Do I Dare Disturb the Universe: Social Structures, Choices, and Consequences
Duration: 4 Weeks
Day Standards
1 EL.HS.RE.10 Determine
meanings of words using
Mon contextual and structural
Nov clues.
1 EL.HS.RE.24 Analyze
implicit relationships, such
as comparisons,
classifications, and
generalizations
(evidence=journal/
comparison of pop culture).
EL.HS.RE.23 Make reasoned
assertions about an author's
arguments by using elements
of the text to defend and
clarify interpretations
(evidence =reading logs).
Objectives Essential Skills English Skills Activities
By the end of the • 1. Reading Summarize and • Inference • AS: Pop-Culture and Class
lesson I will be able critically analyze key points of • Bias • Introduce Journals
to: text, events, issues, phenomena • Rhetorical • Introduce Essential Questions
• Compare and or problems, distinguishing Devices • Class Matters: “In Fiction, A
contrast how Pop- factual from non-factual and • Evaluating Long History of Fixation on the
Culture’s portrayal literal from inferential elements. Social Gap”
of class in • 2. Writing: Write to explain, • Where Do you Fit?
America differs summarize, inform, and • Reading Log Modeling
from reality persuade, including business, • Summary/Inquiry Question
• Identify quotes professional, technical, and • HW: Journal: What
from the article personal communications. classification within society do
defend my • 5. Critical Thinking: Propose you fall? Is that assessment
interpretation of defensible conclusions that fair? Can it be avoided?
the author’s address multiple and diverse
argument perspectives.
• Identify and
record new/
challenging
vocabulary words
in today’s reading
• Develop a higher
level inquiry
question to
prepare for the
next discussion.
Day Standards
2 EL.HS.RE 23 and 24 still
examined.
Wed EL.HS.LI.08 Identify and
Nov analyze unstated reasons for
3 actions or beliefs based on
explicitly stated
information
(Evidence=Questionnaire).
EL.HS.RE.27 Differentiate
among reasoning based on
fact versus reasoning based
on opinions,
emotional appeals, or other
persuasive techniques
(Evidence= Reading Log).
EL.HS.RE.29 Compare and
contrast information on the
same topic after reading
several passages or
articles (Evidence= Journal
Entry).
Objectives Essential Skills English Skills Activities
By the end of the • 1. Reading Summarize and • Rhetorical • Inquiry Questions
period I will be able critically analyze key points of Devices • Introduce Multimedia Project
to: text, events, issues, phenomena • Persuasive • AS: Social Structures
• Take a stand on or problems, distinguishing Elements Questionnaire
what I believe factual from non-factual and • Bias • Social Structures Graphic
about social literal from inferential elements. Organizer
structures in my • 2. Writing: Write to explain, • “When Richer Marries Poorer”
society summarize, inform, and from the NY Times Series
• Share my persuade, including business, “Class Matters”
reasoning about professional, technical, and • Reading Log
class issues and personal communications. • Journal: How does class differ
their validity • 5. Critical Thinking: Propose in the texts we have read the last
• Compare and defensible conclusions that two class periods?
contrast ideas on address multiple and diverse • Summaries/Inquiry
class based on perspectives AND Evaluate the • HW: Journal: Explain your
what I have read strength of conclusions, judgement of the differences in
and my educated differentiating reasoning based society? Example, do you think
opinions on facts from reasoning based on it is healthy? Needs reform?
opinions
Day Standards
3 EL.HS.RE 23 and 24 still
examined.
Fri EL.HS.LI.08 Identify and
Nov analyze unstated reasons for
5 actions or beliefs based on
explicitly stated
information
(Evidence=Questionnaire).
EL.HS.LI.11 Explain how
voice and the choice of a
narrator affect
characterization and the
tone, plot,
and credibility of a text.
(Evidence= Reading Log).
EL.HS.RE.29 Compare and
contrast information on the
same topic after reading
several passages or
articles (Evidence= Journal
Entry).
EL.HS.WR.01 Use a
variety of strategies to
prepare for writing, such as
brainstorming, making
lists, mapping, outlining,
grouping related ideas,
using graphic organizers,
and taking notes.
Objectives Essential Skills English Skills Activities
By the end of this • 1. Reading Summarize and Characterization • Inquiry Questions
lesson I will be able critically analyze key points of Style • AS: Viewing/Categorizing
to: text, events, issues, phenomena Tone Women throughout history
• Compare and or problems, distinguishing • Reading: “Ain’t I a Woman” by
Contrast the view factual from non-factual and Soujourner Truth, “The Story of
of women through literal from inferential elements. the Hour” by Kate Chopin and
history • 2. Writing: Write to explain, “Spelling” by Judith Ortiz- Use
• Discuss how the summarize, inform, and Social Structures GO
tone and voice of persuade, including business, • Reading Logs
the poems affected professional, technical, and • Summary
my perspective on personal communications. • Inquiry
the women in each • Structures Graphic Organizer
time period • HW: Apply the Social Structures
• Draw a conclusion Graphic organizer to the social
about the social system of Sprague High School.
structure of First list the different structures
women based on and then choose one to dissect
two different time in the GO.
periods
• Share my educated
opinion in a
reading log by
gathering and
defending the
information I read
today
Day Standards
4 EL.HS.RE 23 and 24 still
examined.
Tues EL.HS.LI.08 Identify and
Nov analyze unstated reasons for
actions or beliefs based on
9 explicitly stated
information
(Evidence=Questionnaire).
EL.HS.RE.27 Differentiate
among reasoning based on
fact versus reasoning based
on opinions,
emotional appeals, or other
persuasive techniques
(Evidence= Reading Log).
EL.HS.RE.26 Draw
conclusions about the
author's purpose based on
evidence in the text.
EL.HS.RE.28 Evaluate if and
how the author uses
authoritative sources to
establish credibility for
arguments, proposed actions,
or policies.
Objectives Essential Skills English Skills Activities
By the end of this • 1. Reading Summarize and • Rhetorical • Inquiry Question
lesson I will be able critically analyze key points of Devices • AS: Emergency Room Scenario
to: text, events, issues, phenomena • Persuasive • Equity/Equality T-Chart
Define and retell the or problems, distinguishing Elements • Reading: A Tale of Two
difference between factual from non-factual and • Bias Students
equality and equity literal from inferential elements. • Reading Logs
• Retell and • 2. Writing: Write to explain, • Work time: Multimedia Projects
evaluate what the summarize, inform, and • HW: Journal Q: What factors do
author’s claim is persuade, including business, you think go into getting into
in “Tale of Two professional, technical, and college?
Students” personal communications.
• Use my time • 5. Critical Thinking: Propose
wisely to work on defensible conclusions that
my multimedia address multiple and diverse
project perspectives AND Evaluate the
strength of conclusions,
differentiating reasoning based
on facts from reasoning based on
opinions
• 9. Demonstrate personal
management and teamwork skills
(All skills included)
Day Standards
5 EL.HS.RE.26 Draw
conclusions about the
Fri author's purpose based on
Nov evidence in the text.
12 EL.HS.RE.27 Differentiate
among reasoning based on
fact versus reasoning based
on opinions,
emotional appeals, or other
persuasive techniques.
EL.HS.RE.28 Evaluate if and
how the author uses
authoritative sources to
establish credibility for
arguments, proposed actions,
or policies.
EL.HS.RE.29 Compare and
contrast information on the
same topic after reading
several passages or articles.
Objectives Essential Skills English Skills Activities
By the end of this • 1. Reading Summarize and Persuasive Inquiry Questions
lesson I will be able critically analyze key points of Elements AS: GPA activity
to: text, events, issues, phenomena Bias Readings: Affirmative Action
• Make an assertion or problems, distinguishing Supreme Court Case & Articles:
about the role of factual from non-factual and Affirmative Distraction and Elite
equity in college literal from inferential elements. Colleges or Colleges for the Elite
selection • 2. Writing: Write to explain, Social Structures GO
• Evaluate the bias summarize, inform, and Reading Log
involved in persuade, including business, Summary
college selection professional, technical, and Inquiry Question
• Analyze how personal communications. HW: Use this time to work on
affirmative action • 5. Critical Thinking: Propose your multimedia projects
and legacy defensible conclusions that
selection each address multiple and diverse
have their own perspectives AND Evaluate the
rewards and strength of conclusions,
consequences in differentiating reasoning based
society on facts from reasoning based on
opinions
• 9. Demonstrate personal
management and teamwork skills
(All skills included)
Day Standards
6 EL.HS.RE.24 Analyze
implicit relationships, such
Tues as cause-and-effect,
Nov sequence-time relationships,
16 comparisons, classifications,
and generalizations.
EL.HS.RE.26 Draw
conclusions about the
author's purpose based on
evidence in the text.
EL.HS.RE.27 Differentiate
among reasoning based on
fact versus reasoning based
on opinions,
emotional appeals, or other
persuasive techniques.
EL.HS.RE.28 Evaluate if and
how the author uses
authoritative sources to
establish credibility for
arguments, proposed actions,
or policies.
Objectives Essential Skills English Skills Activities
By the end of this • 1. Reading Summarize and Persuasive Inquiry Questions
lesson I will be able critically analyze key points of Elements AS: “White Privilege Survey”
to: text, events, issues, phenomena Rhetorical Reading: White Privilege Article
Evaluate the positive or problems, distinguishing Devices Sharing Privilege
and negative roles of factual from non-factual and Bias Reading Entires
race in society literal from inferential elements. Summary
Engage in a • 2. Writing: Write to explain, Inquiry Question
discussion about a summarize, inform, and HW: In Journal reflect and write
controversial topic persuade, including business, down three things in your life that
and be able to accept professional, technical, and they feel confine you in some
the differing personal communications. manner.
opinions of • 5. Critical Thinking: Propose
classmates in the defensible conclusions that
room address multiple and diverse
Reflect through a perspectives AND Evaluate the
reading log the facts strength of conclusions,
and opinions both of differentiating reasoning based
the text I read and on facts from reasoning based on
my own thoughts opinions
Day Standards
7 EL.HS.RE.24 Analyze
implicit relationships, such
Thur as cause-and-effect,
Nov sequence-time relationships,
18 comparisons, classifications,
and generalizations.
EL.HS.RE.26 Draw
conclusions about the
author's purpose based on
evidence in the text.
EL.HS.RE.27 Differentiate
among reasoning based on
fact versus reasoning based
on opinions,
emotional appeals, or other
persuasive techniques.
Objectives Essential Skills English Skills Activities
By the end of this • 1. Reading Summarize and Figurative Inquiry Questions
lesson I will be able critically analyze key points of Language AS: Good Hair Clip by Chris
to: text, events, issues, phenomena Characterization Rock
Compare how the or problems, distinguishing Bias Reading: Chapter 3 of Colored
media and our text factual from non-factual and Rhetorical People “In the Kitchen”
views the meaning literal from inferential elements. Devices Reading Logs
of “good hair” • 2. Writing: Write to explain, Summary/Inquiry Questions
Identify and examine summarize, inform, and HW: Read the last chapter of
the rhetorical persuade, including business, Colored People-”The Last Mill
devices being used professional, technical, and Picnic.” Pay special attention to
to convey the personal communications. his paragraph. What argument is
meaning of “good • 5. Critical Thinking: Propose HLG making about integration?
hair” defensible conclusions that
Discuss the deeper address multiple and diverse
meanings and perspectives AND Evaluate the
problems (including strength of conclusions,
bias and stereotype) differentiating reasoning based
based on the clip, the on facts from reasoning based on
reading, and my opinions
educated assertions
Day Standards
8 EL.HS.RE.24 Analyze
implicit relationships, such
Mon as cause-and-effect,
Nov sequence-time relationships,
29 comparisons, classifications,
and generalizations.
EL.HS.RE.26 Draw
conclusions about the
author's purpose based on
evidence in the text.
EL.HS.RE.27 Differentiate
among reasoning based on
fact versus reasoning based
on opinions,
emotional appeals, or other
persuasive techniques.
Objectives Essential Skills English Skills Activities
By the end of this • 2. Writing: Write to explain, Figurative Inquiry Questions
lesson I will be able summarize, inform, and Language Identity in the midst of equity/
to: persuade, including business, Characterization equality- reviewing “The Last Mill
Be an active professional, technical, and Bias Picnic”
participant in the personal communications. Rhetorical Work Day for Multimedia Projects
discussion on the • 5. Critical Thinking: Propose Devices Reading Logs/Summary
main idea of “The defensible conclusions that
Mill Picnic” address multiple and diverse For half of the class WE ARE IN
Provide my opinion perspectives AND Evaluate the LIBRARY- you may use tables/
based on the text of strength of conclusions, computers!
what HLG differentiating reasoning based
perspective is on on facts from reasoning based on
integration opinions.
Draw a conclusion • 9. Demonstrate personal
on this unit based on management and teamwork skills
our reading about (All skills included)
the role equality and
equity plays in our
society
Day Standards Objectives Essential Skills English Skills Activities

9 By the end of this • 2. Writing: Write to explain, All of the above Work Day for Multimedia
period I will be able summarize, inform, and in the unit Projects/Essays WE ARE IN
Wed to: persuade, including business, LIBRARY- you may use tables/
Dec Use my time professional, technical, and computers!
1 efficiently to get the personal communications.
work done I need for • 5. Critical Thinking: Propose
my multimedia defensible conclusions that
presentation/essay address multiple and diverse
perspectives AND Evaluate the
strength of conclusions,
differentiating reasoning based
on facts from reasoning based on
opinions.
• 9. Demonstrate personal
management and teamwork skills
(All skills included)

10 Multi-media presentations
Fri
Dec
3