Unit 1:

America the Free: Equity in our Past and Present Stage 1 Desired Results:
Enduring Understandings: Essential Questions: Part of our identity stems How does where Im from from the communities shape who I am? within which we are raised. Can America ever achieve The struggle for equity in liberty and justice for all? America is an ongoing part of our history. Content-Specific Vocabulary: Symbolism Monologue Dialogue Stage directions Modernism Diction Stylistic choices Research question MLA Thesis statement Works Cited In-text citation Paraphrasing Summarizing Quoting Students will be able to Select and interpret both significant and subtly stated details Define and apply new words from texts and unit vocabulary Analyze the effect of an authors structural choices Analyze the effect of an authors use of details and diction Use text to support analysis Research, write, edit, and revise a research paper.

Students will know Readers build their analysis of a text through their interpretation of details Unit vocabulary Authors create structures to produce certain effects in writing Authors select specific details and diction in order to produce different effects in writing Details in the text can be used to support your own analysis Features of a research paper Steps in the research process Resources:

A Raisin in the Sun by Lorraine Hansberry Current news articles www.grammarbytes.com www.quizlet.com From textbook: o Letter from Birmingham Jail by Dr. Martin Luther King Junior o Encyclopedia of Chicago o Ballad of Birmingham o Stride towards Freedom o Necessary to Protect o MLK: He showed us the Way o Coming of Age in Mississippi o Revolutionary Dreams o My Dungeon Shook

From Models for Writers (Bedford/St. Martins): The Ways of Meeting Oppression MLK Jr. o What Happiness Is Eduardo Porter o Whats in a Name? Henry Louis Gates Jr. o Chapter 10: Writing with Sources From The Language of Composition (Bedford/St. Martins): o Being a Man Paul Theroux o In Search of the Good Family From Current Issues and Enduring Questions (Bedford/St.Martins) o The Equal Rights Amendment: Is it Still Needed? o The Happy Life o Let America Be America Again o On Racist Speech

Standards: CCSS R1: 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 R5: Analyze how an authors choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. CCSS R3: Analyze the impact of the authors choices regarding how to develop and relate elements of a drama such as how characters are developed. CCSS R4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings

Stage 2 Assessment Evidence:

Performance Tasks: Research Paper Other Evidence: Discussion Forum responses Critical reading journal Reader response questions Vocabulary log Article of the Week responses Grammar quizzes

Unit 2:
America: Shaping the Individual and the World Stage 1 Desired Results:
Enduring Understandings: As a world power, America often becomes involved in the affairs of other countries. Obedience and individuality both serve specific purposes in our lives. Other nations may not perceive our country in the same way that we do, and it is important to understand the global perspective on many issues. Content-Specific Vocabulary: Characterization Aside Dynamic/Static Characters Common Application Colloquialisms Dialect Rhetorical appeal Ethos, Pathos, Logos Tone Objective/Subjective Bias Evidence Concise Students will know Students will be able to Readers build their analysis of a text through their Select and interpret both significant and subtly interpretation of details stated details Unit vocabulary Define and apply new words from texts and unit vocabulary Details in the text can be used to support your own analysis Use text to support analysis Writers (esp. non-fiction) use rhetorical appeals to Use rhetorical appeals in their own persuasive influence their audiences. writing In order to write effectively, essayists choose Draft, edit, and revise a short essay concise language Resources: Biloxi Blues by Neil Simon From Current Issues and Enduring Questions (Bedford/St.Martins) Current news articles o Rejecting the draft www.grammarbytes.com o The Failure of an all-volunteer military www.quizlet.com o Man or sheep? From textbook: From Models for Writers (Bedford/St. Martins): o Why Soldiers wont talk o Be specific o The death of the ball turret gunner o The meanings of a word o Adam o Intensify/downplay o Survival in Auschwitz o The case for short words o Ambush o Lets think outside the box of bad clichs From The Language of Composition (Bedford/St. o The principles of poor writing Martins): o Polaroids o The perils of obedience o Simplicity o The destruction of culture o Visual text and responses Guernica o Commencement Speech and Mount Holyoke College Essential Questions: Are we responsible for the whole world? What is the relationship between obedience and individuality? How does America fit into the international community?

Standards: CCSS R1: 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 R3: Analyze the impact of the authors choices regarding how to develop and relate elements of a drama such as how characters are developed. CCSS R4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings CCSS R7: Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.

Stage 2 Assessment Evidence:

Performance Tasks: Common Application College Essay Other Evidence: Discussion Forum responses Critical reading journal Reader response questions Article of the Week responses Grammar quizzes Vocabulary log

Unit 3 (mini-unit):
America Mosaic Stage 1 Desired Results:
Enduring Understandings: America is made up of a variety of voices. Essential Questions: How do I reflect Americas melting pot? Content-Specific Vocabulary: Metaphor Simile Imagery Rhetorical appeals Figurative language Sensory details

Students will know Readers build their analysis of a text through their interpretation of details Unit vocabulary Authors select specific details and diction in order to produce different effects in writing Our choices as readers reflect our personalities

Students will be able to Select and interpret both significant and subtly stated details Define and apply new words from texts and unit vocabulary Analyze the effect of an authors choices Finish an independent reading selection and create a persuasive project inviting others to read it

Resources: Independent reading novels Current news articles students select articles based on themes from their reading and create their own questions www.grammarbytes.com www.quizlet.com From textbook: o Selections from the American Mosaic section of Unit 6 Standards: CCSS R2: Determine two or more themes or central ideas from the text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. CCSS R3: Analyze the impact of the authors choices regarding how to develop and relate elements of a novel such as how characters are developed.

Stage 2 Assessment Evidence:

Performance Tasks: One-pager novel evaluation Independent reading GRASPS (Glogster project) Other Evidence: Discussion Forum responses Reader response questions Vocabulary log Article of the Week responses Grammar quizzes