| 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.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. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 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.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.3a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W.11-12.3b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 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.11-12.4. 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.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. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 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.11-12.10. 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 Comprehension and Collaboration
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. 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 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11-12.1a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.2b. Spell correctly. Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.3a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. 5. Demonstrate understanding of word relationships and nuances in word meanings. L.11-12.5b. Analyze nuances in the meaning of words with similar denotations. © 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 |
| Pre-Unit Assessment Task: In order to determine your understanding of memoir writing at this point, please write a short essay that answers the essential questions. Use specific examples from any memoir, personal narrative, poetry, or other genre you have written in the past. Essential Questions: 1. Why is it necessary for a memoirist to discover the meaning of the memoir? 2. Is a memoir a confession or a thoughtful insight? 3. What are memoirists’ basic and essential decisions that make them different from storytellers? Mid-Unit Assessment Task: What habit or attitude is essential to become a memoirist? Reread your writer’s notebook and identify an attitude that influenced and increased your living like a memoirist. What strategies or readings influenced your choice? Select a single entry that best demonstrates your view of this essential attitude. Explain how using this attitude enabled or changed the way you think about writing or think about yourself as a writer. Students will select a single entry that best demonstrates their view of this essential attitude. Explain how using this attitude enabled or changed the way you think about writing or think about yourself as a writer. Post-Unit Assessment Task: What engages readers in the public and/or private lives of individuals? After reading memoirs and memoir excerpts and experimenting with the habits, strategies, and attitudes of memoirists, generate a variety of memoir drafts to discover moments that matter. Through self-exploration of those moments as well as the identification of ordinary and emblematic moments, define an aspect of your public and/or private life. Then write a memoir that expresses this aspect and demonstrates use of memoirists’ techniques. Revise and edit the memoir to meet a publishing standard. Write a reflection that examines the ways your writing has been impacted by experimenting with and developing a memoir for publication. Submit the memoir for publication. | Developing a repertoire of cognitive and meta-cognitive skills and strategies for inquiry and decision-making. Engaging in collaborative partnerships to maximize individual and collective learning. Experiencing activities, in order to use thinking skills and strategies to increase self-initiation, decision-making, independence, and responsibility. Observing, experimenting, planning and implementing a plan, in order to become aware of the nature of thinking, as well as the attitudes that effect change and develop the voice of a writer. |
