Unit 2 Small Group Texts
Unit Homeย | Writing Task | Anchor Texts | Small Group Texts | Independent Textsย
Embedded Files
๐ก Teacher Tip: Assess your students' strengths and weaknesses and choose for small groups to focus on the Poetry Collection OR the Literary Criticism.ย
Poetry Collection
Sonnet 12, Sonnet 16, Sonnet 73 | Sonnect 32 | Sonnet 75
Vocabulary
Vocabulary
Concept Vocabulary
toil
assay
devise
Skill Vocabulary
sonnet
Shakespearean sonnet
Spenserian sonnet
quatrain
couplet
figurative language/ figure of speech
similes
metaphors
personification
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Development of Theme
Standard(s)
11-12.RL.6 When reading texts, including those from diverse cultures, determine two or more themes and analyze their development, including how they interact and build on one another to produce a complex account, and provide an objective summary that includes textual evidence.ย
11-12.R.8 Determine the meaning and impact of words and phrases on tone and mood, including words with multiple meanings. Analyze figurative language, connotative meanings, and figures of speech. Examine how the author uses and refines the meaning of domain-specific vocabulary and how language differs across historical time periods, cultures, regions, and genres.ย
๐ 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.
Support/Resources
Sharing Perspectives Discussion Prompts (Sonnet 75)
Word Study
Word Study
Focus: Multiple-Meaning Words
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.ย
Support/Resources
CommonLit Target Lesson: Finding the Meaning of Unknown Words
Conventions & Style
Conventions & Style
Focus: Word Choice
Standard(s)
11-12.R.8 Determine the meaning and impact of words and phrases on tone and mood, including words with multiple meanings. Analyze figurative language, connotative meanings, and figures of speech. Examine how the author uses and refines the meaning of domain-specific vocabulary and how language differs across historical time periods, cultures, regions, and genres.ย
Support/Resources
Writing to Sources
Writing to Sources
Focus: Response to Literature
Standard(s)
๐ 11-12.W.1 Write arguments to support claims in an analysis of complex topics or texts, using logical reasoning and relevant, sufficient evidence, and provide a conclusion that follows from and supports the argument presented.ย
๐ 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
Literary Criticism
from The Nake Babe & the Cloak of Manliness | from Macbeth
Vocabulary
Vocabulary
Concept Vocabulary
perception
unambiguous
idiosyncratic
Skill Vocabulary
central idea
claim
supporting evidence
Analyze Craft & Structure
Analyze Craft & Structure
Focus: Analyze Arguments
Standard(s)
11-12.RL.6 When reading texts, including those from diverse cultures, determine two or more themes and analyze their development, including how they interact and build on one another to produce a complex account, and provide an objective summary that includes textual evidence.ย
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 Ideas
Word Study
Word Study
Focus: Patterns of Word Change
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.ย
Support/Resources
Conventions & Style
Conventions & Style
Focus: Quotations
Support/Resources
*key words: quotation marks, block quotation, attribution
Speaking & Listening
Speaking & Listening
Focus: Panel Discussion
Standard(s)
๐ 11-12.W.1 Write arguments to support claims in an analysis of complex topics or texts, using logical reasoning and relevant, sufficient evidence, and provide a conclusion that follows from and supports the argument presented.ย
๐ 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.
11-12.SL.1 Participate effectively in a range of conversations and collaborations on topics, texts, and issues.ย
a. Respond thoughtfully to diverse perspectives in democratic discussions that involve decision-making and roletaking; resolve claims and evidence.ย
b. Participate in conversations by asking and responding to questions that examine reasoning and evidence, ensuring the opportunity to consider a range of perspectives, and clarify, verify, or challenge ideas and conclusions with evidence.ย
c. Resolve contradictions when applicable, and determine if additional information or research is required to deepen the investigation or conversation.ย
Support/Resources
CommonLit: Macbeth Critical Review Discussion
CommonLit: Revision - Strengthening Analysis w/ Literary Criticism
Collaborative Performance Task: Response to Literature
Collaborative Performance Task: Response to Literature
๐กTeacher Tip: This is a great discussion question, but for pacing considerations, perhaps a presentation is not necessary. Instead, you could arrange an informal discussion/debate or Socratic Seminar.
Focus: Debate
Prompt: Based on the texts you have read so far in this unit, work with your group to develop a presentation in which you state and support a position on this question:
Should literature of the past be rewritten in present-day language for today's readers?
Academic Vocabulary
proficient
justify
diverse
catalyst
assertionย
๐ก It is essential to have students use these words throughout the unit, particularly in their performance tasks/assessments. ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย ย
Standard(s)
11-12.SL.2ย Interpret, evaluate, and integrate multiple sources of information presented in various formats and mediums to verify the credibility and accuracy of each source, and note any discrepancies among the data in order to make informed decisions.
Support/Resources
Collaborative Group Project Social Contract
Facilitating Socratic Seminars
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