Curriculum Management System...1 Curriculum Management System MONROE TOWNSHIP SCHOOLS Course Name:...

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Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Advanced Placement English Language and Composition Grade: 11

For adoption by all regular education programs Board Approved: <Type Date Here> as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3

Mission, Vision, Beliefs, and Goals Page .4

Core Curriculum Content Standards Page 5.

Scope and Sequence Pages 6-9

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages 10-72

Page 77

Quarterly Benchmark Assessment 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

mailto:[email protected]






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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

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

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Scope and Sequence

Quarter 1

Unit Topics(s)

I. Perspective a. Summer Reading (e.g., An American Childhood by Annie

Dillard)

II. 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)

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

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)

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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

Quarter 4

Unit Topic(s)

I. 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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Quarter I – Unit 1 Stage 1 Desired Results

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

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 Students will understand that…

• An author’s use of diction has an effect on the reader’s understanding of a text.

• Various rhetorical techniques help to convey truths about life.

• The speaker’s perspective affects the reader’s perception of texts.

• Quality literature often considers topics that, while expressed in a personal way, are often universal.

ESSENTIAL QUESTIONS • What is the importance of the written

word? • How do rhetorical devices enhance

meaning in texts? • How does a writer’s treatment of

subject matter affect the reader’s perception of a text?

Acquisition Students will know…

• Major events and ideas developed in the summer reading work.

• The meaning of various rhetorical devices.

• The target audience of the work.

Students will be skilled at… • Recognizing how context affects the

meaning of words and phrases in texts. • Identifying rhetorical devices and how

they are utilized in methods of communication.

• 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.

• Establish and maintain a formal style

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and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• 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.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence

• Insightful and sophisticated discussion • Well-developed and organized ideas • Well-supported ideas • Attention to detail • Quality of contributions • Attentiveness • Rubrics

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. .

• Well-developed perspective • Well organized ideas • Rubrics

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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Quarter 1 – Unit 2 Stage 1 Desired Results




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


• Introduce precise, knowledgeable


• 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.


• A writer’s voice can be identified through his or her presentation of ideas.

• Figurative language affects the transmission of ideas.

• Tone is created through a combination 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.

ESSENTIAL QUESTIONS • What are the various ways by which a

story can be told? • What are voice, tone and person? • How do voice, tone, and person

contribute to a narrative? • What are logos, ethos, and pathos?


• The different points of view. • What is meant by an author’s voice. • The meaning and use of logos, ethos,

and pathos.

Students will be skilled at… • Recognizing the author’s voice. • Identifying the tone of a work. • Determining person in a text. • 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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claim(s), establish the significance of the claim(s), distinguish the claim from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim, reason, and evidence.






• Use precise language, domain-specific

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vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.



W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured 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 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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a

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range of formal and informal task. 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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task.

Stage 2 - Evidence Evaluate Criteria Assessment Evidence

• Good organizational skills • Structure of ideas • Quality of insights • Quality of discussion • Quality of speaking skills • Attention to detail • Rubrics

PERFORMANCE TASK(S): • 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.

• Quality of supporting evidence • Attention to detail • Attentiveness • Rubrics

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.

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

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. 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.11-12.2. 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.11-12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really


• 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.


• The directive and informative methods of process analysis differ in purpose.

• Thesis, organization, definition, and consistency are important in effective writing.

• Effective transitions enable the reader to clearly follow the development of ideas.

ESSENTIAL QUESTIONS • What is the difference between the

directive process and the informative process?

• How is material best organized and presented?

• What role do transitions play in quality writing?


• The difference between directive and informative writing.

• The function of various rhetorical devices in texts.

• Key transitional words and phrases.

Students will be skilled at… • Recognizing various approaches to

analysis. • Analyzing the development of point of

view through various rhetorical techniques.

• Writing in an analytical manner.

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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 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 claim(s), counterclaim, reason, and 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 as varied syntax to link the major sections of the text, create cohesion, and

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clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


• Provide a concluding statement or section that follows form and supports the argument presented.

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.




• 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.

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.

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.

• 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.

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.

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.


• Attention to detail • Sophistication of ideas • Development of key ideas • Level of insight • Originality

PERFORMANCE TASK(S): • 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.

• Articulate oral analysis • Support of contentions • Structure of ideas • Rubrics

OTHER EVIDENCE: • Pre-Test on denotation and connotation. • Class discussions, including brainstorming sessions, on various essays and topics. • Analysis of a political cartoon.


Summary of Key Learning Events and Instruction 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

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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. 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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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


• 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 Students will understand that…

• The directive and informative methods of process analysis differ in purpose.

• Thesis, organization, definition, and consistency are important in effective writing.

• Effective transitions enable the reader to clearly follow the development of ideas.

• Rhetorical devices enhance the presentation of ideas and aid in the building of tone.

ESSENTIAL QUESTIONS • What is the difference between the

directive process and the informative process?

• How is material best organized and presented?

• What role do transitions play in quality writing?


• The difference between directive and informative writing.

• The function of various rhetorical devices in texts.

• Key transitional words and phrases.

Students will be skilled at… • Determining the purpose of essays and

how the stages of analysis build perspective.

• Identifying and analyzing the use of various literary devices in texts.

• Applying knowledge and skills gleaned from an earlier study of rhetoric to the analysis of unfamiliar texts.

• Using transitions effectively.

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needed at the high end of the range.

Writing






• Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate

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to the audience’s knowledge of the topic.





W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.



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• Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, 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.

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.

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

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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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task.

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.


• Good organizational skills • Structure of ideas • Quality of insights • Quality of discussion • Attention to detail • Rubrics

PERFORMANCE TASK(S): • 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.

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• 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. 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.11-12.1. 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.




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


• 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..

Meaning

UNDERSTANDINGS Students will understand that…

• Comparison and contrast are used to produce evaluations.

• Analogies generate effective comparisons.

• Coherence is established through the effective use of structure and transitions.

ESSENTIAL QUESTIONS • How are comparison and contrast

essays organized? • What is analogy? • Why is analogy effective in writing a

comparison and contrast essay?


• The difference between comparison and contrast.

• The writer’s purpose in various essays. • A variety of effective organizational

structures.

Students will be skilled at… • Recognizing how comparison and

contrast effectively substantiates arguments.

• Citing and analyzing the use of analogy to create skilled comparisons.

• Forming and developing a thesis that incorporates textual evidence.

• Applying rhetorical techniques to the analysis of unfamiliar texts.

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or beauty of the text.






• Establish and maintain a formal style and objective tone while attending to

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the norms and conventions of the discipline in which they are writing.



• 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.




• Establish and maintain a formal style

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and objective tone while attending to the norms and conventions of the discipline in which they are writing.


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.11-12.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.



• 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.


L.9-12.4 Determine or clarify the meaning of unknown and multiple meaning words and

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phrases based on grades 9-12 reading and convent, choosing flexibly from a range of strategies.





reference materials, both print and digital, to find the pronunciation or clarify its precise meaning, its part of speech, its etymology or its standard usage.



o Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key

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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 into the discussion; and clarify, verify, or challenge ideas and conclusions.


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.


• Insightfulness of discussion • Well-developed and organized ideas • Well-supported ideas • Attention to detail • Sophisticated expression of ideas • Attentiveness • Ability to revise and edit • Rubrics

PERFORMANCE TASK(S): • 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.

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• 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.


Summary of Key Learning Events and Instruction 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. 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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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).


Writing

W.9-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using


• 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.


• Clarity and conciseness are necessary for well-developed contentions.

• Structure plays a significant role in the development of perspective in texts.

• A logical fallacy is the result of inept reasoning not based on hard evidence.

ESSENTIAL QUESTIONS • What is meant by cause and effect? • What is the difference between

immediate and remote causes? • What is a logical fallacy? • How do causal relationships contribute

to meaning?


• The difference between immediate and remote causes.

• The components of persuasive causal writing.

• Rhetorical terms and their function in writing..

Students will be skilled at… • Identifying and analyzing the use of

cause and effect in writing. • Determining the strengths and

weaknesses of causal writing. • Noting how personal style impacts the

thematic power of texts. • Writing in a clear, lucid manner, using

evidence from the text as support.

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valid reasoning and relevant and sufficient evidence.






• Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the

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relationships among complex ideas and concepts.




W.9-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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

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understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 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. 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 opposing perspectives are addressed and the organization, development substance and style are appropriate to purpose, audience, and a range of formal and informal task. 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.

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• Transfer of skills in writing • Originality • Writing style • Use of supporting details in writing • Rubrics

PERFORMANCE TASK(S): • 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..

• Incisiveness of class discussion • Sophistication of oral arguments • Writing style • Analytical development

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. 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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• 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


• 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 is very often dependent upon context.

• The choice and use of definition reflects the author’s perspective.

• The purpose of almost any extended definition is to explore a topic in its full complexity.

• Essayists very often provide significant social commentary.

ESSENTIAL QUESTIONS • How does context affect meaning? • What is an extended definition? • How does definition utilize other modes

to create a logical essay? t


• The marked difference between denotation and connotation.

• The writer’s purpose in essays and articles.

• The definitions of rhetorical devices.

Students will be skilled at… • Differentiating between denotative and

connotative diction. • Formulating claims using textual

evidence. • Crafting definitions. • Creating unity within and among

paragraphs.

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claim(s), counterclaim, reason, and evidence.






• 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

47

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.




W.9-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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• Observe the hyphenation conventions • Spell correctly






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• Insightful and sophisticated discussion • Well-developed and organized thesis

and ideas • Well-supported ideas • Attention to detail • Rubrics

PERFORMANCE TASK(S): • 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.”

• Evidence of critical thinking skills • Skill of presentation • Attentiveness

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.

. Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction 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. 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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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.


• Introduce precise, knowledgeable


• 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.


• 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.

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

Students will know… • The plot and basic characterizations in

the novel. • Significant aspects of the Gothic novel. • How a frame story is structured.

Students will be skilled at… • Identifying and explicating elements of a

writer’s style within texts. • Applying elements of a genre to texts. • Recognizing thematic concerns with

texts. • Supporting interpretive contentions in

writing and speaking. • Using MLA format.

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W.9-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (


• Apply the understanding that usage is a

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matter of convention, can change over time, and is sometimes contested.


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.


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. 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


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• Incisiveness of class discussion • Writing Style • Formatting and structure • Sophistication of oral and written

arguments • Use of supporting details in writing and

speaking. • Rubrics

PERFORMANCE TASK(S): • 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.

• Sophisticated expression of ideas • Use of supporting evidence

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.

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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. 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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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).




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


• 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.


• Style is a reflection of an author’s use of a wealth of literary techniques.

• Themes can be effectively developed through various structures.

• A reader or listener’s perspective is heavily influenced by the way in which messages are communicated.

ESSENTIAL QUESTIONS • How does an author’s style determine

the presentation of material? • How can varying perspectives on

themes be delineated through different modes of expression?

• In what ways do authors utilize literary devices to construct characters and develop themes?


• The plot, setting, and major and minor characters in the poems and stories.

• Various elements of style. • The denotative meaning of literary

terms, such as syntax.

Students will be skilled at… • Interpreting aspects of language and

applying their significance thematically to a work.

• Ascertaining a writer’s perspective on social issues.

• 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..

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evidence. • Introduce precise, knowledgeable







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L.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.






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• Well-stated and organized ideas • Well-supported contentions • Attention to detail • Quality of contributions • Attentiveness • Rubrics

PERFORMANCE TASK(S): • 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.

• Insightful and sophisticated discussion • Quality of analytical thought • Rubrics

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. 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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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 W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient


• 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.


• Ideas become truths through careful reasoning.

• Errors in reasoning, like hasty generalizations and oversimplifications, lead to false conclusions.

• Claims are nothing without evidence. • Persuasion aims to influence readers’

actions or support for an action.

ESSENTIAL QUESTIONS • How do inductive and deductive

reasoning differ? • How do appeals to logos, ethos, and

pathos strengthen arguments? • How does the use of language generate

tone in texts and oral communication?


• An author’s purpose in an essay. • The elements of argument. • The difference between opinion and

fact.

Students will be skilled at… • Identifying and analyzing the use of

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.

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evidence. • Introduce precise, knowledgeable







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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.11-12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.




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< Stage 2 - Evidence

Evaluative Criteria Assessment Evidence • Incisiveness of analysis • Writing style • Structure of written arguments • Use of supporting details in writing. • Speaking skills and voice quality • Rubrics

<

PERFORMANCE TASK(S): • 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..

• Sophisticated expression of ideas • Use of supporting evidence • Ability to work as a cohesive group • Analytical skill

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.”

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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. 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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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


• 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.


• An effective satire is created through a combination of strategies.

• A good satire is very often a response to social concerns.

• Satires can be classified as either Horatian or Juvenalian.

• An ironic tone can strengthen a satirist’s attack on perceived follies.

ESSENTIAL QUESTIONS • What are the tools of s satirist? • When is satire used most effectively? • What role does humor play in satire? • Why is irony an effective literary device?


• The purpose of satire. • The plots and major characters in

stories. • How verbal irony functions.

Students will be skilled at… • 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.

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or beauty of the text.






• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the

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discipline in which they are writing. • Provide a concluding statement or

section that follows form and supports the argument presented.


• 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.




• Establish and maintain a formal style and objective tone while attending to the norms and conventions of the

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discipline in which they are writing. • 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).

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well-structured event sequences.





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• 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.


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.





reference materials, both print and digital, to find the pronunciation or clarify its precise meaning, its part of speech, its etymology or its standard

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usage. 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





SL.11.12.2 Integrate multiple sources of information presented in diverse format sand

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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.


• Quality of contributions during seminars and discussions

• Insightfulness • Development of thesis • Use of textual evidence • Application of skills • Creativity

PERFORMANCE TASK(S): • 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.

• Annotative skill • Sophistication of discussion • Rubrics

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.

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction 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

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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. 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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Benchmark Assessment Quarter 1

1. Students will demonstrate ability to analyze the ways in which rhetorical devices are utilized to create meaning through the writing of essays. 2. Students will be able to create original narrative texts. 3. Students will be able to interpret the use of various literary devices in selected texts through small group discussions. 4. Students will successfully apply critical thinking skills to texts and real world forms of communication. 5. Students will be able to use supporting evidence from various texts to develop and substantiate a thesis..

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1. Students will demonstrate knowledge of rhetorical devices through oral analysis. 2. Students will be able to create dialectical journal entries that tie textual evidence to insights. 3. Students will be able to compare and contrast aspects of American society in written analysis. 4. Students will successfully revise and edit essays. 5. Students will be able to use research to synthesize information.

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1. Students will demonstrate an understanding of how structural techniques are utilized conjointly in writing through the construction of expository essays.

2. Students will be able to create a research paper using MLA format. 3. Students will be able to contribute meaningful commentary on the use of rhetorical devices in texts through Socratic seminars. 4. Students will successfully identify elements of an author’s style through written and oral analysis. 5. Students will be able to use electronic sources to gather and utilize information relevant to class discussions.

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1. Students will demonstrate knowledge of logos, ethos, and pathos through analytical writing. 2. Students will be able to investigate and analyze the use of satire in popular culture, speaking intelligently about it in group discussions. 3. Students will be able to identify the development of tone in written and visual texts. 4. Students will successfully debate a subject, using logic and clear evidence to substantiate a position. 5. Students will be able to use inductive or deductive reasoning to evaluate writers and speakers.

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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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