| MI: English Language Arts 6-12 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. 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. W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 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.) Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 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. 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 © 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)
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| Pre-Unit Assessment Task Consider the rights granted in the Bill of Rights. Which one of the rights seems especially important to you? Write a one-page response about that right and why you think it is so important to have in America. Include your personal connection to the right. Mid-Unit Formative Assessment Task What right established in the Bill of Rights is being threatened? After researching your chosen right, review your reading log and state your informed view. Create a bibliography of sources. Post-Unit Assessment Task Are human rights established in the Bill of Rights at risk? What is the impact of a global economy on these rights for Americans and/or other global citizens? After reading the Bill of Rights, other foundational U.S. documents and related readings, do shared research to examine these questions. Individually, write an essay that analyzes the factors that put human rights at risk for global citizens as well as Americans. What conclusion can you draw? Support your discussion with evidence from secondary, primary research, and personal experience. | Developing and narrowing an inquiry Identifying influences and implications Researching to generate new information (primary research) about an inquiry Researching to identify authorities and facts (secondary research) about an inquiry Self-generating a timely topic connected to social precepts |
| | Print Resources Gray, Dave. et. al. Game Storming: A Playbook for Innovators, Rulebreakers, and Changemakers. Beijing: Sebastopol: PReilly. 2010. Print Nast, Jamie. Idea Mapping: How to Access Your Hidden Brain Power, Learn Faster, Remember More, and Achieve Success in Business. hoboken: John Wiley & Sons. 2006. Print Declaration of Independence Preamble to the Constitution Bill of Rights Lincoln’s 2nd Inaugural Address Malcolm X: Ballots or Bullets Elizabeth Alexander: "Praise Song for the Day" Shirley Jackson: "The Lottery" Newspapers and magazines: Wall Street Journal, Time, Newsweek, The Week, etc. Web Resources http://www.pewforum.org Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/ http://brookings.edu |
