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Who am I? How do privilege and power dynamics shape my view of the world?
Who am I? How do privilege and power dynamics shape my view of the world?
Why this unit and assessment?
Why this unit and assessment?
Students will continue to practice their literacy skills in the second quarter by examining a Coming of Age novel. At the end of this novel, students will craft an Extended Definition essay, which requires students to define a term or concept beyond its basic dictionary definition. In this unit, students will be introduced to and practice the CER writing format to defend their interpretation of what a term or concept means to them. This requires the development of a thesis, gathering and blending of evidence, and development of commentary that consistently and explicitly explains the relationship between the evidence and thesis. We will provide students with an opportunity to focus on a term/concept that they are passionate about to continue to encourage creativity, but also start pushing for richer evidence-based commentary.
Why this time of year?
Why this time of year?
In this unit, students will begin to write in the CER format and will be introduced to writing claims, gathering relevant evidence, and blending direct pieces of evidence into their written commentary. Because these are foundational skills that future units will continue to build on, students need to start practicing them as soon as possible. This assessment also serves as a bridge between imaginative writing from Unit 1 and argumentative writing, which is the focus of the next two units. While Unit 1 focuses on the development of supporting details, Unit 2 will require that students take their supporting details from other sources and blend them appropriately with their own thoughts and ideas.
A note about independent reading: Along with the whole class text for Unit 2, students may be asked to select a Coming of Age novel from a short menu of titles provided by their teachers. Students will choose one of these texts to partake in our Lit Circles, which are mini book clubs that we create within the class. (Lit Circles may occur during the first or second semester, depending on the calendar of each teacher.)
Unit 2 Reading Standards
Unit 2 Reading Standards
Understand the literary definition of theme
Differentiate between topic and thematic statement.
Identify examples and non-examples of thematic statements.
Determine theme/central idea
Construct a thematic statement that explains what the work says about a topic.
Analyze development of theme
Explain how the author conveys the theme through characters, plot, setting, etc.
Cite multiple examples from all parts of the text that support how the theme is developed over the course of the story.
Provide objective summary of text
Include key details about characters, setting, plot, etc.
Include inferences about why or how events happen based on concrete detail.
Unit 2 Writing Standards
Unit 2 Writing Standards
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claims, and create an organization that establishes clear relationships among claims, evidence, and reasons.
Develop claims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
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