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1 Know: Understand: Do: CC I -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. CC J -- Acquire and use accurately general academic and domainspecific 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. the power of language, specifically pertaining to the basic definitions of various rhetorical strategies, stylistic elements, and purposes for writing. CC J -- 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. CC I -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. CC J -- 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. CC K -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. CC K -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. CC A -- Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC B -- Write with a sharp distinct focus identifying topic, task, and audience. CC C -- Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. Page 1 of 7
2 Know: Understand: Do: CC C -- Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. CC D -- Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. CC Ec -- Establish and maintain a formal style. CC D -- Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. CC E -- Write with an awareness of the stylistic aspects of composition. CC Ea -- Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. CC Eb -- Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. CC Ec -- Establish and maintain a formal style. CC F -- Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC Q -- Write with an awareness of the stylistic aspects of writing. CC Qa -- Use parallel structure. CC Q -- Write with an awareness of the stylistic aspects of writing. CC A -- Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Page 2 of 7
3 Know: Understand: Do: CC Qa -- Use parallel structure. CC C -- Evaluate how the speaker s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author s stance, premises, links among ideas, word choice, points of emphasis, and tone. CC F -- Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. CC G -- Demonstrate command of the conventions of standard English when speaking based on grade level and content. CC F -- Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. CC D -- Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. CC E -- Adapt speech to a variety of contexts and tasks. CC B -- Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CC E -- Adapt speech to a variety of contexts and tasks. CC Kc -- Establish and maintain a formal style. CC G -- Write arguments to support claims in an analysis of substantive topics. CC H -- Write with a sharp distinct focus identifying topic, task, and audience. CC Ha -- Introduce the precise knowledgeable claim. CC I -- Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. Page 3 of 7
4 Know: Understand: Do: CC J -- Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. CC K -- Write with an awareness of the stylistic aspects of composition. CC Ka -- Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. CC Kb -- Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. CC Kc -- Establish and maintain a formal style. CC L -- Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling. Page 4 of 7
5 Which standards are students learning in this unit? CC J -- 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. CC I -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. CC J -- 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. CC K -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. CC A -- Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC B -- Write with a sharp distinct focus identifying topic, task, and audience. CC C -- Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. CC D -- Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. CC E -- Write with an awareness of the stylistic aspects of composition. CC Ea -- Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. CC Eb -- Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. Page 5 of 7
6 CC Ec -- Establish and maintain a formal style. CC F -- Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC Q -- Write with an awareness of the stylistic aspects of writing. CC Qa -- Use parallel structure. CC H -- Analyze seminal texts based upon reasoning, premises, purposes, and arguments. CC A -- Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CC C -- Evaluate how the speaker s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author s stance, premises, links among ideas, word choice, points of emphasis, and tone. CC G -- Demonstrate command of the conventions of standard English when speaking based on grade level and content. CC F -- Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. CC D -- Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. CC E -- Adapt speech to a variety of contexts and tasks. CC B -- Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CC G -- Write arguments to support claims in an analysis of substantive topics. Page 6 of 7
7 CC H -- Write with a sharp distinct focus identifying topic, task, and audience. CC Ha -- Introduce the precise knowledgeable claim. CC I -- Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. CC J -- Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. CC K -- Write with an awareness of the stylistic aspects of composition. CC Ka -- Use precise language, domainspecific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. CC Kb -- Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. CC Kc -- Establish and maintain a formal style. CC L -- Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling. Page 7 of 7
8 Key Learning: the power of language, specifically pertaining to the basic definitions of various rhetorical strategies, stylistic elements, and purposes for writing. Unit Question(s): How does one create powerful language? Concept: Concept: Concept: Author's Purpose / Persuasive Speech CC H, CC A, CC B, CC C, CC D, CC E, CC Ea, CC Eb, CC Ec, CC F, CC G, CC H, CC I, CC J, CC K, CC Ka, CC Kb, CC Kc, CC L, CC A, CC C, CC E, CC B, CC D, CC F, CC G, CC Ha Elements of Style / Vocabulary Rhetorical Strategies CC J, CC J, CC I, CC K CC C, CC H, CC J, CC I, CC D, CC C Lesson Question(s): How does one identify an author's purpose? (A) Lesson Question(s): What tools does an author use to convey his or Lesson Question(s): her purpose? (A) CC H, CC A, CC B, CC C, CC D, CC E, CC Ea, CC Eb, CC Ec, CC F, CC G, CC H, CC I, CC J, CC K, CC Ka, CC Kb, CC Kc, CC L How does one demonstrate his or her purpose in writing? (A) CC A, CC C, CC E, CC B, CC D, CC F, CC G, CC B, CC H, CC Ha CC J, CC J, CC I, CC K What are the types of rhetorical strategies that authors use and how can one identify them? (A) CC C, CC H, CC J, CC I, CC D, CC C Vocabulary: to argue Vocabulary: connotation, denotation, diction Vocabulary: rhetorical triangle, to persuade, to entertain, to inform, ethos, pathos, logos Additional Information: 5 Steps to a 5 Textbook, Poe Short Stories and Poetry Attached Document(s): Page 1 of 1
9 Vocab Report for Concept: Elements of Style / Vocabulary connotation - denotation - diction - Concept: Rhetorical Strategies rhetorical triangle - ethos - pathos - logos - Concept: Author's Purpose / Persuasive Speech to argue - to persuade - to entertain - to inform - Page 1 of 1
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