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1 Disposition: Transformation Big Ideas: Setting goals Anchor Text: ACT binder Possible Linking Texts: 11 th Grade Possible Media Resources: Assorted YouTube videos that support the informational articles found on share drive Possible Teacher Resources: ACT Reading Unit ACT pre and post tests WorkKeys pre and post tests Writing Friday materials ACT English prep materials SAT for Dummies Games Vocabulary: Content (specific to ELA): vocabulary study, ACT word lists Academic (across the curriculum): Prior Knowledge (What do students need to know before beginning the unit?): Grammar practice: uses of commas, pronoun antecedents, subject-verb agreement Find the main ideas in text, summarize, infer Elements of persuasive essays Rhetorical skills: Know the different rhetorical modes persuasion, expository, personal writing, evaluative, critical essay, interpretive Learning Targets What learning is going to be assessed? Possible Formative Assessments How will learning targets be assessed? Finding main points and main ideas Highlighting the text 2.1.2; 2.1.6; 2.2.1; 3.1.4; Question types Question-Answer-Relationship2.1.2; Testing Strategies Pre and post tests Elements of persuasion Written persuasive essays 4.1.1; 1.3.4; 2.3.3; 1.2.4; 1.5.5; 1.1.5; English skills Focus correction areas on essays Rhetorical skills Reading and writing of expository text 1.3.4; 2.1.2; 2.1.6; 4.1.1: 3.1.4; 1.5.5; Mid-marking Period Common Formative Assessment: Individual reading selection and ACT-style questions 1

2 HSCE assessed: 2.1.2; 2.1.6; 2.2.1; Common/Capstone Assessment: (tie mastery HSCE to this assessment) ACT Reading and WorkKeys Exam; Practice Exam ACT English, Reading, and/or Writing HSCE assessed: 1.1.7; 4.1.1, 1.1.4, 2.2.1, 2.1.2, 2.3.3, Possible Classroom Activities: Timed Practice Grammar Review Reading Strategies Highlighting the text SAT for Dummies Comma PPT. Game Writing Portfolios Motivation Activities MEL online practices on Learning Express Skimming Vocabulary in context Question stems & questions types Test Strategies PPT. Possible Teaching Strategies: Highlighting text Skimming MASTERY High School Content Expectations for Grade 11 Writing: Edit for style, tone, and word choice (specificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage, and mechanics that are appropriate for audience. Friendly: Edit for style, tone, word choice, and grammar that are appropriate for the intended audience Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes. Friendly: Use sentence structures and vocabulary effectively for different purposes Compose drafts that convey an impression, express an opinion, raise a 2

3 question, argue a position, explore a topic, tell a story, or serve another purpose, while simultaneously considering the constraints and possibilities (e.g., structure, language, use of conventions of grammar, usage, and mechanics) of the selected form or genre. Friendly: Compose drafts for a specific purpose while considering the elements of the selected form or genre Edit for style, tone, and word choice (S)pecificity, variety, accuracy, appropriateness, conciseness) and for conventions of grammar, usage and mechanics that are appropriate for audience. Friendly=Edit for style, tone, word choice, and grammar that are appropriate for the intended audience Develop and extend a thesis, argument, or exploration of a topic by analyzing differing perspectives and employing a structure that effectively conveys the ideas in writing (e.g. resolve inconsistencies in logic; use a range of strategies to persuade, clarify, and defend a position with precise and relevant evidence; anticipate and address concerns and counterclaims; provide a clear and effective conclusion). Friendly: Develop and support an argument analyzing different perspectives and using a structure that effectively expresses the ideas From the outset, identify and assess audience expectations and needs; consider the rhetorical effects of style, form, and content based on that assessment; and adapt communication strategies appropriately and effectively. Friendly: Know the expectations and needs of your audience and adjust your writing accordingly Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view). Friendly: Recognize literary and persuasive strategies to further understanding. 3

4 4.1.1 Use sentence structures and vocabulary effectively within different modes (oral and written, formal and informal) and for various rhetorical purposes. Friendly=Master the use of English language in a variety of formats Make supported inferences and draw conclusions based on informational print and multimedia features (e.g., prefaces, appendices, marginal notes, illustrations, bibliographies, author s pages, footnotes, diagrams, tables, charts, maps, timelines, graphs, and other visual and special effects) and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences. Friendly: Make supported inferences and draw conclusions based on the features of the text (M) Make supported inferences and draw conclusions based on informational print and multimedia features (e.g., prefaces, appendices, marginal notes, illustrations, bibliographies, author s pages, footnotes, diagrams, tables, charts, maps, timelines, graphs, and other visual and special effects) and explain how authors and speakers use them to infer the organization of text and enhance understanding, convey meaning, and inspire or mislead audiences. Friendly: Make supported inferences and draw conclusions based on the features of the text (H) Recognize literary and persuasive strategies as ways by which authors convey ideas and readers make meaning (e.g., imagery, irony, satire, parody, propaganda, overstatement/understatement, omission, and multiple points of view). Friendly: Recognize literary and persuasive strategies to further understanding (M) Read, listen to, and view diverse texts for multiple purposes such as learning complex procedures, making work-place decisions, or pursuing in-depth studies. Friendly: Read, listen to, and view diverse texts for multiple purposes (S) Critically read and interpret instructions for a variety of tasks (e.g. 4

5 completing assignments, using software, writing college and job applications). Friendly: Critically read and interpret instructions for a variety of tasks (H) Analyze characteristics of specific works and authors (e.g., voice, mood, time sequence, author vs. narrator, stated vs. implied author, intended audience and purpose, irony, parody, satire, propaganda, use of archetypes and symbols) and identify basic beliefs, perspectives, and philosophical assumptions underlying an author s work. Friendly: Analyze and identify the author s style, technique, and intent Assess strengths, weaknesses, and development as a writer by examining a collection of own writing. 1 ACT College Readiness Standards: DIRECTIONS: AGAIN, eliminate the ACT CRS that are not applicable. English ACT College Readiness Standards (20-23 range): Topic Development in Terms of Purpose & Focus (TOD) 401. Identify the central idea or main topic of a straightforward piece of writing 402. Determine relevancy when presented with a variety of sentence-level details Organization, Unity, and Coherence (OUC) 401. Use conjunctive adverbs or phrases to express straightforward logical relationships (first, afterward, in response) 402. Decide the most logical place to add a sentence in an essay 403. Add a sentence that introduces a simple paragraph Word Choice in Terms of Style, Tone, Clarity, and Economy (WCH) 401. Delete redundant material when information is repeated in different parts of speech (alarmingly startled ) 402. Use the word of phrase most consistent with the style and tone of a fairly straightforward essay 403. Determine the clearest and most logical conjunction to link clauses 5

6 Sentence Structure and Foundation (SST) 401. Recognize and correct marked disturbances of sentence flow and structure (participial phrase fragments, missing or incorrect relative pronouns, dangling or misplaced modifiers) Conventions of Usage (COU) 401. Use idiomatically appropriate prepositions, especially in combination with verbs (long for, appeal to) 402. Ensure that a verb agrees with its subject when there is some text between the two Conventions of Punctuation (COV) 401. Use commas to set off simple parenthetical phrases 402. Delete unnecessary commas when an incorrect reading of the sentence suggest a pause that should be punctuated (between verb and direct object clause) Reading ACT College Readiness Standards (9 th =13-15; 10 th =16-19; 11 th =20-23; 12 th =24-27) Main Idea and Author s Approach (MID) 401. Infer the main idea or purpose of straightforward paragraphs in uncomplicated literary narratives 402. Understand the overall approach taken by an author or narrator (point of view, kinds of evidence used) in uncomplicated passages. Supporting Details (SUP) 401. Locate important details in uncomplicated passages 402. Make simple inferences about how details are used in passages. Sequential, Comparative, and Cause-Effect Relationships (REL) 401. Order simple sequences of events in uncomplicated literary narratives 402. Identify clear relationships between people, ideas, and so on in uncomplicated passages 403. Identify clear cause-effect relationships in uncomplicated passages. Meanings of Words (MOW) 401. Use context to determine the appropriate meaning of some figuration and non figurative words, phrases, and statements in uncomplicated passages Generalizations and Conclusions (GEN) 401. Draw generalizations and conclusions about people, ideas, and so on in 6

7 uncomplicated passages Draw simple generalization and conclusions using details that support the main points of more challenging passages. Writing ACT College Readiness Standards (9 th grade=7-8; 10 th grade=9-10; 11 th grade 11-12) Expressing Judgments Show clear understanding of the persuasive purpose of the task by taking a position on the specific issue in the prompt and offering a critical context for discussion Show understanding of the complexity of the issue in the prompt by o Examining different perspectives, and/or o Evaluating implications or complications of the issue, and/or o Posing and fully discussing counterarguments to the writer s position Focusing on the Topic Maintain a clear focus on discussion of the specific topic and issue in the prompt throughout the essay Present a critical thesis that clearly establishes the focus on the writer s position on the issue Developing a Position Develop several ideas fully, using specific and relevant reasons, details, and examples Show effective movement between general and specific ideas and examples Organizing Ideas Provide unity and coherence throughout the essay, often with a logical progression of ideas. Use relevant transitional words, phrases, and sentences to convey logical relationships between ideas Present a well-developed introduction and conclusion Using Language Show effective use of language to clearly communicate ideas by o correctly employing most conventions of standard English grammar, usage, and mechanics, with just a few, if any, errors o using precise and varied vocabulary 7

8 o using a variety of kinds of sentence structures to vary pace and to support meaning. National Core Standards: 8

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