Wayne RESA

Unit PlannerEnglish 11

OS/MAISA / Grade 11 / English Language Arts / English 11 / Week 5 - Week 9

Common Core Initiative

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Overarching Questions and Enduring Understandings

Overarching Questions:

What preferences do I have when reading independently and how will I stretch or extend my reading habits while reading literary nonfiction?

How are my reading habits, my identity as a reader, or my preferences for reading changing?

What reading habit impacted the way I analyzed and tracked the central idea(s) in this text?

 

Enduring Understandings:

Independent readers build a repertoire of reading habits and strategies to engage with the ideas and meanings in creative nonfiction. They develop an understanding of how the text works to express the central ideas developed across a text. In personal reading and peer conversations, they build their understanding of how creative nonfiction texts are written, at the same time they build an understanding of the ideas and evidence the writer uses to inform or persuade a reader.

 

 

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Graphic Organizer
Graphic Organizer
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Unit Abstract

In this unit, students select from a range of literary nonfiction that encompasses a variety of topics, central ideas, and arguments familiar and unfamiliar to the students. As in previous independent reading units, this unit continues to promote basic reading goals: 1) develop students’ fluency and stamina by connecting them to the style and structure of a single text and other texts in a genre; 2) increase reading volume by choosing longer or more complex texts; 3) set goals to broaden and explore new genres or authors to assure continuous growth. In addition, the unit is designed to stretch or extend readers’ engagement with texts into a new genre that may be less familiar to some readers. Students have the opportunity to develop preferences for texts and authors in this genre. Students keep readers’ notebooks in which they monitor their reading progress, collect central ideas and arguments, as well as track evidence to support claims they are making about the author’s purpose. Students identify, analyze, and evaluate elements and structures typical of literary nonfiction. They will discuss in the whole class and/or meet in small groups to predict and develop theories about an author’s craft and structural decisions as well as purpose.

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Expectations/Standards
MI: English Language Arts 6-12
MI: Grades 11-12
Reading: Informational Text
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.
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
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.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
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.)
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
Speaking & Listening
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.11-12.1a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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.
Language
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards

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

 

UDL
Universal Design for Learning
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Essential Questions
Essential/Focus Questions
  1. What reading and thinking habits do I have or will learn by stretching or extending my reading in literary nonfiction?
  2. What strategies and processes do I use to engage in reading to explore central ideas and arguments posed in informational texts?
  3. What are the basic structures of book-length literary nonfiction texts?
  4. How can I use knowledge about these structures to enable me to engage in increasingly complex texts to identify an author’s multiple purposes in a text?
Content (Key Concepts)

angle

central idea

claim

genre

literary nonfiction

organization/structure: cause/effect, comparison/contrast, list, problem/solution

reader identity

textual evidence

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Unit Assessment Tasks

Pre-Unit Performance Task

What preferences do I have when reading independently and how will I stretch or extend my reading habits while reading literary nonfiction? After listing in- and out-of-school reading, and reading dust-jacket comments from a range of literary nonfiction, write a reflective paragraph that states if this unit will stretch or extend your reading habits. Predict one way you might change as a reader by reading and studying this genre.

 

Mid-Unit Formative Assessment Task

How are my reading habits, my identity as a reader, or my preferences for reading changing? Review your reader’s notebook, the goals you set before beginning the unit and the goals you set during the unit. Reflect on this review to identify one way you have grown as a reader. Write a reflective paragraph that states how you have changed. Provide specific evidence from your notebook and the text you are reading to explain how and why this change occurred.

 

Post-Unit Assessment Task

What reading habit impacted the way you analyzed and tracked the central idea(s) in this text? After reading part or all of one text, review the connections, theories, and discussion topics you have tracked and recorded in your reader’s notebook, handouts, or bookmarks. Write 2-3 paragraphs to state the central idea and/or purpose of the whole text, explain how the author connects details across the text to promote that central idea, and explain how the author structures a single chapter, or a pair of chapters, to establish and explore the central idea of the whole text.

 

Next, write a single-paragraph reflection on how your reading habits have changed during this unit and how this change will impact future reading of informational texts.

Skills (Intellectual Processes)

Analyzing organizational structures of evidence to infer central ideas

Connecting evidence across a text

Identifying a change in reader identity

Identifying and using academic/disciplinary vocabulary in speech and writing

Identifying evidence within a chapter and across a text

 

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Lesson Plan Sequence
Lesson Plans (Sequence)

 

 

Independent Reading Lesson Packet
Resources

Print Resources

Arnett-Ferguson, Ann. Bad Boys: Public Schools in the Making of Black Masculinity

 

Boyle, Kevin. The Arc of Justice: The Saga of Race, Justice, and Murder in the Jazz Age

 

Chua, Amy. Battle Hymn of the Tiger Mother

 

Conover, Ted. NewJack: Guarding Sing Sing

 

Didion, Joan. Salvador

 

Ehrenreich, Barbara. Bright-sided: How Positive Thinking is Undermining America

 

Gawande, Atul. Letting Go: What should medicine do when it can’t save your life?

 

Gladwell, Malcom. Blink

 

Gladwell,Malcom. Outliers

 

Gladwell, Malcolm. Tipping Point

 

Goldberg, Michelle. The Means of Reproduction: Sex, Power and the Future of the World

 

Grann, David. A Murder Foretold: Unraveling the Ultimate Political Conspiracy

 

Johnson, Flora. The Intelligence Question: Are Black People Stupid?

 

Kotlowitz, Alex. The Other Side of the River: A Story of Two Towns, A Death, and America’s Dilemma

 

Larson, Erik. Devil in the White City: Murder, Magic, and Madness at that Fair that Change America

 

Larson, Erik. In the Garden of Beasts: Love, Terror, and the American Family in Hitler’s Berlin

 

Matthews, A.J. White Room

 

Orenstein, Peggy. Cinderella Ate My Daughter: Dispatches from the Front Lines of Girlie-Girl Culture

 

Pausch, Randy and Jeffery Zaslow. The Last Lecture

 

Pollan, Michael. In Defense of Food: An Eater’s Manifesto

 

Pollan, Michael. The Omnivore’s Dilemma: A Natural History of Four Meals

 

Roach, Mary. Stiff: The Curious Lives of Human Cadavers

 

Zaslow, Jeffery. The Girls from Ames

 

Resources for Further Professional Knowledge

Allington, Richard. What Really Matters for Struggling Readers: Designing Research-Based Programs. 3rd ed. Boston: Pearson, 2011. Print.

 

Atwell, Nancy. The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers. New York: Scholastic Teaching Resources, 2007. Print.

 

Burroway, Janet. Writing Fiction: A Guide to Narrative Craft. 3rd ed. New York: Longman, 2003. Print.

 

Fredericksen, James E. ,Jeffrey D. Wilhelm, and Michael W. Smith. So, What’s the Story? Teaching Narrative to Understand Ourselves, Others, and the World. Portsmouth, NH: Heinemann, 2012. Print.

 

Gardner, John. The Art of Fiction: Notes on Craft for Young Writers. New York: Vintage, 1983. Print.

 

Gottschall, Jonathan. The Storytelling Animal: How Stories Make Us Human. New York: Houghton Mifflin Harcourt, 2012. Print.

 

Hadden, Mark, The Curious Incident of the Dog in the Nighttime. London, England: Vintage, 2004. Print.

 

Ritchart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco: Jossey-Bass, 2011. Print.

 

Web Resources

 

Article about an invented story
A list of nonfiction books to read, by Sue Silverman, an author
Homepage of Brevity, a nonfiction magazine
David Coleman's description of literary nonfiction and the genre's importance in classrooms
Homepage of The Fourth Genre, a nonfiction magazine
Homepage for Etude, and includes a definition of literary nonfiction
Article about why literary nonfiction is compelling, with a list of examples
Another definition of literary nonfiction
Lesesne, Teri. Reading Ladders: Leading Students From Where They Are to Where We'd Like Them to Be.
Oakland Schools Literacy Website
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