MUIDS UNIT PLANNER 2014-15

Class: _English 11_

Unit Title: Social Systems

Teacher Peter

Stage 1 Desired Learning Outcomes

Content Standards: Which content standards and benchmarks are taught and assessed in the unit?

Standards

Benchmarks/Indicators

Word Analysis and Vocabulary Development

Reading: Literature

Writing: Genres and their Characteristics

Language Conventions

Listening and Speaking: Academic Discussion

Creative Thinking

RL4 Determine the meaning of words and phrases as they are

used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
2.b Generate relevant questions about readings
2.i Explain the significance of various literary devices (e.g.
irony, figurative language, imagery, allegory, and symbolism)
RL1 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.
3.a Establish a thesis statement that conveys a clear focus;
organize the writing to fulfill the promise of the thesis
statement
W1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence
5.a Identify and correctly use clauses (e.g., main and
subordinate), phrases (e.g., gerund, infinitive, and participial),
and mechanics of punctuation (e.g., semicolons, colons,
ellipses, hyphens)
SL1 Initiate and participate effectively in a range of
collaborative discussions (one-on- one, in groups, and
teacher-led) with diverse partners on grade 11 topics, texts,
and issues, building on others ideas and expressing their own
clearly and persuasively
Challenge predominantly accepted notions, perspectives,
values, and positions

ESLOs and Language Functions: What ESLOs and language functions are targets?
ESLOs:
Language Functions:
Morally Intelligent Persons
Innovative Thinkers
Strategic learners
Articulate Communicators

Imaginative
Description
Evaluation

Knowledge and Skills: What will students know and be able to do?
Knowledge
Skills

Literary terms applicable to describing Fahrenheit 451

Key terms related to social systems
Grammar focus: relative clauses

READING

Reading, exploring, analyzing texts in English

Identify different types of voice in writing

Identify and employ various types of figurative language

Identify and analyze symbolism

WRITING

Be familiar with the structure and organization of a five

paragraph essay

Distinguish between summary and analysis

LISTENING & SPEAKING

Critique and discuss social systems and their strengths and

weaknesses
GRAMMAR

Identify and apply knowledge of relative clauses to reading

and writing

Essential Understandings and Questions: What will students understand in this unit?
Essential Understandings
Essential Questions
Reading can be used to expand ones experience and perspective.
People can garner meaning from literature by responding both
personally and critically.
Literature employs various tools to create narrative, texture, and
meaning.

Why read?
What is literature?
How will the future look?
Are there any dangerous trends today?
How could writing be dangerous?
How can social systems help or hinder people?
How do you define yourself from within a society?

MUIDS UNIT PLANNER 2014-15

Class: _English 11_

Unit Title: Social Systems

Stage 2 Acceptable Evidence of Learning

Performance Task
5-Paragraph Essay
Students will develop a thesis for an essay
topic of their choice which will incorporate
analysis of one or more of the various
literary tools discussed in class. Students
will create a mind-map, outline, rough
draft, and final draft as part of the
organization and stages of writing for this
project.

Learning Experiences

Other Evidence
reading quizzes
reflection writing
journal writing
class/group discussion
group/individual activities

Stage 3- Learning Plan

Resources

Discussion on Ray Bradburys life

Group discussions on censorship, nonconformity, influence of
technology
Research on historical context of Fahrenheit 451
Responding to readings with reflection journal writing,
specifically on above discussion topics, as well as: character
and motivation; protagonists, antiheroes, and foils;
Practice employing knowledge of figurative language and
symbolism in creative writing activities
Debates on:
- freedom v. censorship
- moral code v. political justice
- faith v. nationality
Read and discuss significance and influence of mythology

Fahrenheit 451
Greek/Roman/etc. myths
The Story and Its Writer

Teacher Peter