12th Unit 2 Module 3
Key Themes & Topics:
Community
Essential Questions
In what ways do I already interact with the world?
Key Reading Standards
Use Key Ideas and Details to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS: RI.11-12.1)
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (CCSS: RI.11-12.2)
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (CCSS: RI.11-12.3)
Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity).
Predict the impact an informational text will have on an audience and justify the prediction.
Use Craft and Structure to:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (for example: how Madison defines "faction" in Federalist No. 10). (CCSS: RI.11-12.4)
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (CCSS: RI.11-12.5)
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 beauty of the text. (CCSS: RI.11-12.6)
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (CCSS: SL.11-12.4)
Make strategic use of digital media (for example: textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.11-12.5)
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-12.6)
Key Writing Standards:
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (CCSS W.11-12.1)
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. (CCSS W.11-12.1a)
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. (CCSS W.11-12.1b)
Use words, phrases, clauses, as well as varied syntax to link the major sections of the text, to create cohesion, and to clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (adapted from CCSS W.11-12.1c)
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS W.11-12.1d)
Provide a concluding statement or section that follows from and supports the argument presented. (CCSS W.11-12.1e)
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (CCSS W.11-12.2)
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (for example: headings), graphics (for example: figures, tables), and multimedia when useful to aiding comprehension. (CCSS W.11-12.2a)
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (CCSS W.11-12.2b)
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (CCSS W.11-12.2c)
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (CCSS W.11-12.2d)
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS W.11-12.2e)
Provide a concluding statement or section that follows from and supports the information or explanation presented (for example: articulating implications or the significance of the topic). (CCSS W.11-12.2f)
Summative Assessment Task
Phase I ends with an outline of the unit’s summative assessment outlining how students will show their progress of mastery of key standards and showcase their answers to the unit’s essential questions. This provides a goal toward which all weekly and daily learning activities can be designed. Transfer tasks explicitly outline other possible applications of student learning as a result of this unit. In short, these tasks offer an answer to the question, “Why do we have to learn this?”
Transfer Tasks
Analyzing relationships
Considering ways of being and adopting one or more of them
Developing self-awareness to implement in personal and professional lives
Recommended Texts & Tasks for Unit
Choose the selection of texts and writing tasks below that will work for the unit. If you would like to provide feedback on this list or recommend a different task or text, please click here.
Extended Texts
Bless Me, Ultima by Rudolfo Anaya (DMS & Overdrive)
Don Quixote by Miguel de Cervantes (Overdrive)
The Fire Next Time by James Baldwin (Overdrive)
Native Son by Richard Wright (Overdrive)
Pride and Prejudice by Jane Austin (Overdrive)
Time You Let Me In: 25 Poets under 25 edited by Naomi Shihab Nye (Overdrive)
Short Literary Texts
"Excerpt from The Jungle" by Upton Sinclair (CommonLit)
"A Rose for Emily" by William Faulkner (CommonLit)
"What Adolescents Miss When We ?Let Them Grow Up in Cyberspace" by Brent Staples (CommonLit) *Must login to CommonLit to view text.
Short Informational Texts
"Banksy and the Tradition of Destroying Art" by Preminda Jacob (CommonLit)
"Is College Worth It? Is it Even the Right Question?" by Josipa Roksa and Richard Arum (CommonLit)
"The New Painkiller Epidemic" by Shelby Ostergaard (CommonLit)
Analytical Writing Tasks
SUMMATIVE ASSESSMENT - Argument: In what ways do I already interact with the world? You will be writing an essay that asks this question: In what ways do the protagonists we are reading about interact with the world? (doc) (Writable)
Analysis: Writing Your Own Letter of Recommendation. Instead of asking for someone to write you a letter, take this opportunity to “sell” yourself to get what you want. (doc) (Writable)
Analysis: Ballot Booklet. You will review each issue in a ballot book and decide which advantages/disadvantages resonate with you as an individual, and as members of a greater community. You will then write a reflection about one issue. (doc) (Writable)
Analysis/Creation: Resume Writing and Resume Analysis. Your assignment is to 1) reach out to some (2-3) adult professionals you either know or individuals in professions that interest you and request their resume to analyze and 2) use that analysis to create a resume that’s accessible to potential employers via a digitally accessible platform and that stands out to a workforce you intend to enter. (doc) (Writable)
Experience: Mock Interviews. You will work with a randomly-assigned class mate or an adult or panel of adults (counselors, teachers, administrators), or both, to help hone your interview skills. (doc) (Writable)
Narrative Writing Tasks
Personal Narrative: Website Design. Create a digital portfolio that examines what you have interacted with the world and contributed to your professional and academic future (doc) (Writable)
Personal Narrative: The Scholarship Essay. Write a narrative essay appropriate for a scholarship application.(doc) (Writable)
Phase III: Planning
Each unit’s Phase III tasks will be a general week-by-week outline of the flow of learning tasks for students. Realizing the cultures and schedules at each site will vary and place unique demands on class time, these outlines are to be seen as generally flexible. Also in recognition of school and classroom cultures, expectations, and practices, unit plans will offer templates for tasks, but will not list daily lessons. This is to allow enough certainty of district alignment while allowing for features such as co-teaching, integrated ELA and social studies, and other unique programmatic designs.
Unit 2 Module 3 Reflection & Feedback
Please leave your feedback, reflections and assignment requests below.
The curriculum design team will meet quarterly to review and respond to your feedback. Please direct immediate questions or concerns to seiler_jenny@svvsd.org.