Unit 1: The New World

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Stacia Porter
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Unit 1: The New World Aug 24, 2015 0:10:30 GMT

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Post by Stacia Porter on Aug 24, 2015 0:10:30 GMT

Link to CCS curriculum document: sites.google.com/a/ccs.k12.nc.us/secondary-english-language-arts/eleventh-grade-documents---english-iii/unit-1

Click here to download Unit Analysis for Unit 1:

Unit Analysis-Unit 1 The New World-Grade 11....pdf (342.95 KB)

Stacia Porter
Administrator

Posts: 38

Unit 1: The New World Aug 31, 2015 16:56:02 GMT

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Post by Stacia Porter on Aug 31, 2015 16:56:02 GMT

Lesson Plans 25-28Aug.docx (20.34 KB)

Lesson Plans 25 – 28 Aug
Unit 1: The New World

Lesson 1: Voices in My Head Literacy Lesson

Objectives:

CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Materials:
Voices in my Head article (attached)
Highlighters/Sticky tabs
Smartboard , projector, and laptop

Procedure:

1. Students will answer the following Journal Topic:

In a paragraph of at least 5 sentences, discuss: What creates obstacles for you when you read? What makes some reading more difficult than other reading? What makes you “shut off” when you read?

2. Whole-class discussion of journal answers. Teacher will guide class toward most common reading complaints: don’t’ understand, bored, can’t relate, don’t “need” material, too long. Teacher will segue these answers into the “Voices In My Head” article which discusses how to develop he right “voices” during reading to combat to those complaints.

3. Students will use the Think-Pair-Share model to read, analyze, and discuss the “Voices In My Head” article by Chris Tovani
A. Think: students will be asked to independently read the article and answer 7 reading comprehension and 1 reflection question on their own sheet of paper. They will highlight or sticky tab areas of the text in which they found the answers (practice citing information)
B. Pair: students will discuss their answers to questions 1 through 7 in their small groups. They will make sure each member of the group can cite each answer. They will also discuss their personal experiences with reading in question 8.
C. Share: whole-class discussion on questions. Teacher will record answers and ideas on the smartboard and guide discussion as needed.
Focus/Wrap Up: Conversational voice is what makes reading “interesting” – finding connection will avoid “boredom.” Conversational voice leads to interactive voice, which is what students need in literature class. Distracting voice will always happen, but knowing how to recognize and get back on track is key. Reciting voice will happen less when the conversational voice is used.

Conclusion:

Students will be asked to keep the article in their notebooks to refer back to as needed. A screenshot of the Smartboard recording will be placed in Edmodo.

Lesson 2: Applying the “Voices In My Head” to Native American Origin Stories

Objectives:
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Materials:
Voices in my Head Chart Handout
Copies of “The Earth on Turtle’s Back” (from textbook)
Copies of “When Grizzlies Walked Upright” (from textbook)
Highlighters/Stickytabs
White Paper
Art Supplies

Procedure:

1. Whole-class review of the definitions of the four reading voices: Conversational, Interactive, Distracting, and Reciting. Teacher will record examples of each type of voice on a SmartBoard copy of the chart. Students will be asked to make a copy of the chart on their own notebook paper (fold a paper into fourths to create columns and label them)

2. Students will receive copies of “The Earth on Turtles Back.” They will be asked to:
A. Think: independently read the selection. They will record where and how they used (or didn’t use) each voice as they read. They are encouraged to highlight areas of text and write notes.
B. Pair: No pairing for this activity
C. Share: Teacher will ask students to share examples of each type of voice and when it happened, beginning with reciting.
Focus: Identifying what created obstacles in the form of recitation or distraction and discussion how using conversational techniques, and interactive techniques, could prevent those issues.
Focus: Visualization as a reading strategy

3. Journal #3: In a paragraph of at least 5 sentences, discuss the following: What, if anything, made reading this text difficult? What specifically confused you or are you having trouble understanding What caused you to be distracted? How well did you connect through conversational voice?

4. Whole-class discussion of journal answers. Teacher will guide toward lack of information making understanding difficult.

5. Teacher will discuss the idea of “literary keys”: background information that makes a passage clear. Teacher will provide the “key” to this text orally: it is a Native American oral tradition story and is their version of how world was created. Students will be asked about other creation stories (most will reply with Biblical stories or myths). Teacher will relate these, explaining that each culture has these stories and many have the same elements. Students will be asked to think about which story this one most closely resembles to them (most will reply with Adam and Eve).

6. Students will be asked to
A. Think: independently re-read the selection now that they have the “key.” They then will answer Journal #4: How did having the necessary background information affect your understanding of this story during your second reading? Why is background information important?
B. Pair: They will share their ideas with their groups. One group member will make a bulleted list of the topics the group discusses
C. Share: whole class discussion of the idea of “keys” and the difference hey make. Focus: background information on the author, historical context, or situations/items in a text makes texts clearer

7. Independent practice: Students will be given copies of “When Grizzlies Walked Upright.” They will be asked to :
A. Think: independently read this selection. Make conversational and interactive voice notes in the margins beside text which inspires connection, or is important to understanding the story as a whole. Focus on: characters, allusions to similar stories, key plot events, and items which might be symbolic. If students find themselves becoming distracted or reciting, they will underline the area of the text in which it happened and get themselves back on track.
B. Pair: With a partner, students will create a comic strip of at least 5 panels detailing the events of the legend.
C. Share: Each pairing will explain their comic strip to the class.

Conclusion:

A wrap-up whole-class discussion on the importance of cultivating conversational and interactive voice (while limiting distracting and reciting voices), having literary “keys,” and using visualization as a technique to enhance text comprehension and analysis.

Stacia Porter
Administrator

Posts: 38

Unit 1: The New World Aug 31, 2015 20:07:52 GMT

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Post by Stacia Porter on Aug 31, 2015 20:07:52 GMT

Lesson Plans 31Aug-4Sep.docx (19.72 KB)

Lesson Plans 31 Aug-4 Sep
Unit 1: The New World

Lesson 3: William Bradford Of Plymouth Plantation

Objectives:

CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.

Materials:
Copies of excerpt of William Bradford’s Of Plymouth Plantation
Highlighters
Problem/Solution and Biases Handout

Procedure:

1. Journal topic: Tell me the story of the Pilgrims, the Mayflower, and the first Thanksgiving. Everything you know!

2.. Students will watch a History.com short video on myths surrounding the Mayflower. Available at www.history.com/topics/thanksgiving/mayflower-myths/videos

3. While watching students will be asked to take notes beneath their journal topics. Then they will make a T-chart on their paper and label it “myth” and “truth.” They will be asked to first categorize what they wrote in their journal. Any myths they wrote go in the left-hand side, with a truth straight across if they learned it. Any truths from their writing go in the right-hand column, with no myth beside it. They will then write truths they learned from the video. They will add to their journal entry: How is the true story of the Pilgrims different from what you thought you knew? Why do you think most people tell the “sweet and easy” version? What does this tell you about “history”?

They will then PAIR with their groups to discuss what they’ve learned about the Pilgrims voyage/settling in America and how different it is from what they thought they knew. Everyone will then SHARE ideas in whole-class discussion.

4. Students will receive copies of the text and a handout with a pre-printed T-chart labeled “problems” and “solutions.” The back of the handout gives a place to define bias and space to record the way in which the author exhibits bias while the students read.

5. Teacher will review and teach reading strategies:
A. Vocabulary – when students come to a word they do not know the meaning of, they need to stop, look it up, and go write the word and its definition on the SmartBoard Word Wall at the front of the class
B. Use conversational and interactive voice while reading. Use highlighters to mark key items in the text, and make notes in the margins directly on the text.
C. Visualize Bradford’s descriptions – a “movie in your mind”
D. Paraphrase his ideas with your partner/group
E. Summarize the main ideas and events of each paragraph

Teacher will also help the students define bias.

6. Students will use these strategies to PAIR and read Bradford’s narrative. While reading, they should fill out the problem/solution chart and record examples of Bradford’s bias on the back of the handout. They will be asked highlight/mark the text (cite) as they do so.

Conclusion:

SHARE Whole-class discussion of the events of the narrative, the problems the Pilgrims encountered and the solutions they found, and Bradford’s bias in the narrative.

Lesson 4: Research Sources (Print, Web, and Journal)

Objectives:
CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Materials:
Media Center materials
Print Source Evaluation Handout
COWS
Edmodo assignments
Google Magic Tricks Prezi
How to Use Search Engines handout
EBSCOHost

Procedure:

1. Students will assemble in the Media Center. Teacher will pass out Print Source Evaluation handout.

2. Students will be given a brief introduction to the media materials. Teacher will then read over the print source evaluation worksheet and explain the four items they will use to evaluate sources: timeliness, authority, documentation, and purpose.

3. Students will find sources and use the worksheet to evaluate their appropriateness for the chosen research topic.

4. Students will use a laptop to access non .com websites on their chosen topic. They will complete an electronic web site evaluation which asks them to assess the site’s: timeliness, link selection, intended audience, and purpose. They will submit this through Edmodo. They will then save their webpages using instructions found in Edmodo and upload those pages to their Edmodo Backpacks for future use.

5. Students will use a laptop to access EBSCOHost and search for scholarly journals. They will save the journal articles to their Edmodo Backpacks for future use and complete an electronic evaluation which will be submitted through Edmodo. The evaluation is a pre-cursor to the annotated bibliography.

Conclusion:

Students will be given further information to guide them in the source selection process, including information about accessing Fayetteville public libraries.

SVHS English PLC

Unit 1: The New World

Post by Stacia Porter on Aug 24, 2015 0:10:30 GMT

Post by Stacia Porter on Aug 31, 2015 16:56:02 GMT

Post by Stacia Porter on Aug 31, 2015 20:07:52 GMT

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