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Quarter 1
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Unit 1: Close Reading
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Goal/Focus of Unit:
Students will learn the SOAPStone analysis method through group readings of speeches and articles. Students will begin crafting original claims on the speech topics using various forms of evidence as defense.

Common Vocabulary:
Speaker, Occasion, Purpose, Tone, Audience, Exigence, claim, Evidence, Transitions, Reasoning, Context		DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)
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CodeStandard
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11-12.RI.1.ADraw conclusions, infer and analyze by citing relevant and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including where the text leaves matters uncertain.
4M
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11-12.RI.1.BDetermine the meaning of words and phrases as they are used in the text, including figurative, connotative and content-specific meanings using context, affixes or reference materials.3R
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11-12.RI.1.DExplain two or more central/main ideas in a text, analyze their development throughout the text and relate the central ideas to human
nature and the world; provide an
objective and concise summary of the
text.		4M
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11-12.RI.2.AEvaluate how an author’s choices to structure specific parts of a text contribute to a text’s overall meaning and its aesthetic impact.5D
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11-12.RI.2.CEvaluate how the author’s word choice and use of syntax contribute to a text’s overall meaning and tone.5D
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11-12.RI.2.DEvaluate an author’s argument and reasoning for effectiveness, validity, logic, credibility and relevance of the evidence.5D
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11-12.RI.3.CEvaluate how an author’s work reflects his or her historical/cultural perspective.5M
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11-12.RI.3.DRead and comprehend informational text independently and proficiently.5M
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Unit 2: Rhetorical Analysis
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Goal/Focus of Unit:
Students will begin examining other writers' arguments for rhetorical devices and approaches, focusing on how rhetoric functions within the context of an argument. In their own writing, students will focus on perfecting the art of writing thesis statements and utilizing effective evidence in their own paragraphs, culminating in their first graded full AP Rhetorical Analysis essay.

Common Vocabulary:
parallelism, rhetorical question, aphorism, allusion, anaphora, logical appeal, emotional appeal, repetition, imagery, diction, alliteration, asyndeton, polysyndeton, periodic sentences, chiasmus, line of reasoning, commentary...		DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)
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CodeStandard
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11-12.RI.3.DRead and comprehend informational text independently and proficiently.5m
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11-12.RI.3.CEvaluate how an author’s work reflects his or her historical/cultural perspective.5m
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11-12.RI.2.DEvaluate an author’s argument and reasoning for effectiveness, validity, logic, credibility and relevance of the evidence.5
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11-12.RI.2.CEvaluate how the author’s word choice and use of syntax contribute to a text’s overall meaning and tone.5m
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11-12.RI.2.AEvaluate how an author’s choices to structure specific parts of a text contribute to a text’s overall meaning and its aesthetic impact.5m
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11-12.RI.1.DExplain two or more central/main ideas in a text, analyze their development throughout the text and relate the central ideas to human
nature and the world; provide an
objective and concise summary of the
text.		4m
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11-12.RI.1.BDetermine the meaning of words and phrases as they are used in the text, including figurative, connotative and content-specific meanings using context, affixes or reference materials.4m
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11-12.W.1.AConduct research to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; gather multiple relevant, credible sources, print and digital; integrate information using a standard citation system. b. 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 and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.6d
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11-12.W.2.AFollow a writing process to produce clear and coherent writing in which the development, organization, style and voice are appropriate to the task, purpose and audience; self-select and blend (when appropriate) previously learned narrative, expository and argumentative writing techniques.6d
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11-12.W.3.AReview, revise and edit writing with consideration for the task, purpose and audience. a. Organization and content: Introduce the topic, maintain a clear focus throughout the text, and provide a conclusion that follows from the text. Achieve the writer’s purpose and enhance the reader’s understanding of and experience with the text by making choices regarding organization and content. b. Word choice, syntax and style: Choose precise language and make syntactical choices to reflect an understanding of how language functions in different contexts and enhance to reader’s understanding of the text. c. Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. d. Use a variety of appropriate transitions to clarify relationships, connect ideas Conventions of Standard English (See Language strand in K-5 expectations for delineation of which conventions are taught at each grade level; conventions taught during grades 6-12 should expand upon what was taught during grades K-5.) Updated 6/2020 17 and claims, and signal time shifts. e. Use technology, including the internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information.6d
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Unit 3: Writing Process
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Goal/Focus of Unit:
This unit will focus on the writing process, from draft to final product. Students will begin by editing their Rhetorical Analysis essays as a model for edits for reasoning, transitions and organization. While students begin reading a nonfiction work on the topic of racial injustice, students will choose a related topic (injustice, generalized) and craft an argumentative essay over the course of a few weeks. Time will be spent specifically on thesis statements, organizational structures, transitions, syntactical decisions and commentary establishing a line of reasoning.
Common Vocabulary:
thesis statement, periodic sentences, compound sentences, intentional fragments, in-text citation, anecdotal evidence, concrete evidence, methods of development, narration, cause-effect, comparison-contrast, definition, description, transitions, horative statement. 		DOKIntroduce (I)
Developing (D)
Master (M)
Reinforce (R)
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CodeStandard
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11-12.RI.1.ADraw conclusions, infer and analyze by citing relevant and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including where the text leaves matters uncertain.
6m
30
11-12.RI.1.BDetermine the meaning of words and phrases as they are used in the text, including figurative, connotative and content-specific meanings using context, affixes or reference materials.4m
31
11-12.RI.1.DExplain two or more central/main ideas in a text, analyze their development throughout the text and relate the central ideas to human
nature and the world; provide an
objective and concise summary of the
text.		4m
32
11-12.RI.2.AEvaluate how an author’s choices to structure specific parts of a text contribute to a text’s overall meaning and its aesthetic impact.5m
33
11-12.RI.2.CEvaluate how the author’s word choice and use of syntax contribute to a text’s overall meaning and tone.5m
34
11-12.RI.2.DEvaluate an author’s argument and reasoning for effectiveness, validity, logic, credibility and relevance of the evidence.5m
35
11-12.RI.3.CEvaluate how an author’s work reflects his or her historical/cultural perspective.5m
36
11-12.RI.3.DRead and comprehend informational text independently and proficiently.6m
37
11-12.W.1.AConduct research to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; gather multiple relevant, credible sources, print and digital; integrate information using a standard citation system. b. 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 and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.6d
38
11-12.W.2.AFollow a writing process to produce clear and coherent writing in which the development, organization, style and voice are appropriate to the task, purpose and audience; self-select and blend (when appropriate) previously learned narrative, expository and argumentative writing techniques.6d
39
11-12.W.3.AReview, revise and edit writing with consideration for the task, purpose and audience. a. Organization and content: Introduce the topic, maintain a clear focus throughout the text, and provide a conclusion that follows from the text. Achieve the writer’s purpose and enhance the reader’s understanding of and experience with the text by making choices regarding organization and content. b. Word choice, syntax and style: Choose precise language and make syntactical choices to reflect an understanding of how language functions in different contexts and enhance to reader’s understanding of the text. c. Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. d. Use a variety of appropriate transitions to clarify relationships, connect ideas Conventions of Standard English (See Language strand in K-5 expectations for delineation of which conventions are taught at each grade level; conventions taught during grades 6-12 should expand upon what was taught during grades K-5.) Updated 6/2020 17 and claims, and signal time shifts. e. Use technology, including the internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information.6d
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