Northern Essex First Year Seminar Language and Composition

Transcription

1 Quarter 1 Unit 1: Citizenship and Education: Right vs. Priviledge Common Texts on Citizenship: "The Time is Now Obama s Immigration Reform Speech Jan. 2013, Civil Disobedience by Henry David Thoreau Common Texts on Education: "Learning to Read" by Malcolm X, Malala Yousafzai s speech on education to the United Nations (July 12 th, 2013) 1-2 additional texts on citizenship 1-2 additional texts on education Assessment 1:Socratic Circle, students discuss a given prompt on citizenship and/or education through a Fish Bowl Assessment 2: Feature Article, students write a multi-paragraph feature article relating to either education or citizenship with at least ONE interview who they cite in their paper (length varies depending on group) Northern Essex First Year Seminar Language and Composition * Quarter 2 Quarter 3 Quarter 4 Unit 2: Class and Race: Does it Matter? Common Texts on Class: On Compassion by Barbara Lazear Ascher, Serving in Florida by Barbara Ehrenreich Common Texts on Race: Unpacking the Invisible Knapsack by Peggy McIntosh,"Letters from a Birmingham Jail" by MLK jr 1-2 additional texts on class 1-2 additional texts on race Assessment 1: Debate, students will choose (or create) a resolution and debate the topic formally in teams. Assessment 2: Rhetorical Analysis, students can 1) write a multi-paragraph essay analyzing a chosen valid argument s rhetoric 2) Comparing and contrasting two arguments on the same topic OR 3) write a multi-paragraph essay analyzing a chosen advertisement Unit 3: Gender and Sexuality: Fate Vs. Freewill Common Texts on Gender: A Room of One s Own by Virginia Woolf Common Texts on Sexuality: Excerpts from Studies in The Psychology of Sex, Volume II by Havelock Ellis 1-2 additional texts on gender 1-2 additional texts on sexuality Assessment 1: Mock trial, students will research, synthesize and conduct a mock trial related to a controversial legal issue related to gender or sexuality. Assessment 2: Position paper (synthesis), students will make a claim on one of the topics presented in the mocktrial and support the claim with at least 3 sources. Unit 4: Religion and Research: Conflicts and Controversy Common text on religion: The Age of Reason by Thomas Paine 2-4 additional texts on religion and controversy Assessment 1: Argumentative essay, students will argue and justify a claim related to a controversial topic on religion. Assessment 2: Presentation, students will create and give a presentation for their classmates and teachers related to a controversial topic on religion. End of Year Assessment: Long paper, students will choose a controversial topic from throughout the course, make a claim about the topic and then defend that claim in a 5-7 page essay using at least 8 sources. 1

2 Quarter 1 Essential Questions RI1 RI2 RI3 RI4, RI5, RI6 W2 W3 W4 W5 W9 W10 SL1 SL3 SL4 Education and Citizenship: Right Vs. Privilege Who deserves to be American and how do we determine who belongs? What does it mean to be a citizen? What are the causes, effects, and implications of immigration in the United States? Should a path to citizenship be a basic right, or is it a privilege? How do we determine that? How does education shape an individual and their society? What are the effects and implications of education in the United States? To what extent is education important? Is education a basic humanitarian right, or a privilege? How do we determine that? Standards Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Determine a central idea of a text and analyze 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 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose 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 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the 2

3 SL6 organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L2 L4 RI8 RI9 Tier II Vocabulary Tier III Vocabulary Assessments 21 st Century Learning Expectations Texts/Resources Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Citation, assertion, bias, effective, valid, relevant, evidence, substantiate, justify, evaluate, dialogue, claim, reasoning, determine, main idea, source, expository, journalism, credible, thesis, education, privilege, citizen, right, observation, fact, opinion Citation, assertion, bias, effective, valid, relevant, evidence, substantiate, justify, evaluate, dialogue, claim, reasoning, determine, main idea, source, expository, journalism, credible, thesis, education, privilege, citizen, right, observation, fact, opinion 1: Socratic Circle, students discuss a given prompt on citizenship and/or education through a Fish Bowl 2: Feature Article, students write a multi-paragraph feature article relating to either education or citizenship with at least ONE interview who they cite in their paper (length varies depending on group) Academic: A1, A2, A3, A4, A5, A6 Social: S1, S2, S3, S4, S5 Texts on Citizenship: The Time is Now Obama s Immigration Reform Speech Jan Civil Disobedience by Henry David Thoreau The Declaration of Independence Two Ways to Belong in America by Bharati Mukherjee Declaration of Sentiments and Resolutions by Elizabeth Cady Stanton Texts on Education: The Joy of Reading and Writing: Superman and Me by Sherman Alexie Graduation by Maya Angelou How to Tame a Wild Tongue by Gloria Anzaldua Learning to Read and Write by Frederick Douglas The Fourth of July by Audre Lorde Learning to Read by Malcolm X Aria: Memoir of a Bilingual Child by Richard Rodriguez A Vindication for the Rights of Women by Mary Wollstonecraft Malala Yousafzai s speech on education to the United Nations (July 12 th, 2013) Transcript of Obama s Speech on Immigration Policy (June 12, 3

4 2012) 4

5 Quarter 2 Essential Questions RI1 RI2 RI3 RI4, RI5, RI6 W2 W3 W4 W5 W9 W10 SL1 Unit 2: Class and Race: Does it Matter? To what extent does class still matter? To what extent does social mobility still exist? What are the implications of social class? How do we solve poverty, if at all? To what extent does race still matter? What is race? What are the implications of race, and how has our country dealt with these issues? How do we ensure racial equality, if at all? Standards Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Determine a central idea of a text and analyze 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 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose 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 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. 5

6 SL3 SL4 SL6 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L2 L4 W6 SL2 Tier II Vocabulary Tier III Vocabulary Assessments 21 st Century Learning Expectations Texts/Resources Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source (reinforce terms from Unit 1 plus): Appeal, connotation, denotation, structure, analysis, persuasion, critique, advertisement, propaganda, (reinforce terms from Unit 1 plus): Ethos, pathos, logos, appeals of persuasion, rhetoric, diction, tone, etymology, affirmative, negative, resolution, rebuttal, syntax, counterargument, audience awareness, clause, phrase, comma, Assessment 1: Debate, students will choose (or create) a resolution and debate the topic formally in teams. Assessment 2: Rhetorical Analysis, students can 1) write a multi-paragraph essay analyzing a chosen valid argument s rhetoric 2) Comparing and contrasting two arguments on the same topic OR 3) write a multi-paragraph essay analyzing a chosen advertisement Academic: A1, A2, A3, A4, A5, A6 Social: S1, S2, S3, S4, S5 Texts on Class: On Compassion by Barbara Lazear Ascher Serving in Florida by Barbara Ehrenreich On Dumpster Diving by Lars Eighner Jon Stewart s attack on Fox news attacks on poverty (May 14, 2015) When Class Became More Important to a Child s Education by Sarah Garland Texts on Race: Notes of a Native Son by James Baldwin Native Son excerpts by Richard Wright How to Tame a Wild Tongue by Gloria Anzaldua How It Feels to Be Colored Me by Zora Neal Hurston Letter from a Birmingham Jail by MLK Jr. No Name Woman by Maxine Hong Kingston Unpacking the Invisible Knapsack by Peggy McIntosh 6

7 Quarter 3 Essential Questions Unit 3: Gender and Sexuality: Fate Vs. Freewill How does gender define who we are? What is gender? To what extent are we in control of our sexuality? Are gender and sexuality connected? How does society influence gender? How does society influence sexuality? Standards RI1 RI2 RI3 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Determine a central idea of a text and analyze 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 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced 7

8 RI4, RI5, RI6 W2 W3 W4 W5 W9 W10 SL1 SL3 SL4 SL6 L2 L4 W7 W8 RI8 RI9 and developed, and the connections that are drawn between them Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose 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 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. 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. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's 8

9 Tier II Vocabulary Tier III Vocabulary Assessments 21 st Century Learning Expectations Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. (reinforce terms from Units 1 & 2 plus): gender, sexuality, trial (reinforce terms from Units 1 & 2 plus): androgynous, dominant culture, gender role, stereotype, societal norm Assessment 1: Mock trial, students will research, synthesize and conduct a mock trial related to a controversial legal issue related to gender or sexuality. Assessment 2: Position paper (synthesis), students will make a claim on one of the topics presented in the mock trial and support the claim with at least 3 sources. Academic: A1, A2, A3, A4, A5, A6 Social: S1, S2, S3, S4, S5 Texts/Resources Texts on Gender The Men We Carry in Our Minds by Scott Russell Sanders No Name Woman by Maxine Hong Kingston Declaration of Sentiments and Resolutions by Elizabeth Cady Stanton Ain t I a Woman? By Sojourner Truth In Search of Our Mother s Gardens by Alice Walker A Room of One s Own by Virginia Woolf The Speech of Miss Polly Baker by Benjamin Franklin On the Equality of the Sexes by Judith Sargent Murray Text on Sexuality Studies in The Psychology of Sex, Volume II by Havelock Ellis 9

10 Quarter 4 Essential Questions Religion and Violence: Conflicts and Controversy How does religion impact action? What shapes a person s religious beliefs? Does religion have a place in day to day activities? Should religious worship be kept private? Standards RI1 RI2 RI3 RI4, RI5, RI6 W2 W3 W4 W5 W9 W10 SL1 SL3 SL4 SL6 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Determine a central idea of a text and analyze 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 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose 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 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 10

11 L2 L4 Tier II Vocabulary Tier III Vocabulary Assessments 21 st Century Learning Expectations Texts/Resources Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. (reinforce terms from Units 1 & 2 plus): theology, ideology, secular (reinforce terms from Units 1 & 2 plus): separation of church and state, jihad, religious war Assessment 1: Argumentative essay, students will argue and justify a claim related to a controversial topic on religion. Assessment 2: Presentation, students will create and give a presentation for their classmates and teachers related to a controversial topic on religion. End of Year Assessment: Long paper, students will choose a controversial topic from throughout the course, make a claim about the topic and then defend that claim in a 5-7 page essay using at least 8 sources. Academic: A1, A2, A3, A4, A5, A6 Social: S1, S2, S3, S4, S5 Texts on Religion: Wonders of the Invisible World: A Horatory and Necessary Address to a Country Now Extraordinarily Alarum d by the Wrath of the Devil by Cotton Mather The Age of Reason by Thomas Paine Star Spangled Banner by Francis Scott Key America s True History of Religious Tolerance by Kenneth C. Davis The Virginia act for Establishing Religious Freedom by Thomas Jefferson Defense of Native American Religion by Red Jacket 11