| | | | | | |
|
|
| |
| ... |
| Overarching Questions: What are the multiple ways that writers develop themes in a text? What are the rhetorical modes writers use to analyze themes in literary essays? Enduring Understandings: Literary essayists read for both plot and meaning. They track ideas, structures, literary devices, and effects across a novel to gather key details as they read. They create theories about the novel. They understand that there are multiple types of body paragraphs to support their claims. They make decisions about which types of paragraphs best support their claim. They reread to find deeper meaning in a novel. |
| ... |
| |
| ... |
| In this unit, students select a theme after identifying multiple themes. Through deep study, students track the author’s decisions in characterization and literary devices to analyze how an author develops theme. Students write a variety of body paragraphs representing a range of rhetorical modes that are foundational for argumentative literary essays. After writing these paragraphs, students plan and write a multi-modal literary essay that illustrates and explains the answer to the question: How does an author develop a theme? Students take the argumentative essay through the writing process: drafting, revising and editing it. |
| ... |
| MI: English Language Arts 6-12 Key Ideas and Details
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. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.9-10.5. 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. Range of Writing
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. W.9-10.10. 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. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
| ... |
| - In what ways does re-reading change our understanding of stories?
- How do we read stories on multiple levels?
- How do we find evidence to support a position?
- How do we provide support for a position in a body paragraph?
- How do readers find meaning beyond the plot?
- How do literary essayists support a claim?
- Which types of body paragraphs are most effective to support a claim?
| body paragraph conclusion/concluding paragraph connected-example paragraph evidence extended-example paragraph introductory paragraph literary-device analysis paragraph meaning plot position summary paragraph topic sentence transitions |
| ... |
| Pre-Unit Assessment Task Use the post-unit assessment from the previous reading unit on literature. Use the assessment to gauge students’ abilities to analyze literary texts. The prompt for that unit was: “The Hero’s Journey is a [narrative] pattern identified by the American scholar Joseph Campbell that appears in drama, storytelling, myth, religious ritual, and psychological development. It describes the typical adventure of the archetype known as The Hero, the person who goes out and achieves great deeds on behalf of the group, tribe, or civilization.” Stories built on the model of the hero myth have an appeal that can be felt by everyone, because they spring from a universal source in the collective unconscious, and because they reflect universal concerns. They deal with the child-like but universal questions: Who am I? Where did I come from? Where will I go when I die? What is good and what is evil? What must I do about it? What will tomorrow be like? Where did yesterday go? Is there anybody else out there?” —Chris Vogler Do heroes from around the world share the same child-like but universal questions? After reading world literature, collaboratively design a graphic or digital product that compares the ways stories from different countries use the universal structure and theme of the hero myth to explore universal human concerns. Identify which universal questions the authors explore and why they might emerge in literature from a specific country and culture. Mid-Unit Formative Assessment Task How do the main characters portray a theme in the novel? After reading a whole class novel or independent novel of your choice, write an extended-example paragraph and a connected-example paragraph that addresses the question and support your position with evidence from the texts. Post-Unit Summative Assessment Task How is a theme developed across a text using various literary techniques? After reading a whole class novel or independent novel of your choice, write an argumentative literary essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge alternate themes developed in the novel. Metacognitive Write: Students reflect back upon what they have learned by writing their essays. They think about how these skills might transfer to other learning experiences. Student Work Artifacts - see below | Collecting evidence to support a claim Determining the most appropriate type of body paragraph to support the claim Evaluating evidence to determine which evidence provides the best support Interpreting the meaning of the novel Reading on multiple levels |
| ... |
| | Print Resources Bailey, Richard, and Linda Denstaedt. Going Places. New York: McGraw-Hill, 2009. Print. Calkins, Lucy and Medea Mcevoy. Literary Essays: Writing About Reading. Portsmouth: Heinemann, 2006. Print. Hillocks, Jr, George. Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning. Portsmouth, Heinemann. 2011. Print. Jago, Carol. Come to Class: Lessons for High School Writers (Writing About Literature). Portsmouth: Heinemann, 2008. Print. Kirszner, Laurie, Mandell, Stephen. Patterns for College Writing: A Rhetorical Reader and Guide. St. Martin's Press, 1992. Print. Lunsford, Andrea, John Ruszkiewicz, and Keith Walters. Everything’s an Argument. Bedford/St.Martin’s, 2010. Print. |
| ... |
|
