Grade 12 Unit 2 Module 4
How will I contribute to 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)
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).
Key Writing Standards
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)
Unit Texts & Tasks
Routine Writing
Extended Texts
at least 1
The Autobiography of Malcolm X as told to Alex Hailey
Beloved by Toni Morrison
Biased by Jennifer Eberhardt
The Jungle by Upton Sinclair
The Round House by Louise Erdrich
Siddhartha by Hermann HesseA Woman of Firsts by Edna Adan Ismail
Walden by Henry David Thoreau
Short Literary Texts
at least 2-3
"Aha Moment" by Julia Alvarez (CommonLit) *Must login to CommonLit to view text.
"Egg" by Linda Pastan (CommonLit)
"In My Mom's Shoes" by Kat Chow (CommonLit)
"Morning in the Burned House" by Margaret Atwood (CommonLit)
"What to the Slave is the 4th of July" by Frederick Douglass (CommonLit)
Short Informational Texts
at least 1-2
"The Daisy Girl Ad" by CommonLit Staff (CommonLit)
"Excerpt from 'Our America'" by José Martí (CommonLit)
"The Manipulation of the American Mind: Edward Bernays and the Birth of Public Relations" by Richard Gunderman (CommonLit)
"Shirley Chisholm's Presidential Announcement" by Shirley Chisholm (CommonLit)
"The Women of Hidden Figures" by Jessica McBirney (CommonLit)
Analytical Writing Tasks
at least 4-6
SUMMATIVE ASSESSMENT - Analysis: How will I contribute to the world? You will be tasked with identifying a prevailing issue, un-researched area, or an opportunity for innovation in a particular field and describe how you might to contribute to this. (doc) (Writable)
Analysis: Why do people give? Analyze the origins and motivations behind the idea of philanthropy. (doc) (Writable)
Analysis: Scavenge the Research World. You are tasked with locating a number of sources using only the databases available to you, then, you will craft a paragraph explaining the process and challenges you overcame. (doc) (Writable)
Analysis: Multimedia Annotated Bibliography. This assignment will ask you to create sources in support of your idea to improve, innovate, or create something in the field of your interest. (doc) (Writable)
Narrative Writing Tasks
at least 1-2
Narrative: Feature Journal Article. Write a journalistic-style feature of an individual (local, national, or global) who is seeking to change the world (doc) (Writable)
EOY 12: Surviving or Thriving in High School Handbook (doc)
Personal Narrative: Letters From My Future Self. In a series of letters addressed to yourself, you will imagine where you are in 5 years, 10 years, and 50 years. (doc) (Writable)
Planning
Each unit’s 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.
Reflection & Feedback
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