[11th Grade English]:                                                                                 [Rami]

STAGE 1: Desired Results

Established Goals

To help students get acclimated to the routine and habits of choice reading in this course. Each student will be required to choose a book they’d like to read and begin their reading.

To establish the class traditions of 2fers, vocabulary quizzes, and choice reading.

To study effective book reviews as mentor texts and note the specific authors make to produce excellent reviews.

Write an engaging and thoughtful review of a book of their choice.

Produce a creative piece in response to a book of their choice which demonstrates a major theme, question, or quality from the reading.

Transfer

Formulate questions on identity and development of it in relationship with society and analyze short stories related to this theme.

Students will construct their own personal narrative around a significant event that has shaped their identity.

Meaning

Understandings

(What specifically should students be able to understand after completing the unit?)

Essential Questions

(What thought-provoking questions will foster meaning-making, inquiry and transfer?)

  • Reading and writing often go in hand in hand; to improve as a writer, it is important to read widely.
  • Choosing a right book can often overcome your “dislike” for reading.
  • Conducting effective research and writing a clear, precise analytical essay requires focused thesis and effort.

(What thought-provoking questions will foster meaning-making, inquiry and transfer?)

 

What elements shape your identity?

Tension between Identity of the individual and conformity in Society?

  • How do our reading and writing histories shape our lives?
  • How do we use writing in our daily lives?

Acquisition of Skills

Students will know…

(What facts and basic concepts should students know and be able to recall?)

Students will be skilled at…

(What skills and processes should students be able to draw upon and use?)

  • decipher and understand variety of short stories we will encounter during this unit

  • close reading of short stories
  • analysis of literary techniques
  • identify variety of writing styles they will encounter

STAGE 2: Evidence

Evaluative Criteria

Performance is judged in terms of…

(What criteria will be used in each assessment to evaluate attainment of desired results?)

Assessment Evidence

Transfer Task(s)

(What assessment(s) and/or project(s) will provide understanding and meet other Stage 1 goals?)

Project work for this unit will be evaluated by rubric. Other evidence of student learning will be evaluated by assessing notebook assignments.

Reading will be enhanced and checked through the use of bookmarks and conferences with students.

Class discussions will be used to assess students’ understanding

Students will create a project, either creative or academic, that examines a key political understanding of the play.

Other Evidence

(What other evidence will be collected and evaluated to ensure that Stage 1 goals have been met?)

  • daily journals
  • book talks
  • small group activities
  • gallery walks etc

SLA Core Values

Inquiry

(How will this unit help students generate their own questions?)

This unit will push students to ask themselves how the theme of identity plays out in each of the short stories we will read in class, how it plays out in their independent reading choice and finally how it plays out in their self-portrayal project.

Research

(When and how will students search for information during this unit?)

Students will need to consider the ways people choose to express themselves and how it differs from writer to writer.  Also, they will research a reading choice for themselves.

Collaboration

(When will students be working together during this unit?)

Students will often collaborate in reading analysis activities (gallery walk, etc) during class activities. They will also support one and another as they take on their first 2Fer writing assignment via peer editing sessions.

Presentation

(How will students be displaying their work and to whom?)

Student will do one  or more book talk for their independent reading choice during this unit.

Reflection

(When will students be able to look back upon their work and their learning?)

Students will reflect on the feedback received on their first 2Fer and make a plan for continued improvement.

11th Grade Standards for English

11th Grade Standards

Assessment or Task Evaluating Standard

(Which assignments will be used for assessing students’ progress? How will the assignments be assessed?)

Reading:

Comprehends a passage from an on-level text and masters strategies for deeper understanding and analysis.

Collection of short stories on the theme of identity and construction of identity.

Research:

Uses an independent line of inquiry to evaluate the quality of sources and identify relevant material.

Ongoing research for 2Fers

Thesis:

Creates unique, insightful, and debatable thesis statement based on a self-selected topic.

Writing a solid thesis for 2Fers

Sharing their first thesis on forum on moodle, all members of the class will comment and provide support.

Grammar & Mechanics:

Demonstrates an advanced understanding of the conventions of standard English capitalization, punctuation, grammar, and usage.

Feedback on 2Fers

More work will be done during peer editing

Written Expression:

Uses voice and style confidently across genres.

Writing 2Fers

Speaking:

Communicates ideas and engages listeners effectively.

Book talks

Literacy Strategies

Stategies

(What strategies will be used to improve reading comprehension and access to information?)

Activities

(Which assignments will incorporate these reading across the curriculum strategies?)

Reading aloud

Anticipation activities

Bookmarks

Comprehension questions

STAGE 3: Learning Plan

Daily Learning Activities and Notes

Day 1

Welcome

Introductions -- Write your name on a color sample -- write down a theme for the year.

Claiming vs. Receiving Education -- Journal

Class discussion based on this piece from Rich

Day 2

Syllabus

Class Traditions -- choice reading, 2Fers, Vocabulary

Day 3

Roll out 2Fers

Show examples

Begin writing first 2Fer of the year for practice

Civil Disobedience and Teaching about Ferguson

Day 4

Civil Disobedience Part 1, Part 2, Par 3

Small Group reading and note-taking by each group

Day 5

Review of previous day’s reading - share our observations

History of Youth Led Protests --

1. Civil Rights

2. Ferguson

3. Kent State

4. Apartheid

5.

Day 6

Rebirth of Caste System -- The New Jim Crow

Reading on canvas (30 Pages) make copy and scan it.

Day 7

Journal -- what makes good analytical writing

Walk around and find someone else who said the same thing you did.

Intro 2Fers

one concrete way to make the world better - write a thesis and find sources

Homework - practice 2Fer

Day 7

Journal -- where do you get your news from? how do you know you can trust your news source?

Example of thesis statements

Practice writing one together as a class

Practice writing one together in pairs

Homework -- write rest of the 2Fers

Day 8

How to peer edit

practice peer editing as a class

introduce the rubric

pairs peer editing their 2Fer

post your practice 2Fer in your class folder by 8 pm

Day 9

Free journal, write about a topic of your choice

Independent Reading time

Book talks at tables and by a student

2Fer due Friday

Day 10

Free Journal

Roll out of Vocabulary

Independent Reading Time

Day 11

Short Stories

First benchmark of the season

Day 12

Journal - Tell me about a time you felt like an outsider in your life.

Study for the quiz (Water band)

2Fer due tomorrow ( Earth band) announcements

Read Sherman Alexie’s Indian Education as a whole Class

Table Talk - Questions and Raised

Challenge to write a similar piece for the arts and scholastic competition

Day 13

Journal

First Vocab Quiz

2Fer peer review for Earth

Independent Reading time

Day 14

Day 15

Day 16

Logical Fallacies Bingo explanation

Day 17

Debate Discussion

2Fer practice

Vocab review

Day 18

2Fer peer review for Water

Vocab Quiz for Earth

Day 19

Roll out Benchmark on Tuesday

Independent Reading

Benchmark Proposal

Resources and Links

Source

Link or Citation


PA Core Standards for this UbD:

CC.1.2.9–10.C

Apply appropriate strategies to

analyze, interpret, and evaluate

how an author unfolds an analysis

or series of ideas or events,

including the order in which the

points are made, how they are

introduced and developed, and

the connections that are drawn

between them.

CC.1.3.11–12.A

Determine and analyze the

relationship between two or more

themes or central ideas of a text,

including the development and

interaction of the themes; provide

an objective summary of the text.

CC.1.3.11–12.C

Analyze the impact of the author’s

choices regarding how to develop

and relate elements of a story or

drama.

CC.1.3.11–12.E

Evaluate the structure of texts

including how specific sentences,

paragraphs, and larger portions of

the texts relate to each other and

the whole.

CC.1.4.11–12.H

Write with a sharp, distinct focus

identifying topic, task, and

audience.

Introduce the precise,

knowledgeable claim.

CC.1.4.11–12.I

Distinguish the claim(s) from

alternate or opposing claims;

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, concerns, values,

and possible biases.

CC.1.4.11–12.I

Distinguish the claim(s) from

alternate or opposing claims;

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, concerns, values,

and possible biases.


11th Grade English

Q1 Benchmark - Independent Reading Project

Ms. Rami

Q1 BM - Part I:

Book Review

Since the beginning of this quarter, you have been reading book(s) of your choice. Now, you get to write a review of the book and encourage others to explore some of your favorite works.

Task:

Mentor texts:

Kirkus Review of The Fault in Our Stars

Kirkus Review of The Kite Runner

Q1 BM - Part II:

Creative Response to Book of Your Choice

Along side your book review, you will create a creative response ( think: book trailer, podcast, short film, art work, anything using multimedia tools, extend/change the ending) to one of the books you’ve read this quarter. Your creative response should be based on the same book you’ve reviewed for this BM.

Both of these parts will live on SLA blog and other teachers/students will be reviewing your work so please make sure you are proud of the work you produce.

Let me know how I can help early and often.

Best of luck and I can’t wait to see what you create.  


SLA Rubric

 

Exceeds Expectations

20-19

Meets Expectations

18-16

Approaches Expectations

15-13

Does Not Meet Expectations

12-1

Design - Does student plan and structure the project thoughtfully and purposefully?

 

 

 

 

Knowledge - Does student demonstrate the understanding of ideas through inquiry, research, analysis, or experience?

 

 

 

 

Application - Does student use a variety of skills and strategies to apply knowledge to the problem or project?

 

 

 

 

Process - Does student take the necessary steps to fully realize the project goals?

 

 

 

 

Presentation - Does student effectively communicate the central ideas of the project?

 


Q1 Benchmark - Independent Reading Project

Inquiry

Your inquiry for this project will depend on the book you’ve chosen to do your independent project on.  What are some central question does this book pose? Does it help you come to find some answers for these questions? Will this book lead you to other books?

Research

Research the book, author, historical and cultural context in which the book was written.  What do you need to know about the background of this book to create your project?

Collaboration

If you choose a project that requires help from other members of our class, you will work closely. Each student will submit his or her project but feel free to get support when you need it from others.

Presentation

You will choose among a range of possible products to create your project.  Choose wisely and based on your interests and talents. Some books will work better with certain project than others.  Choose wisely and good luck!

Reflection

You will also submit a 1 page reflection on the process and the insights you have gained from doing this project.

Project proposal should include:

Final Presentation

Reflection

Possible choices: (inspiration: New York Times)

  1. Create a podcast around a book or author, perhaps inspired by the format of those found in the Times’ Book Review. You might act as host and introduce several different segments, such as a mock interview with the author or an expert on the topic, or a discussion of how a classic book is suddenly timely.
  2. Start by considering how a cover “sells” a book and serves as a quick visual reference, and make a quick list of favorite or most memorable covers. Next, create paintings or other illustrations to honor a book you’re reading.
  3. Create (and record, and add liner notes explaining) a soundtrack for a book you’re reading, or invent a rap about it.
  4. Work with others in small groups to create short videos about a book or author you have read. You might voice-over narration and and include interviews.
  5. Another approach to the video is to stage key scenes from novels or stories, or record dramatic readings, with sound effects. Or, make an author and his or her works the subject of a video, with an actor portraying him or her and reenacting important career and life events.
  6. Everything from the Bible to “Twilight” to “The Art of War” is being turned into a graphic novel. How would the book you’re currently reading be transformed by this genre?
  7. Recreate the setting and characters from your book in Minecraft. Write a guide to navigate the world, and recreate the conflict from the book in the world of Minecraft.
  8. Write a book review and submit it to SLAmedia.org as well.
  9. Another creative idea you come up with and clear with me first!


SLA rubric

EExceeds Expectations

20-19

MMeets Expectations

18-16

AApproaches Expectations

15-13

DDoes Not Meet Expectations

12-1

DDesign

(

FDesign of the project shows clear evidence of deep understanding of the book.  Student has gone above and beyond the requirements to create an engaging, thoughtful, and informative project about a book.

KKnowledge

(

WYour project demonstrate your deep understanding and knowledge of characters, theme, conflict(s), and ideas covered in your book.

AApplication

(

AYour project transforms the main ideas from the book into a tangible project which ultimately encourages others to read this book.

PPresentation

(

 

PYour project suits the book; it should be visually appealing and make another person want to read your book.

S

PProcess

AAll steps completed on time and final draft is very carefully revised and edited.

AAlways on task during designated work sessions.