To use this document please select FILE → MAKE A COPY
Unit Plan
Grade: 11 | Content Area: Language Arts | Course Name: English 11 |
Unit: Age of Reason in American Literature (late 1770s to early 1800s) | Description of Course: During this unit students will study the Age of Reason in American history through literature. Students will learn how the split from the Church of England resulted in an emphasis on reason over the church as fact. A secondary result was of a strong feeling of American patriotism. The medium of this time was primarily political pamphlets, speeches, essays and documents. This was also a time of reform, as seen in The Declaration of Independence. | Approximate Time Needed: 3 weeks |
Learning Targets | Assessments | Instructional Considerations | Instructional Approach | Resources |
1.1 I can… Evaluate the impact that citing textual evidence has on the clarity of a written analysis (4.1) 1.2 I can… Examine the differing approaches that authors take to similar themes/issues/events (4.9) 1.3 I can… Justify the value and importance of reading complex texts (4.10) 1.4 I can… Determine the development of a complex set of ideas over the course of the text (5.3) 1.5 I can… Examine the relationship between the author’s purpose and the power of the text through the use of rhetoric(5.6) 1.6 I can… Theorize why someone would write routinely over a certain period of time(7.10) 1.7 I can… Model why it is essential to master grammar and usage of the English language when speaking/writing(11.1) 1.8 I can… Discuss the value of collaborative student use of digital media. 1.9 I can… Measure use of digital tools to gather, evaluate, and use information 1.10 I can...Evaluate the value of multiple interpretations of a story, drama, or poem 1.11 I can create an innovative product. | Pre-Assessments: Survey of Colonial American literature- Age of Reason Formative Assessments: Reading Preassessment Observation In class Discussion/ Discussion Board Responses Benchmark Assessment: Citing Text evidence to show analysis of thinking Interactive Socratic Seminar on text selections Apply text complexity formula to text Compose short study on rhetorical devices Study/reflection of author writing over time Write an autobiography Perform a drama | Student Background Knowledge: Colonial American literature - 1776 Essential Questions: How does citing strong, thorough textual evidence support analysis and determine where the text leaves matters uncertain? 4.1 How do different authors with different perspectives treat similar themes or issues? 4.9 How does studying complex texts benefit the reader versus someone who reads simple texts? 4.10 How does a complex set of ideas develop over the course of the text? 5.3 How does an author’s purpose contribute to the power of the text? 5.6 Why might someone write routinely over a certain period of time? 7.10 Why might someone declare that it is essential to master grammar and usage of the English language when speaking/writing? 11.1 How do students use digital media collaboratively to support their own and other’s learning? How do students reflect on their use of digital tools to gather, evaluate, and use information? What is the value of multiple interpretations of drama? (4.7) How do students create unique, individual products? Academic Language: Evaluate, Examine, Justify, Determine, Discuss, Measure Content Specific Language: Found in each lesson | Lesson Plan (Link to lesson plans for unit) Template Cross-Content Integration: | Web Resources: Found in each lesson Research: Found in each lesson Technology Resources: Google docs, webtools, Internet access, online fiction, device for accessing internet and word processing. Community Resources: |