Grade 11 Unit One: Beginnings and Origins Estimated Days: Big Ideas/Essential Questions (How does this unit apply to a student’s life?) How does our understanding of a variety of historical pieces of literature help inform our ideas and opinions of contemporary issues? Summatively Assessed Standard(s): SL 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, evaluations the credibility and accuracy of each source and noting any discrepancies among the data. W 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. a. 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. b. 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. Additional Standards Addressed: RL. 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). [If using The Crucible] SL. 1.b -­‐ Work with peers to promote civil, democratic discussions and decision-­‐making, set clear goals and deadlines, and establish individual roles as needed. L. 1.a – Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L. 5 -­‐ Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L. 5.a -­‐ Interpret figures of speech (e.g. hyperbole, paradox) in context and analyze their role in the text. Content: (students need to know) Skills: (students need to do) Writing: *Literary Elements of Story or Drama • theme Reading: • characterization ● Analyze author’s choices • plot (exposition, rising action, climax, falling ● Identify purpose. action, resolution) ● Preview text • conflict(s) (internal/external) • mood, tone, hyperbole and understatement Speaking/Listening • author’s purpose Listen to diverse perspectives • setting Resolve contradictions Respond thoughtfully Figurative Language Synthesize comments Hyperbole Paradox Connotation Denotation NCSD ELA 11th –Grade Instructional Guide Working Draft Aug. 2012 Summative Assessment(s): (This is a two-­day assessment). First day of assessment: Part 1 (First Half of Class)-­‐ Individual prep with previous texts from the unit. Students have to take notes on focused questions derived from the essential question. Working with the earlier pieces from the unit. Part 2 (Second Half of Class)-­‐ Focused discussion groups around the essential question: How does our understanding of a variety of historical pieces of literature help inform our ideas and opinions of contemporary issues? -­‐They are learning from each other and sharing their insights on the unit texts. Second day of assessment: Unit Summative Assessment -­‐ In class response to a modern text -­‐ Read this article about ___________ in modern America, and/or view this video clip about the same issue. Then construct an in-­‐class essay analyzing how the Puritans and early Americans would have responded to this issue, and why this is still an issue in America today. You must cite examples from the previous texts and/or discussions in your essay. NY Times Room for Debate (Good website for contemporary issues) *The scoring of the writing in this summative assessment will be focused on ideas and content especially regarding a student’s ability to cite evidence. The other components of the rubric (conventions, organization, etc.) are a formative assessment for the teacher in preparation for upcoming writing assessments. Formative Assessments: • Free writes, response journals • Quick writes • Small group discussions • Whole class discussions • Annotated texts • Read aloud in class • Letter to the editor • Personal experience media diary • Venn diagram comparing two creation myths Formative Assessment Ideas The Crucible Author’s Example 1: Technique Example 2: Formative, Example 3: Multiple Practice What if students don’t get it? Ex 1 Effective? Why? Ex 2 Effective? Why? Why Not? Ex 3 Effective? Why? Why Not? What if students do get it? Resources: • The Crucible (Arthur Miller) (EA) • An Almanack for the Year of Our Lord 1648 (Samuel Danforth) (selections) NCSD ELA 11th –Grade Instructional Guide Working Draft Aug. 2012 “An Hymn to the Evening” (Phillis Wheatley) (EA) “On Being Brought from Africa to America” (Phillis Wheatley) (EA) “The Day of Doom” (Michael Wigglesworth) “The Sot-­‐Weed Factor” (Ebenezer Cook) “To His Excellency General Washington” (Phillis Wheatley) (EA) “To My Dear and Loving Husband” (Anne Bradstreet) “Upon a Spider Catching a Fly” (Edward Taylor) “Upon the Burning of Our House” (Anne Bradstreet) A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson (Mary Rowlandson) The Secret Diary of William Byrd of Westover, 1709-­‐1712 (William Byrd) (excerpts) A Key into the Language of America (Roger Williams) (excerpts) Of Plymouth Plantation (William Bradford) (excerpts) The Bloody Tenent of Persecution, for Cause of Conscience (Roger Williams) (excerpts) "The Negro Artist and the Racial Mountain” (Langston Hughes) (EA) The Selling of Joseph: A Memorial (Samuel Sewall) "The Trials of Phillis Wheatley” (Henry Louis Gates, Jr.) (excerpts) “Sinners in the Hands of an Angry God” (July 8, 1741) (Jonathan Edwards) Coyote was Going There (Jarold Ramsey) Native American Creation Myths: • Coyote and the Origin of Death: A Caddo Myth • The Origins of Earth: A Tuskegee Myth • Iroquois Great Law of Peace The Interesting Narrative of the Life of Olaudah Equiano (Olaudah Equiano) Resources Needed: •
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NCSD ELA 11th –Grade Instructional Guide Working Draft Aug. 2012