Content/Topics Skills/Competencies Standards Assessments Resources Students will be able to:

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1 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 1 of 15 Unit 1: Perception is Everything Your view of the world affects what you say, do, and think. Literary theories help us to interpret the world. 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 How do writers and artists organize and/or construct text to convey meaning? What does it mean to be a stranger in the village? Students will be able to: SpringBoard Senior 1. Create a photo essay English Text integrating format and design conventions Portfolio 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 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 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 L. Read and comprehend literary non-fiction and informational text on grade level, reading K. Read and comprehend F. Write with an awareness of the stylistic aspects of composition 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 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 Vocabulary Notebook Vocabulary Word Wall Writing Workshop #1 The Writing Process Film o Edward Scissorhands

2 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 2 of 15 Unit 1: Perception is Everything Your view of the world affects what you say, do, and think. Literary theories help us to interpret the world. How do writers and artists organize and/or construct text to convey meaning? What does it mean to be a stranger in the village? 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 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 F. Write with an awareness of the stylistic aspects of composition 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 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 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 D (Informational Text); D. (Reading Literature). Evaluate how an author s point of view or purpose shapes the content and style of a text H. Write with a sharp distinct focus identifying topic, task, and audience K. Read and comprehend L. Read and comprehend literary non-fiction and informational text on grade level, reading G. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text K. Read and comprehend D. Evaluate how an author s point of view or purpose shapes the

3 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 3 of 15 Unit 1: Perception is Everything Your view of the world affects what you say, do, and think. Literary theories help us to interpret the world. How do writers and artists organize and/or construct text to convey meaning? What does it mean to be a stranger in the village? 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 D. Evaluate how an author s point of view or purpose shapes the content and style of a text K. Read and comprehend K. Read and comprehend 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 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 K. Read and comprehend 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 F. Evaluate how words and phrases shape meaning and tone in texts E. Make strategic use of digital media in presentations to add interest and enhance understanding of

4 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 4 of 15 Unit 1: Perception is Everything Your view of the world affects what you say, do, and think. Literary theories help us to interpret the world. How do writers and artists organize and/or construct text to convey meaning? What does it mean to be a stranger in the village? 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 L. Read and comprehend literary non-fiction and informational text on grade level, reading K. Read and comprehend 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 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

5 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 5 of 15 Unit 2: The Collective Perspective 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. : 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? 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 4. Identify key themes and components of Marxist criticism found in literature 5. Identify key themes and components of Feminist criticism found in literature 6. Formulate a written analysis of text using a critical perspective 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 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 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 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 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 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 Vocabulary Word Wall 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

6 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 6 of 15 Unit 2: The Collective Perspective 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. : 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? Writing 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 D. Evaluate how an author s point of view or purpose shapes the 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 R. Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling 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 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 K. Read and comprehend 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 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 #2 Assessment Multiple choice exam

7 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 7 of 15 Unit 2: The Collective Perspective 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. : 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? 13. Generate an original dialogue 14. Identify tone in two plays 15. Identify cinematic techniques in film 16. Create a feminist critical essay 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 F. Evaluate how words and phrases shape meaning and tone in texts 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 G. Write arguments to support claims in an analysis of substantive topics

8 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 8 of 15 Unit 3: Evolving Perspectives Analyzing text from a critical perspective influences the reader s perspective. An author s perspective can be determined through critical analysis by the reader. Concepts Perspective Tragedy Academic Vocabulary Reader response criticism Historical criticism Marxist criticism Feminist criticism Tragedy: Othello Drama Literary Terms/Devices 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 Grammar/Usage/Mechanics Adjective clauses Complex sentence Dash usage Infinitive phrases Free modifiers Resumptive modifiers Summative modifiers Transitions 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 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 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 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 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 : How can a dramatic performance reflect a critical perspective? What role does literature play in the examination of recurring social issues? Students will know: Students will be able to: Methods for students to demonstrate their levels of SpringBoard Senior proficiency: English Text 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 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 Portfolio Vocabulary Notebook Vocabulary Word Wall 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

9 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 9 of 15 Unit 3: Evolving Perspectives Analyzing text from a critical perspective influences the reader s perspective. An author s perspective can be determined through critical analysis by the reader. : How can a dramatic performance reflect a critical perspective? What role does literature play in the examination of recurring social issues? Writing Analysis Essay Expository Writing (Writing Workshop 6) Drama Notebook Argumentative Writing clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section End of Unit #3 Assessment Multiple choice exam Reflective Writing that follows from and supports the Writing Process argument presented. 5. Recognize Historical criticism as a C. Determine and analyze means of understanding Othello 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. Identify how historical contexts have influenced plays 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. Apply Reader Response Criticism when interpreting texts L. Read and comprehend literary non-fiction and informational text on grade level, proficiently K. Read and comprehend literary fiction on grade level, proficiently. 8. Apply a Marxist critical perspective to a text L. Read and comprehend literary non-fiction and informational text on grade level, proficiently K. Read and comprehend literary fiction on grade level, proficiently 9. Apply the Feminist critical perspective to a dramatic text L. Read and comprehend literary non-fiction and informational text on grade level, proficiently K. Read and comprehend

10 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 10 of 15 Unit 3: Evolving Perspectives Analyzing text from a critical perspective influences the reader s perspective. An author s perspective can be determined through critical analysis by the reader. : How can a dramatic performance reflect a critical perspective? What role does literature play in the examination of recurring social issues? 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, proficiently M. Write narratives to develop real or imagined experiences or events 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 K. Read and comprehend literary fiction on grade level, reading independently and proficiently 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 A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately K. Read and comprehend literary fiction on grade level, proficiently K. Read and comprehend literary fiction on grade level, proficiently A. Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

11 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 11 of 15 Unit 4: Evolving Perspectives Viewing the world through multiple perspectives expands our understanding of others. How can an examination of texts through multiple perspectives affect understanding? How do media production elements shape a message? Students will know: Concept Perspective Academic Vocabulary Archetypal criticism 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 K. Read and comprehend L. Read and comprehend literary non-fiction and informational text on grade level, reading K. Read and comprehend L. Read and comprehend literary non-fiction and informational text on grade level, reading K. Read and comprehend L. Read and comprehend literary non-fiction and informational text on grade level, reading 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 C. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text 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 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 SpringBoard Senior English Text Portfolio Vocabulary Notebook Vocabulary Word Wall Writing Workshop #8 Argumentative Writing Song The Immigrant Song by Led Zepplin

12 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 12 of 15 Unit 4: Evolving Perspectives Viewing the world through multiple perspectives expands our understanding of others. How can an examination of texts through multiple perspectives affect understanding? How do media production elements shape a message? 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 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 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 B. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama G. Write arguments to support claims in an analysis of substantive topics G. Write arguments to support claims in an analysis of substantive topics 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 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 #4 Assessment Multiple choice test

13 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 13 of 15 Unit 5: Creating Perspectives Everyone can be accused of bias. Media bias affects our view of the world. 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? Students will know: Concept Perspective Academic Vocabulary Media channel Media text Bias Archetypal criticism Cultural criticism Feminist criticism Historic criticism Marxist criticism Reader response criticism Literary Terms/Devices Stereotype Rhetorical slanters Rhetoric Synthesize Credibility Biased language Tone Grammar/Usage/Mechanics 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 C. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text G. Write arguments to support claims in an analysis of substantive topics G. Write arguments to support claims in an analysis of substantive topics 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 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 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 D. Evaluate how an author s point of view or purpose shapes the content and style of a text 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 SpringBoard Senior English Text Portfolio Vocabulary Notebook Vocabulary Word Wall Writing Workshop #10 Research Films o Edward Scissorhands o Shut Up and Sing

14 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 14 of 15 Unit 5: Creating Perspectives Everyone can be accused of bias. Media bias affects our view of the world. 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? 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 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 V. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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 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 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 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 5 Assessment Multiple choice test

15 May 2012 ENGLISH LANGUAGE ARTS UNIT MAPS GRADE 12 ACADEMIC Page 15 of 15 Unit 5: Creating Perspectives Everyone can be accused of bias. Media bias affects our view of the world. 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? 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 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 G. Write arguments to support claims in an analysis of substantive topics G. Write arguments to support claims in an analysis of substantive topics G. Write arguments to support claims in an analysis of substantive topics V. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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