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Rigorous Curriculum Design—Unit Planning Organizer Blank

DEKALB COUNTY SCHOOL DISTRICT


RIGOROUS CURRICULUM DESIGN
UNIT PLANNING ORGANIZER
Subject(s) English Language Arts
Grade and
12th Grade British Literature and Composition
Course
Unit of
Unit 4: (19th & 20th Century Literature)
Study
Timeframe:
Traditional: 8 weeks
Pacing
Block: 4 weeks

“Unwrapped” Priority Common Core State Standards


Skills and Concepts
ELAGSE11-12W1: WRITE arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.

ELAGSE11-12W7: 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.

“Unwrapped” Priority Standards


“Unwrapped” “Unwrapped”
Concepts Skills Bloom’s Taxonomy DOK (For Overall
(Students Need (Students Need Levels Standard)
to Know) to Be Able to Do)
ELAGSE11-12W1
Arguments to support  4 (Extended
claims  6 (Create) Thinking)
WRITE

 ELAGSE11-12W7
4 (Extended
CONDUCT Short research  6 (Create)
Thinking)
SYNTHESIZE Multiple sources

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Supporting Standards
ELAGSE11-12RL1: 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.

ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their
development over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text.

ELAGSE11-12RI1: 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.

ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented indifferent


media or formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.

ELAGSE11-12W4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

ELAGSE11-12W5: 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.

ELAGSE11-12W6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new arguments
or information.

ELAGSE11-12W8: 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.

ELAGSE11-12SL2: Integrate multiple sources of information presented in diverse formats and


media (e.g., visually, quantitatively, 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.

ELAGSE11-12SL4: Present information, findings, and supporting evidence, conveying a clear


and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and style
are appropriate to purpose, audience, and a range or formal and informal tasks.

ELAGSE11-12L6: 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.

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ELA Overarching Standards


ELASGE11-12RL10: By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of grade 12, read and comprehend literature,
including stories, dramas, and poems.

ELAGSE11-12RI10: By the end of grade 11, read and comprehend literary nonfiction in the
grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of
the range. By the end of grade 12, read and comprehend literary nonfiction in the grade 12 CCR
text complexity band independently and proficiently.

ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.

Essential Questions Corresponding Big Ideas

1. What is the significance of the 1. British authors of the 19th & 20th centuries
authors of the 19th and 20th developed characters and conflicts that are
centuries developing characters both universal and timeless and because the
and conflicts that are universally works of the period were mainly in reaction to
and culturally bound? the political, social and economic events of
the time, the characters and conflicts appear
to be bound to a variety of cultures and time
periods.

2. What is the connection between 2. The 18th century in Europe was The Age of
man and nature as it is revealed Enlightenment and literature explored themes
in 18th century literature? of social upheaval, reversals of personal
status, political satire, geographical
exploration and the comparison between the
natural state of man and the civilized state of
man.

3. Why is it important for the themes 3. The themes of the 19th and 20th centuries are
of the period to be reflected in the very evident in our global and political society
media and society today? today, and the importance of their presence
continues to inform societal responses.

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Unit Assessments
Pre-Assessment Post-Assessment
Student Version: Student Version:

Gr12_ELA_12thGradeBritishLiterature_Unit DeKalb Benchmark Assessment


4_Preassessment_Student
Teacher Version:
Teacher Version:

Gr12_ELA_12thGradeBritishLiterature_Unit DeKalb Benchmark Assessment


4_Preassessment_Teacher

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Performance Assessment
Engaging Scenario
Congratulations! It is the end of your senior year in high school and during the Career Week at
your school, you were chosen as one of twelve applicants for summer internships with a well-
known film producer in the ever growing Atlanta movie industry! This internship has the potential
to result in a full-time position. You have been asked to complete one assignment to display
your production potential: create a documentary on a well-known English author from either the
19th or 20th century (Romantic, Victorian, or Modern).

During the development stage of producing, the producer has to find and acknowledge
promising material. In order to accomplish this assignment, you will need to research the genre
and lifestyles of various writers from the time periods, compare their works with the literary
emphasis of the time periods, make a claim on which literary emphasis you agree with more,
and develop a documentary explaining it all. The film producer is aware that you may or may not
have video production skills or equipment, but a script, layout, storyboard, and justifications are
required to satisfy the assignment.

The intern, whose presentation is deemed the best, will be made an offer for a full-time
internship in the Atlanta film market. Good luck!

Performance Task Synopses


Task 1:
ELAGSE11-12RL1; ELAGSE11-12W4; ELAGSE11-12W6
Identify several English writers (or poets) from the Romantic, Victorian, and Modern time
periods who had a great impact on the literature of their time. Select multiple writers – at least
two from each period – and conduct research on their lifestyle, work (including genre and style),
ideology or philosophy, and recurrent themes in their work. All research will be recorded on a
graphic organizer.

Task 2:
ELAGSE11-12RL1; ELAGSE11-12W7; ELAGSE11-12SL2
Using the information from Task 1, prepare a brief visual presentation—either a Prezi, a
PowerPoint or some other graphic representation, which compares and contrasts three artists—
one from each period in literature (Romantic, Victorian, and Modern).

Task 3:
ELAGSE11-12RL1; ELAGSE11-12RL2; ELAGSE11-12W1; ELAGSE11-12W7
Using the information researched for Task 1 and Task 2, make a claim regarding whether you
agree or disagree with the literary emphasis of each of the three time periods: Romantic,
Victorian, and Modern. Write an argumentative essay, defending one of the three literary
emphases.

Task 4:
ELAGSE11-12W7; ELAGSE11-12SL2; ELAGSE11-12SL4
Use the information from the previous tasks to create a documentary on one of the classic
artists.

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Performance Task 1 In Detail


Identify several writers (or poets) from the Romantic, Victorian, and Modern time periods
who had a great impact on the literature of their time. Select multiple writers from each
period and conduct research on their lifestyle, work (including genre and style), ideology or
philosophy, and recurrent themes in their work. All research will be recorded on a graphic
organizer.
Task 1 Student Directions:
 Research several writers or poets from the Romantic, Victorian, and Modern Periods
who had a great impact on the literature of their time.
 Select multiple (at least two) writers from each time period (Romantic, Victorian, and
Modern)
 Conduct research on their lifestyle, work (including genre and style), ideology or
philosophy, and recurrent themes in their work.
 Create your own graphic organizer for organizing the data you collect.

Task 1 Teacher Notes:


 Possible opportunity to differentiate instruction by assigning authors to students, instead
of allowing them to choose.
 Possible technology integration; support provided to the students.

**Students should have the opportunity throughout the unit to engage in independent reading within their
Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 1 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Graphic Organizer:

 Contains
information from
multiple authors
Task Meets All Task Meets at least Task Meets fewer
“Proficient” criteria  Includes two (2) of the criteria than two (2) of the
plus: information on in the Proficient criteria in the
lifestyle, genre, column Proficient column
o TBD by teacher ideology, and
theme

 Adheres to
conventions of
grammar

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Performance Task 2 In Detail


Using the information from Task 1, prepare a brief visual presentation—either a Prezi, a
PowerPoint or some other graphic representation, which compares and contrasts three of
the artists—one from each period in literature (Romantic, Victorian, and Modern).
Task 2 Student Directions:
 Use the information gathered on each author to create a visual presentation—either a
Prezi, a PowerPoint or some other graphic representation, which compares and
contrasts two of the authors—one from each period in literature.
 Present your chart, Prezi, PowerPoint or diagram to the class.
 Be sure to:
o Compile a list of multiple ways in which your chosen artists compare and contrast.
o Focus your comparisons and contrasts on only the important issues in the author’s
lifestyles, literary styles, philosophies or ideologies about major issues like politics
and social class.
o List of all of the resources from which you have gleaned your information and be
prepared to discuss what information came from each source.
o Cite your sources using the proper MLA citation format.

Task 2 Teacher Notes:

 Possible differentiated instruction with use of Venn diagram to scaffold the learning
experience.
 Possible teacher decision on number of required similarities and differences for
presentation.
 Possible technology integration; support provided to the students.

**Students should have the opportunity throughout the unit to engage in independent reading within their
Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 2 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Presentation:

 Includes
Task Meets All comparisons of the Task Meets at least Task Meets fewer
“Proficient” criteria author’s lifestyles, four (4) of the than four (4) of the
plus: genres, ideologies, criteria in the criteria in the
and themes Proficient column Proficient column
o Evaluates the  Cites textual
credibility of examples/evidence
each source  Integrates multiple
used sources of
information
 Includes resource list
 Adheres to
conventions of
grammar

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Performance Task 3 In Detail


Using the information researched for Task 1 and Task 2, make a claim regarding whether
you agree or disagree with the literary emphasis of each of the three time periods:
Romantic, Victorian, and Modern. Write an argumentative essay, defending one of the three
literary emphases.
Task 3 Student Directions:
 Research additional information on the three time periods (Romantic, Victorian, and
Modern)
 Use information from Task 1 and Task 2 to make a claim regarding whether or not you
agree or disagree with the literary emphasis of each time period.
 Write an argumentative essay defending one of the three time periods.
o Use an influential author from your chosen time period to focus the essay around.
 Make sure the essay includes:
o Cite textual evidence to support the literary emphasis you are defending.
o Explanation of how the author’s lifestyle impact their literary perspective.

Task 3 Teacher Notes:


 Possible technology integration; support provided to the students.

**Students should have the opportunity throughout the unit to engage in independent reading within their
Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 3 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Essay:

 Conveys a clear
and distinct
perspective
Task Meets All Task Meets at least Task Meets fewer
“Proficient” criteria  Integrates four (4) of the than two (2) of the
plus: information from criteria in the criteria in the
multiple sources Proficient column Proficient column
o TBD by teacher
 Explains impact
author’s lifestyle
had on the work

 Cites textual
examples/evidence

 Adheres to
conventions of
grammar

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Performance Task 4 In Detail


Use the information from the previous tasks to create a documentary on one of the two
classic artists.
ELAGSE11-12W7; ELAGSE11-12SL2; ELAGSE11-12SL4

Task 4 Student Directions:


 Use information from Task 3 to create a documentary about the author.
 Characterize the author you have selected and demonstrate how his life influenced his
work.
 Compare the author chosen to a modern artist (i.e. lifestyle, genre, ideology, and
theme).
 Draft a storyboard for the documentary. Provide written explanations of each scene of
the storyboard.
 Draft the script or influential scenes/segments about the author’s life.
 Model your documentary after the show format that you prefer.

Task 4 Teacher Notes:


 Possible technology integration; support provided to the students.

**Students should have the opportunity throughout the unit to engage in independent reading within their
Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.
Performance Task 4 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Documentary:

 Integrates multiple
sources of
information
Task Meets All Task Meets at least Task Meets fewer
“Proficient” criteria  Compares literary four (4) of the than four (4) of the
plus: author to modern criteria in the criteria in the
artist Proficient column Proficient column
o Evaluates the
credibility of  Demonstrates how
each source the author’s life
influenced their work

 Uses textual
examples/evidence

 Adheres to
conventions of
grammar

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Instructional Strategies
Instructional Strategies
Research-Based Effective
21st Century Learning Skills
Teaching Strategies
 Learning Objectives (posted and  Teamwork and Collaboration
referenced)  Initiative and Leadership
 Identifying Similarities and Differences  Curiosity and Imagination
 Summarizing and Note Taking  Innovation and Creativity
 Reinforcing Effort, Providing  Critical thinking and Problem Solving
Recognition
 Homework and Practice  Flexibility and Adaptability
 Nonlinguistic Representations  Effective Oral and Written
Communication
 Cooperative Learning  Accessing and Analyzing Information
 Purposeful small group instruction  Other
 Increased think time
 Setting Objectives, Providing Feedback
 Check for Understanding
 Generating and Testing Hypotheses
 Cues, Questions, and Advance
Organizers
 Interdisciplinary Non-Fiction Writing

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Intervention Strategies
Intervention Strategies
Specially Designed
(Tiers 1, 2, 3) Strategies for English
Instruction for Special
Additional Supports in Language Learners
Education Students
Classroom
 Re-voicing  Conferencing  Visuals/Realia
 Explaining  Additional time  Front-loading
 Prompting for  Small group  Echoing/Choral
participation collaboration response
 Challenging or  Modify quantity of work  Color-coding
countering  Take student’s dictation  Multiple exposures in
 Asking “Why?” “How?”  Scaffold information different media
 Reread  Differentiated content  Pair-share
 Practice new academic process or product  Modeling
vocab.  Consistent reward  Language scaffolds: eg,
 Assistive technology system sentence frames
 Pre-teach & re-teach in  Refer to students’ IEP or  Deconstruct complex
a different way 504 plan sentences and texts
 Repetition  Assistive technology  L1 support
 Use of manipulatives  increased opportunities
 Collaborative work for student-student talk
 Direct/explicit instruction  Strategic vocabulary
instruction
 “Chunking”  Additional think time
 Accommodating
different learning styles
 Create differentiated
text sets
 Providing additional
guided practice

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Instructional Resources and Materials


Suggested Resources Suggested Technology Resources
CommonLit: https://www.comonlit.org - texts ● Web credibility checklist - How to
can be searched by Lexile and/or theme/subject determine the credibility of web sources.
matter. ○ Web Cred Google Sheet

Newsela: https://www.newsela.com – current ● OWL at Purdue MLA Guidelines - How


events available at multiple Lexile levels. to properly cite academic sources.

Writing Process: ● Google Docs - Digital, collaborative


documents for group manipulation.
http://bowenpeters.weebly.com/uploads/8/1/1/9/8
119969/writing_process_detailed.pdf ● Microsoft Excel - Inputting data and
creating graphs and charts.
https://www.ttms.org/PDFs/04%20Writing%20Pr
ocess%20v001%20(Full).pdf
● Additional web resources - Resources
Text Complexity Bands and Lexile Bands: for creating digital graphic organizers using
user data.
https://lexile.com/using-lexile/lexile-measures-
and-the-ccssi/text-complexity-grade-bands-and- ● Microsoft Word - Windows word
lexile-ranges/ processing application

Suggested Romantic Authors ● Bibme.org|easybib.com|sonofacitatio


nmachine.com - Online help for creating
 George Gordon (Lord Byron) proper citations
 John Keats
 Percy Bysshe Shelley
● Prezi.com - Online presentation software
 Samuel Johnson
 Samuel Taylor Coleridge
● Google Slides - Google online
 Williams Wordsworth presentation software
Suggested Victorian Authors ● PowerPoint - Microsoft presentation
 Charles Dickens
software
 William Thackeray
 Emily Bronte ● Sway - Microsoft online presentation
 Thomas Hardy software
 Alfred, Lord Tennyson
 Elizabeth Barrett Browning

Suggested Modern Authors


 George Bernard Shaw
 Virginia Woolf
 T.S. Eliot
 James Joyce
 George Orwell
 Ezra Pound

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Unit Vocabulary
Unit Vocabulary Terms Interdisciplinary Connections
Academic / Tier Unit-Specific /
2 Domain / Tier 3
Scholarly
MLA
Google
Google Scholar
Annotation
Bibliography
Allegory
Symbol
Satire
Paradox
Research
Frame Narrative
Citation
Irony
Argument TBD by Teacher
(Verbal/Dramatic/Situational)
Synthesize
Characterization
Symbolism
Theme
Tone
Imagery
Plot
Setting
Satire
Sarcasm
Figurative Language

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Weekly Planner
Course: 12th Grade British Literature and Composition Unit: 19th & 20th Century Literature

Priority (in bold)


Engaging Learning Core Instruction (in bold) Formative
Pacing and Supporting
Experiences and additional resources Assessments
Standards
 Independent Reading

 Exposure and Interaction


with Grade Level Text or
Higher
Pre-Assessment
Direct instruction on
Task 1:
background information on the
Discussion of the
influential authors of the
 Research several writers or Enlightenment and Romantic
Essential Questions
poets from the (throughout unit)
ELAGSE11-12W1 time period
Enlightenment and the
ELAGSE11-12W7 Suggested informal
Romantic Period who had a Model effective research
Week 1 progress monitoring
great impact on the strategies for the influential
ELAGSE11-12RI7 checks:
literature of their time. authors of the Enlightenment
ELAGSE11-12W8
 Quizzes
ELAGSE11-12L6 and Romantic time period
 Conduct research on their  Exit tickets
lifestyle, work (including Facilitate whole group/small  Small/large group
genre and style), ideology group and student-teacher discussion
or philosophy, and recurrent
conferencing
themes in their work. Task 1 Scoring Guide

 Create your own graphic


organizer for organizing the
data you collect

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Priority (in bold)


Engaging Learning Core Instruction (in bold) Formative
Pacing and Supporting
Experiences and additional resources Assessments
Standards
 Independent Reading

 Exposure and Interaction


Discussion of the
with Grade Level Text or Introduce research/
Essential Questions
Higher argumentative writing process
(throughout unit)
ELAGSE11-12W1 Task 2: Model how to compare and
Suggested informal
ELAGSE11-12W7 contrast authors from different
progress monitoring
 Compile a list of multiple time periods
checks:
Week 2 ELAGSE11-12RI7 ways in which your chosen  Quizzes
ELAGSE11-12W4 artists compare and Model presentation expectations
 Exit tickets
ELAGSE11-12W8 contrast.
Facilitate whole group/small  Small/large group
discussion
 Compares and contrasts group and student-teacher
three authors—one from conferencing
Task 2 Scoring Guide
each period in literature.

 Create a visual presentation

 Independent Reading Discussion of the


 Exposure and Interaction Review argumentative writing Essential Questions
with Grade Level Text or process (throughout unit)
ELAGSE11-12W1
Higher
ELAGSE11-12W7 Suggested informal
Model argumentative writing
Task 3: process progress monitoring
ELAGSE11-12RI1 checks:
Week 3 ELAGSE11-12RW4
 Research additional Guide students through  Quizzes
ELAGSE11-12W5
information on the three understanding how an author’s  Exit tickets
ELAGSE11-12W6
ELAGSE11-2SL4
time periods (Romantic, lifestyle can impact his/her work  Small/large
Victorian, and Modern) group discussion
Teach students how to cite
 Write an argumentative textual evidence Task 3 Scoring Guide
essay

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Priority (in bold)


Engaging Learning Core Instruction (in bold) Formative
Pacing and Supporting
Experiences and additional resources Assessments
Standards

 Explain how an author’s


lifestyle impacts their literary
perspective.

 Cite textual evidence to


support the literary
emphasis you are
defending.

 Independent Reading

 Exposure and Interaction


with Grade Level Text or
Discussion of the
Higher
Essential Questions
(throughout unit)
ELAGSE11-12W1 Task 4:
ELAGSE11-12W7 Model script writing
Suggested informal
 Characterize the author you progress monitoring
ELAGSE11-12RI1 have selected Model storyboard development
checks:
ELAGSE11-12RI7
Week 4  Quizzes
ELAGSE11-12W6  Demonstrate how their life Facilitate whole group/small
 Exit tickets
ELAGSE11-12W8 influenced his work. group and student-teacher
ELAGSE11-12SL2  Small/large group
conferencing
discussion
ELAGSE11-2SL4  Compare the author chosen
to a modern artist (i.e.
Task 4 Scoring Guide
lifestyle, genre, ideology,
and theme).
Post Assessment
 Create a literary
documentary

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