship between structure and audience.
Anticipating the researched essay due at the end of unit 6, students complete the annotated bibliography and an outline or draft. Suggested Pacing: 36 lessons Learning Targets Unit Essential Questions: ● What is rhetoric, how does it work, and why does it matter?
● What is an effective argument?
● When is an opinion worth considering?
● How does understanding of audience shape an argument?
● What is an effective assertion?
● What are the differences between adequate and effective support for an assertion?
● What is the role of the economy in our everyday lives?
● Are some types of work more important than others?
● What, if any, ethical obligations do corporations have to their workers?
● How should we address the exploitation of some workers?
Unit Enduring Understandings: ● An argument is a claim with support.
● Understanding audience determines, content, structure and effectiveness of a text.
●
●
●
●
●
●
Effective arguments consider multiple points of view
Effective counter arguments must be reasonable and popular.
Counterarguments with concessions and refutations strengthen an argument.
Classical argument doesn’t allow for compromise, but Rogerian argument does.
Logical fallacies can be both flawed and effective rhetorical choices.
All texts can be viewed arguments.
Evidence of Learning Unit Benchmark Assessment Information: A timed, rhetorical analysis of an argument. Objectives Applicable Texts Reading Literature and
Informational Texts: Anchor Texts: Textbook: ●
Renee Shea, Lawrence Scanlon,
Robin Dissin Aufses, “Chapter 3:
Analyzing Arguments ” from ​
The
Language of Composition
(Students will be able to…)
Reading Literature
and Informational
Texts: SWBAT: ●
●
●
Plays: ●
Arthur Miller, ​
All My Sons​
(Print
and film versions) or Henrik
Ibsen’s, ​
A Doll’s House
Poetry:
●
Marge Piercy, “To Be of Use”
●
Analyze the
development of an
argument, e.g., use of
evidence and
reasoning
Evaluate the
effectiveness of an
argument
●
Analyze a visual text
as argument
●
Analyze a work of
fiction as argument
●
Identify an assertion,
identify the types of
evidence, and
evaluate the
effectiveness of the
evidence
●
Identify
counterargument(s)
and evaluate a
writer’s use and
placement of the
counterargument to
propel his/her
argument
Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: ●
May include, but not limited to: Claims - fact, policy, value
●
Assumption
Deduction
Induction
Qualifier
●
Refutation
●
Syllogism
●
●
Warrant
●
Counterargument
●
Concession
●
Logical fallacies, ad
hominem, ad populum,
appeal to false authority,
begging the question,
circular reasoning, faulty
analogy, post hoc ergo
propter hoc, straw man
●
●
Argument templates
First-hand evidencepersonal experience,
observations, anecdotes,
current events, reasoned
sequence of ideas
●
Second-hand experiencedata, facts, interviews,
questionnaires, analogies,
case studies
In-class essays using
prompts similar to those
used on the AP exam*
●
On-line and in-class
discussions - full class and
small group
Reading: Literature: ●
RL.11-12.3​
Analyze the impact of
the author’s 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).
●
●
Presentations of visual
arguments
●
Reading responses
●
●
●
Additional Texts: Any selection
from the “Economy” section of
the ​
Language of Composition
would be appropriate. In
addition, ​
The​
New York Times
​
and other periodicals regularly
publish timely articles on this
subject. Analyze the
arrangement of ideas
in an argument
Suggested
Assessments Reading Literature and
Informational Texts: ●
Essays: ●
Phyllis Rose, “Shopping and
Other Spiritual Adventures”
●
Wendell Berry, “Waste”
●
Juliet Schor, “Shop-happy”
●
Joan Smith, “The New
Consumerism”
●
Lars Eighner, “On Dumpster
Diving”
Identify different
types of claims and
support their
conclusions
Visual Texts: ●
Lucy Walker(dir), ​
Waste Land
●
Scott DeCarlo, “Price Index of
Luxury Goods” (chart)
Essential Content/Skills Argument templates
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.11-12.1​
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.11-12.4​
Determine the
meaning of words and phrases as
they are used in the text, including
figurative and connotative
meanings; analyze the impact of
specific word choices on meaning
and tone, including words with
multiple meanings or language
that is particularly fresh, engaging,
or beautiful.
●
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
Pacing 36 lessons
6 lessons:
visual texts
12 lessons;
short
non-fiction
texts
6 lessons:
play/fiction
as
argument
12
lessons:writ
ing
arguments
●
structure and meaning as well as
its aesthetic impact.
Describe the
structure of an
argument and
explain the writer’s
structural choices
●
Effective versus adequate
evidence
●
●
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).
●
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
text. (Include one play by an
American dramatist.)
Structures: classical
argument; induction and
deduction; Rogerian
argument
●
Audience: friendly, hostile,
neutral
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.11-12.3​
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.11-12.4​
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).
Writing: SWBAT:
●
●
●
●
●
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 author’s
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.
●
RI.11-12.9​
Analyze seventeenth-,
eighteenth-, and
nineteenth-century foundational
U.S. documents of historical and
literary significance (including The
Declaration of Independence, the
Preamble to the Constitution, the
Bill of Rights, and Lincoln’s
Second Inaugural
Writing: Writing: Writing:
●
Write structured,
well-supported
analyses of a fiction
and a nonfiction
argument
Write a
well-supported
analysis of a visual
argument
●
Reading responses
Writing strategies for a
timed essay
●
Annotated bibliography
●
Timed essay structure
●
●
Freewriting
Analysis of an
advertisement, monument
or other visual argument
●
Drafting
Write arguments
using an assertion
and support in
response to a variety
of prompts in a
timed setting
●
Revising
●
Editing
●
Write a processed
argument in
response to a
self-selected prompt
or topic
●
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.11-12.1a I​
ntroduce precise,
knowledgeable claim(s), establish
the significance of the claim(s),
distinguish the claim(s) from
alternate or opposing claims, and
create an organization that
logically sequences claim(s),
counterclaims, reasons, and
evidence.
●
W.11-12.1b​
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
●
A processed argument in
response to a self-selected
argument prompt from any
of the sections in ​
The
Language of Composition
MLA heading and
pagination
●
An OpEd based on a
self-selected topic
●
Open and closed thesis
●
●
types of AP style prompts
Timed,in-class arguments
in response to AP style or
actual AP prompts that
require a variety of
structures
●
Criteria for AP argument
essay
●
Informal citation
●
Classical and Rogerian
approaches
that anticipates the audience’s
knowledge level, concerns, values,
and possible biases.
●
W.11-12.1c U
​se 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.
●
W.11-12.1d E
​stablish and
maintain a formal style and
objective tone while attending to
the norms and conventions of the
discipline in which they are
writing.
●
W.11-12.1e P
​rovide a concluding
statement or section that follows
from and supports the argument
presented.
●
W.11-12.2 W
​rite
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.11-12.2a​
Introduce a topic;
organize complex ideas, concepts,
and information so that each new
element builds on that which
precedes it to create a unified
whole; include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension. W.11-12.2b​
Develop 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.
●
●
W.11-12.2c U
​se appropriate and
varied transitions and syntax to
link the major sections of the text,
create cohesion, and clarify the
relationships among complex ideas
and concepts.
●
W.11-12.2d​
Use precise language,
domain-specific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage the
complexity of the topic.
●
W.11-12.2e E
​stablish and
maintain a formal style and
objective tone while attending to
the norms and conventions of the
discipline in which they are
writing.
●
W.11-12.2f​
Provide a concluding
statement or section that follows
from and supports the information
or explanation presented (e.g.,
articulating implications or the
significance of the topic).
●
W.11-12.4​
Produce clear and
coherent writing in which the
development, organization and
style are appropriate to task,
purpose and audience.
●
W.11-12.5 D
​evelop 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.
●
W.11-12.6​
Use technology,
including the Internet, to produce,
publish, and update individual or
shared writing products in
response to ongoing feedback,
including new arguments or
information.
●
W.11-12.7​
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.
Speaking and
Listening: SWBAT:
●
Initiate and propel
conversations about
texts
Speaking and Listening:
Initiate questions
●
about their drafts for
Reading responses
●
Student-led discussion
●
Student-generated criteria
for effective discussion
●
●
Criteria for reading
responses
●
Speaking and Listening:
Presentation skills
●
Evaluation of peer feedback
●
W.11-12.8​
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.
●
W.11-12.9​
Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
●
W.11-12.9a​
Apply g​
rades 11–12
Reading standards​
to literature
(e.g., “Demonstrate knowledge of
eighteenth-, nineteenth- and
early-twentieth-century
foundational works of American
literature, including how two or
more texts from the same period
treat similar themes or topics”).
●
W.11-12.9b​
Apply ​
grades 11–12
Reading standards​
to literary
nonfiction.
●
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.
●
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, b
​uilding on others’ ideas
and expressing their own clearly
and persuasively.
the purpose of
revision with the
teacher
●
●
Strategies for writing
workshop
●
​
SL.11-12.1a ​
Come to discussions
prepared, having read and
researched material under study;
explicitly draw on that
preparation by referring to
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful, well
reasoned exchange of ideas.
●
​
SL.11-12.1b​
Work with peers to
promote civil, democratic
discussions and decision making,
set clear goals and deadlines, and
establish individual roles as
needed.
●
SL.11-12.1c​
Propel conversations
by posing and responding to
questions that probe reasoning
and evidence; ensure a hearing
for a full range of positions on a
topic or issue; clarify, verify, or
challenge ideas and conclusions;
and promote divergent and
creative perspectives.
●
​
SL.11-12.1d R
​espond
thoughtfully to diverse
perspectives; synthesize
comments, claims, and evidence
made on all sides of an issue;
resolve contradictions when
possible; and determine what
additional information or
research is required to deepen the
investigation or complete the
task.
●
SL.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.
●
SL.11-12.3​
Evaluate a speaker’s
point of view, reasoning, and use
of evidence and rhetoric,
assessing the stance, premises,
Initiate questions
about their drafts in
small and large
group workshop
●
Incorporate
feedback into the
revision of their own
drafts
●
Provide feedback to
assist other students
with revision.
links among ideas, word choice,
points of emphasis, and tone
used.
Language: SWBAT: Language: Language: ●
●
Determine the
meanings of words in
context and check for
accuracy
●
Vocabulary in context
●
Annotation
●
SL.11-12.4​
Present information,
findings, and supporting
evidence, conveying a clear and
distinct perspective, such that
listeners can follow the line of
reasoning, alternative or
opposing perspectives are
addressed, and the organization,
development, substance, and
style are appropriate to purpose,
audience, and a range of formal
and informal tasks.
●
SL.11-12.5 ​
Make strategic use of
digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and to
add interest.
●
SL.11-12.6 A
​dapt speech to a
variety of contexts and tasks,
demonstrating a command of
formal English when indicated or
appropriate.
Language: ●
L.11-12.1​
Demonstrate command
of the conventions of standard
English grammar and usage when
writing or speaking.
●
L.11-12.1a​
Apply the
understanding that usage is a
matter of convention, can change
over time, and is sometimes
contested.
●
L.11-12.1b​
Resolve issues of
complex or contested usage,
consulting references (e.g.,
Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern
American Usage​
) as needed.
●
Editing skills
●
Stylistic analysis
●
Timed, in-class essays
Analyze diction as a
device to propel
argument
●
Edit work for use of
standard English
grammar and usage
●
​
L.11-12.2​
Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when
writing.
●
L.11-12.2b S
​pell correctly.
●
L.11-12.3​
Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style, and
to comprehend more fully when
reading or listening.
●
​
L.11-12.3a​
Vary syntax for
effect, consulting references (e.g.,
Tufte’s ​
Artful Sentences)​for
guidance as needed; apply an
understanding of syntax to the
study of complex texts when
reading.
●
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.11-12.4a​
Use context (e.g.,
the overall meaning of a sentence,
paragraph, or text; a word’s
position or function in a
sentence) as a clue to the
meaning of a word or phrase.
●
​
L.11-12.4b I​
dentify and
correctly use patterns of word
changes that indicate different
meanings or parts of speech (e.g.,
conceive, conception,
conceivable​
).
●
​
L.11-12.4c C
​onsult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation
of a word or determine or clarify
its precise meaning, its part of
speech, its etymology, or its
standard usage.
●
L.11-12.4d​
Verify the
preliminary determination of the
meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a
dictionary).
●
L.11-12.5​
Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
●
L.11-12.5a I​
nterpret figures of
speech (e.g., hyperbole, paradox)
in context and analyze their role
in the text.
●
L.11-12.5b A
​nalyze nuances in
the meaning of words with
similar denotations.
●
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.
Unit 6 Overview Unit Summary: In this unit, students fully engage in writing their processed researched essay and prepare for the exam by completing
timed, synthesis essays. Students also prepare for the multiple choice section of the test which includes questions on the rhetorical
function of documentation, including endnotes and footnotes. Source citation, something students are required to do informally in
the synthesis essay, and formally in the researched essay, follows MLA format, although students learn that there are three basic types
of citation - APA, Chicago Style and MLA. Readings focus on the subject of the environment. Suggested Pacing: 18 lessons Learning Targets Unit Essential Questions: ● Why use sources?
● How do writers use sources effectively?
● How do writers maintain control over their sources?
● Is it possible to have original ideas?
● How do writers structure a complex argument that uses sources?
● What is our responsibility to the natural environment?
● What can the natural world teach humanity?
Unit Enduring Understandings: ● Synthesis is used to support a claim and develop original thinking.
● Creating an argument or forming an opinion requires becoming informed first.
● Selecting effective sources establishes ethos and logos and pathos.
● The type of evidence and the way it is cited (formally versus informally) depends on audience and situation.
● Sources must be cited except when source information is common knowledge.
● All source information that is not common knowledge, including paraphrase, summary and direct quote, must be cited.
● Footnotes and endnotes have a rhetorical purpose.
Evidence of Learning Unit Benchmark Assessment Information: A 6-10 page researched essay using sources and MLA format. Objectives Applicable Texts Reading Literature and
Informational Texts: Anchor Texts: Texbook: (Students will be able to…)
Reading Literature and
Informational Texts: SWBAT: ●
●
Renee Shea, Lawrence
Scanlon, Robin Dissin
Aufses, “Chapter 4:
Synthesizing Sources:
Entering the Conversation
” from ​
The Language of
Composition
Extend analysis of
argument to arguments
using sources
●
Book Chapter: ●
Rachel Carson, from ​
Silent
Spring
●
E. O. Wilson, from ​
The
Future of Life
Suggested
Assessments Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: ●
Footnotes
●
Endnotes
●
Analyze the implications of
a chart
●
Types of sources:
interviews, print, web,
graph,blog,etc.
Charts
Standards (NJCCCS CPIs, CCSS, NGSS)
AP style multiple choice
passages with questions
on footnotes and
endnotes
Reading Literature and
Informational Texts: 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.
●
●
Student generated
multiple choice questions
●
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).
●
Reading responses
Essay: ●
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 author’s
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.
●
●
●
Annie Dillard, “Seeing”
Edward Hoagland, “The
Courage of Turtles”
Terry Tempest Williams,
“The Clan of One-Breasted
Women”
Writing: Writing: Writing: SWABT: ●
Write a synthesis essay
using at least 3 sources in a
timed setting
●
●
●
Write a 6-10 page MLA
formatted, processed
researched essay
MLA format, including
format for a visual source,
e.g., a graph or chart
Paraphrase
●
Formal and informal
citation
●
●
Writing: Reading responses
“Sustainable Eating” conversation from ​
The
Language of Composition
●
W.11-12.1 W
​rite arguments to
support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
●
W.11-12.1a​
Introduce precise,
knowledgeable claim(s), establish the
significance of the claim(s),
●
AP style and actual
AP synthesis prompts* ●
Analyze the rhetorical
effects of
footnotes/endnotes
●
Essential Content/Skills Pacing 18 lessons 4 lessons:
book
chapters 4 lessons:
essay 2 lessons:
visual texts 8 lessons:
writing (argumentative or
expository)using at least 7
sources, including a visual
source, that includes at
least two drafts
●
Create a works cited page
and a bibliography(works
consulted)
●
●
Criteria for AP synthesis
essay
●
Types of AP synthesis essay
questions
●
Researched Essay
distinguish the claim(s) from
alternate or opposing claims, and
create an organization that logically
sequences claim(s), counterclaims,
reasons, and evidence.
●
W.11-12.1b D
​evelop 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.
●
W.11-12.1c​
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.
●
W.11-12.1d E
​stablish and maintain
a formal style and objective tone
while attending to the norms and
conventions of the discipline in
which they are writing.
W.11-12.1e​
Provide a concluding
statement or section that follows
from and supports the argument
presented.
Works cited
●
Works consulted
●
Bibliography
●
●
W.11-12.2 W
​rite
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.11-12.2a​
Introduce a topic;
organize complex ideas, concepts,
and information so that each new
element builds on that which
precedes it to create a unified whole;
include formatting (e.g., headings),
graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
●
W.11-12.2b​
Develop 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.
●
W.11-12.2c U
​se appropriate and
varied transitions and syntax to link
the major sections of the text, create
cohesion, and clarify the
relationships among complex ideas
and concepts.
●
W.11-12.2d​
Use precise language,
domain-specific vocabulary and
techniques such as metaphor, simile,
and analogy to manage the
complexity of the topic.
●
W.11-12.2e E
​stablish and maintain
a formal style and objective tone
while attending to the norms and
conventions of the discipline in
which they are writing. W.11-12.2f​
Provide a concluding
statement or section that follows
from and supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
●
●
W.11-12.4​
Produce clear and
coherent writing in which the
development, organization and style
are appropriate to task, purpose and
audience.
●
W.11-12.5 D
​evelop 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.
●
W.11-12.6​
Use technology, including
the Internet, to produce, publish, and
update individual or shared writing
products in response to ongoing
feedback, including new arguments
or information.
●
W.11-12.7​
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.
Speaking and Listening: SWBAT: ●
Initiate and propel
conversations about
texts
Speaking and Listening: Speaking and Listening: ●
●
Initiate questions
about their drafts for
the purpose of
revision with the
teacher
●
Initiate questions
about their drafts in
small and large group
workshop
Teacher and
student-generated criteria
for effective criticism of
researched essay
●
Small group and large
group workshop
●
Summary
W.11-12.8​
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.
●
W.11-12.9​
Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
●
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.
●
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, b
​uilding on others’
ideas and expressing their own
clearly and persuasively.
●
SL.11-12.1a​
Come to discussions
prepared, having read and researched
material under study; explicitly draw
on that preparation by referring to
evidence from texts and other
research on the topic or issue to
stimulate a thoughtful, well reasoned
exchange of ideas.
Reading responses
●
●
●
Written comments from
students in preparation for
workshop
●
Student evaluation of
student feedback
●
Presentation
●
SL.11-12.1​
b Work with peers to
promote civil, democratic
●
Incorporate feedback
into the revision of
their own drafts
●
Provide feedback to
assist other students
with revision
●
Present a brief
summary of their
research
discussions and decision making,
set clear goals and deadlines, and
establish individual roles as needed.
●
SL.11-12.1c​
Propel conversations by
posing and responding to questions
that probe reasoning and evidence;
ensure a hearing for a full range of
positions on a topic or issue; clarify,
verify, or challenge ideas and
conclusions; and promote divergent
and creative perspectives.
●
SL.11-12.1d​
Respond thoughtfully to
diverse perspectives; synthesize
comments, claims, and evidence
made on all sides of an issue; resolve
contradictions when possible; and
determine what additional
information or research is required to
deepen the investigation or complete
the task.
●
SL.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.
●
SL.11-12.3​
Evaluate a speaker’s
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.11-12.4​
Present information,
findings, and supporting evidence,
conveying a clear and distinct
perspective, such that listeners can
follow the line of reasoning,
alternative or opposing perspectives
are addressed, and the organization,
development, substance, and style
are appropriate to purpose,
audience, and a range of formal and
informal tasks.
●
SL.11-12.6​
Adapt speech to a
variety of contexts and tasks,
demonstrating a command of
formal English when indicated or
appropriate.
Language: Language: Language: Language: SWABT: ●
Determine the meanings of
words in context and check
for accuracy
●
Analyze diction as a device
to propel argument
●
Vocabulary in context
●
Editing skills
●
●
●
Reading responses
Language: ●
L.11-12.1​
Demonstrate command
of the conventions of standard
English grammar and usage when
writing or speaking.
●
L.11-12.1b​
Resolve issues of
complex or contested usage,
consulting references (e.g.,
Merriam-Webster’s Dictionary of
English Usage, Garner’s Modern
American Usage​
) as needed.
●
​
L.11-12.2​
Demonstrate
command of the conventions of
standard English capitalization,
punctuation, and spelling when
writing.
●
L.11-12.2a​
Observe hyphenation
conventions.
●
L.11-12.2b​
Spell correctly.
●
L.11-12.3​
Apply knowledge of
language to understand how
language functions in different
contexts, to make effective
choices for meaning or style, and
to comprehend more fully when
reading or listening.
●
​
L.11-12.3a​
Vary syntax for
effect, consulting references (e.g.,
Tufte’s ​
Artful Sentences)​for
guidance as needed; apply an
understanding of syntax to the
study of complex texts when
reading.
●
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.
Timed, in-class essays
Presentation documents
●
Final drafts
●
Edit work for use of
standard English grammar
and usage
●
​
L.11-12.4a​
Use context (e.g., the
overall meaning of a sentence,
paragraph, or text; a word’s
position or function in a sentence)
as a clue to the meaning of a word
or phrase.
●
​
L.11-12.4c​
Consult general and
specialized reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation
of a word or determine or clarify
its precise meaning, its part of
speech, its etymology, or its
standard usage.
●
​
L.11-12.4d​
Verify the
preliminary determination of the
meaning of a word or phrase (e.g.,
by checking the inferred meaning
in context or in a dictionary).
●
L.11-12.5 ​
Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
●
L.11-12.5a​
Interpret figures of
speech (e.g., hyperbole, paradox)
in context and analyze their role
in the text.
●
​
L.11-12.5b A
​nalyze nuances in
the meaning of words with similar
denotations.
●
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.
Unit 8 Overview Unit Title: Envisioning Text Unit Summary: In this final unit of the year which takes place after the AP exam, students develop a multimedia text and present the
text to the class. Students revisit drafts from earlier in the year - an in-class essay, personal essay, argument, synthesis - and imagine
either all or part of the written draft in visual form working individually or in pairs. The original purpose of the written draft may
change as students gain new insight into the original in their “envisioning” of text. Suggested Pacing: 12 lessons Learning Targets Unit Essential Questions:
● What are the challenges and possibilities of visual rhetoric?
● How do texts evolve when moving from print to visual media?
Unit Enduring Understandings: ● Revision or refinement of written ideas is enhanced by involving visual and auditory senses.
● Multimedia text requires the same attention to revision and editing that written text requires.
Evidence of Learning Unit Benchmark Assessment Information: A multimedia project presentation. Objectives Applicable Texts (Students will be able to…)
Essential Content/Skills Suggested
Assessments Standards (NJCCCS CPIs, CCSS, NGSS)
Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: Reading Literature and
Informational Texts: NA NA NA NA Writing: SWBAT: Writing: Writing: ●
●
Create a polished
multimedia revision based
on a self-selected writing
that includes the use of
special effects
Criteria for multimedia
project
●
12 lessons 6 lessons:
preparation 6 lessons:
presentatio
n NA Pacing W.11-12.6​
Use technology,
including the Internet, to produce,
publish, and update individual or
shared writing products in response
to ongoing feedback, including new
arguments or information. Multimedia Presentation
●
Use technology to
collaborate with peers and
create a multimedia project
Speaking and Listening: SWBAT: Speaking and Listening: Speaking and Listening: ●
●
Present their multimedia
project to an audience
●
●
Multimedia project and
presentation
●
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, b
​uilding on others’
ideas and expressing their own
clearly and persuasively.
●
​
SL.11-12.1a​
Come to discussions
prepared, having read and
researched material under study;
explicitly draw on that preparation
by referring to evidence from texts
and other research on the topic or
issue to stimulate a thoughtful, well
reasoned exchange of ideas.
●
SL.11-12.1b​
Work with peers to
promote civil, democratic
discussions and decision making,
set clear goals and deadlines, and
establish individual roles as needed. ●
Student assessment
Integrate visual and
auditory text (and possibly
written text) clearly and for
rhetorical effect
●
Criteria for multimedia
project and presentation
Speak and Listening:
Provide feedback for peers
on the multimedia project
●
Revise and edit based on
feedback
Language: SWBAT: Language: Language: ●
●
●
if applicable, edit written
components of project to
show command of
conventions
if applicable, use figurative
language for rhetorical
effect
editing skills
●
●
presentation
multimedia project
●
​
SL.11-12.1c​
Propel conversations
by posing and responding to
questions that probe reasoning and
evidence; ensure a hearing for a full
range of positions on a topic or
issue; clarify, verify, or challenge
ideas and conclusions; and promote
divergent and creative perspectives.
●
SL.11-12.4​
Present information,
findings, and supporting evidence,
conveying a clear and distinct
perspective, such that listeners can
follow the line of reasoning,
alternative or opposing perspectives
are addressed, and the organization,
development, substance, and style
are appropriate to purpose,
audience, and a range of formal and
informal tasks.
●
SL.11-12.5​
Make strategic use of
digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and to add
interest.
●
SL.11-12.6​
Adapt speech to a
variety of contexts and tasks,
demonstrating a command of
formal English when indicated or
appropriate.
Language:
●
L.11-12.1​
Demonstrate command
of the conventions of standard
English grammar and usage when
writing or speaking.
●
​
L.11-12.2​
Demonstrate command
of the conventions of standard
English capitalization, punctuation,
and spelling when writing.
●
L.11-12.2a​
Observe hyphenation
conventions.
●
L.11-12.2b​
Spell correctly.
●
L.11-12.3​
Apply knowledge of
language to understand how
language functions in different
contexts, to make effective choices
for meaning or style, and to
comprehend more fully when
reading or listening.
●
L.11-12.5 ​
Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings.
●
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.