Grade: 12th
Unit Three: Reflecting on Society ​(​myPerspectives ​Unit 2)
Timeline: Quarter Three
Unit Overview:​ Whether it means rallying together to protest inequality or feeling like a lone outsider, there are many reasons that
people take action to express their opinions. Throughout British history, conflicts between ideals and reality have shaped views of
society. This unit has been designed to allow you to explore how and why people form different perspectives on the society in which
they live.
*Important note for AP teachers: You will be using the College Board approved curriculum. Contact your GT coordinator for access to
the AP curriculum.
STANDARDS ADDRESSED IN THIS UNIT
ESSENTIAL ​(Ongoing Standards Highlighted)
SUPPORTING
RL.11-12.1/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. (​Literature and Informational Text)
RL.11-12.2/RI.11-12.2​- Examine a ​grade-appropriate ​literary and informational text.
● Provide an ​objective summary​.
● 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 and analysis.
RL.11-12.6 - Analyze a case in which grasping perspective and/or purpose requires
distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm,
irony, or understatement).
W.11-12.1- Write arguments to support claims when analyzing
substantive topics or texts, using valid reasoning and
relevant, sufficient evidence.
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. 11-12.5- 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.11-12.6- 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.
L.11-12.6- Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient
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SL.11-12.1​- Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, 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. 11-12.4 - 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.
for reading, writing, speaking, and listening; demonstrate
independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or
expression.
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.
RI. 11-12.5- Analyze and evaluate the effectiveness of the
structure an author uses, including whether the structure
makes points clear, convincing, and engaging.
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.
SL. 11-12.5 - Make strategic use of digital media (e.g., textual,
graphical, audio, visual, 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 standard and/or ​formal English
when indicated or appropriate.
STUDENT-FRIENDLY LEARNING TARGETS
Students will be able to:
● Read a variety of texts to gain the knowledge and insight needed to write about social reform. ​RL.12.8, RL.12.8
● Expand Knowledge and use of academic and concept vocabulary. ​RI.12.4
● Write an explanatory essay that contains a clear thesis statement and is developed using facts and details from texts and original
research. ​W.12.2
● Conduct research projects of various lengths to explore a topic and clarify meaning. ​W.12.7
● Maintain a formal style, including following the conventions of hyphenation in formal writing. ​L.12.2.a
● Collaborate with your team to build on the ideas of others, develop consensus, and communicate ​SL.12.1
● Integrate audio, visuals, and text in presentations ​SL.12.5
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KEY ACADEMIC VOCABULARY
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Delivery
Gesture
Audience reaction
Primary source
Secondary source
Historical writing
Text Structure
Chronological order
Cause-and-effect
Argument
Paradigm
Claim
Allusion
Irony
ESSENTIAL QUESTIONS
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How do people come to have different views of society?
What factors lead people to criticize their society rather than simply accept it?
How do we know what we know?
How does what we know about the world shape the way we view ourselves?
How do our personal experiences shape our view of others?
What does it mean to be an insider or an outsider?
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TEXT OPTIONS
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The Importance of Being Earnest​ by Oscar Wilde
1984​ by George Orwell
The Canterbury Tales​ by Geoffrey Chaucer
(Free in Savvas Realize Digital Library)
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Americanah​ by Chimamanda Ngozi Adichie
Aristotle and Dante Discover the
Secrets of the Universe
by Benjamin Alire Sáenz
The Secret Life of Bees​ by Sue Monk Kidd
ASSESSMENTS
Please read: ​The assessment process is cyclical, meaning after the first round of assessments are distributed, there should be a reteach,
interventions, and enrichments. A second round of post-tests for students who did not reach mastery for each standard being assessed should
be given.
Three Steps to Assessment Analysis
Pre-Assessments (Team Generated)
● Week 1 or 2
Formative Assessments (Team Generated)
● Between Weeks 4 or 5
Post-Assessments (Team Generated)
● Week 7 or 8
Weeks 3 and 6
Reteach/Remediate/Enrich/Reassess
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Intervention Plan
Intensive
➔ Conference with students about their
progress, guide them in creating a plan
for improvement.
➔ Contact support staff, such as City
Year for additional intervention
➔ Partner with colleagues and/or
co-teacher
➔ Contact the student’s support system
[parent/caregiver]
➔ Plan specific supports for identified
weak areas in students’ understanding
of the content and/or skills
Strategic ➔ Plan specific supports for identified
weak areas in students’
understanding of the content and/or
skills.
Optional Instructional Plans
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
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Good to Go
➔ Encourage students to work towards
Level 4 in the Proficiency Scale(s),
which will extend and deepen their
understanding of the content and skills.
ADDITIONAL RESOURCES:
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Newsela articles aligned to novel selections for this unit can be found in the 12th grade literacy support group on Schoology (Access code: WPGJ-XGGJ-GR4Z5)
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