ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC€¦ · Camera angles Lighting...

May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS – GRADE 12 ACADEMIC of 15

Course: 12th Grade Academic English Language Arts Unit 1: Perception is Everything Unit Big Ideas/Understandings Your view of the world affects what you say, do, and think.

Literary theories help us to interpret the world.

Unit Essential Questions How do writers and artists organize and/or construct text to convey meaning?

What does it mean to be a stranger in the village?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts

Perspective and the Individual

Stranger in the village

Academic Vocabulary

Reader response criticism

Cultural criticism

Imperialism

Literary Terms/Devices

Perception

Aphorism

Scenario

Mi se scene

Literary theory

Free verse

Fixed form

Style

Diction

Tone

Imagery

Detail

Sensory detail

Symbol

Symbolic representation

Vignette

Parody

Rhetorical strategies Cinematic Techniques

Shots and framing

Camera angles

Lighting Grammar/Usage/Mechanics

Punctuation

Syntax

Adjective clauses

Gerunds/Gerund phrases

Participle/Participle phrases

Students will be able to: 1. Create a photo essay

integrating format and design conventions

2. Create a thesis statement that

identifies a perspective or position on an issue

3. Analyze both print and non-print

texts 4. Compose a reflective essay that

identifies the style of a published author

5. Compose a reflective essay incorporating organizational structure

6. Develop a text that incorporates

the thematic concept of “Stranger in the Village”

1. 1.5.12.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

2. 1.4.12.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

3. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

4. 1.4.12.F. Write with an awareness of the stylistic aspects of composition

5. 1.4.12.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

6. 1.4.12.H. Write with a sharp distinct focus identifying topic, task, and audience

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Creating a Photo Essay

Create and present a photo essay that reveals perspective about an issue or topic of importance

Embedded Assessment #2 Writing a Reflective Essay

Write a reflective essay that illustrates an event in which you or someone you know felt like a “stranger in a village” or was perceived as “strange” by some group

Writing Workshop #1 The Writing Process

Plan, develop, refine, revise, edit, and publish a piece of writing

Unit Self Reflection

Identify evidence of learning by responding to unit essential questions using academic vocabulary

Create a portfolio page that explains how an artifact demonstrates personal growth or an increase in understanding of unit big ideas, concepts, content, and/or skills

End of Unit #1 Assessment

Multiple choice test

SpringBoard Senior

English Text

Portfolio

Vocabulary Notebook

Vocabulary Word Wall

Writing Workshop #1 The Writing Process

Film o Edward Scissorhands






Content/Topics Skills/Competencies Standards Assessments Resources Writing

Argumentative o thesis

Reflective Essay o organizational structure o style

Writing Style

Writing Process (Writing Workshop 1)

Photo Essay o format o design

7. Draft a reflective text 8. Incorporate stylistically

appropriate choices in a reflective essay

9. Revise and refine writing

10. Edit a reflective essay to present technically sound texts

11. Examine the concept of

perception in literary texts

12. Create aphorisms about perception

13. Compare and contrast critical

perspectives and individual perspectives

14. Analyze a literary text from

different perspectives 15. Apply the basic principles of

Reader Response Critical Theory when analyzing texts

16. Identify style and craft of published authors

7. 1.4.12.T. 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

8. 1.4.12.F. Write with an awareness of the stylistic aspects of composition

9. 1.4.12.T. 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


11. 1.2.12.D (Informational Text); 1.3.12.D. (Reading Literature). Evaluate how an author’s point of view or purpose shapes the content and style of a text

12. 1.4.12.H. Write with a sharp distinct focus identifying topic, task, and audience.

13. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently

14. 1.3.12.G. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text

15. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

16. 1.2.12.D. Evaluate how an author’s point of view or purpose shapes the






Content/Topics Skills/Competencies Standards Assessments Resources 17. Identify imagery, detail, and

diction in poetry 18. Identify diction and imagery in a

literary passage 19. Create a vignette that

incorporates a symbolic visual 20. Identify cinematic techniques in

a text 21. Examine perspective and

images in print advertisements 22. Identify the tone of an essay 23. Construct a mock photo essay

that presents a thesis through visuals

content and style of a text 1.3.12.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text



19. 1.5.12.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 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters


21. 1.5.12.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.

22. 1.3.12.F. Evaluate how words and phrases shape meaning and tone in texts

23. 1.5.12.E. Make strategic use of digital media in presentations to add interest and enhance understanding of






Content/Topics Skills/Competencies Standards Assessments Resources 24. Apply the theory of Cultural

Criticism when analyzing text 25. Define the concept of

imperialism 26. Critique a reflective essay for

content, style and craft

findings, reasoning, and evidence 24. 1.2.12.L. Read and comprehend

literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

25. 1.3.12.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.



Course: 12th Grade Academic English Language Arts Unit 2: The Collective Perspective Unit Big Ideas/Understandings Viewing the world through a critical lens influences perspective.

When we are aware of the influences that others can have on our perspectives we are able to make more informed decisions.

Unit Essential Questions: How does applying a critical perspective affect one’s understanding of text?

How does a new understanding of a text gained through interpretation help or hinder your enjoyment of it?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concept

Critical Perspective Academic Vocabulary

Archetypal criticism

Marxist criticism

Feminist criticism Literary Terms/Devices

Motif

Myth

Characterization

Satire

Subtext

Tone

Allusion

Montage

Plot

Dialogue

Internal monologue

Subtext

Theme

Cinematic Techniques

Shots

Framing

Camera angles

Camera movements

Grammar/Usage/Mechanics

Commas

Coordinating conjunctions

Conjunctive adverbs

Semi-colon

Colon

Compound sentences

Complex sentence

Parallel nouns

Students will be able to: 1. Create a script that conveys a

critical perspective 2. Use elements of plot,

characterization, dialogue and subtext in script writing

3. Identify key themes and

components of archetypal criticism found in literature


components of Marxist criticism found in literature


components of Feminist criticism found in literature

6. Formulate a written analysis of

text using a critical perspective

1. 1.4.12.O. Use narrative techniques

such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters

2. 1.4.12.O. Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters

3. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text



6. 1.4.12.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

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Write a script from a critical perspective

Write a script that transforms a scene from Pygmalion, so that it reflects a critical perspective

Write a reflection analyzing and evaluating the process and product

Embedded Assessment #2

Write an analytical essay while applying a feminist critical perspective

Write an analytical essay applying a Feminist Critical Perspective to a short story

Summarize the text Writing Workshop #9 Response to Literary and Expository Text

Write a multi-paragraph response-to-literature essay that: o presents effective

introductory and concluding paragraphs

o analyzes literature o advances a clear thesis o provides evidence from

the text using embedded quotes

o analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices

o includes relevant information and valid inferences

SpringBoard Senior English Text

Portfolio

Vocabulary Notebook


Writing Workshop #9 Response to Literary and Expository Text

Films

The Manchurian Candidate

Nine to Five

The Legend of Baggar Vance

My Fair Lady

Rear Window Songs

“Talkin’ Bout Revolution”







Script Writing

Analytical Writing o feminist critical essay

Writing Process

Response to Literature (Writing Workshop #9)

7. Identify how a Marxist

perspective affects the understanding of a text

8. Create an analytical essay utilizing the stages of the writing process

9. Incorporate appropriate

grammar, conventions, and organization in writing

10. Explain common themes and

connections across cultures 11. Recognize characters based on

dialogue, actions, and internal monologue

12. Plan and present an oral interpretation of dialogue

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.

7. 1.3.12.D. Evaluate how an author’s point of view or purpose shapes the

8. 1.4.12.T. 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

9 1.4.12.R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

10. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. 1.5.12.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


12. 1.5.12.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

o identifies and analyzes the ambiguities, nuances, and complexities in a text

o anticipates and responds to contradictory information or readers’ questions

o uses an organizing structure appropriate to purpose, audience, and context

o uses a variety of rhetorical devices

o uses transitions between paragraphs

o uses a variety of sentence structures





Multiple choice exam






Content/Topics Skills/Competencies Standards Assessments Resources 13. Generate an original dialogue 14. Identify tone in two plays 15. Identify cinematic techniques in

film 16. Create a feminist critical essay


14. 1.3.12.F. Evaluate how words and phrases shape meaning and tone in texts

15. 1.4.12.U. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information

16. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics


Course: 12th Grade Academic English Language Arts Unit 3: Evolving Perspectives Unit Big Ideas/Understandings Analyzing text from a critical perspective influences the reader’s perspective.

An author’s perspective can be determined through critical analysis by the reader.

Unit Essential Questions: How can a dramatic performance reflect a critical perspective?

What role does literature play in the examination of recurring social issues?

Content/Topics Skills/Competencies Standards Assessments Resources Students will know: Concepts

Perspective

Tragedy

Academic Vocabulary


Historical criticism

Marxist criticism

Feminist criticism

Tragedy: Othello

Drama


Dramatic irony

Verbal irony

Situational irony

Asides

Soliloquies

Blocking

Tragic hero

Antagonist/adversary

the Flashpoint

the Foil

the Flourishing

Dramatic speech

Characterization

Cinematic Techniques

Shots and framing

Camera angles

Lighting


Adjective clauses

Complex sentence

Dash usage

Infinitive phrases

Free modifiers

Resumptive modifiers

Summative modifiers

Transitions

Students will be able to: 1. Incorporate a critical perspective into

analysis writing 2. Develop a clearly defined thesis 3. Compose an essay with relevant

supporting details 4. Organize ideas for smooth transitions

1. 1.4.12.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

2. 1.4.12.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

3. 1.4.12.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

4. 1.4.12.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

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1

Writing an Analysis

Compose an argumentative essay in response with critical perspective

Embedded Assessment #2 Staging an Interpretation

Interpret a scene from Othello using a critical perspective

Plan, rehearse, and perform a scene from Othello

Writing Workshop #6 Expository Writing

Create three separate essays through the writing process o co-constructed as a class o peer constructed o independently written

Communicate ideas and information to specific audiences for specific purposes





Portfolio

Vocabulary Notebook


Writing Workshop #6 Expository Writing

Films 2 of the following interpretations of Othello

o Othello (1965) Burge o Othello (2007) Milam o Othello (1981) Miller o Othello (1995) Parker o Othello (2002) Sax o Othello (1989) Suzman o Othello (opera) Zeffirelli o Othello (1952) Wells







Analysis Essay

Expository Writing (Writing Workshop 6)

Drama Notebook

Argumentative Writing

Reflective Writing

Writing Process

5. Recognize Historical criticism as a

means of understanding Othello 6. Identify how historical contexts have

influenced plays 7. Apply Reader Response Criticism

when interpreting texts 8. Apply a Marxist critical perspective to

a text 9. Apply the Feminist critical perspective

to a dramatic text

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.

5. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.

6. 1.3.12.C. Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.

7. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently.

8. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

9. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently 1.3.12.K. Read and comprehend


Multiple choice exam






Content/Topics Skills/Competencies Standards Assessments Resources

10. Plan, rehearse, and present a dramatic scene

11. Recognize methods of

characterization 12. Identify speech and its function in a

play

13. Create an actor’s, director’s, or

dramaturge’s notebook and perform the duties of these roles

14. Identify a character’s motives in various interpretations of a scene

15. Analyze blocking and interpretation of

scenes 16. Create an expository essay

literary fiction on grade level, reading independently and proficiently

10. 1.4.12.M. Write narratives to develop real or imagined experiences or events 1.5.12.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

11. 12. 1.3.12.K. Read and comprehend literary fiction on grade level, reading independently and proficiently

12. 1.5.11.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

13. 1.4.12.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately



16. 1.4.12.A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately


Course: 12th Grade Academic English Language Arts Unit 4: Evolving Perspectives Unit Big Ideas/Understandings Viewing the world through multiple perspectives expands our understanding of others.

Unit Essential Questions How can an examination of texts through multiple perspectives affect

understanding?

How do media production elements shape a message? Content/Topics Skills/Competencies Standards Assessments Resources

Students will know: Concept

Perspective

Academic Vocabulary


Cultural criticism

Feminist criticism

Historic criticism

Marxist criticism

Reader response criticism Literary Terms/Devices

Structure

Style

Plot

Theme

Interior monologue

Sensory images

Mood

Flashback

Media production

Narration

Point of view Grammar/Usage/Mechanics

Hyphens

Compound sentence Cinematic/Media Techniques

Shots and framing

Camera angles

Lighting

Students will be able to: 1. Apply Historical and Cultural

perspectives to the reading and writing of a text

2. Compare texts through Feminist

and Marxist perspectives 3. Apply Archetypal and Cultural

critical perspectives to the reading and writing of a text

4. Assess the effectiveness of

summaries to provide necessary background knowledge for an audience who has not read a text

5. Recognize the format of a graphic

novel

1. 1.3.12.K. Read and comprehend

literary fiction on grade level, reading independently and proficiently. 1.2.12.L. Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently



4. 1.2.12.A. Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text. 1.2.12.C. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text


Methods for students to demonstrate their levels of proficiency: Embedded Assessment Presenting a Literary Work Through Multiple Critical Perspectives

Present an analysis of a novel or play to an audience of peers

Write an analysis of the literary work from multiple critical perspectives

Summarize text in the format of a graphic novel

Writing Workshop #8 Argumentative Writing

Write argumentative essays for appropriate audiences that include: o a clear thesis or

position based on logical reasons with various forms of support

o accurate and honest representation of divergent views

o an organizing structure appropriate to the purpose, audience, and context

o information on the complete range of relevant perspectives

o demonstrated consideration of the validity and reliability of all primary sources and secondary sources used

o language attentively crafted to move a


Portfolio

Vocabulary Notebook


Writing Workshop #8 Argumentative Writing

Song “The Immigrant Song” by Led Zepplin


Course: 12th Grade Academic English Language Arts Unit 4: Evolving Perspectives Unit Big Ideas/Understandings Viewing the world through multiple perspectives expands our understanding of others.

Unit Essential Questions How can an examination of texts through multiple perspectives affect

understanding?

How do media production elements shape a message? Content/Topics Skills/Competencies Standards Assessments Resources

Writing

Writing process o drafting o self-editing o peer editing o organization

Graphic novel writing

Analytical writing

Summarization

Argumentative writing (Writing Workshop 8)

6. Identify multiple themes within text 7. Organize ideas into focused and

coherent drafts of a literary text 8. Identify media techniques used by

authors/illustrators 9. Create focused, coherent drafts of

persuasive text 10. Write a well-developed analytical

essay 11. Summarize literature


7. 1.4.12.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

8. 1.3.12.B. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama



11. 1.3.12.A. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs

disinterested or opposed audience using specific rhetorical devices to back up assertions

o an awareness and anticipation of audience responses that is reflected in different levels of formality, style, and tone







Course: 12th Grade Academic English Language Arts Unit 5: Creating Perspectives Unit Big Ideas/Understandings Everyone can be accused of bias.

Media bias affects our view of the world.

Unit Essential Questions How do media sources impact our understanding of the truth and significance of

an issue?

How can media texts be constructed to support an agenda or interpretation? Content/Topics Skills/Competencies Standards Assessments Resources

Students will know: Concept

Perspective

Academic Vocabulary

Media channel

Media text

Bias


Cultural criticism

Feminist criticism

Historic criticism

Marxist criticism



Stereotype

Rhetorical slanters

Rhetoric

Synthesize

Credibility

Biased language

Tone


Sentence length

Rhetorical question

Appositive

Direct quote

Indirect quote

Introductory adverbial phrase

Participial phrase

Fragments

Students will be able to: 1. Apply a critical lens to the

meaning and significance of a real world “event”

2. Define an interpretive thesis 3. Evaluate textual passages for

use as evidence in support of an interpretive claim

4. Identify sources that support an interpretive claim

5. Compare and contrast

explanations for media bias 6. Analyze a news media for bias 7. Identify bias in an author’s

rhetoric 8. Apply organization to enhance

the persuasiveness of an argument

1. 1.2.12.C. Analyze the interaction and

development of a complex set of ideas, sequence of events, or specific individuals over the course of the text



4. 1.4.12.W. 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



7. 1.2.12.D. Evaluate how an author’s point of view or purpose shapes the content and style of a text

8. 1.4.12.J. Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to

Methods for students to demonstrate their levels of proficiency: Embedded Assessment #1 Examining How an Issue Is Presented in Media Texts

Write an argumentative essay asserting a particular critical interpretation of an “event” using evidence from at least five texts

Conduct research to gain multiple perspectives on a topic

Evaluate both secondary and primary sources for validity, reliability, and relevance to a topic

Embedded Assessment #2 Creating a Media Text

Create a documentary text in a chosen media channel

Transform gathered information into an argument concerning a topic or issue

Writing Workshop #10 Research

Create and follow a research plan for a major research question on a multifaceted topic

Gather reliable evidence from expert and authoritative sources

Gather graphics to represent information

Cite sources

Use evidence to support conclusions and reasoning

Systematically organize


Portfolio

Vocabulary Notebook


Writing Workshop #10 Research

Films o Edward Scissorhands o Shut Up and Sing





an issue?


Writing

Organizational structure

Interpretive claim o thesis/guiding question

Research (Writing Workshop #10) o annotated bibliography o primary source o secondary source

Persuasive/Argumentative

Reflect on Writing

9. Evaluate a media channel for

rhetorical effect

10. Conduct preliminary research to evaluate a potential topic choice

11. Create an annotated bibliography

evaluating the critical perspective of sources

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

9. 1.5.12.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

10. 1.4.12.V. 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 1.4.12.W. 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

11. 1.4.12.W. 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

relevant and accurate information to support central ideas, concepts, and themes




End of Unit 5 Assessment






an issue?


12. Evaluate how music and visual

rhetoric contribute to tone in a media text

13. Revise a guiding question into a

thesis 14. Incorporate primary and

secondary sources into writing 15. Compose argumentative essays 16. Produce research papers

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




15. 16. 1.4.12.G. Write arguments to support claims in an analysis of substantive topics

16. 1.4.12.V. 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

ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC€¦ · Camera angles Lighting...

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