English Language Arts Unit 1: Impact of Choice Grade 11 Stage 1 Unit Goals -­‐ 9 Weeks (What is worthy and requiring of understanding?) Unit Description: In this unit, students will thoroughly examine the concept of author’s purpose. Students will cite textual evidence that documents an author’s choices concerning text structure and word choice, and they will analyze how choices impact the overall meaning, tone, and aesthetic of the text. Students will read literary and informational texts CCSS Anchor Standards Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5 Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Text Types and Purposes 2 Write informative/explanatory text s to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Language 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. Transfer Goals Students will be able to increasingly able to independently use their learning to… 1.
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. 2.
Students can produce effective writing for a range of purposes and audiences. 3.
Students can employ effective speaking and listening skills for a range of purposes and audiences. 4.
Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. 5.
Students can connect skills through industry themes for college and career readiness. Making Meaning UNDERSTANDINGS Students will understand that… 1. One must be able to make informed decisions by using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-­‐solving techniques. 2. Authors make purposeful decisions when writing their texts. 3. Close reading of a text helps the reader draw conclusions about the author’s perspective and purpose 4.
One must be decisive while writing in order to clearly communicate one’s purpose and message 5.
Aesthetics help with the enjoyment of a text KNOWLEDGE Students will know… 1.
2.
3.
4.
5.
6.
7.
Purpose Audience Connotative vs. figurative meaning The impact of diction Style Point of view An author’s choices concerning how to develop and relate textual elements (i.e., plot, setting, characterization, etc.) 8. Proper use of hyphenation 9. A variety of syntactical structures 1
Long Beach Unified School District
ESSENTIAL QUESTIONS Students will keep considering… 1. How do the decisions we make affect the world around us? 2. Who is telling the story, and how does culture, experience, or status affect his or her perspective? 3. How do the choices an author makes create an effect that conveys the author’s purpose? 4.
What considerations should a writer take in order to clearly convey his/her purpose and message? 5.
How do fresh, engaging, or beautiful words and phrases help to create an aesthetic impact? And what does this impact do for readers? Acquisition SKILLS Students will be skilled at (Do)… 1. Determining author’s purpose 2.
Determining the meaning of connotative and figurative meanings of words and phrases 3.
Analyzing the cumulative impact of an author’s word choice (diction) 4.
Analyzing how an author’s choices concerning structure of a text, the order of events, and manipulation of time can create effects, such as mystery, tension, surprise, etc. 5.
Analyzing how authors develop and relate textual elements (i.e., setting, plot, characterization, etc.) Applying Industry Theme through Standards for Career Ready Practice and Behaviors of Learning and Teaching (BLTs) Students will be skilled at (Do)… 6. Applying appropriate technical skills and academic knowledge 7. Communicating clearly, effectively, and with reason 8. Employing valid and reliable research strategies 9. Engaging in deep critical thinking using challenging material and industry-­‐
specific problem solving tools. 10. Pointing out connections across subjects in interdisciplinary projects. English Language Arts Unit 1: Impact of Choice Reading Literature •
•
•
RL11-­‐12.1 :Cite strong and thorough textual evidence to support analysis of what the text says as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL11-­‐12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. RL11-­‐12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL11.12-­‐5: Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Informational •
•
•
•
Grade 11 Stage 1 Assessed Grade Level Standards •
RL11-­‐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. RL11-­‐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. RL11-­‐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. RL11-­‐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. Writing Speaking & Listening Text Type W11-­‐12.2: Informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. •
W911-­‐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; including formatting, graphics, and multimedia when useful to aiding comprehension. •
W911-­‐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. •
W911-­‐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. •
W911-­‐12.2d: Use precise language, domain-­‐
specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. •
W11-­‐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. Production and Distribution of Writing •
W11-­‐12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. •
W11-­‐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. •
W11-­‐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 •
2
Long Beach Unified School District
Comprehension and Collaboration •
•
•
•
SL911-­‐12.1: Initiate and participate effectively in a range of collaborative discussions (one-­‐on-­‐one, in groups, and teacher-­‐led) with diverse partners on grades 11-­‐12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL911-­‐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. SL911-­‐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. SL911-­‐12.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language Conventions •
•
•
•
•
•
L911-­‐12.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L11-­‐12.1a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. L11-­‐121b: Resolve issues of complex or contested usage, consulting references as needed. L911-­‐12.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. L911-­‐12.2a: Observe hyphenation conventions. L911-­‐12.2c: Spell correctly. Knowledge of Language •
•
L911-­‐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. L11-­‐12.3a: Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Vocabulary Acquisition and Use •
•
L9-­‐10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L911-­‐12.5b: Analyze nuances in the meaning of words with similar denotations. English Language Arts Unit 1: Impact of Choice •
•
or information. W11-­‐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 multiple sources on the subject, demonstrating understanding of the subject under investigation. W911-­‐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. CCSS Standards Link: http://www.lbschools.net/M ain_Offices/Curriculum/Areas/English_Language_Arts/content_standards.cfm CTE Model Curriculum Standards Link: http://www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp 3
Long Beach Unified School District
Grade 11 English Language Arts Unit 1: Impact of Choice Grade 11 Stage 1: Focus on Integrated Projects: Using alternate content/materials to learn/accomplish the same skill set of this unit STEP 3: DEMONSTRATION / MASTERY OF STANDARDS ***Opportunity for single-­‐
***Opportunity for single-­‐
Key Assignment Presentation Task *** Key Assignment Writing Task*** subject or multi-­‐disciplinary subject or multi-­‐disciplinary (done in either order) (done in either order) industry integration industry integration • All students will demonstrate an • All students will demonstrate an understanding of the Unit Focus through the Presentation Task •
STEP 1: FOUNDATION Key Assignment Reading Task & Assessment • All students read and analyze the required reading pieces as outlined on page 7 of this document • Through this common task all students build the skill set of the unit’s Focus Standards •
•
•
•
•
•
All students complete the Key Assignment Reading Assessment • Can be an entry point for the project • Based on the Inquiry Task • The Presentation Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Presentation piece of an Integrated Project). • Skills developed in each unit’s key assignment presentation are consistent with identified Speaking and Listening CCSS and unit focus. • Skills demonstration can vary through an extended menu (i.e. multi-­‐media, debate, author’s chair, etc.) • Note: Project does not replace Presentation Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences STEP 2: APPLICATION Key Assignment Inquiry Task ** All students will apply foundational skills from the reading task and assessment to the completion of the inquiry task Can be an entry point to the project The Inquiry Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. Inquiry piece of an Integrated Project). Skills can be practiced using suggested material or industry themed material Inquiry skills are consistent with identified Reading Information CCSS and Unit Focus. Note: Project does not replace Inquiry Key Assignment – rather, the topic and content can be altered to allow for industry themed experiences • 4
Long Beach Unified School District
understanding of the Unit Focus through the Writing Task • Can be an entry point for the project • Based on the Inquiry Task • The Writing Task can be completed within a single discipline, paired disciplines, or in a multidisciplinary setting (i.e. written piece of an Integrated Project). • Skills developed in each unit’s key assignment writing task are consistent with identified Writing CCSS and Unit focus. • Skills demonstration can vary through an extended menu (i.e. multi-­‐media, debate, author’s chair, etc.) • Note: Project does not replace Key Assignment writing task – rather, the topic and content can be altered to allow for industry themed experiences English Language Arts Unit 1: Impact of Choice Evaluative Criteria Grade 11 Stage 2 Unit Assessments (What is the evidence of understanding?) Assessment Evidence Student performance will be evaluated in terms of… KEY ASSIGNMENTS PERFORMANCE TASK(S): Components of Key Assignment(s) 1. Reading Task that assesses whether students met the expectations of the CCSS reading standards for Literature and Informational Texts 2. Writing Task that assesses whether students met the expectations of the specific genre type while demonstrating understanding of the unit focus 3. Inquiry Task that assesses student ability to apply understanding of the “essential questions” to other texts, their lives, and/or the real world through a mini-­‐research assignment. 4. Presentation Task assesses a student’s ability to participate in academic conversations and collaborations KEY ASSIGNMENT ALIGNMENT CHECK: TG1-­‐5; U1-­‐4; Q1-­‐4; K1,2,5,6,8; S 1,3,4,6,7,8,9,10 Key Assignment Reading Task • Choose evidence from the text to support an inference • Examine what words mean and how context affects their meaning • State how the author arranges details, evidence, or events to support and develop a claim or idea Key Assignment Writing Task: Informational/Explanatory (Processed) • Inform the reader about or explain complex ideas, processes, or events in language that is clear, precise, and formal, incorporating and organizing only the essential details, facts, examples, and quotations needed to provide a thorough analysis of the content. Students will demonstrate their understanding through… Using a Thinking Map, record textual evidence that documents author’s choices concerning development and relation of textual elements (i.e., plot, setting, characterization, etc.) and the impact of the diction, and how these choices convey the author’s purpose and meaning. Five graphic organizers should be completed, one for each of the texts analyzed in the unit. (RL/RI.11-­‐12.1,4,5) Students will demonstrate their understanding through… Key Assignment Writing Task: Students will write an informational/explanatory essay in which they analyze an author’s specific choices. Students will analyze how the author’s choices concerning development and relation of textual elements, specific word choices, and structure of the text create an aesthetic impact that conveys the author’s purpose. (W.11-­‐12.2) 5
Long Beach Unified School District
English Language Arts Unit 1: Impact of Choice Key Assignment Inquiry Task • Concentrate on how the author(s) arrange details, evidence, or events to support and develop a claim or idea, analyzing how the writer begins and then refines the ideas. Key Assignment Presentation Task • Deliver presentations in clear and concise language that highlights key details, results, or supporting evidence in a logical way. • Pose and respond to specific questions with elaboration and detail. •
•
•
Organizes and maintains focus to support purpose Uses elaboration strategies to aid comprehension Uses appropriate transitions and precise language •
•
Use SBAC Rubric for Informative/Explanatory Writing Use “Sample Answer” for guidance Grade 11 Students will find a sonnet (Shakespearean as called out in RL11-­‐12.4&&) or one written by another author such as Longfellow, Bryant, Whitman, Dunbar, Lazarus, Poe, Lowell, Whittier, etc.) . Students will analyze how the poet’s choices concerning text structure and diction contribute to the meaning and create an aesthetic impact. (W.11.12.2) Students will demonstrate their understanding through… Students will present their inquiry findings to their classmates or community (small group, whole-­‐class, community members, depending on time constraints). (SL11-­‐12.1a & 4) On-­‐Demand Reading and Writing Assessment (Interim) which assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS. ALIGNMENT CHECK: TG 1-­‐5; U1-­‐3; Q1-­‐4; K1-­‐5; S1-­‐5 Other Evidence: may also be used formatively Anthology Alignment Project (AAP) Culminating Writing Task Teachers will model the process, teaching a strategy (intro, Thinking Map, conclusions, text evidence, etc.) OR students will write independently if they are ready. ALIGNMENT CHECK: TG1-­‐5; U1-­‐3; Q2-­‐4; K 1-­‐5; S1-­‐4 6
Long Beach Unified School District
Students will demonstrate their understanding through… English Language Arts Unit 1: Impact of Choice Grade 11 Short Constructed Response • Uses precise language • Uses textual evidence to support Students will write routinely over extended time frames (time for research, reflection, and assertions revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐
specific tasks, purposes, and audiences. •
Comes to discussions prepared, referring Collaborative Discussions to evidence on the topic and building on others’ ideas Students are demonstrating accurate knowledge and speaking effectively about the topic. The teacher is actively participating in the discussions, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed. 7
Long Beach Unified School District
English Language Arts Unit 1: Impact of Choice Grade 11 Stage 3 Learning Plan (What learning experiences and teaching promote understanding?) Text Sequence Overview Approximate Number of Days 3 days ELA Content 4-­‐5 days 5 days Classroom Documents: Syllabus, Course Description, Classroom Practices, Icebreaker Activities, etc. Choose only 2-­‐3 poems from the list – Focus on standards RL11-­‐12.3,4,5: * “The Raven” by Edgar Allan Poe (HLLA 273) * “from Song of Myself 10 Along far in the wilds” by Walt Whitman (HLLA 313) * “Because I Could Not Stop for Death” by Emily Dickinson (HLLA 347) * “The River-­‐Merchant’s Wife: A Letter” by Ezra Pound (HLLA 575) * “what if a much of a which of a wind” by e.e. Cummings (HLLA 602)“Mending Wall” by Robert Frost (HLLA 727) * “The Weary Blues” by Langston Hughes (HLLA 751) * “Mirror” by Sylvia Plath (HLLA 1050) * “The Bells” by Anne Sexton (HLLA 1056) * “The Bean Eaters” by Gwendolyn Brooks (HLLA 1061) Teachers can and may make revisions to this portion of Stage 3. Teachers who make revisions to Stage 3 should consider the following: * What learning experiences and instruction will promote the desired understanding, knowledge, and skill? * How will you best provide the deepening of insight and interest? * How will you prepare students for the end of unit performance? What alignment exists? All learning should be derived from the goals of Stage 1 and the assessments of Stage 2 to ensure the alignment of the plan. Required AAP: “Sinners in the Hands of an Angry God” by Jonathan Edwards [Sermon] (HLLA 46) Extended Reading Choice: Select ONE depending on availability and/or alignment to Integrated Project: 15 days The Jungle The Crucible Catcher in the Rye The Adventures of Huckleberry Finn Their Eyes Were Watching God The Scarlet Letter 8
Long Beach Unified School District
Cross-­‐Curricular Content English Language Arts Unit 1: Impact of Choice 6 days 8 days 2-­‐3 days On-­‐Demand Reading and Writing Assessment 9
Long Beach Unified School District
Grade 11 **Key Assignment Inquiry Task: Students will find a sonnet (Shakespearean as called out in RL11-­‐12.4&&) or one written by another author such as Longfellow, Bryant, Whitman, Dunbar, Lazarus, Poe, Lowell, Whittier, etc.) . Students will analyze how the poet’s choices concerning text structure and diction contribute to the meaning and create an aesthetic impact. **Key Assignment Presentation Task: Students will present their inquiry findings to their classmates or community (small group, whole-­‐class, community members, depending on time constraints). ** Key Assignment Reading Task: Using a Thinking Map, record textual evidence that documents author’s choices concerning development and relation of textual elements (i.e., plot, setting, characterization, etc.) and the impact of the diction, and how these choices convey the author’s purpose and meaning. Five graphic organizers should be completed, one for each of the texts analyzed in the unit. **Key Assignment Writing Task: Students will write an informational/explanatory essay in which they analyze an author’s specific choices. Students will analyze how the author’s choices concerning development and relation of textual elements, specific word choices, and structure of the text create an aesthetic impact that conveys the author’s purpose. English Language Arts Unit 1: Impact of Choice Grade 11 Stage 3 Daily Performance Activities – SAMPLE LESSON STRUCTURE Focus of Instruction: Reading Texts: Theme Connections: This lesson is the opportunity for students to read two texts relationships between two people. Based on • “The River-­‐Merchant’s Wife: A Letter” (HLLA 576) and “The Bean what they’ve read, students will learn how events can shape the author’s purpose and tone. Students will regularly use text-­‐based evidence to explain author’s purpose and tone. Eaters” (HLLA 1061) Standards: Reader and Task Considerations: For Pound’s poem, students need to be aware of the difference between Point of View and the author of the • RL 11-­‐12.1: Cite strong textual poem. Pound relies heavily on imagery to create the mood and setting of his poem, as well as through moving evidence • RL 11-­‐12.3: Analyze the impact of through the years. the author’s choice regarding how to develop and relate elements of Some of the reader considerations in Brooks’ poem is the language. Students may need help seeing the significance of the rhyming structure of the poem, as well as the diction and unusual capitalization used in the a story or drama. poem. • RL 11-­‐12.4: Determine the meaning of words and phrases as they are used in the text, including Instructional Activities Review author’s purpose (to inform, to entertain, to describe, to persuade) with the students. Point out that figurative and connotative sometimes the purposes overlap. As they read, they should be able to determine the purpose of this text (to meanings; analyze the impact of specific word choices on meaning entertain). and tone, including words with Review with students the elements of the texts that identify them as poems. multiple meanings or language that is particularly fresh, engaging, First Read: and beautiful. Have the students read the texts in partners and complete a Circle Map of important poetry elements, • RL 11-­‐12.5: Analyze how an especially focusing on the imagery of the poems. In the frame have students write how the imagery the author’s choice concerning how authors choose to include contribute to the meaning/message of the poem. to structure specific parts of a text contribute to its overall structure and meaning as well as Second Read: Read each of the poems aloud with students and engage the students in a class discussion with the its aesthetic impact. following questions: “The River-­‐Merchant’s Wife: A Letter” Vocabulary: o The poem “The River-­‐Merchant’s Wife: A Letter” begins with a series of flashbacks. What does this tell Scowling p. 576 10
Long Beach Unified School District
English Language Arts Unit 1: Impact of Choice Mingled p. 576 Eddies p. 577 Narrows p. 577 Flatware p. 1062 Twinklings and twinges p. 1062 Fringes p. 1062 Learning Targets: • I can cite text-­‐based evidence that provides strong and thorough support for an analysis of literary text, including determining where the text leaves matters uncertain. (RL 11-­‐12.1) • I can analyze the impact of author’s choice on the development and relationship of elements of a story or drama. (RL 11-­‐12.3) • I can analyze the overall impact of word choices on meaning and tone. (RL 11-­‐12.4) • I can analyze how an author’s choices about how to structure specific parts of a text contribute to the overall structure, meaning, and aesthetic impact. (RL 11-­‐12. 5) • I can initiate effective discussions with diverse partners on grade 9-­‐
10 topics, texts, and issues. (SL9-­‐
10.1) • I can build on other’s ideas. (SL 9-­‐
10.1) • I can present information clearly, concisely, and logically for the 11
Long Beach Unified School District
Grade 11 us about the speaker in the poem? Why would the poet choose to begin the poem this way? o Analyze the line of the first poem, “At fourteen I married My Lord you.” What is the effect of the words in this order? o What image suggests that the river-­‐merchant is reluctant to leave home? o The author chose to use parallel structure for stanzas 2-­‐4. What does this choice reveal about the narrator of the poem? o What hurts the young wife in line 25, and why? In the same line, why does she say, after only five months, that she grows “older”? “The Bean Eaters” o In the second poem, which details tell the reader the most about this old couple? o Analyze the line of the second poem, “Two who are Mostly Good.” What effect does the capitalization of two words have in this line? o What specific details/images did the author choose to include about this couple’s life. What can the reader infer about this couple based on these details? o In line 10, what does the phrase twinklings and twinges reveal about the couple’s emotional life? o Both poems convey a relationship between two people. Use a Double Bubble map to compare and contrast the relationships between the two couples. Direct Instruction Mini-­‐Lessons o Use of various phrases (noun, verb, adjectival, adverbial, participial, prepositional) o Impact of author’s choices o Figurative and connotative meanings and tone o Identify and analyze irony o How to directly quote textual evidence versus paraphrase textual evidence English Language Arts Unit 1: Impact of Choice Grade 11 appropriate purpose, audience and task. (SL 9-­‐10.4) I can use evidence from literary informational texts to support analysis, reflection, and research. (W 11-­‐12.9) • I can vary grammar and sentence structure for effect, consulting reference for support. Thinking Maps used in lesson: •
Writing Task: The two poets spend time describing two very different relationships. Using objective paragraphs, compare and contrast the two relationships, being sure to cite text evidence. Grammar Task: Have student practice using a variety of syntax and sentence type in the objective writing task paragraph(s). Allow students to use outside references and models to help them formulate their paragraph(s). 12
Long Beach Unified School District
English Language Arts Unit 1: Impact of Choice Grade 11 “Sinners in the Hands of an Angry God” (Sermon) pg. 46 -­‐ AAP Lesson
5-­‐6 Days
AAP LESSON GUIDE Review (5 minutes) Purpose: A review can serve as the “set” for the lesson. It is an opportunity to “hook” new information to what students previously know. Procedure: Orally rehearse from a previous map, summarize what has been read so far (Think-­‐Pair-­‐Share), vocabulary review, etc. Direct Instruction (5 – 10 minutes) Purpose: Provide anything that needs to be explicitly taught in order for the students to have success with this lesson. This may be: vocabulary, a strategy, a skill, a text structure, a text feature, literary element, etc... Procedure: Teach it like a mini-­‐lesson Read Text Silently/Monitor (2-­‐ 15 minutes) Purpose: Each day all students should have some time to “grapple” with text that has not been read previously. This is to build stamina and practice strategies that support fluency and comprehension. Procedure: Set an appropriate amount of time (NOT number of pages) that most students can sustain reading silently. The amount of time should build over the year. • Remind students what an “on-task” silent reader looks like:
• Head down and focused
• Pages not turning so quickly
• Read in your mind
Read Text Aloud (5 minutes) Purpose: Students need to hear the rhythm and flow of language. Following along while hearing the text read aloud improves fluency. Procedure: The teacher reads aloud the “chunk” or whole text under consideration for the day. Read slowly and deliberately. Read the text without stopping! Vocabulary may be addressed while reading aloud when words appear in the text by using apposition. Student Accountability: Finger down to track the print, eyes down or jotting or recording notes on paper or a thinking map. Possible Extensions: Students have 3 minutes to either summarize in their journals or talk a their tables (heads together). Text Dependent Questions for Oral Discussion, and Vocabulary, (20 minutes) Purpose: An academic discussion to prove, verify, and give opinions based on textual evidence. Keep the focus on the TEXT and not on personal experiences. Review vocabulary words that are addressed with a question and can be determined from context. This is NOT about answer getting. Procedure: Ask the question → Provide wait time → Listen for several responses (using complete sentences) → Reread to support responses → Verify To engage ALL students during questioning consider: • Grouping: individually, with a partner, with a team • Wait time 13
Long Beach Unified School District
English Language Arts Unit 1: Impact of Choice •
Grade 11 Sentence frames to support complete sentence responses Teacher follow-­‐up questions “What in the text makes you say that?” “What evidence do you have?” “Can anyone find the sentence that tells us that and reread it aloud for us?” “Do all of you agree that the evidence matches the response?” Student Response Frames “According to the text...” “On page ___, the author states...” “I would like to add…” “I agree and also think…” “I agree and I also think...” “I disagree because...” Thinking Map(s) (5-­‐10 minutes) You may or may not decide to use a map for the chunk of text for that day. Assigning a Map can provide the students with an opportunity to go back and revisit the chunk of text 1 more time. Choosing a Map: • You may want to choose a map to capture the essential information from the “chunk” read that day. • You may want to choose a map to answer one of the questions. • You may want to choose a map and add to it throughout the week. Creating the Map • Students can create the map whole group, small group, in pairs, or individually. • Students add textual evidence to the map along with page numbers • Students practice taking information off the map in complete sentences. • Add textual evidence to the map and page numbers. • Orally practice taking information off the map in complete sentences.
Quick Daily Writing Opportunities (5-­‐10 minutes) •
•
•
•
•
Use the Thinking Map generated with information from the text. Pose a question that can be answered with information from the map. Orally rehearse answers to the question by taking information off the map. Ask students to write. Students can also practice writing answers to the text dependent questions that were orally discussed.
Culminating Writing Task-­‐Last Day All Thinking Maps from the week can stay up! 1. Read the task with the students and analyze what it’s asking. 2. Create or review maps that would support the type of “thinking” needed to respond to the task. 3. Have students orally rehearse what they will write. 4. Teachers will model the process, teach a portion (intro, Flee Map/Thinking Map, conclusion, text evidence, etc.) OR Students will work write independently if they are ready.
14
Long Beach Unified School District