Getting to the Core English Language Arts Grade 11/12 Unit of Study “Do I Dare?” Final Version: April 10, 2013 Unit Rationale This unit was created and reviewed by a dedicated group of SAUSD 11th and 12th grade English teachers, curriculum specialists, and Common Core Steering Committee members in order to provide our classroom teachers with materials and strategies needed not only to implement the new Common Core State Standards, but also to meet the needs of our large English learner student population. The strategies themselves may not be new, but the focus is on providing our students with the tools they need to access complex text in a collaborative, engaging way that allows students to build agency – active involvement and the development of autonomy. The subject of the unit, exploring the relationship between personal beliefs and actions, was chosen specifically for 11th and 12th grade students as they prepare to exit high school and enter their adult lives in the context of college, career, community, and family. By analyzing these relationships, students will recognize the role personal belief/philosophy plays in their own lives. The text selections progress from simple to highly complex, and the related activities require students to support their thinking with textual evidence. TABLE OF CONTENTS Contents Pages Do I Dare? Unit Overview 1 Unit Plan 2-7 Lesson 1: Preparing the Learner: Introduction 8-16 Resource 1.1 “Thirty Things I Believe” 11 Resource 1.2 Reflection Prompt 12 Resource 1.3 Writer’s Voice Bubble Map Example 13 Resource 1.4 Anticipatory Guide 14 Resource 1.5 Dyad Share 15 Resource 1.6 Tree Map 16 Lesson 2: How Beliefs Are Formed 17-35 Resource 2.1 What is Voice? 21 Resource 2.2 Instructions for Listening and Responding to a Podcast 22 Resource 2.3 Link for “Always Go to the Funeral” 23 Resource 2.4 “Daughter aims high, hits target” 24-27 Resource 2.5 Vocabulary Practice Worksheets 28-29 Resource 2.6 “Daughter aims high, hits target” Double-Entry Journal 30 Resource 2.7 How Are Beliefs Influenced? 31-33 Resource 2.8 AP Essay Scoring Rubric 34 Resource 2.9 SAUSD District Writing Assessment Rubric 35 Lesson 3: Beliefs and Actions in Prufrock 36-54 Resource 3.1 “The Lovesong of J. Alfred Prufrock” 42-46 Resource 3.2 Clarifying Bookmark 47 Resource 3.3 Audio Link for “The Lovesong…Prufrock” 48 Resource 3.4 Allusions and Vocabulary in “The Lovesong…” 49-52 Resource 3.5 Jigsaw Presentation Planning Chart 53 Resource 3.6 Describing J. Alfred Prufrock 54 Lesson 4: Performance Task: This I Believe Essay and Podcast 55-87 Resource 4.1 Belief and Action Chart 61 Resource 4.2 Belief and Action Chart – Teacher Version 62 Resource 4.3 What Do You Think? 63 Resource 4.4 Team Record Sheet 64 Resource 4.5 “This I Believe” Prewriting Activities/Essay Assignment 65-67 Resource 4.6 Supplemental Exercises for Prewriting Assignment 3 68-69 Resource 4.7 “This I Believe” Essay Rubric 70 Resource 4.8 Self-Edit Checklist for “This I Believe” Essay 71 Resource 4.9 “This I Believe” Essay Peer Edit 72 Resource 4.10 “This I Believe” Podcast/Presentation Rubric 73 Resource 4.11 Podcasting Instructions 74-75 Resource 4.12 Submitting Podcasts to Google Drive - Teacher 76-77 Resource 4.13 Submitting Podcasts to Google Drive - Student 78-79 Resource 4.14 How to Upload Documents or a Link to Edmoto 80 Resource 4.15 Socratic Seminar Instructions 81-87 Glossary of Strategies Used in the Unit 89-90 SAUSD Common Core Unit of Study Overview ELA Grades 11/12: Do I Dare? •Preparing the Learner: Introduction Lesson 1 •Essential Questions: What influences beliefs? How do beliefs affect thoughts and actions? •Text: "Thirty Things I Believe" •Quick-Write: Reflection on the Text (1 day) •Writer's Voice Bubble Map •Anticipatory Guide •Dyad Share •Tree Map •How Beliefs Are Formed •Essential Questions: How do belief systems shape Lesson 2 individuals? What influences beliefs? •Three Step Inverview •Text 1: "Always Go to the Funeral" •What is Voice? Worksheet (2 days) •Text 2: "Daughter aims high, hits target" •Double-Entry Journal •Vocabulary Practice •One-sided Multi-Flow: Identifying Influences •Double Bubble: Comparing Texts •Beliefs and Actions in Prufrock •Essential Question: How do beliefs affect thoughts and Lesson 3 actions? •Text: "The Love Song of J. Alfred Prufrock" •Unencumbered Read •Clarifying Bookmark (3 days) •Allusions & Vocabulary Sort •Wrecking the Text •Adjectives to Describe Prufrock •Jigsaw Group Presentations •Performance Task: This I Believe Essay and Podcast Lesson 4 •Essential Question: What will I stand for? •Belief and Action Chart; What do you believe? Worksheet and Discussion (4 days) •Prewriting Assignments 1, 2, and 3 •Revising, Editing, Conferencing •Self- and Peer-Edit Checklist •Podcast Recording, Presentation, and Assessment 1 Santa Ana Unified School District Common Core Unit Planner-Literacy Unit Title: Do I Dare? Grade ELA 11th/12th Benchmark Time Frame: 2 weeks Level/Course: Big Idea (Enduring Big Idea: Understandings): You are what you believe. Essential Essential Questions: Questions: What influences beliefs? How do beliefs affect thoughts and actions? How do belief systems shape individuals? What will I stand for? Instructional Activities: Activities/Tasks Duration: 1 day Duration: 2 days Lesson 1 – Preparing the Learner Lesson 2 Complex Texts: Always Go to the Funeral; Daughter aims Text (not complex): Thirty Things I Believe high, hits target Read 1 & 2 Pre-Assessment Extension Read 1 (both texts) Read 2 (both texts) Read 3 (both texts) Quick-Write: Reflection Anticipatory Guide; Belief Statement Tree What is Voice? One-sided Multi-Flow Double Bubble Map on the text; Writer’s Dyad Share Map; class share-out Worksheet; Double- Maps to identify to compare texts; Voice Bubble Map Entry Journal belief influence Think-Pair-Share Duration: 3 days Duration: 4 days Lesson 3 Complex Text: The Love Song of J. Alfred Prufrock Lesson 4 – Performance Task: This I Believe Essay and Podcast (Referencing complex texts: Prufrock and Daughter Aims High) Read 1 & 2 Read 3 Read 4 Both Texts Read 4 Performance Task Performance Task Unencumbered read; Wreck the Text; Jigsaw Group Belief and Action Essay writing; Po dcast recording; Clarifying Bookmark; Adjective Activity; Presentation Chart; prewriting revising, editing, presentation and Allusions/ Vocab. Sort Class Share-out assignments conferencing assessment 2 21st Century Learning and Innovation: Skills: Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation Information, Media and Technology: Information Literacy Media Literacy Information, Communications & Technology Literacy Essential Tier II: infer, influence, belief(s), voice, tone, speaker, context, Tier III: dramatic monologue, allusion, stanza, line, speaker, image/imagery, Academic apply/applying, extension, classify, compare/comparing, idiom, podcast Language: contrast/contrasting, analyze, affect What pre-assessment will be given? How will pre-assessment guide instruction? Quick-Write – Reflection on the text; Anticipatory Guide The Quick-Write will indicate writing proficiency and determine areas of needed student improvement; the Anticipatory Guide will identify students’ understanding of belief systems and self-awareness. Content Standards Assessment of Standards (formative and summative) Common Core Learning Standards Taught and Assessed (include one or What assessment(s) will be What does the assessment tell more standards for one or more of the areas below. Please write out the utilized for this unit? (include us? complete text for the standard(s) you include.) the types of both formative assessments (F) that will be used throughout the unit to inform your instruction and the summative assessments (S) that will demonstrate student mastery of the standards.) Bundled Reading Literature Standard(s): F- Allusions and Vocabulary Sort This assessment demonstrates how well Activity (Resource 3.4) students are able to understand and apply meanings of allusions, words, and RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says phrases to their overall comprehension explicitly as well as inferences drawn from the text, including determining where the text leaves of the poem. matters uncertain. RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development F- Clarifying Bookmark (Resource By observing students using this over the course of the text, including how they interact and build on one another to produce a complex 3.2) strategy, the teacher can determine account; provide an objective summary of the text. whether or not they are able to cite RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including textual evidence to support their figurative and connotative meanings; analyze the impact of specific word choices on meaning and understanding of the text. tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) F- Wrecking the Text, Lesson 3 By observing students using this strategy, the teacher can determine whether or not they are able to analyze the impact of specific word choices. 3 F/S- Jigsaw Presentation Planning This activity demonstrates how well Chart (Resource 3.5) and Presentation students are able to pull evidence from the text to support their analysis of a specific theme. Bundled Reading Informational Text Standard(s): F- Teacher reviews student reflections This assessment informs teachers how (Resource 1.2) as formative well students were able to infer the assessment. influences of the author's belief system RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says and make connections with their own. explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, F- Double Entry Journal for Daughter This core piece identifies students’ ideas, or events interact and develop over the course of the text. aims high, hits target (Resource 2.5) ability to cite strong and thorough RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including textual evidence to support analysis of figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning what the text says explicitly and of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. implicitly. 10). RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her F- Vocabulary and “What is an This auxiliary piece assesses student’s exposition or argument, including whether the structure makes points clear, convincing, and engaging. idiom?” activity ability to determine an author’s point of 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 view or purpose in a text in which the beauty. rhetoric is particularly effective, RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or analyzing how style and content formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a contribute to the power, persuasiveness, problem. and beauty of the text. F/S- How Are Beliefs Influenced? This piece assesses students’ ability to (Resource 2.7) integrate and evaluate multiple sources of information presented in different media or formats in order to address the questions, “What influences beliefs? and “How do belief systems shape individuals?” S- Belief and Action Chart (Resource This activity ties back to the 4.1) Anticipatory Guide in Lesson1. Student responses will not only demonstrate students’ understanding of the belief systems based on textual evidence, but also reveal connections that students make to their own lives. 4 Bundled Writing Standard(s): F- Teacher reviews the Tree Map This assessment will inform teachers from Lesson 1 as formative how prepared students are to proceed W.11-12.3 Write narratives to develop real or imagined experiences or events using effective assessment for when students begin with creating their own belief statements as a concluding project. technique, well-chosen details, and well-structured event sequences. writing their own belief statements in W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple the latter part of the unit. plot lines, to develop experiences, events, and/or characters. W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create This assessment will show students’ a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, S- (optional) AP-Style Writing Prompt ability to demonstrate analysis of the growth, or resolution). content using evidence from the text in W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid a clear and organized manner. picture of the experiences, events, setting, and/or characters. W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or Students’ performance on these resolved over the course of the narrative. F- Lesson 4 prewriting and revision activities indicates whether or not W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are activities additional scaffolds or re-teaching is appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined required. in standards 1–3 above.) W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or This assessment demonstrates students’ S- This I Believe final essay trying a new approach, focusing on addressing what is most significant for a specific purpose and ability to produce clear, developed, audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and organized writing that richly expresses including grades 11–12 here.) their own personal philosophy. W.11-12.6 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. Bundled Speaking and Listening Standard (s): F- Teacher walks around monitoring As an initial assessment, this shows the responses to the Dyad Share teacher whether or not students know (Resource 1.4) as formative how to collaborate effectively. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in assessment. groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly F- Clarifying Bookmark (Resource Students’ ability to work together draw on that preparation by referring to evidence from texts and other research on the topic 3.2) respectfully and productively will or issue to stimulate a thoughtful, well-reasoned exchange of ideas. inform the teacher if more practice is b. Work with peers to promote civil, democratic discussions and decision-making, set clear needed. goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and F- Double Entry Journal for Daughter The teacher will be able to tell whether evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or aims high, hits target (Resource 2.5) or not students know how to pose and challenge ideas and conclusions; and promote divergent and creative perspectives. respond to questions using textual d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what evidence. additional information or research is required to deepen the investigation or complete the task. F/S- Jigsaw Presentation Planning This activity demonstrates how well SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing Chart (Resource 3.5) and Presentation students are able to collaborate to plan the stance, premises, links among ideas, word choice, points of emphasis, and tone used. and present evidence from the text to SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct support their analysis of a specific perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives theme. are addressed, and the organization, development, substance, and style are appropriate to purpose, 5 audience, and a range of formal and informal tasks. SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal F- Peer editing (essay and podcast) in By observing the peer editing process, English when indicated or appropriate. Lesson 4 the teacher will determine whether students are working together respectfully and constructively. S- Podcast This assessment will illustrate students’ ability to present their essays orally demonstrating a command of formal English while engaging their audience. Bundled Language Standard(s): F- Vocabulary and “What is an These auxiliary pieces identify how idiom?” activity well English Language Learners and struggling students are able to L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, determine the meaning of words and to make effective choices for meaning or style, and to comprehend more fully when reading or phrases as they are used in the text. listening. L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases F- Clarifying Bookmark (Resource Students will show whether they have based on grades 11–12 reading and content, choosing flexibly from a range of strategies. 3.2) acquired and can accurately use general a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. academic and domain-specific words b. Identify and correctly use patterns of word changes that indicate different meanings or parts and phrases, sufficient for reading, of speech (e.g., conceive, conception, conceivable). writing, speaking, and listening at the c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, college and career readiness level. thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. F- Describing J. Alfred Prufrock This activity demonstrates to the d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking (Resource 3.6) teacher how well students are able to the inferred meaning in context or in a dictionary). recognize and apply adjectives to L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word describe a character. meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. F/S- This I Believe final essay and These final assessments demonstrate b. Analyze nuances in the meaning of words with similar denotations. podcast students’ ability to accurately use L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, general academic and domain-specific sufficient for reading, writing, speaking, and listening at the college and career readiness level; words and phrases, sufficient for demonstrate independence in gathering vocabulary knowledge when considering a word or phrase writing and speaking at the college and important to comprehension or expression. career readiness level. Resources/ Complex Texts to be used Materials: Informational Text(s) Titles: Sacchetti, Maria. Daughter aims high, hits target Sullivan, Deirdre. Always Go to the Funeral. http://thisibelieve.org/essay/8/ Literature Titles: Eliot, T.S. The Lovesong of J. Alfred Prufrock (In addition to Resource 3.1, the poem can be found in Holt Literature and Language Arts, Fifth Course, pp. 584-587.) 6 Media/Technology: Eliot, T.S. The Lovesong of J. Alfred Prufrock. http://en.wikisource.org/wiki/The_Love_Song_of_J._Alfred_Prufrock McLain, Tarak. Thirty Things I Believe. http://thisibelieve.org/essay/57159/ Other Materials:  Paper and writing instruments (student-provided)  Computer with Internet access and audio capability, projector, and speakers  Whiteboard and markers as needed  Dictionaries for student reference (if needed)  Student resources provided with lessons; additional teacher resources included with each lesson plan. Interdisciplinary Cite several interdisciplinary or cross-content connections made in this unit of study: Connections: This unit connects English language arts with social studies and psychology by exploring the origins and influences of belief systems. In addition, by learning how to record a podcast, students increase their technological capability. Differentiated Based on desired student outcomes, what instructional Based on desired student outcomes, what instructional Instruction: variation will be used to address the needs of English variation will be used to address the needs of students with Learners by language proficiency level? special needs, including gifted and talented? Since this unit was designed for benchmark-level students, the Special Needs: Always start with the students’ IEP goals. Then, if possible, differentiation provided targets intermediate EL’s. Supports include collaborate with the case manager to identify appropriate scaffolds, Thinking Maps, sentence starters/linguistic frames, academic accommodations, and modifications. Unit activities to support special needs vocabulary practice, strategic grouping, and structured speaking students include using Thinking Maps and other cognitive aids, making opportunities. provisions for extra time and teacher assistance, and grouping by needs. GATE: Suggestions for accelerated learners include activities that develop depth and complexity such as mini research projects, style imitation practice, an AP-style essay prompt, and a Socratic Seminar. 7