Concept English III2015/2016

Map of12th Grade Requirements

Title/ NOTE: Create units working backward from the assessment
Calendar: Approximate months of units – 5 to 7 weeks / Collection/Unit 1 – Chasing Success
August/September / Collection/Unit 2 – Gender Roles
October / Collection/Unit 3 –Voices of Protest
November/December / Collection/Unit 4 – Seeking Justice, Seeking Peace
Read historical background
January/February / Collection/Unit 5 – Taking Risks
March/April / Collection/Unit 6 – Finding Ourselves in Nature
May/June
Assessments/Performance Tasks
Minimum one PBA per unit
Concept Tests / Final: Write a compare/contrast essay.
EOC#1 / Final: Participate in a structured group discussion. / Final: Participate in a structured group discussion.
EOC#2 / Final: Write an argument. / Final: Present a speech. / Final: Write a personal narrative.
EOC#3
Enduring Understanding / Sacrifice is part of success / Society proscribes roles for its people. / People react to injustice. / People decide to seek revenge or reconciliation. / Taking risks is important for personal growth. / Nature can be a mirror to humanity.
Essential Question / What would you give up in order to be successful? / How does the role you were assigned fit who and what you are? / What issues cause you to have adversarial reactions? / How do you decide if you will resolve a conflict or seek revenge? / How do you determine when risking everything is the right thing to do? / How do you see yourself reflected in the natural world around you?
Learning Objectives/Standards/Skills
Targeted for scope/sequence, not a complete list / Cite textual evidence; make inferences, determine two or more central idea/analyze its development, provide objective summaries, analyze and evaluate structure, analyze a complex set of ideas, , analyze author’s word choices/ point of view, analyze elements of drama including conflict and symbolisms, write informational/expository texts.Also, academic vocabulary (accumulate, appreciation, conform, persistence, reinforce) / Cite textual evidence, determine a central idea, make infrerences, analyze the narrator and the frame-story structure of a narrative poem, analyze the setting as a story element, determine figurative means of words and phrases, analyze counterarguments and rhetorical devices, summarize main ideas, determine an author’s viewpoint about a complex subject. Also, academic vocabulary (bias, complementary, exploit, inclinations, predominance) / Cite textual evidence; make inferences, provide an objective summary, delineate and evaluate an argument as well as determined connotative meanings of language, analyze foundational documents an, analyze cause and effect, analyze satire and its historical context, integrate and evaluate information presented in words and photographs, analyze impact of word choice. Also, academic vocabulary (controversy, convince, ethics, radical, tension) / Cite text evidence, determine central ideas of a text,analyze both the language and the structure of the play, analyze multiple interpretations of a drama to evaluate how each interprets the text, analyze the structure of an argument and identify its central ideas, analyze an author’s choices concerning the structure and point of view in a text, analyze ideas and events and draw conclusions, determine the figurative meanings of words, writer arguments. Also, academic vocabulary (drama, integrity, mediate, restrain, trigger) / Cite textual evidence, make inferences, determine themes/central ideas of a text, analyze author’s choices, structures of text, analyze how grasping a point of view requires distinguishing what is directly stated in a text from what is really meant, determine author’s point of view/purpose, analyze characteristics of epic poetry, write informative/explanatory texts, adapt speech for setting . Also, academic vocabulary (assurance, collapse, conceive, devote, vision) / Cite text evidence; make inferences, determine a theme or central idea; provide a summary, analyze the impact of the author’s choices regarding how to develop/relate elements of story, how author’s choices concerning structure contribute to overall meaning, demonstrate knowledge of foundational works of American literature, in part by analyzing their structural forms,, Also, academic vocabulary (encounter, intensity, restore, theme, visualize)
Suggested Activities/Note
Research based strategies
Vocabulary and language skills taught in context / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading Strategies ,Inferencing Questions, Think Alouds, Argumentative Visual Organizer, Magnet Summaries, Everything’s an Argument activities. / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading strategies, Inferencing Questions, IBET, Two Column Notes, Vocabulary Webs, Meaning and Tone tables, Socratic Seminar, etc. / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading strategies, Cornell Notes, Turn and Talk, , Meaning and Tone tables, Socratic Seminar, Four Square, etc. / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading strategies, Think Alouds, Two Column Notes, Blooms Question Stems, Four Square, / Balanced Literacy, Gradual Release Model, Teacher Modeling, Close Reading strategies, Think Alouds, Two Column Notes, Blooms Question Stems, Four Square / Balanced Literacy, Gradual Release Model, Close Reading strategies. Character Grids, Word Trace Journals, Dialectical Journals, Meaning and Tone Tables, Shakespeare Set Free, etc.
Resources
Anchor Text (s) Provided
Note: Novels should be assigned sparingly.
Disciplinary Literacy / “Marita’s Bargain” essay and from Annie John “A Walk to the Jetty” novel / “The Wife of Bath’s Tale” narrative poem and “The Men We Carry in our Minds” essay
History / “Speech on the Vietnam War” speech and “A Modest Proposal” satire
History / “Hamlet” drama and “Blocking the Transmission of Violence” article
HistoryTechnology / From “Beowolf” epic poem and from “Grendel” novel / “Living Like Weasels” essay and “Dwellings” essay