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GRADES
DISCIPLINE
COURSE
PACING
12
ELA
Comp 2:
14hr
British
Literature
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Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
RI.11-12.1
Focus
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.
RI.11-12.6
Focus
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.
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
W.11-12.1
Focus
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Texts
Opinion: New technology spurs debate about when to "edit" human genes
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Approaches
Expectations
Meets Expectations
Advanced
Addresses prompt
appropriately and establishes
a position but focus is uneven.
D: Addresses additional
demands superficially.
Addresses prompt
appropriately and maintains a
clear, steady focus. Provides a
generally convincing position.
D: Addresses additional
demands sufficiently.
D: Addresses additional
demands with thoroughness
and makes a connection to
claim.
Establishes a claim.
Reading/Research
(when applicable)
Development
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to
address specific requirements
of the prompt. Structure
reveals the reasoning and
logic of the argument.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt. Structure enhances
development of the reasoning
and logic of the argument.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and
control of grammar, usage,
mechanics, language and
tone. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate,
inappropriate, or uneven
features. Inconsistently cites
sources.
Demonstrates a command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone appropriate to the
audience, purpose, and
specific requirements of the
prompt. Cites sources using
appropriate format with only
minor errors.
Attempts to include
disciplinary content in
argument, but understanding
of content is weak; content is
irrelevant, inappropriate, or
inaccurate.
Accurately presents
disciplinary content relevant to
the prompt with sufficient
explanations that demonstrate
understanding.
Controlling Idea
D: Attempts to address
additional demands but lacks
focus or is off task.
Organization
Conventions
Content
Understanding
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Extension
Not provided
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Reading Process
TEXT SELECTION: Ability to identify appropriate texts.
ANNOTATION: Demonstrate deep reading and critical thinking through annotations to improve
comprehension.
NOTE-TAKING: Ability to select important facts and passages for use in one's own writing.
CITING EVIDENCE:
Transition to Writing
SEMINAR:
PREPARING FOR WRITING: Ability to begin linking reading results to writing task.
Writing Process
ESTABLISHING THE CONTROLLING IDEA: Ability to establish a claim and consolidate information
relevant to task.
OUTLINING THE WRITING:
INTRODUCTORY PARAGRAPH:
BODY PARAGRAPHS:
CONCLUDING PARAGRAPH:
REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to
audience and purpose.
FINAL DRAFT: Ability to submit final piece that meets expectations.
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SKILL AND
DEFINITION
PRODUCT AND
PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
TASK
ENGAGEMENT:
Ability to connect the
task and new content
to existing knowledge,
skills, experiences,
interests, and
concerns. Gain
interest, intrigue, and
motivation.
WATCH VIDEO
While watching the video
as a class, take notes.
Standards:
SL.11-12.3 : Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links
among ideas, word choice, points of emphasis, and tone used.
Additional Attachments:
Frankenstein Part 1: Crash Course
40 mins
ACTIVATING PRIOR
KNOWLEDGE:
Discuss background
knowledge of the
monster of
Frankenstein. Ability
to connect literature
with time period in
which it was wrote.
KWL CHART
1. Fill in the K part of the
KWL chart with what
you know already and
the W part of the chart
with what you want to
know.
Standards:
CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
20 mins
TASK ANALYSIS:
Ability to understand
and explain the task's
prompt and rubric.
MAKING SENSE OF
ESSENTIAL
QUESTIONS
PRODUCT: Completed
student handout and
participation in
partner/small group work.
PROMPT: Read the
Essetial Question and
complete the following
sentence starters.
____(Essential QuestionEQ)?
The ____[answer to
Literacy Design Collaborative
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TASK ANALYSIS:
Ability to understand
and explain the task's
prompt and rubric.
BRAINSTORM TOPIC
IDEAS
Use prior knowledge to
start brainstorming as a
class topic ideas that fall
within the prompt of
the template.
Participation Points
3 - Input at least three times
in class discussion
2 - Input a two-three times
in class discussion
1 - Input only once in class
discussion
0 - No participation
Standards:
RI.11-12.4 : 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 (e.g., how Madison
defines faction in Federalist No. 10).
RI.11-12.3 : 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.
5 mins
ESSENTIAL
VOCABULARY:
DEFINE ESSENTIAL
VOCABULARY
After reading the template
task, discuss as a group
to determine the essential
vocabulary in the task
and define them.
Participation Points:
3 - input at least three times
in class discussion
2 - input less than two-three
times in class discussion
1 - input only once in class
discussion
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Standards:
RI.11-12.4 : 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 (e.g., how Madison
defines faction in Federalist No. 10).
50 mins
READING OF THE
RUBRIC:
MAKING SENSE OF
THE RUBRIC
You will use the
Preparing for the Task
Organizer to analyze a
rubric and identify
essential features for
success in your writing.
Direct Instruction
Part One: Must-Haves Meeting Expectations
Break students into cooperative teams of
between three and four students.
Give each team a copy of the Preparing for
the Task Organizer.
Give each member of the team a copy of the
Rubric.
Direct students to the section on the rubric
that states Meets Expectations and show
them how this will be the section for them to
gather information for the Essay Must-Haves
on the sheet. You should model this with one
or two sections of the rubric.
Have the teams finish this and check-in with
you when they think they have it complete.
Part Two: Added Bonus Moving to Advanced
Direct students to second box on sheet:
Added Bonus.
Explain how they are to use the information
from the Must-Haves box and the information
from Advanced section of the rubric to
identify things that would take their work to the
next level.
You may need to model this for students
before letting them go back to their group.
Once again have students check-in when
finished with this section.
Part Three: The "NO" Zone
Refer students to the section of the rubric Not
Yet.
Tell them to use this section to identify those
things they must not do and place in the "NO"
Zone.
Part Four: Class discussion
Practice: This will take about half the time
compared to teaching this technique.
Assign students to cooperative teams.
Distribute one copy of the Preparing for the
Task Organizer to each group.
Distribute a scoring rubric to each student.
Permit students to think/share ideas within
their groups for 15 minutes.
Encourage students to refer to the scoring
rubric when identifying features of a good
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Standards:
SL.11-12.4 : 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.
SL.11-12.1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 1112 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
W.11-12.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
RI.11-12.1 : 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.
Additional Attachments:
LDC InfoExplanatory Rubric
LDC Argumentation Rubric
Preparing for the Task-Identifying Essay Expectations Sheet
Reading Process
50 mins
TEXT SELECTION:
Ability to identify
appropriate texts.
SOURCE EVALUATION
(OR "USE / DON'T
USE")
Using one of the texts
provided by the teacher,
evaluate it for:
1. Readability: are you
able to understand it?
2. Publisher/author: is
this a .com, .you, .org,
etc
3. What is their
reputation/ what is
their authority?
4. Accuracy: can this
information be
supported by other
reputable sites?
5. Currency: is it recent
-Identify author/publisher
and their authority
-Identify when published or
updated
-Identify bias when
applicable
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ANNOTATION:
Demonstrate deep
reading and critical
thinking through
annotations to
improve
comprehension.
ANNOTATE A TEXT
What are the essential
components of the text
that help us answer the
essential question? Show
your thinking and
understanding through
annotations.
1.
2.
3.
4.
50 mins
NOTE-TAKING:
Ability to select
important facts and
passages for use in
one's own writing.
NOTE-TAKING
On your handout:
Identifies relevant
elements.
Includes information to
support accurate citation
(for example, page
numbers for a long text,
clear indication when
quoting directly.
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Standards:
CCR.R.10 : Read and comprehend complex literary and informational texts independently and proficiently.
CCR.R.2 : Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
CCR.R.1 : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
Additional Attachments:
Note-Taking Handout
1 hr
CITING EVIDENCE:
CITING AND
JUSTIFYING EVIDENCE
Find evidence within the
text that answers the
essential question
(purpose for reading) and
support the evidence
through justification. After
all evidence is collected
and justified, evaluate to
ensure that both evidence
and justification are
relevant.
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SEMINAR:
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Seminar
Text read/annotated
Completion of
Socratic Seminar
Outline
Students actively
participate in the
Socratic Seminar
Earn a total of 5
Discussion Points
Purpose:
There are no right or
wrong answers, as long
as you can prove your
arguments with evidence
from the text.
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Standards:
CCR.R.1 : Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
CCR.SL.1 : Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others' ideas and expressing their own clearly and persuasively.
CCR.SL.4 : Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
Additional Attachments:
Text Annotation Key.pdf
Socratic Seminar Outline - Jackson.pdf
Discussion Points.docx
Socratic Seminar Expectations.pdf
Sample Text - Andrew Jackson's Shifting Legacy.pdf
SS Video 9.mp4
50 mins
PREPARING FOR
WRITING: Ability to
begin linking reading
results to writing task.
IDENTIFY PARTS OF
AN EDITORIAL
Understand what makes
an effective editorial.
What is the purpose of
editorials? What types of
topics are covered in
editorials?
Completion of partner
discussion and group
presentation of ~3 minutes
that shows critical thinking.
Standards:
SL.11-12.1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 1112 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
RI.11-12.6 : 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.
Additional Attachments:
ASNE's Editorial Writing Action Plan
Editorials for Students
30 mins
PREPARING FOR
DECONSTRUCTING A
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PRINT
ADVERTISEMENT
Deconstruct an
advertisement in terms of
image, target audience,
and appeal of the
product.
Identify the rhetorical
techniques used in the
advertisement and
evaluate their efficiency.
a magazine.
Next, you will respond to the following provided
questions on a separate sheet of paper.
Lastly, as a pair, you will prepare a brief
presentation about your advertisement. The
image should be displayed through projection on
the doc cam.
After each presentation, individually you will
position yourself as a consumer of this
product and answer the provided questions.
Standards:
SL.11-12.1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 1112 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
RI.11-12.5 : 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.
Additional Attachments:
Deconstructing a Print Advertisement.docx
30 mins
PREPARING FOR
WRITING: Ability to
begin linking reading
results to writing task.
INTRODUCE LOGICAL
FALLCIES
What are logical fallacies
and how do they help or
harm your argument?
Additional Attachments:
The Nizkor Project Fallacies
Logical Fallacies Stephen's Guide
ASNE's Editorial Writing Action Plan - Day 7-8
Writing Process
15 mins
50 mins
ESTABLISHING THE
CONTROLLING
IDEA: Ability to
establish a claim and
consolidate
information relevant to
task.
SHORT CONSTRUCTED
RESPONSE
In at least one paragraph,
develop a strong
controlling idea that will
anchor your response to
the prompt using your
topic choice of a scientific
advancement that is
morally questionable.
Briefly explain your topic
choice and opinion.
OUTLINING THE
WRITING:
Controlling idea
addresses all aspects of
the task and relates to
the selected texts.
Creates an outline or
organizer.
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Supports controlling
idea.
Uses evidence from
texts read earlier.
Standards:
CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.2 : Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.
CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
Additional Attachments:
Outline for Writing an Argument
30 mins
INTRODUCTORY
PARAGRAPH:
INTRODUCTION
PARAGRAPH
Develop an effective and
engaging introduction
paragraph for your essay
incorporating a hook,
explanation, and thesis.
Standards:
CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
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1 hr
50 mins
BODY
PARAGRAPHS:
CONCLUDING
PARAGRAPH:
Meets Expectations if
student:
Organizer is complete
and thoughtful.
Journal entry
demonstrates deep
thinking about essay.
Is engaged in discussion
with groups.
Procedure
1. Preparation. Students need a copy of their
essay for this activity. You might also want to
prepare a graphic organizer for them to do this
activity. Or they could answer the questions in
a notebook or journal.
2. Active Reading with Text-to-Text, Text-toSelf, Text-to-World. Below are sample
directions and prompts you can use with this
strategy:
Text-to-TextHow do the ideas in your
essay remind you of another text (story,
book, movie, song, document, etc.)?
Text-to-SelfHow do the ideas in your
essay relate to your own life, ideas, and
experiences?
Text-to-WorldHow do the ideas in your
essay relate to the larger worldpast,
present, and future?
3. Debrief and Journal Writing. Students gain
a deeper understanding of their essays, their
classmates, and the world around them when
they have the opportunity to discuss their
responses with peers. Students can share
their responses with a partner, in small
groups, or as part of a larger discussion.
Possible journal prompts include:
What ideas are on your mind now about
how to conclude your paper?
Of all the ideas you recorded, which one is
the most interesting to you? Why?
Rationale
In the conclusion of an essay, students help
the reader understand how the ideas in the
essay connect to other events in the past and
present. This helps the reader appreciate why
the ideas in the essay matter. Text-to-Text,
Text-to-Self, Text-to-World is a strategy that helps
students develop the habit of making these
connections. It can be used to help students
prepare for writing a conclusion, after they have
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Additional Attachments:
Connections to Conclusion.pdf
Connections to Conclusion.docx
Facing History and Ourselves
Facing History & Ourselves: Common Core Writing Prompts & Strategies (Strategy #25)
50 mins
REVISION: Ability to
refine text, including
line of thought,
language usage, and
tone as appropriate to
audience and
purpose.
Meets Expectations if
Student:
Provides specific
examples that will
improve their peers'
writing.
Offers feedback to their
peers that is respectful.
Reflects on the feedback
received to their own
paper and plans
revisions.
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FINAL DRAFT:
Ability to submit final
piece that meets
expectations.
None
Standards:
CCR.W.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
Instructional Resources
No resources specified
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Teacher Reflection
Not provided
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