Curriculum Management System - Monroe Township School District

Transcription

Curriculum Management System
MONROE TOWNSHIP SCHOOLS
Course Name: Advanced Placement English Language and Composition
Grade: 11
For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Board Approved: <Type Date Here>
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Table of Contents
Monroe Township Schools Administration and Board of Education Members
Mission, Vision, Beliefs, and Goals
Core Curriculum Content Standards
Scope and Sequence
Page 3
Page .4
Page 5.
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Pages 6-9
Quarterly Benchmark Assessment
Page 77
Pages 10-72
Pages 73-76.
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Monroe Township Schools Administration and Board of Education Members
ADMINISTRATION
Dr. Kenneth R. Hamilton, Superintendent
Dr. Jeff C. Gorman, Assistant Superintendent
BOARD OF EDUCATION
Ms. Kathy Kolupanowich, Board President
Mr. Ken Chiarella, Board Vice President
Ms. Amy Antelis
Mr. Marvin I. Braverman
Mr. Lew Kaufman
Mr. Mark Klein
Mr. John Leary
Mr. Louis C. Masters
Mr. Ira Tessler
Jamesburg Representative
Ms. Patrice Faraone
WRITERS NAME
Robert Byrnes
CURRICULUM SUPERVISOR
Pamela Ackerman-Garcia
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Mission, Vision, Beliefs, and Goals
Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education
by well-trained committed staff in a safe and orderly environment.
Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a
global society through a preeminent education.
Beliefs
1. All decisions are made on the premise that children must come first.
2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse
population.
3. We believe there is a sense of urgency about improving rigor and student achievement.
4. All members of our community are responsible for building capacity to reach excellence.
5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.
6. We believe that collaboration maximizes the potential for improved outcomes.
7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community.
8. We believe that resources must be committed to address the population expansion in the community.
9. We believe that there are no disposable students in our community and every child means every child.
Board of Education Goals
1. Raise achievement for all students paying particular attention to disparities between subgroups.
2. Systematically collect, analyze, and evaluate available data to inform all decisions.
3. Improve business efficiencies where possible to reduce overall operating costs.
4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.
5. Provide early interventions for all students who are at risk of not reaching their full potential.
6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.
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Common Core State Standards (CSSS)
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what
they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete
successfully in the global economy.
Links:
1. CCSS Home Page: http://www.corestandards.org
2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions
3. CCSS The Standards: http://www.corestandards.org/the-standards
4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca
5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org
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Scope and Sequence
I.
II.
Quarter 1
Unit Topics(s)
Perspective
a. Summer Reading (e.g., An American Childhood by Annie
Dillard)
Narration
a. “The Allegory of the Cave” – Plato
b. “The Chase” – Annie Dillard
c. “The Death of the Moth” – Virginia Woolf
d. “Fish Cheeks” – Amy Tan
e. Other selected essays and works of non-fiction from
The Bedford Reader, The New Yorker, The Atlantic
Monthly, and other periodicals (e.g., “Living with Music”
by Ralph Ellison, “Champion of the World” by Maya
Angelou, “The Sacred Grove of Oshogbo” by Jeffrey
Tayler)
f. Selected short works of fiction (e.g., “The Lottery” by
Shirley Jackson, “Fifty Grand” by Ernest Hemingway)
III. Description and Example
a. “Not All Men Are Sly Foxes” – Armin A. Brott
b. “I Want a Wife” – Judy Brady
c. “Orange Crush” – Yiyun Li
d. “The Ways We Lie” – Stephanie Ericsson
e. “Homeless” – Anna Quindlen
f. “The World of Doublespeak” – William Lutz
g. “On Compassion” – Barbara Lazear Ascher
h. Other selected essays and short works of non-fiction
from The Bedford Reader, 50 Essays, New York Times,
and other periodicals and anthologies (e.g., “Shooting
Dad” by Sarah Vowell, “My Watch” by Mark Twain,
“Searching for El Chapareke” by Jeff Biggers, “My Face”
by Robert Benchley, “Niagara Falls” by Rupert Brooke)
i. Selected stories from Dubliners by James Joyce
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Scope and Sequence
Quarter 2
Unit Topic(s)
I. Process Analysis
a. “Chronicles of Ice” – Gretel Ehrlich
b. “How to Poison the Earth” – Linnea Saukko
c. “Behind the Formaldehyde Curtain” – Jessica Milford
d. Selected essays from The Bedford Reader, The Sun and
other periodicals, and anthologies (e.g., “How to
Operate the Shower Curtain” by Ian Frazier, “A Few
Words for Motherhood” by Wendell Berry, “Camping
Out” by Ernest Hemingway, “What Is Poverty?” by Jo
Goodwin Parker, “The Pleasure of Quarreling” by H. G.
Wells)
d. Selected essays from The Bedford Reader, New Yorker,
and various periodicals and anthologies (e.g., “A Web of
Brands” by Naomi Klein, “Disintroductions” by
Ambrose Bierce, “Cold Comfort” by Michael Castleman)
II. Comparison and Contrast
a. “The Allegory of the Cave” – Plato
b. “Grant and Lee”: A Study in Contrasts” – Bruce Catton
c. “Declaration of Sentiments and Resolutions” –
Elizabeth Cady Stanton
d. “Lost in the Kitchen” – Dave Barry
e. “Neat People vs. Sloppy People” – Suzanne Britt
f. “Size 6: The Western Women’s Harem” – Fatema
Mernissi
g. “A Brother of St. Francis” – Grace Rhys
h. Articles from The Onion, The New Yorker, and other
periodicals
i. Selected photographs and works of art (e.g., American
Gothic by Grant Wood, Rural Rehabilitation Client by
Ben Shahn, The Death of Socrates by Jacques-Louis
David)
III. Cause and Effect
a. “Be Cool to the Pizza Dude” – Sarah Adams
b. “Live Free and Starve” – Chitra Divakaruni
c. “Plata o Plomo: Silver or Lead” – Marie Javdani
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Scope and Sequence
Quarter 3
Unit Topic(s)
I. Definition
a. “The Meanings of a Word” – Gloria Naylor
b. “But What Do You Mean?” – Deborah Tannen
c. “Being a Chink” – Christine Leong
d. Selected essays from The Bedford Reader, anthologies,
various periodicals (e.g., “Toxic Discourse” by
Lawrence Buell, “The Word Police” by Michiko
Kakutani, “Of Truth” and “Of Revenge” by Sir Francis
Bacon, “Bad Poets” by Randall Jarrell, “Guys vs. Men” by
Dave Barry)
II. Argument and Purpose
a. Frankenstein – Mary Shelley
III. Style and Application
Short Fictional Works and Artwork Thematically Linked to
Frankenstein
a. “Ozymandias” – Percy Bysshe Shelley
b. “The Tyger” – William Blake
c. “The Hollow Men” – T. S. Eliot
d. “Power” – Adrienne Rich
e. “The Fall of Icarus” – Ovid
f. “Icarus” – Edward Field
g. “Musee des Beaux Arts” – W. H. Auden
h. “A Painful Case” (from Winesburg, Ohio) – Sherwood
Anderson
i. Other Selected Poems and Stories (e.g., “The Love Song
of J. Alfred Prufrock” by T. S. Eliot, “The Bride of
Frankenstein” by Mike Resnick, “The Birthmark” by
Nathaniel Hawthorne)
j. Selected works of art (e.g., Brueghel’s Landscape with
the Fall of Icarus)
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Scope and Sequence
I.
Quarter 4
Unit Topic(s)
Argument and Persuasion
a. “The Declaration of independence” – Thomas Jefferson
b. “Letter from Birmingham Jail” – Martin Luther King, Jr.
c. “Black Men and Public Space” – Brent Staples
d. “But Enough About You …” – Brian Williams
e. “Shooting An Elephant” – George Orwell
f. Selected essays from The Bedford Reader, 50 Essays, The
Atlantic Monthly, The Sun, and anthologies (e.g., “The Roots
of War” by Barbara Ehrenreich, “In Priase of Idleness” by
Bertrand Russell, “Not Your Husband” by Edwidge
Danticut, “Am I a Liberal?” by John Maynard Keynes,
“Advice on the Choice of a Mistress” by Benjamin Franklin,
“My Wood” by E. M. Forster, “Cause and Violent Effect” by
Barbara Hattemer)
II. Satire
a. The General Prologue to The Canterbury Tales – Geoffrey
Chaucer
b. “A Modest Proposal” – Jonathan Swift
c. “The Art of Controversy” – Ambrose Bierce
d. “Why I Am Not Going to Buy a Computer” – Wendell Berry
e. “Road Warrior” – Dave Barry
f. Selected essays and articles from The Bedford Reader,
anthologies, periodicals such as The Atlantic Monthly, The
Sun, The Onion, New York Times (e.g., “How to Poison the
Earth” by Linnea Saukko, “Are the Rich Happy?” by Stephen
Leacock, “Good Souls” by Dorothy Parker, essays from
Naked or Dress Your Family in Corduroy and Denim by
David Sedaris, selected essays by Maureen Dowd)
g. Selected short works of fiction (e.g., “An Experiment in
Misery” by Stephen Crane, “The Lottery” by Shirley Jackson,
“Haircut” by Ring Lardner, “The Man That Was Used Up” by
Edgar Allan Poe, “A Good Man Is Hard to Find” by Flannery
O’Connor, “The Nose” by Nikolai Gogol, “The Elephant” by
Slawomir Mrozek, “Peace on Earth” by Stanislaw Lem)
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ESTABLISHED GOALS
Reading
RL.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.
RL.11-12.2. 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; provide
an objective summary of the text.
RL.11-12.4. Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative meanings;
analyze the impact of specific word choices on
meaning and tone, including words with
multiple meanings or language that is
particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
Writing
W.11-12.1 Write arguments to support claims in
an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
• Introduce precise, knowledgeable
claim(s), establish the significance of the
claim(s), distinguish the claim from
alternate or opposing claims, and create
an organization that logically sequences
Quarter I – Unit 1
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
• Apply knowledge of rhetorical devices to the development of ideas in various texts.
• Succinctly develop and support ideas in writing and speaking.
• Determine the effectiveness of the use of language in media and real life situations.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• What is the importance of the written
• An author’s use of diction has an effect
word?
on the reader’s understanding of a text.
• How do rhetorical devices enhance
meaning in texts?
• Various rhetorical techniques help to
convey truths about life.
• How does a writer’s treatment of
subject matter affect the reader’s
• The speaker’s perspective affects the
perception of a text?
reader’s perception of texts.
• Quality literature often considers topics
that, while expressed in a personal way,
are often universal.
Acquisition
Students will know…
Students will be skilled at…
• Major events and ideas developed in the
• Recognizing how context affects the
summer reading work.
meaning of words and phrases in texts.
• The meaning of various rhetorical
• Identifying rhetorical devices and how
devices.
they are utilized in methods of
communication.
• The target audience of the work.
• Determining the effect of the speaker’s
perspective on the reader.
• Using textual evidence in an essay.
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•
•
claim(s), counterclaim, reason, and
evidence.
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.
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.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.
•
•
•
•
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.
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.
Use precise language, domain-specific
vocabulary, and techniques such as
metaphor, simile, and analogy to
manage the complexity of the topic.
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•
Provide a concluding statement or
section that follows form and supports
the information or explanation
presented (e.g. articulating implications
or the significance of the topic).
L.11-12.5. Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings. Interpret figures of
speech (e.g., hyperbole, paradox) in context and
analyze their role in the text. Analyze nuances
in the meaning of words with similar
denotations.
L.9-12. 6 Acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing, speaking,
and listening at the college and career readiness
level; demonstrate independence in gathering
vocabulary knowledge when considering a word
or phrase important to comprehension or
expression.
L.11-12.3 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.
Speaking/Listening
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
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opposing perspectives are addressed and the
organization, development substance and style
are appropriate to purpose, audience, and a
range of formal and informal task.
Evaluative Criteria
• Insightful and sophisticated discussion
• Well-developed and organized ideas
• Well-supported ideas
• Attention to detail
• Quality of contributions
• Attentiveness
• Rubrics
•
•
•
Well-developed perspective
Well organized ideas
Rubrics
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
• Class discussions on the use of rhetorical devices and techniques utilized in the summer
reading work.
• Construction of paragraphs devoted to the effect of rhetorical devices on the reader’s
perception of the work.
• Creation of an in-class essay, in which students analyze the use of rhetorical devices in a
work, using textual evidence.
.
OTHER EVIDENCE:
• Pre-Test on literary devices.
• Students brainstorm, in an informal writing, identifying the presence of specific rhetorical
devices in selected passages and how they enhance the prose.
• Shared responses, in which students critically respond to peers’ ideas and assertions.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
In this opening unit, students write about and discuss the summer reading work (e.g., Annie Dillard’s An American Childhood). This serves as an
introduction to the rhetorical devices and techniques that will be explored throughout the course. In order to ascertain students’ familiarity with
rhetorical devices, a pre-test on literary devices (e.g., diction, imagery, syntax) is administered at the beginning of the unit. Students, during the course
of the unit, select, discuss, and write about passages from the work that they found particularly effective and engaging. The selected passages are
analyzed for the author’s significant use of rhetorical techniques, such as diction, imagery, syntax, and tone. Students apply their analysis of these
techniques to the author’s purpose in writing the work, as well as the work’s target audience. The analysis of the passages is accomplished not only
through discussion (shared responses), but through short writing assignments in which students defend their contentions through textual evidence.
Students are introduced to the concept of perspective and how, through devices of language, it is conveyed to the reader. The consideration of the work
culminates in students’ construction of an essay (which also serves as a post-test), through which they display their compositional skills, knowledge of
rhetorical devices, and ability to cite and use the text in an appropriate, effective manner.
Note: Several of the assignments can be structured, or restructured, according to the teacher’s discretion, as written, oral, or electronic assessments.
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ESTABLISHED GOALS
Reading
RL.11-12.5 Analyze how an author’s choices
concerning how to structure specific parts of a
text (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.
RL.11-12.6 Analyze a case in which grasping
point of view requires distinguishing what is
directly stated in a text from what is really
meant (e.g., satire, sarcasm, irony, or
understatement).
Writing
evidence.
Quarter 1 – Unit 2
Transfer
• Identify the voice of the writer in various texts.
• Note how the use of language affects the perception of ideas.
• Analyze the tone of both writers and speakers.
• Analyze how literary devices contribute to meaning in everyday communication, as well as
literature.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• What are the various ways by which a
• A writer’s voice can be identified
story can be told?
through his or her presentation of ideas.
• What are voice, tone and person?
• Figurative language affects the
• How do voice, tone, and person
transmission of ideas.
contribute to a narrative?
• Tone is created through a combination
• What are logos, ethos, and pathos?
of rhetorical devices.
• An author’s choice of person for a work
affects the way in which a story is
presented.
• Tone often differs from mood.
Acquisition
• The different points of view.
• Recognizing the author’s voice.
• What is meant by an author’s voice.
• Identifying the tone of a work.
• The meaning and use of logos, ethos,
• Determining person in a text.
and pathos.
• Analyzing how rhetorical devices add
depth and meaning to a text.
• Interpreting texts based upon the
writer’s approach to the subject.
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•
•
evidence.
counterclaims.
of content.
•
•
•
topic.
concepts.
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•
•
W.11-12.3 Write narratives to develop real or
imagined experiences or events using effective
technique, well chosen details, and wellstructured event sequences.
•
•
•
•
Engage and orient the reader by setting
out a problem, situation, or observation
and its significance establishing one or
multiple point(s) of view, and
introducing a narrator and/or
characters; create a smooth progression
of experiences or events.
Use narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines, to develop
experiences, events, and/or characters.
Use a variety of techniques to sequence
events so that they build on one another
to create a coherent whole and build
toward a particular tone and outcome
(e.g. a sense of mystery, suspense,
growth, or resolution).
Use precise words and phrases, telling
details, and sensory language to convey
a vivid picture of the experiences,
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•
events, setting and/or characters.
Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of
the narrative.
L.11-125. Demonstrate understanding of
denotations.
expression.
Speaking/Listening
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Evaluate Criteria
• Good organizational skills
• Structure of ideas
• Quality of insights
• Quality of discussion
• Quality of speaking skills
• Rubrics
•
•
•
•
Quality of supporting evidence
Attention to detail
Attentiveness
Rubrics
Stage 2 - Evidence
Assessment Evidence
• Group discussions on questions following selected essays in The Bedford Reader.
• Completed essays culled from “Suggestions for Writing” assignments.
• Oral presentation of photo narrations focusing on logos, ethos, or pathos.
• Blind Read Quizzes (MC) taken from AP tests.
• In-class essay on rhetorical techniques.
OTHER EVIDENCE:
• Pre-Test on point of view.
• Annotation of Plato’s “Allegory of the Cave.”
• Class discussions on rhetorical aspects of various essays.
• Creation of an original written narrative.
This unit focuses on narration and the ways in which the selection and execution of a narrative influences the reader’s perception and understanding of
a work. Students can be pre-tested on their knowledge of point of view through a brief written assessment. The unit opens with a discussion of
purpose in writing and how the writer’s choice of person affects the presentation and perception of a work. In conjunction with this, the narrator’s use
of verb tense and selection of detail is also explored through the reading and discussion of chapter 2 of The Bedford Reader. Students, then, read and
annotate Plato’s “Allegory of the Cave,” ascertaining the rhetorical devices Plato utilizes (extended metaphor, dialogue, etc.) to convey his view of what
is real and unreal. Students, through their consideration of rhetorical devices, ascertain Plato’s purpose in writing the allegory, as well as his point of
view. The unit continues through the study of selected essays as students explicate the methods and processes of writing non-fiction. As the unit
progresses, blind read quizzes are given (e.g., Virginia Woolf’s “The Death of a Moth,” Ralph Ellison’s “Living with Music”) in which students delineate
and discuss purpose and narrative techniques. Students, also, work in groups, responding to study questions on meaning, writing strategies, and
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language that follow the essays in The Bedford Reader. After discussions, students share their findings with the class during group discussions. A topic
from the “Suggestions for Writing” section that follows the essay is assigned, and students write, peer edit, and submit essays for evaluation. The
narrative approaches of logos, ethos, and pathos are defined and discussed at this point. Essays previously studied can be reviewed and discussed in
light of these rhetorical appeals. Students, by extension, bring in photos about which they relate brief anecdotes, demonstrating their ability to narrate
in an effective manner by employing logos, ethos, or pathos to appeal to their audience. At this point, students begin to create source books (that are
periodically evaluated), compilations of interesting and/or provocative articles and op-eds that they examine for purpose and use of rhetorical devices.
Multiple-choice quizzes from previous AP tests can be used to reinforce students’ skills and provide practice for the May test. Finally, students are
assigned an in-class essay to write on a piece not previously discussed in class (non-fiction or fiction), in which they analyze the rhetorical devices used
to engage the reader and validate the essay or story’s central argument. This assignment can serve as a post-assessment. As a supplement, students can
create a narrative essay or story in which they employ devices and techniques studied in the unit.
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ESTABLISHED GOALS
Reading
Transfer
• Evaluate the effectiveness of description and example in writing and oral communication.
• Utilize description and example in both writing and speaking.
• Trace the use of various rhetorical devices in unfamiliar texts.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• What is the difference between the
• The directive and informative methods
directive process and the informative
of process analysis differ in purpose.
process?
• Thesis, organization, definition, and
• How is material best organized and
consistency are important in effective
presented?
writing.
• What role do transitions play in quality
• Effective transitions enable the reader
writing?
to clearly follow the development of
ideas.
Acquisition
• The difference between directive and
• Recognizing various approaches to
informative writing.
analysis.
• The function of various rhetorical
• Analyzing the development of point of
devices in texts.
view through various rhetorical
techniques.
• Key transitional words and phrases.
• Writing in an analytical manner.
RL.11-12.6 Analyze a case in which grasping
point of view requires distinguishing what is
directly stated in a text from what is really
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meant.
RI.11-12.6 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.
RI.11-12.7 Integrate and evaluate multiple
sources of information presented in different
media or formats (visually) as well as in words
in order to address a question or solve a
problem.
Writing
evidence.
evidence.
• 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, concern, values, and possible
biases.
• Use words, phrases, and clauses as well
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•
•
counterclaims.
the argument presented.
technique, well-chosen details, and wellstructured event sequences.
•
•
•
•
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L.11-12.1 Demonstrate command of the
conventions of English grammar and usage
when writing or speaking.
• Apply the understanding that usage is a
matter of convention, can change over
time, and is sometimes contested.
• Resolve issues of complex or contested
usage, consulting references as needed.
•
Apply an understanding of syntax to the
study of complex texts when reading.
L.9-12.4 Determine or clarify the meaning of
unknown and multiple meaning words and
phrases based on grades 9-12 reading and
convent, choosing flexibly from a range of
strategies.
•
•
•
Use context, a word’s position or
function in a sentence, as a clue to the
meaning of a word or phrase.
Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech.
Consult general and specialized
reference materials, both print and
digital, to find the pronunciation or
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clarify its precise meaning, its part of
speech, its etymology or its standard
usage.
denotations.
Speaking/Listening
SL.9-12.1 Initiate and participate effectively in a
range of collaborative discussions (one-on-one,
in groups, and teacher-led with diverse partners
on grades 9-12 topics, texts, and issues, building
on others’ ideas and expressing their own clearly
and persuasively.)
o 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.
o Work with peers to set rules for collegial
discussions and decision-making (e.g.,
informal consensus, taking votes on key
issues, presentation of alternate views),
clear goals and deadlines, and individual
roles as needed.
o Propel conversations by posing and
responding to questions that relate the
current discussion to broader themes or
larger ideas; actively incorporate others
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into the discussion; and clarify, verify, or
challenge ideas and conclusions.
o Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and, when
warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and
reasoning presented.
Evaluative Criteria
• Sophistication of ideas
• Development of key ideas
• Level of insight
• Originality
•
•
•
•
Articulate oral analysis
Support of contentions
Structure of ideas
Rubrics
Stage 2 - Evidence
Assessment Evidence
• Dialectical journals on the use of descriptive writing.
• Blind Read Quizzes on essays.
• Original descriptive essay or story incorporating descriptive details.
• Formal essay on the use of descriptive writing in an essay.
• Portfolio contributions.
• Anecdotal essay.
OTHER EVIDENCE:
• Pre-Test on denotation and connotation.
• Class discussions, including brainstorming sessions, on various essays and topics.
• Analysis of a political cartoon.
This unit explores the use of description and example in non-fiction and fiction, emphasizing how writers appeal to the senses and point to instances to
illustrate statements. Students are asked to define (as a pre-test) the difference between denotation and connotation, which is followed by a discussion
of how connotative diction aids in the building of sensory images in writing. Students brainstorm the meaning of abstract terms, then “define” them
during class discussions. As students read and analyze essays and stories, they maintain a dialectical journal, exploring various facets of descriptive
writing. The method and process of using description and example are analyzed through class discussions that, besides the aforementioned, focus on
the dominant impression, thesis, organization, and details employed in effective writing. This is partially accomplished through the reading and
discussion of chapter 5 in The Bedford Reader. Class discussions on home readings alternate with blind read quizzes on selected essays (e.g., Yiyun Li’s
“Orange Crush,” Rupert Brooke’s “Niagara Falls”) and selected stories from James Joyce’s Dubliners. Students, eventually, write a descriptive essay or
25
story that uses sensory details to create a controlling tone. The discussion of description extends into the analysis of the use of example in writing.
After the reading and discussion of chapter 6 in the text, essays, such as Anna Quindlen’s “Homeless,” Brent Staples’ “Black Men and Public Space,” and
William Lutz’ “The World of Doublespeak,” are analyzed through class discussions and writing assignments, including dialectical journals and a formal
essay in which students analyze the effect of description and example in an essay. Students continue to build their portfolios, selecting pieces that
reflect their developing appreciation of rhetorical techniques. A supplemental activity involves students’ selection of a political cartoon from a
periodical that they analyze for purpose and use of description and example. For a culminating activity, students write an essay that utilizes anecdotal
evidence and generates a sustained tone. As practice for the AP test, students, at some point, should write an in-class open-ended essay drawn from a
released AP test.
26
ESTABLISHED GOALS
Reading
RL.11-12.10. By the end of grade 11, read and
comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text
complexity band proficiently, with scaffolding as
Transfer
•
Evaluate the effectiveness of process analysis in texts and media.
• Delineate the methods by which writers through the ages have analyzed topics.
• Analyze the use of various rhetorical devices in various forms of writing.
• Write effectively for an intended audience. .
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• What is the difference between the
• The directive and informative methods
directive process and the informative
of process analysis differ in purpose.
process?
• Thesis, organization, definition, and
• How is material best organized and
consistency are important in effective
presented?
writing.
• What role do transitions play in quality
• Effective transitions enable the reader
writing?
to clearly follow the development of
ideas.
• Rhetorical devices enhance the
presentation of ideas and aid in the
building of tone.
Acquisition
• The difference between directive and
• Determining the purpose of essays and
informative writing.
how the stages of analysis build
perspective.
• The function of various rhetorical
• Identifying and analyzing the use of
devices in texts.
various literary devices in texts.
• Key transitional words and phrases.
• Applying knowledge and skills gleaned
from an earlier study of rhetoric to the
analysis of unfamiliar texts.
• Using transitions effectively.
27
needed at the high end of the range.
Writing
evidence.
evidence.
counterclaims.
• Establish and maintain a formal style
of content.
•
28
•
•
•
•
topic.
concepts.
technique, well-chosen details, and wellstructured event sequences.
•
•
29
•
•
•
Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of
the narrative.
W.11-12.8 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, audience; integrate
information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and
following a standard format for citation.
denotations.
30
expression.
Speaking/Listening
SL.11-12.3 Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone
used.
Evaluative Criteria
• Good organizational skills
• Structure of ideas
• Quality of insights
• Quality of discussion
• Rubrics
Stage 2 - Evidence
Assessment Evidence
•
•
•
•
•
Journal responses to “Chronicles of Ice” and other essays.
Small group discussions on selected essays.
Essay writing on suggested writing activities at the end of essays in The Bedford
Reader
Revising and editing of essays
Creation of position paper on a topical issue.
31
•
•
•
•
Well-developed perspective
Well-organized ideas
Attentiveness
Insightful discussion
OTHER EVIDENCE:
• Pre-Test on unfamiliar vocabulary.
• Class discussions on various essay topics.
• Multiple-Choice blind read quiz on an essay.
• Individual analysis and group discussion of process analysis poem.
• Evaluation of source books.
This unit concentrates on dividing an argument into its components, its stages. As a pre-test, students are tested on pertinent vocabulary (e.g., directive,
informative, cacophony, rustic). The directive process and the informative process are defined and discussed, beginning with a reading of chapter 8 in
The Bedford Reader. Students read Gretel Ehrlich’s “Chronicles of Ice“ and evaluate, through class discussions, Ehrlich’s analytical approach, her
purpose, and use of literary devices (e.g., personification, allusion) to advance her argument. Students read a selected essay (e.g., H. G. Wells’ “The
Pleasure of Quarreling,” Ian Frazier’s “How to Operate the Shower Curtain,” Ernest Hemingway’s “Camping Out”) and respond to the essay’s purpose,
target audience, tone, and use of classification through journal writing. In small groups, students respond to questions on meaning, writing strategy,
and language at the end of Jessica Milford’s “Behind the Formaldehyde Curtain” and/or Linnea Saukko’s “How to Poison the Earth,” sharing responses
with the class. After class discussion, students individually respond, in essay form, to one of the suggested writing activities. After essays have been
assessed, students revise and edit their essays. As a culminating activity, students work cooperatively to write a position paper, defending or arguing
against a variety of topical issues (e.g., nuclear power plants, genetic engineering, immigration). Students research and coordinate information on the
topic, prepare a presentation of the material for debate in class, and/or collaborate on a formal paper. A sample blind read multiple-choice passage
from an AP test can be utilized as a post-test. As a supplemental activity, students can use process analysis to explore Elizabeth Bishop’s poem “Filling
Station” (or another poem of comparable merit). Each student analyzes the poet’s use of diction, imagery, and syntax in the poem. After individual
analysis, each student shares his or her ideas with the group.
32
ESTABLISHED GOALS
Reading
Transfer
• Identify the use of comparison and contrast in various texts and mass media.
• Examine how analogy is utilized in political discourse.
• Cite evidence from varied sources to validate arguments..
UNDERSTANDINGS
• Comparison and contrast are used to
produce evaluations.
• Analogies generate effective
comparisons.
• Coherence is established through the
effective use of structure and
transitions.
Meaning
ESSENTIAL QUESTIONS
• How are comparison and contrast
essays organized?
• What is analogy?
• Why is analogy effective in writing a
comparison and contrast essay?
Acquisition
• The difference between comparison and
• Recognizing how comparison and
contrast.
contrast effectively substantiates
arguments.
• The writer’s purpose in various essays.
• Citing and analyzing the use of analogy
• A variety of effective organizational
to create skilled comparisons.
structures.
• Forming and developing a thesis that
incorporates textual evidence.
• Applying rhetorical techniques to the
analysis of unfamiliar texts.
33
problem.
Writing
evidence.
evidence.
biases.
counterclaims.
34
•
of content.
•
•
•
•
•
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. heading)
graphics (e.g. figures, tables), and
multimedia when useful to aiding
comprehension.
topic.
concepts.
35
•
denotations.
•
•
36
strategies.
•
•
•
usage.
Speaking/Listening
and persuasively.)
ideas.
37
roles as needed.
SL.11.12.2 Integrate multiple sources of
information presented in diverse format sand
media (e.g. visually, quantitatively, orally) in
order to make informed decisions and solve
problems, evaluating the credibility and
accuracy of each source and noting any
discrepancies among the data.
Evaluative Criteria
• Insightfulness of discussion
• Well-developed and organized ideas
• Sophisticated expression of ideas
• Attentiveness
• Ability to revise and edit
• Rubrics
Stage 2 - Evidence
Assessment Evidence
• Close reading response forms.
• Journal entries on various readings.
• Class discussion of body image and use of print material as support material.
• Essay comparing and contrasting two aspects of American society.
• Revisions of essays.
• Class discussion of essays and personal experiences.
38
•
•
•
•
•
Quality of contributions
Use of varied sentence structure
Ability to revise and edit
Use of visual planners
Rubrics
OTHER EVIDENCE:
• Pre-test on comparison and contrast.
• Class discussion on the similarities and differences between Grant Wood’s painting and Ben
Shahn’s photograph.
• Discussion of the similarities and differences between two versions of Socrates’ death.
• Use of visual planners (t-charts, Venn diagrams, etc.).
• Blind read multiple-choice quizzes.
Students, through reading and writing, understand how authors explain or evaluate a subject by allowing readers to see the differences or similarities
between it and another subject. As a pre-test, students are given a short essay or excerpt from an essay that they analyze for the writer’s incorporation
of comparison and contrast as argumentative tools. Students, then, examine Grant Wood’s painting American Gothic and Ben Shahn’s photograph Rural
Rehabilitation Client in The Bedford Reader, noting the two works’ similarities and differences through class discussion. This leads to the reading and
discussion of chapter 7 in the text, followed by a revisit to Plato’s “Allegory of the Cave,” which, now, is considered for its use of comparison and
contrast. As a related activity, students can read Plato’s “The Death of Socrates” and compare and contrast it with Jacques-Louis David’s painting The
Death of Socrates. As students proceed in their analysis of unit essays and articles (e.g., Elizabeth Cady Stanton’s “Declaration of Sentiments and
Resolutions,” Grace Rhys “A Brother of St. Francis”), they use a variety of visual planners (e.g., t-charts, Venn diagrams) to examine the use of
comparison and contrast within the pieces and, also, between them. Students respond to the reading of pieces through close reading response forms,
journal entries, and extended essay writing. After reading and analyzing Bruce Catton’s “Grant and Lee: A Study in Contrasts,” students construct an
essay in which they compare and contrast two elements of American society. Completed essays are peer edited, revised, and submitted. After
considering Fatems Mernissa’s “Size 6” The Western Women’s Harem,” students bring in fashion magazines and advertisements that generate class
discussion on body image. Later, students can construct an essay in which they trace the use of humor in Dave Barry’s “Batting Clean-Up and Striking
Out” and Suzanne Britt’s “Neat People vs. Sloppy People,” analyzing their similarities and differences and evaluating their effectiveness. As a final
activity, students choose essays about a specific topic (e.g., death, nature, love). They analyze and discuss the similarities and differences between the
essays’ differing approaches to the same topic. Students branch off of this discussion by comparing a personal experience to one addressed in the
essay(s). As a concluding assessment, students should write an in-class open-ended essay drawn from a released AP test. Throughout the unit,
multiple-choice quizzes, taken from released AP tests, are administered to ascertain students’ analytical progress.
39
ESTABLISHED GOALS
Reading
RL.11-12.3 Analyze the impact of the author’s
choices regarding how to develop and relate
elements of a story or drama (where a story is
set, how the action is ordered, how the
characters are introduced and developed).
problem.
Writing
W.9-12.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
Transfer
• Evaluate the validity of both written and oral arguments based on the writer or speaker’s
use of cause and effect.
• Contrast styles of writing in writing and other modes of communication.
• Cite and discuss the causes and effects of major societal concerns in both texts and media.
• Effectively communicate sophisticated thought through both writing and speaking.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• What is meant by cause and effect?
• Clarity and conciseness are necessary
• What is the difference between
for well-developed contentions.
immediate and remote causes?
• Structure plays a significant role in the
• What is a logical fallacy?
development of perspective in texts.
• How do causal relationships contribute
• A logical fallacy is the result of inept
to meaning?
reasoning not based on hard evidence.
Acquisition
• The difference between immediate and
remote causes.
cause and effect in writing.
• The components of persuasive causal
• Determining the strengths and
writing.
weaknesses of causal writing.
• Rhetorical terms and their function in
• Noting how personal style impacts the
writing..
thematic power of texts.
• Writing in a clear, lucid manner, using
evidence from the text as support.
40
evidence.
evidence.
counterclaims.
of content.
•
•
topic.
41
•
•
•
concepts.
W.9-12.4. Produce clear and coherent writing in
which the development, organization, and style
are appropriate to task, purpose, and audience.
denotations.
expression.
42
denotations.
Speaking/Listening
used.
43
Evaluative Criteria
• Transfer of skills in writing
• Originality
• Writing style
• Use of supporting details in writing
• Rubrics
•
•
•
•
Incisiveness of class discussion
Sophistication of oral arguments
Writing style
Analytical development
Stage 2 - Evidence
Assessment Evidence
• Dialectical journal entries on various analytical topics.
• Blind read quiz on “Be Cool to the Pizza Dude.”
• Creation of original logical fallacies.
• Formal, analytical paper on “Live Free and Starve.”
• Formal essay based on synthesis.
• In-class synthesis essay..
OTHER EVIDENCE:
• Class discussion of a political cartoon.
• Assessment of students’ notes.
• Informal writings on selected essays.
Students, through this unit, explore how an author informs the reader about the reasons for and consequences of events or situations. Students begin
by examining a political cartoon in The Bedford Reader dealing with violence in America. This leads to the reading and discussion of chapter 11 in the
text. After reading the introduction (“The Method”), the class shares responses as a launching point for the unit. Terms germane to causal writing (e.g.,
immediate and remote causes, logical fallacy) are defined and discussed before the analysis of actual essays. Students’ analytical progress will be
assessed through class discussion, journal responses, and informal and formal writings, both in and out of class. Chitra Divakaruni’s “Live Free and
Starve” is read aloud in class as students take notes on the writer’s presentation of her ideas. A general discussion, based upon the questions that follow
the essay in the text, ensues as students ascertain the purpose, thesis, structure, and effect of Divakaruni’s essay. As a blind read quiz, students can read
Sarah Adams’ “Be Cool to the Pizza Dude” and answer selected questions. In order to reinforce their awareness of the pitfalls of logical fallacies,
students create their own logical fallacies and share them with the class. Other essays (e.g., Marie Javdani’s “Plata o Plomo: Silver or Lead,” Ambrose
Bierce’s “Disintroductions,” Naomi Klein’s “A Web of Brands”) are analyzed and assessed through various means (class discussion, dialectical journal
entries, informal essays). The unit concludes with three assessments. The first is an in-class formal analysis paper based on Divakaruni’s “Live Free and
Starve.” In the essay, students analyze the writer’s use of pathos. They locate one emotional point that either convinces the reader of the author’s point
or weakens the argument. Students argue how the appeal strengthens or weakens Divakuruni’s argument. The second assignment requires that the
students synthesize information from reading and outside research in the creation of a formal essay. For example, students consider the consequences
of public education if serious urban problems aren’t properly addressed. Students, as a final exercise, construct a synthesis essay drawn from a released
AP test, which serves as a post-test.
44
ESTABLISHED GOALS
Reading
Transfer
• Differentiate between the denotative and connotative use of language in texts and media.
• Evaluate the effectiveness of definition in written and oral form.
• Interpret means of communication through context.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• How does context affect meaning?
• Meaning is very often dependent upon
• What is an extended definition?
context.
• How does definition utilize other modes
• The choice and use of definition reflects
to create a logical essay?
the author’s perspective.
t
• The purpose of almost any extended
definition is to explore a topic in its full
complexity.
• Essayists very often provide significant
social commentary.
Writing
Acquisition
• The marked difference between
• Differentiating between denotative and
denotation and connotation.
connotative diction.
• The writer’s purpose in essays and
• Formulating claims using textual
articles.
evidence.
• The definitions of rhetorical devices.
• Crafting definitions.
• Creating unity within and among
paragraphs.
evidence.
45
•
•
•
•
evidence.
Develop claim(s) and counterclaims
biases.
counterclaims.
of content.
•
46
•
•
•
•
topic.
concepts.
(Grade-specific expectations for writing types
are defined in standards 1–3 above.)
expression.
conventions of standard English capitalization,
punctuation, and spelling when writing.
47
•
•
Observe the hyphenation conventions
Spell correctly
Speaking/Listening
and persuasively.)
ideas.
used.
48
Evaluative Criteria
• Insightful and sophisticated discussion
• Well-developed and organized thesis
and ideas
• Rubrics
•
•
•
Evidence of critical thinking skills
Skill of presentation
Attentiveness
Stage 2 - Evidence
Assessment Evidence
• Journal writing on Naylor’s “The Meanings of a Word.””
• Group presentation of research on the efficacy of censorship.
• Blind read quizzes on the building of meaning in selected essays.
• Formal essay addressing similarities between Naylor’s “The Meanings of a Word” and
Leong’s “Being a Chink.”
OTHER EVIDENCE:
• Close reading response forms on “But What Do You Mean?” and other essays.
• Presentations or journal entries through which students provide definitions of subjects
familiar to them.
• Multiple-Choice quizzes from AP tests.
.
Through the exploration of definition in writing, students will be able to see how authors give clear meaning to their subjects. Through the reading and
discussion of chapter12 in The Bedford Reader, students become familiar with different aspects of the definition mode, such as the difference between
stipulative and extended definitions. Particular focus is given to developing a thesis, establishing evidence, examining nuances of denotation and
connotation, and creating unity in and among paragraphs. Through journal writing, students analyze Gloria Naylor’s use of abstract and concrete
language, connotation, and context in her essay “The Meanings of a Word.” Students, in small groups, assess the efficacy of censorship of language in the
media and mainstream society. Using examples from print and electronic sources, students present their findings to the class. Students’ ability to
analyze rhetorical devices is assessed in other essays (e.g., Christine Leong’s “Being a Chink,” Lawrence Buell’s “Toxic Discourse,” Deborah Tannen’s
“But What Do You Mean?”) through journal entries, blind read quizzes, close reading response forms, Socratic seminars, and informal and formal
writings. Students extend their skills by personally defining various things, people, and influences in their lives, making claims and providing evidence.
This can be accomplished through journal entries, or oral or electronic presentations. As a culminating assignment, students revisit “The Meanings of a
Word” and “Being a Chink.” In a formal essay, they address the structural similarities between the two essays, determining whether or not the
organization of the essays is effective in light of Naylor and Leong’s purpose in writing the essays. Throughout the unit, multiple-choice quizzes, taken
from released AP tests, are administered to ascertain students’ analytical progress.
49
ESTABLISHED GOALS
Reading
Writing
evidence.
Transfer
• Evaluate the benefits and dangers of scientific exploration.
• Analyze the argumentative aspects of written texts and oral communication.
• Reflect upon the role of parents and caregivers in society.
• Use MLA format in research papers written for other disciplines.
UNDERSTANDINGS
• Unbridled knowledge and power can
result in devastating consequences.
• Violent behavior is often the result of
familial and societal factors.
• Most writing can be classified as an
argument of some sort.
Meaning
ESSENTIAL QUESTIONS*
• Should scientific investigation be
“values free”?
• What are the root causes of violence and
violent behavior?
• What, if any, are society’s obligations or
responsibilities towards those who are
marginalized or dispossessed?
• How does narrative structure affect the
reader’s perception of events?
Acquisition
• The plot and basic characterizations in
• Identifying and explicating elements of a
the novel.
writer’s style within texts.
• Significant aspects of the Gothic novel.
• Applying elements of a genre to texts.
• How a frame story is structured.
• Recognizing thematic concerns with
texts.
• Supporting interpretive contentions in
writing and speaking.
• Using MLA format.
50
•
•
•
•
evidence.
Develop claim(s) and counterclaims
biases.
counterclaims.
are appropriate to task, purpose, and audience. (
51
•
Resolve issues of complex or contested
•
denotations.
Speaking/Listening
and persuasively.)
ideas.
52
roles as needed.
Evaluative Criteria
• Incisiveness of class discussion
• Writing Style
• Formatting and structure
• Sophistication of oral and written
arguments
• Use of supporting details in writing and
speaking.
• Rubrics
•
•
Sophisticated expression of ideas
Use of supporting evidence
Stage 2 - Evidence
Assessment Evidence
• Class discussion of diverse stylistic/thematic/rhetorical elements in Frankenstein.
• Quizzes on the novel designed to gauge students’ reading comprehension and analytical
skills.
• Dialectical journal entries.
• Formal essay based on a selected topic in which students argue their point through
rhetorical devices.
• Research paper on Mary Shelley and literary criticism of Frankenstein.
OTHER EVIDENCE:
• Informal writing assignments based on selected topics.
• Pre-Test on aspects of the Gothic novel.
• Class discussion of Victor as a modern Prometheus.
53
This unit explores Mary Shelley’s novel Frankenstein. As such, the unit focuses on the methods and modes of writing Shelley utilizes to develop her
themes. If desired, before the actual unit begins, students can take a pre-test on aspects of the Gothic novel. During the course of the exploration of the
novel, students maintain a dialectical journal, commenting on how Shelley explores her themes through the use of literary devices, rhetorical modes,
and other aspects of language. Through lecture and discussion, the teacher introduces students to the epistolary/frame structure Shelley employs for
her narrative. Students conjecture on how this structural device aids Shelley in the presentation of her material. Aspects of the Gothic novel (setting,
mood, etc.) are also explored at this time. Reading assignments are based on chapters of the novel. Students’ analytical progress in assessed not just
through journal entries, but through quizzes, informal writings, and class and small group discussions. Shelley’s thematic concerns (e.g., the nature of
good and evil, the power and responsibility of knowledge, the role of parenting, prejudice in society) are constantly addressed as the novel and
discussions unfold. Writing assignments can be administered at selected points in the study of the novel. For instance, possible topics are Victor as God
(and the implications of immense power), narrative structure (the function of the three narrators), the significance of Gothic elements, Shelley’s portrait
of the power of nature, aspects of the monster’s humanity, and the issue of parenting (the nature/nurture debate). Aspects of the novel as a form of
argument are explored through written and oral responses that extend beyond the novel itself. As an extension, students independently read a version
of the myth of Prometheus and discuss the Greek god’s parallels with Victor. In the course of the study of the novel, students write a research paper,
researching Shelley’s background and two specific criticisms of the novel. The paper, using MLA format, goes through the stages of draft and revisions.
The study of the novel concludes with a formal essay in which students choose a prompt from a list provided by the teacher and argue, using textual
evidence and rhetorical devices, for or against the statement.
54
ESTABLISHED GOALS
Reading
RL.11-12.3 Analyze the impact of the author’s
choices regarding how to develop and relate
elements of a story or drama (where a story is
set, how the action is ordered, how the
characters are introduced and developed).
RL.11-12.4. Determine the meaning of words and
phrases as they are used in the text, including
figurative and connotative meanings; analyze the
impact of specific word choices on meaning and
tone, including words with multiple meanings or
language that is particularly fresh, engaging, or
beautiful. (Include Shakespeare as well as other
authors.)
Writing
Transfer
• Cite and analyze elements of style in both writing and speaking.
• Apply ideas about thematic development to other texts.
• Recognize how similar themes are addressed in both literature and real life forms of
communication.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• How does an author’s style determine
• Style is a reflection of an author’s use of
the presentation of material?
a wealth of literary techniques.
• How can varying perspectives on
• Themes can be effectively developed
themes be delineated through different
through various structures.
modes of expression?
• A reader or listener’s perspective is
• In what ways do authors utilize literary
heavily influenced by the way in which
devices to construct characters and
messages are communicated.
develop themes?
Acquisition
• The plot, setting, and major and minor
• Interpreting aspects of language and
characters in the poems and stories.
applying their significance thematically
to a work.
• Various elements of style.
• Ascertaining a writer’s perspective on
• The denotative meaning of literary
social issues.
terms, such as syntax.
• Analyzing the effect of narrative
technique on the reader’s perception of
events and characters.
• Writing in a clear and concise manner,
using varied sentence structure and
effective diction..
55
evidence.
evidence.
biases.
counterclaims.
• Provide a concluding statement or
of content.
56
•
•
•
•
•
to the audience’s knowledge of the topic.
concepts.
analyze their role in the text. Analyze nuances in
the meaning of words with similar denotations.
57
• Observe the hyphenation conventions
• Spell correctly
Speaking/Listening
and persuasively.)
thoughtful, well-reasoned exchange of ideas.
larger ideas; actively incorporate others into
the discussion; and clarify, verify, or
used.
58
Evaluative Criteria
• Well-stated and organized ideas
• Well-supported contentions
• Quality of contributions
• Attentiveness
• Rubrics
•
•
•
Insightful and sophisticated discussion
Quality of analytical thought
Rubrics
Stage 2 - Evidence
Assessment Evidence
• Blind Read Quiz on Blake’s “The Tyger”
• Class discussions on various poems and stories.
• Informal writings on thematic or stylistic elements in poems by Ovid and Field.
• Quizzes and small group discussions on selected aspects of stories by Anderson and others.
• Formal essay on works by Auden and Brueghel.
• Open-ended essay drawn from an AP test.
OTHER EVIDENCE:
• Small group discussions on “Ozymandias.”
• Multiple-Choice blind read AP quizzes.
• Evaluation of source books.
This unit is an outgrowth of the unit on Frankenstein. Students, through their examination of both prose and poetry, analyze how themes developed in
Shelley’s novel are considered in other works through various modes of expression. In conjunction with this exploration of thematic concerns, students,
also, consider elements of style in the pieces. Percy Bysshe Shelley’s sonnet “Ozymandias” is examined, through small group discussion, for its structure,
both poetic and as a frame story, and for its portrait of vanity. A blind read quiz is administered on William Blake’s “The Tyger,” through which students’
awareness of rhetorical devices is assessed. Through class discussion, the thematic topic of creation is discussed and linked to Frankenstein. Other
poems (e.g., T. S. Eliot’s “The Hollow Men” and Adrienne Rich’s “Power”) are explored in a similar manner. Through the analysis of the various poems,
elements of the individual poets’ styles (e.g., diction, figurative language, syntax, structure) are discussed, focusing on how their styles aid in the
development of their themes. Poetry and art are considered through the exploration of works by Ovid, Field, Auden, and Brueghel. Students analyze,
through class discussion and informal writings, poems by Ovid, Field, and Auden for their treatment of the thematic topic of pride as well as hallmarks of
the poets’ individual styles. Students view Brueghel’s painting and, in a formal writing, compare Auden and Brueghel’s renderings of the myth. Short
stories by authors such as Sherwood Anderson, Mike Resnick, and Nathaniel Hawthorne are explored in a similar manner. Interspersed throughout the
unit are blind read assessments, both multiple-choice and open-ended, drawn from AP tests.
.
59
ESTABLISHED GOALS
Reading
authors.)
RL.11-12.10. By the end of grade 11, read and
comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
Writing
Transfer
• Identify and evaluate the uses of persuasive techniques in texts and media.
• Create and communicate well-developed arguments based on logic and evidence.
• Utilize inductive or deductive reasoning to solve problems in everyday life.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• How do inductive and deductive
• Ideas become truths through careful
reasoning differ?
reasoning.
• How do appeals to logos, ethos, and
• Errors in reasoning, like hasty
pathos strengthen arguments?
generalizations and oversimplifications,
• How does the use of language generate
lead to false conclusions.
tone in texts and oral communication?
• Claims are nothing without evidence.
• Persuasion aims to influence readers’
actions or support for an action.
• An author’s purpose in an essay.
• The elements of argument.
• The difference between opinion and
fact.
Acquisition
inductive and deductive reasoning to
persuade readers or listeners.
• Formulating persuasive arguments
based on logical reasoning and evidence.
• Deducing the flaws in logical fallacies.
• Ascertaining the tone of writers and
speakers.
60
evidence.
evidence.
biases.
counterclaims.
• Provide a concluding statement or
61
expression.
• Observe the hyphenation conventions
• Spell correctly
Speaking/Listening
and persuasively.)
62
<
Evaluative Criteria
• Incisiveness of analysis
• Writing style
• Structure of written arguments
• Use of supporting details in writing.
• Speaking skills and voice quality
• Rubrics
<
•
•
•
•
Sophisticated expression of ideas
Use of supporting evidence
Ability to work as a cohesive group
Analytical skill
Stage 2 - Evidence
Assessment Evidence
• Construction of persuasive letter.
• Shared journal entries on “Letter from Birmingham Jail” and other essays.
• Essay on rhetorical devices and tone in an essay by Brian Williams.
• In-class essay on an open-ended topic from an AP test.
• Student debates.
• Essay culled from student debate..
OTHER EVIDENCE:
• Pre-Test on elements of argumentative writing.
• Revision of persuasive letter.
• Class discussion on “The Declaration of Independence,” ”Black Men and Public Spaces,” and
other pieces.
• Socratic seminar on “Shooting an Elephant.”
63
Fourth quarter begins with an examination of critical thinking in argument and persuasion. In this mode of writing, argument presses its case by using
logic and by supporting its logic through examples and evidence. Various types of arguments (informational or exploratory, action-oriented,
reconciliatory, subtle) and reasoning strategies (inductive reasoning, deductive reasoning, refutation) are discussed and examined. Elements such as
logical fallacies, logos, ethos, and pathos are reviewed and reexamined in the light of new texts. Before the unit begins, students are given a pre-test that
assesses their familiarity with concepts like inductive and deductive reasoning. Chapter 13 in The Bedford Reader is read and discussed at length in
class. The element of tone is emphasized during this discussion and throughout the unit. As a prelude to more complex forms of persuasive writing,
students compose a persuasive letter on a subject that students feel they “own.” Letters are assessed, returned to students, revised and edited. Students
read and analyze Thomas Jefferson’s “Declaration of independence,” analyzing, through class discussion, the techniques Jefferson utilizes to build and
substantiate his argument. Shared journal entries on Martin Luther King, Jr.’s “Letter from Birmingham Jail” constitute the assessment for this essay.
After a class discussion of Brian Williams’ “But Enough About You …,” students write an essay in which they analyze the image Williams presents of
himself, using specific examples of the language he uses and the tone that is created. Essays such as Brent Staples’ “Black Men and Public Spaces,
Barbara Ehrenreich’s “The Roots of War,” and George Orwell’s “Shooting An Elephant” are examined through group discussions, journal entries, quizzes,
and Socratic seminars. As students become more familiar with persuasive techniques, they create their own argument on a chosen subject. Students
work in pairs on the research with each student preparing both sides of the argument. In class, students are randomly assigned a side and they debate
using a point-counterpoint format for ten minutes. After completion of the debate, each student selects a side of the argument and writes an essay
defending it that includes refutations. As students prepare the material for their debates, additional essays and articles (e.g., Bertrand Russell’s “In
Praise of Idleness,” Edwidge Danticut’s “Not Your Husband”) are analyzed in class for meaning, writing strategies, and uses of language. The unit
concludes with students writing an essay based on an open-ended topic from an AP test.
64
ESTABLISHED GOALS
Reading
authors.)
Transfer
• Analyze satirical figures and topics in the contemporary world.
• Evaluate the effectiveness of satire in written and oral form.
• Apply ideas about rhetorical techniques to other texts.
• Construct an original satire.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
• What are the tools of s satirist?
• An effective satire is created through a
• When is satire used most effectively?
combination of strategies.
• What role does humor play in satire?
• A good satire is very often a response to
• Why is irony an effective literary device?
social concerns.
• Satires can be classified as either
Horatian or Juvenalian.
• An ironic tone can strengthen a satirist’s
attack on perceived follies.
• The purpose of satire.
• The plots and major characters in
stories.
• How verbal irony functions.
Acquisition
• Recognizing the use of satirical
techniques in texts.
• Identifying instances of verbal irony in
texts and everyday conversation.
• Ascertaining the targets of satire as well
as the satirist’s intended audience.
• Analyzing how multiple modes of
writing work conjointly to support an
argument.
65
media or formats (visually) as well as in words in
order to address a question or solve a problem.
Writing
evidence.
evidence.
biases.
counterclaims.
66
•
of content.
•
•
•
•
•
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. heading)
graphics (e.g. figures, tables), and
multimedia when useful to aiding
comprehension.
to the audience’s knowledge of the topic.
concepts.
67
•
technique, well chosen details, and wellstructured event sequences.
•
•
•
68
conventions of English grammar and usage when
writing or speaking.
•
•
strategies.
•
•
•
69
usage.
Speaking/Listening
and persuasively.)
roles as needed.
SL.11.12.2 Integrate multiple sources of
information presented in diverse format sand
70
media (e.g. visually, quantitatively, orally) in
order to make informed decisions and solve
problems, evaluating the credibility and accuracy
of each source and noting any discrepancies
among the data.
Evaluative Criteria
• Quality of contributions during seminars
and discussions
• Insightfulness
• Development of thesis
• Use of textual evidence
• Application of skills
• Creativity
•
•
•
Annotative skill
Sophistication of discussion
Rubrics
Stage 2 - Evidence
Assessment Evidence
• Socratic seminar on satire in popular culture.
• Journal entries on rhetorical devices in Chaucer’s General Prologue.
• Essay on narrative technique in The General Prologue.
• Essay on rhetorical modes in “A Modest Proposal.”
• Construction of an original satire.
• Round table discussions of essays and stories.
• In-class, timed essay on a contemporary short story.
OTHER EVIDENCE:
• Pre-test on satire.
• Annotations on “A Modest Proposal.”
• Quizzes on various essays, articles, and stories.
• Class discussions of various essays and stories.
Aspects of the art of the satire dominate this unit. After a pre-test on aspects of satire, the unit begins with a general discussion of the purpose of satire,
the differences between Horatian and Juvenalian satire, and common tools of satire (e.g., irony, sarcasm, invective, humor). Contemporary examples of
satirical writing are analyzed through a Socratic seminar, through which students investigate examples of satire in popular culture (e.g., The Simpsons,
The Daily Show, The Colbert Report). This leads to an exploration of The General Prologue to Chaucer’s The Canterbury Tales, which displays both
Horatian and Juvenalian approaches to satire. Students complete journal entries on each of the pilgrims, noting the tone of each of Chaucer’s narratives
and his use of rhetorical devices (e.g., imagery, diction, symbolism) as well as Chaucer’s employment of the frame story technique. Several writing
options can result from the study of this piece., for example, a compare/contrast essay or an essay on narrative techniques. Next, Jonathan Swift’s “A
Modest Proposal” is read and annotated outside of class. Students are quizzed on their analysis of Swift’s target audience, purpose, classification as a
71
Juvenalian satire, and use of rhetorical devices. As a formal essay assignment, students analyze how Swift utilizes both process analysis and cause and
effect to support the speaker’s logical argument. More contemporary examples of satirical essays, articles, and short stories are discussed and analyzed
using varied assessments. For example, in a round table discussion, students can analyze Dave Barry’s use of logos, ethos, and pathos in “Road Warrior.”
Linnea Saukko’s use of irony in “How to Poison the Earth” (revisited essay) can be addressed through an in-class timed essay, and Ring Lardner’s
“Haircut” can be assessed (in written or oral form) for the author’s satire of small town values through irony and humor. If desirable, a test, cast in a
traditional mode, can be administered to ascertain students’ knowledge and ability to apply skills. As a culminating activity, students can create their
own satirical pieces on a subject they feel they “own.” The piece should incorporate several significant components of satire. This assignment would
serve as a post-test.
72
Benchmark Assessment Quarter 1
1.
2.
3.
4.
5.
Students will demonstrate ability to analyze the ways in which rhetorical devices are utilized to create meaning through the writing of essays.
Students will be able to create original narrative texts.
Students will be able to interpret the use of various literary devices in selected texts through small group discussions.
Students will successfully apply critical thinking skills to texts and real world forms of communication.
Students will be able to use supporting evidence from various texts to develop and substantiate a thesis..
73
1.
2.
3.
4.
5.
Students will demonstrate knowledge of rhetorical devices through oral analysis.
Students will be able to create dialectical journal entries that tie textual evidence to insights.
Students will be able to compare and contrast aspects of American society in written analysis.
Students will successfully revise and edit essays.
Students will be able to use research to synthesize information.
74
1.
2.
3.
4.
5.
Students will demonstrate an understanding of how structural techniques are utilized conjointly in writing through the construction of
expository essays.
Students will be able to create a research paper using MLA format.
Students will be able to contribute meaningful commentary on the use of rhetorical devices in texts through Socratic seminars.
Students will successfully identify elements of an author’s style through written and oral analysis.
Students will be able to use electronic sources to gather and utilize information relevant to class discussions.
75
1.
2.
3.
4.
5.
Students will demonstrate knowledge of logos, ethos, and pathos through analytical writing.
Students will be able to investigate and analyze the use of satire in popular culture, speaking intelligently about it in group discussions.
Students will be able to identify the development of tone in written and visual texts.
Students will successfully debate a subject, using logic and clear evidence to substantiate a position.
Students will be able to use inductive or deductive reasoning to evaluate writers and speakers.
76
Primary Instructional Materials
Cohen, Samuel, ed. 50 Essays: A Portable Anthology.
College Board. AP English Language and Composition. Released Tests.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers.
Hacker, Diane. The Bedford Handbook.
Kennedy, X. J., Dorothy M. Kennedy, and Jane E. Aaron, eds. The Bedford Reader.
Major Titles
Chaucer, Geoffrey. The Canterbury Tales.
Dillard, Annie. An American Childhood.
Joyce, James. Dubliners.
Shelley, Mary. Frankenstein.
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Curriculum Management System - Monroe Township School District

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