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CopyofEnglish1Modules3A3B3C

CopyofEnglish1Modules3A3B3C

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Published by: Michael Harris on Jul 07, 2014
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Module 3A: Timeless Themes in Literature (Of Mice and Men) - TEACHER COPY
Theory of Action:
If all teachers purposefully provide multiple opportunities and supports for students to make their thinking and learning visible, then all students at La Follette High School will become more proficient critical thinkers, readers and writers whose formative and summative assessment results will reflect growth for career and college readiness.
 
Enduring Understandin
g: What is it that we all share - good and bad - that shapes the human experience and how does literature help us handle these experiences.
Essential Questions:
1. Why do humans feel the need to belong? 2. Does everyone have an equal opportunity to belong in society? (3. What circumstances
 need to be in place for someone to feel like they belong? e.g. laws, friendships, family, societal biases, social class/environment in which someone lives)
 
STANDARDS “I CAN” STATEMENTS Reading Literature
2. Determine a theme or central idea of a text and analyze in detail 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. 4. Determine meaning of words, including figurative and connotative meanings. Analyze the impact of specific word choice on meaning and tone (e.g. informal tone, how language tells time and place) I can determine the theme of a text I can understand how the theme develops over the course of a text I can give an unbiased summary of the text I can understand how language creates setting I can understand how language creates tone
Writing
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. I can write an informative text that examines themes I can gather, organize, and analyze information to include inmy paper
 
 a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; includformatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledgeof the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of a topic e. Establish and maintain a formal style and objective tone whilattending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g. articulating implications or the significance of the topic). I can introduce a topic I can use various formats, graphics, and multimedia if useful I can use facts, definitions, details, and quotations that are appropriate to the audience’s knowledge of the topic I can use transitions to move and connect ideas throughout the paper I can use specific language and vocabulary to present the topic in a clear way I can use a formal and unbiased tone/voice My voice/tone is appropriate to the task (e.g. I maintain an objective voice throughout) I can provide a concluding statement/paragraph thatsummarizes my main points
Speaking and Listening
1. Participate in a variety of class discussions with diverse partners. Come to discussions prepared. Build on ideas of others. Work with peers to set rules for discussion, use roles as needed. Pose and respond to questions, clarify, verify, challenge ideas. Respond thoughtfully to diverse perspectives, summarize points of agreement/disagreement, make new connections (Use these standards individually, working them in organically to our discipline practices)
Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g. MLA Handbook) appropriate for the discipline anwriting type I can understand how language changes in different contexts (e.g. formal, informal, slang) I can understand why an author uses different language in these contexts (to create a meaning or style in a text) I can conform my style to a certain guideline
 
 
Module 3B: Critiquing an Argument - TEACHER COPY
Theory of Action:
If all teachers purposefully provide multiple opportunities and supports for students to make their thinking and learning visible, then all students at La Follette High School will become more proficient critical thinkers, readers and writers whose formative and summative assessment results will reflect growth for career and college readiness.
 
Enduring Understandin
g: What is it that we all share - good and bad - that shapes the human experience and how does literature help us handle these experiences. (i.e. We all need to belong)
 
Essential Questions:
1. Why do humans feel the need to belong? 2. Does everyone have an equal opportunity to belong in society? (3. What circumstances
 need to be in place for someone to feel like they belong? e.g. laws, friendships, family, societal biases, social class/environment in which someone lives)
 
STANDARDS “I CAN” STATEMENTS Reading Informational
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g. through examples or anecdotes) 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in a text. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are not supported by reasons and I can analyze how a person, event, or idea is introduced andescribed in a text I can understand how a specific sentence, paragraph, or chapter fits into the overall structure of a text I can understand how a specific sentence, paragraph, or chapter develops important ideas I can understand an author’s point of view or purpose I can explain/show how the author conveys his message I can evaluate an argument or claim and determine if it is sufficiently supported by reasons or evidence

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