ESU 10 RCCD ELA Grade 12 Unit 1

Priority Standards: Priority Standards are the standards to which supporting standards are connected (add or delete rows as needed)

12.1.6.d     Summarize, analyze, and synthesize the themes and main ideas between multiple literary and informational works.

12.1.6.o     Demonstrate an understanding of complex text by using textual evidence to support analysis, reflection, and research via multiple mediums.

12.2.1.b     Generate a draft that interprets complex ideas, raises relevant questions, solves problems, or evaluates ideas through synthesis, analysis, reflection, and use of effective organizational patterns that are appropriate to the purpose and intended audience.

12.3.1.a     Communicate ideas and information in a clear and concise manner appropriate for the purpose, setting, and audience.

Supporting Standards: Supporting Standards are intricately woven through each of the performance tasks of the unit. Supporting standards may be taught or reviewed at teacher’s discretion depending on students level of understanding. (see asterisks for standards not explicitly taught)

12.1.6.b   Analyze and evaluate literary text (e.g., characterization, setting, plot development, internal and external conflict, inferred and recurring themes, point of view, tone, mood).

12.1.6.c  Analyze the function and critique the effects of the author‘s use of figurative language and literary devices (e.g., allusion, symbolism, irony, foreshadowing, flashback, metaphor, personification, epiphany, oxymoron, dialect, tone, mood, transitional devices).

12.1.6.f   Interpret and evaluate information from print and digital text features to support comprehension

12.1.6.g   Cite specific textual evidence to analyze and evaluate the effects of historical, cultural, biographical, and political influences of literary and informational text written by culturally diverse authors, to develop a national and international multicultural perspective.

12.1.6.m*  Self-monitor comprehension and independently apply appropriate strategies to understand complex text.

12.2.1.a    Use multiple writing strategies recursively to investigate and generate ideas, organize information, guide writing, answer questions, and synthesize information.

12.2.2.a   Communicate information and ideas effectively in narrative, informative, descriptive, and argumentative modes to multiple audiences using a variety of media and formats.

12.2.2.b  Provide evidence from literary or informational text to support analysis, reflection, and research.

12.3.1.d   Convey a perspective with clear reasoning and valid evidence.

12.3.1.f    Anticipate and address alternative or opposing perspectives when appropriate to the mode of speaking.

12.3.3.d*    Listen, ask probing questions, and consider information to generate new ideas and challenge assumptions to a topic, text, or issue under study

Knowledge/Concepts (nouns from unwrapped standards)

Skills (verbs from unwrapped standards)

Bloom’s Taxonomy Levels of Cognitive Rigor

12.1.6.d

the themes and main ideas between multiple literary and informational works.

Summarize

Understand

12.1.6.d

the themes and main ideas between multiple literary and informational works.

Analyze

Analyze

12.1.6.d

the themes and main ideas between multiple literary and informational works.

Synthesize

Create

12.1.6.o

an understanding of complex text

Demonstrate

Understand

12.1.6.o

textual evidence

Use

Apply

12.1.6.o

analysis, reflection, and research via multiple mediums

Support

Evaluate

12.2.1.b

a draft that interprets complex ideas, raises relevant questions, solves problems, or evaluates ideas through synthesis, analysis, reflection

Generate

Create

12.2.1.b

effective organizational patterns that are appropriate to the purpose and intended audience

Use

Apply

12.3.1.a

ideas and information in a clear and concise manner appropriate for the purpose, setting, and audience.

Communicate

Apply

Essential Questions

Big Ideas

Why and how do you connect themes and main ideas between different types of text?

Themes and main ideas are universal and therefore connect between different types of text.

How do you learn to support your understanding of a complex text?

You support your understanding of a complex text by using evidence, research, and reflection.

What does a draft consist of and how does a writer effectively organize his/her thoughts?

A draft interprets ideas, raises questions, solves problems, and evaluates ideas. Writers accomplish this task by using appropriate organizational patterns

Why is learning to communicate clearly in a variety of situations important?

Adults need to communicate clear messages appropriate to the situation.

Key Vocabulary:  (5-10 priority words for the unit)

Synthesize, generate, support, organizational patterns, evidence, explanation

Pre-Assessment: (non-graded activity that guides instructional choices for the unit)

Include Rubric(s) and Answer Key

See document titled “Unit 1 Pre Test” & “Unit 1 Pre Test Scoring Guide”

Post-Assessment: (graded activity given at the end of the unit)

Include Rubric(s) and Answer Key

See document titled “Unit 1 Post Test” & “Unit 1 Post Test Scoring Guide”

Authentic Performance Tasks

Description

Suggested Length of Time (Include days and approx. minutes/day)

Task 1:

Explore Types of Heroes

2-50 min. periods

Task 2:

Honoring Your Hero

1-50 min. period

Task 3:

Paying it Forward

3/4-50 min. period + varying

Task 4:

Revision Period

1-50 min. period

Task 5:

Presentation of the Hero

3/4-50 min. period + varying

Description of Engaging Scenario: (situation, challenge, role, audience, product/performance) Link rubric and resources.

Detailed “Engaging Experience” document found in grade level folder.

Suggested Length of Time (Include days and approx. minutes/day)

Students will explore types of heroes before identifying their own hero and paying it forward. This act will include designing and completing a service learning project in their hero’s honor and presenting his/her work to a greater audience.

Goal: Students will design and complete a service learning project.

Role: Project manager

Authentic Audience: Community

Situation: Identify a community project to honor a hero.

Product/Performance: Service project

Standards: see above

12-50 min. periods + volunteer time outside of class + presentation fair

Authentic Performance Task 1

Detailed Description:

Unit 1 Engaging Experience

Length: 2-50 min. periods

Priority Standards:

12.1.6.d

12.1.6.o

Supporting Standards:

12.1.6.b

12.1.6.c

12.1.6.f

12.1.6.g

12.2.1.a

12.2.2.b

Resources: (list sources of information, equipment, software, websites, etc.)

Teaching Strategies: From the list provided, record the strategies that would be a good fit for this performance task. Please include a brief description of when and how the strategy could be used.

Checks for Understanding: (may or may not be graded; quizzes, self-reflections, checklists, observations, homework, journals, etc. that give students an opportunity to demonstrate learning during unit)

Authentic Performance Task 2

Detailed Description:

Unit 1 Engaging Experience

Length: 1-50 min. period

Priority Standards:

12.2.1.b

Supporting Standards:

12.2.1.a

Resources: (list sources of information, equipment, software, websites, etc.)

Teaching Strategies: From the list provided, record the strategies that would be a good fit for this performance task. Please include a brief description of when and how the strategy could be used.

Checks for Understanding: (may or may not be graded; quizzes, self-reflections, checklists, observations, homework, journals, etc. that give students an opportunity to demonstrate learning during unit)

Authentic Performance Task 3

Detailed Description:

Length: 3/4-50 min. period + varying

Priority Standards:

12.2.1.b

Supporting Standards:

12.2.1.a

12.2.2.a

12.3.3.d

Resources: (list sources of information, equipment, software, websites, etc.)

Teaching Strategies: From the list provided, record the strategies that would be a good fit for this performance task. Please include a brief description of when and how the strategy could be used.

Checks for Understanding: (may or may not be graded; quizzes, self-reflections, checklists, observations, homework, journals, etc. that give students an opportunity to demonstrate learning during unit)

Authentic Performance Task 4

Detailed Description:

Unit 1 Engaging Experience

Length: 1-50 min. period

Priority Standards:

12.2.1.b

Supporting Standards:

12.2.1.a

Resources: (list sources of information, equipment, software, websites, etc.)

Teaching Strategies: From the list provided, record the strategies that would be a good fit for this performance task. Please include a brief description of when and how the strategy could be used.

Checks for Understanding: (may or may not be graded; quizzes, self-reflections, checklists, observations, homework, journals, etc. that give students an opportunity to demonstrate learning during unit)

Authentic Performance Task 5

Detailed Description:

Unit 1 Engaging Experience

Length: 3/4-50 min. period + varying

Priority Standards:

12.3.1.a

Supporting Standards:

12.2.2.a

12.3.1.f

12.3.3.d

Resources: (list sources of information, equipment, software, websites, etc.)

Rubric under “Engaging Experience”, pg. 12

Teaching Strategies: From the list provided, record the strategies that would be a good fit for this performance task. Please include a brief description of when and how the strategy could be used.

Checks for Understanding: (may or may not be graded; quizzes, self-reflections, checklists, observations, homework, journals, etc. that give students an opportunity to demonstrate learning during unit)

Teaching Strategies:

Verbal/Physical Choral Response (?)

Structured Partnering (?)

Structured Cooperative Groups

Give One, Get One (?)

Think, Pair, Share (?)

Yes, No, Why (?)

Fist to 5 (?)

Graphic Organizer/Think Sheet

Vocabulary Instructional Routine

Build/Activate Prior Knowledge

Cloze/Shared Reading (?)

Ambassador (?)

Numbered heads (?)

Annotate Notes

Summarizing (i.e. Gist statement (?), paragraph shrinking (?), List - Cross Out - Connect - Number - Write (?), Read-Ask-Put in own words(?))

Sentence Frames (?)

Writing Frames (?)

Role play

Music