Unit 1 Small Group Texts
Unit Home | Writing Task | Anchor Texts | Small Group Texts | Independent Texts
Embedded Files
Ain't I a Woman?
Vocabulary
Vocabulary
Content Vocabulary
racket
fix
obliged
Skill Vocabulary
argument
refrain
diction
audience
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Effective Rhetoric
Standard(s)
11-12.RI.6 When reading texts, including those from diverse cultures, determine main ideas of two or more texts, analyze the main ideas, supporting details, and the relationship between/among the texts; provide an objective synthesis of the texts that includes textual evidence.
🔍 11-12.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a collective body of work.
Support/Resources
Sharing Perspectives Discussion Prompts
Mini Lessons: Teaching Rhetoric in Writing & Speaking
Perspective Analysis: Sojourner Truth
TED-Ed Video: The Electrifying Speeches
Sojourner Truth’s “Ain’t I a Woman” Performed by Kerry Washington
Word Study
Word Study
Focus: Latin Root: -lig-
Standard(s)
11-12.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
Support/Resources
Author's Style
Author's Style
Writing to Sources
Writing to Sources
💡Teacher Tip: Keep this writing task brief (1-2 paragraphs).
Focus: Informative Text
Standard(s)
🔍 9-10.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content, and provide a conclusion that follows from and supports the information or explanation presented.
Support/Resources
Declaration of Sentiments/Giving Women the Vote
💡 Teacher Tip: Choose, or allow small groups to choose, one of these texts to focus on.
Vocabulary
Vocabulary
Content Vocabulary
degraded
oppressed
subordinate
_______________
frame
special elements
tone
Skill Vocabulary
allusion
_________________
persuasion
rhetoric
argument
tone
repetition
imagery
allusion
analogy
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Allusions
Standard(s)
🔍 11-12.RI.14 Analyze and evaluate works of cultural significance for the way in which these works treat similar themes, conflicts, issues, or topics, and maintain relevance for current audiences.
Support/Resources
History Video: What Happened at the Seneca Falls Convention?
Word Study
Word Study
Focus: Latin Prefix: sub-
Standard(s)
11-12.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
Support/Resources
Conventions & Style
Conventions & Style
Focus: Types of Clauses
Support/Resources
*key words: clause, independent clause, dependent clause (subordinate clause)
⏳Writing to Compare
⏳Writing to Compare
💡 Teacher Tip: If small groups focused on different texts, you could pair them up or have them complete a jigsaw activity instead of writing.
Focus: Compare-Contrast Essay
Standard(s)
🔍 11-12.R.10 Analyze and evaluate the effectiveness of structures across multiple texts about similar topics/themes, including whether the structures make points or events clear, effective, convincing, or engaging.
🔍 11-12.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a collective body of work.
11-12.R.12 Analyze how a subject and/or content is presented in two or more mediums by determining which details are emphasized, altered, or absent in each account and how these details influence audiences’ experiences and interpretations.
🔍 11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content, and provide a conclusion that follows from and supports the information or explanation presented.
Support/Resources
*key words: persuasion, rhetoric, argument, tone, repetition, imagery, allusion, analogy
Brown v. Board of Education Texts
Vocabulary
Vocabulary
Content Vocabulary
plaintiffs
jurisdiction
disposition
Skill Vocabulary
opinion
analytical argument
claim
counterclaims
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Structure
Standard(s)
🔍 11-12.R.10 Analyze and evaluate the effectiveness of structures across multiple texts about similar topics/themes, including whether the structures make points or events clear, effective, convincing, or engaging.
🔍11-12.R.13 Delineate and evaluate arguments and specific claims across multiple texts on the same subject, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. Recognize when irrelevant evidence is introduced.
Support/Resources
CommonLit Target Lesson: Identifying Main Ideas & Central Idea
Nearpod Lesson: Brown v Board of Education
Word Study
Word Study
Focus: Technical Words/Cognates
Standard(s)
11-12.R.9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
Support/Resources
CommonLit Target Lesson: Finding the Meaning of Unknown Words
Conventions & Style
Conventions & Style
Focus: Coordinating Conjunctions/ Subordinating Conjunctions
Support/Resources
Supplemental Text
Supplemental Text
Story of an Hour
Story of an Hour
Vocabulary
persistence
imploring
importunities
Activities
Analyze Craft and Structure: Development of Theme
Word Study: Denotation and Connotation
Author's Style: Irony
Speaking & Listening: Group Discussion
Standard(s)
11-12.RL.7 Analyze how an author develops a text through complex and/or dynamic characters, interaction with other characters, and advancement of the plot or development of the theme.
🔍 11-12.R.11 Analyze how an author’s geographic location, identity or background, culture, and time period affect the perspective, point of view, purpose, and implicit/explicit messages of a collective body of work.
11-12.SL.1 Participate effectively in a range of conversations and collaborations on topics, texts, and issues.
Collaborative Performance Task: Informative
Collaborative Performance Task: Informative
💡 Teacher Tip: There are two possible Collaborative Performance Tasks for this Small Group Learning section. Choose between the two based on your students' needs or allow small groups to choose which task to complete.
Option 1: Panel Discussion
Option 1: Panel Discussion
Prompt: You have read a variety of texts by people who sought to protest social issues and encourage change. Work with your group to hold and informative panel discussion that addresses these questions:
What were the goals of these reformers?
Why did they want to achieve those goals?
Make a video recording of your discussion to share with others,
Academic Vocabulary
informational
inquire
verbatim
deduction
specific
💡It is essential to have students use these words throughout the unit, particularly in their performance tasks/assessments.
Standard(s)
11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in 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.
11-12.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Support/Resources
Option 2: Research Presentation
Option 2: Research Presentation
Prompt: You have explored ways in which people accross history have struggled for freedom. Now, expand your knowledge by researching how individuals in the Civil War dealt with realisties of war. With your group, read the primary sources that have been provided. The, form additional research questions based on your reading and locate another source to explore. Synthesize your learning to answer this question:
What can we learn from ordinary people about extraordinary wartime events?
Share your learning in a research presentation.
Academic Vocabulary
informational
inquire
verbatim
deduction
specific
💡It is essential to have students use these words throughout the unit, particularly in their performance tasks/assessments.
Standard(s)
11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in 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.
11-12.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Support/Resources
Collaborative Group Project Social Contract
Nearpod: Research Skill Builder
Page updated
Report abuse