Grade  11  Unit  Two:
Literature  of  Dissent
Estimated  Days:
Big  Ideas/Essential  Questions  (How  does  this  unit  apply  to  a  student’s  life?)
How  have  differences  in  the  American  experience  resulted  in  literature  of  dissent,  and  how  has  this   literature  shaped  our  country?
Summatively  Assessed  Standard(s):
RI.  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.   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.
W1   -­‐   Write   arguments   to   support   claims   in   an   analysis   of   substantive   topics   or   texts,   using   valid   reasoning  and  relevant  and  sufficient  evidence.
W1  b  -­‐  Develop  claim(s)  and  counterclaims  fairly  and  thoroughly,  supplying  the  most  relevant  evidence   for   each   while   pointing   out   the   strengths   and   limitations   of   both   in   a   manner   that   anticipates   the   audience’s  knowledge  level,  concerns,  values,  and  possible  biases.
W1  c  -­   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.
W1   e   –   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.   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.
SL.  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.
L.1
Demonstrate  command  of  the  conventions  of  standard  English  grammar  and  usage  when  writing  or   speaking.
Content:  (students  need  to  know)
Vocabulary
•
Hook
•
Author’s  Style
•
Tone
•
Author’s  Purpose
•
Argument/Counter  Argument
•
Validity
•
Rhetoric
•
Rhetorical  Devices  (repetition,  emotional  appeal,   anecdote,  logos,  pathos,  ethos)
•
Literary  Devices  (irony,  metaphor,  alliteration,   imagery)
Skills:  (students  need  to  do)
Writing:
•  Formulate  and  support  a  clear  argument  on  a   selected,  debatable  topic
•  Follow  persuasive  organizational  structure   including  thesis  statement,  argument  and   counter-­‐argument  strategies
•  Use  other  persuasive  strategies  (e.g.  repetition)   used  by  effective  writers  and  speakers  of  this   genre
•
Follow  the  writing  process  to  maximize  the
effectiveness  of  the  argument.
•
Cite  sources  using  MLA  guidelines
NCSD ELA 11 th –Grade Instructional Guide Working Draft Aug. 2012

Reading:
● Analyze  how  tone  is  established  in  persuasive   writing.
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Analyze  the  use  of  literary  elements  in   persuasive  writing.
Compare  and  contrast  points  of  view  in   arguments  presented  on  related  issues.
Analyze  the  qualities  of  an  effective  argument
(i.e.,  examine  the  truthfulness  and  validity  of   the  argument,  as  well  as  its  rhetorical   devices).
Apply  knowledge  of  effective  arguments  when   writing  one  of  your  own.
Summative  Assessment(s):
1.    Students  will  apply  their  knowledge  of  effective  argument  writing  by  completing  one  of   their  own  argument  papers.  Papers  will  include  a  thesis  supported  with  references  to  at   least  two  different  pieces  of  textual  evidence  and  address  any  opposing  viewpoints.    *To  be   assessed  using  the  Argumentative  Writing  Rubric  (from  ESD  Smarter  Balanced  ELA
Rubrics).
Sample  questions:
Do  independence  and  freedom  still  need  to  be  fought  for?
Should  the  words  “under  God”  be  in  the  US  Pledge  of  Allegiance?    Why  or  why  not?  (see  procon.org)
Is  American  culture  still  oppressive?
Is  breaking  the  law  ever  justified?
Why  would/would  not  a  person  want  to  move  to  America  from  another  country?
2.    Students  will  give  an  informative  presentation  using  Google  docs  that  will  analyze  the   rhetoric  used  on  a  persuasive  work  of  their  choice  (e.g.  a  commercial,  political  cartoon,   public  service  announcement,  Facebook  pop-­up,  campaign  ad,  etc.).    *To  be  assessed  using   a  Speaking  Rubric  that  assesses  content  and  delivery.
Formative  Assessments:
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After  reading  each  piece  as  a  class,  identify  the  author’s  main  argument  -­‐  exit  slip.
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In  a  group  -­‐  quote  three  lines  of  a  text  that  demonstrate  an  effective  use  of  rhetorical/literary  devices
● and  label  them.
In  a  group  -­‐  summarize  the  situation,  the  author’s  position,  and  identify  what  you  believe  to  be  the  most   convincing  argument/strategy  made  by  the  author.
What  if  students   don’t   get  it?
What  if  students   do   get  it?
Resources:
Excerpted  Pieces:
•
Common  Sense  -­   Thomas  Paine
NCSD ELA 11 th –Grade Instructional Guide Working Draft Aug. 2012

•
The  Declaration  of  Independence  -­   Thomas  Jefferson
• excerpts  from   Uncle  Tom’s  Cabin    by  Harriet  Beecher  Stowe
• excerpts  from   The  Narrative  of  the  Life  of  Frederick  Douglass
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“Civil  Disobedience”  -­‐  Henry  David  Thoreau
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“I  Will  Fight  No  More  Forever”  -­‐  Chief  Joseph
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“Letter  from  a  Birmingham  Jail”  -­‐  Martin  Luther  King,  Jr.
• excerpts  from   The  Feminine  Mystique  by  Betty  Friedan
•
“Silent  Spring”  –  Rachel  Carson
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“The  Grapes  of  Wrath”  –   John  Steinbeck
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“I  Will  Not  Vote”  –  W.  E.  B.  DuBois
Speeches:
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"What  to  the  Slave  Is  the  Fourth  Of  July?  An  Address  Delivered  in  Rochester,  New  York,  on  5  July  1852"
(Frederick  Douglass)
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Speech  to  the  Virginia  Convention  (March  20,  1775)  (Patrick  Henry)  (E)
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“I  Have  a  Dream”  -­‐  Martin  Luther  King,  Jr.
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“Farewell  Address”  -­‐  George  Washington
Poetry/Other:
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Star  Spangled  Banner
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The  Pledge  of  Allegiance
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Preamble  to  the  Constitution  and  the  Bill  of  Rights
•
Jay  Smooth  (google  him)
•
Bob  Dylan
•
Woody  Guthrie
Needed  Resources:
Ideas  for  other  (short)  titles  -­‐  poetry,  song  lyrics,  from  other  (more  diverse)  American  voices  in  more
recent  times.
NCSD ELA 11 th –Grade Instructional Guide Working Draft Aug. 2012