eng11.doidaredisturb.unitplan
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Do I Dare Disturb the Universe: Social Structures, Choices, and ConsequencesDuration: 4 Weeks
Day Standards Objectives Essential Skills English Skills Activities
1
MonNov
1
EL.HS.RE.10 Determinemeanings of words usingcontextual and structural clues.
EL.HS.RE.24 Analyzeimplicit relationships, suchas comparisons,classications, and generalizations(evidence=journal/comparison of pop culture) .
EL.HS.RE.23 Make reasoned assertions about an author'sarguments by using elementsof the text to defend and clarify interpretations(evidence =reading logs) .
By the end of thelesson I will be ableto: Compare and
contrast how Pop-Cultures portrayalof class inAmerica differsfrom reality
Identify quotesfrom the articledefend myinterpretation of the authorsargument
Identify andrecord new/challengingvocabulary wordsin todays reading
Develop a higherlevel inquiryquestion toprepare for thenext discussion.
1. Reading Summarize andcritically analyze key points of text, events, issues, phenomenaor problems, distinguishingfactual from non-factual andliteral from inferential elements.
2. Writing: Write to explain,summarize, inform, andpersuade, including business,professional, technical, andpersonal communications.
5. Critical Thinking: Proposedefensible conclusions thataddress multiple and diverseperspectives.
Inference Bias
RhetoricalDevices
Evaluating
AS: Pop-Culture and Class Introduce Journals
Introduce Essential Questions Class Matters: In Fiction, A
Long History of Fixation on theSocial Gap
Where Do you Fit? Reading Log Modeling
Summary/Inquiry Question HW: Journal: What
classication within society doyou fall? Is that assessmentfair? Can it be avoided?
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Day Standards Objectives Essential Skills English Skills Activities
2
WedNov3
EL.HS.RE 23 and 24 still examined.
EL.HS.LI.08 Identify and analyze unstated reasons foractions or beliefs based onexplicitly stated information(Evidence=Questionnaire) .
EL.HS.RE.27 Differentiateamong reasoning based on
fact versus reasoning based on opinions,emotional appeals, or other
persuasive techniques(Evidence= Reading Log) .
EL.HS.RE.29 Compare and contrast information on thesame topic after readingseveral passages orarticles ( Evidence= JournalEntry) .
By the end of theperiod I will be able
to: Take a stand on
what I believeabout socialstructures in mysociety
Share myreasoning aboutclass issues andtheir validity
Compare and
contrast ideas onclass based onwhat I have readand my educatedopinions
1. Reading Summarize andcritically analyze key points of
text, events, issues, phenomenaor problems, distinguishingfactual from non-factual andliteral from inferential elements.
2. Writing: Write to explain,summarize, inform, andpersuade, including business,professional, technical, andpersonal communications.
5. Critical Thinking: Proposedefensible conclusions that
address multiple and diverseperspectives AND Evaluate thestrength of conclusions,differentiating reasoning basedon facts from reasoning based onopinions
RhetoricalDevices
PersuasiveElements
Bias
Inquiry Questions Introduce Multimedia Project
AS: Social StructuresQuestionnaire
Social Structures GraphicOrganizer
When Richer Marries Poorerfrom the NY Times SeriesClass Matters
Reading Log
Journal: How does class differin the texts we have read the lasttwo class periods?
Summaries/Inquiry HW: Journal: Explain your
judgement of the differences insociety? Example, do you thinkit is healthy? Needs reform?
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Day Standards Objectives Essential Skills English Skills Activities
3
FriNov5
EL.HS.RE 23 and 24 still examined.
EL.HS.LI.08 Identify and analyze unstated reasons foractions or beliefs based onexplicitly stated information(Evidence=Questionnaire) .
EL.HS.LI.11 Explain howvoice and the choice of anarrator affect characterization and thetone, plot,
and credibility of a text.(Evidence= Reading Log) .
EL.HS.RE.29 Compare and contrast information on thesame topic after readingseveral passages orarticles ( Evidence= JournalEntry) .EL.HS.WR.01 Use avariety of strategies toprepare for writing, such asbrainstorming, makinglists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.
By the end of thislesson I will be able
to: Compare and
Contrast the viewof women throughhistory
Discuss how thetone and voice of the poems affectedmy perspective onthe women in eachtime period
Draw a conclusionabout the socialstructure of women based ontwo different timeperiods
Share my educatedopinion in areading log bygathering anddefending theinformation I readtoday
1. Reading Summarize andcritically analyze key points of
text, events, issues, phenomenaor problems, distinguishingfactual from non-factual andliteral from inferential elements.
2. Writing: Write to explain,summarize, inform, andpersuade, including business,professional, technical, andpersonal communications.
CharacterizationStyle
Tone
Inquiry Questions AS: Viewing/Categorizing
Women throughout history Reading: Aint I a Woman by
Soujourner Truth, The Story of the Hour by Kate Chopin andSpelling by Judith Ortiz- UseSocial Structures GO
Reading Logs Summary
Inquiry Structures Graphic Organizer
HW: Apply the Social Structures
Graphic organizer to the socialsystem of Sprague High School.First list the different structuresand then choose one to dissectin the GO.
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Day Standards Objectives Essential Skills English Skills Activities
4
TuesNov
9
EL.HS.RE 23 and 24 still examined.
EL.HS.LI.08 Identify and analyze unstated reasons foractions or beliefs based onexplicitly stated information(Evidence=Questionnaire) .
EL.HS.RE.27 Differentiateamong reasoning based on
fact versus reasoning based on opinions,emotional appeals, or other
persuasive techniques(Evidence= Reading Log) .
EL.HS.RE.26 Drawconclusions about theauthor's purpose based onevidence in the text.
EL.HS.RE.28 Evaluate if and how the author usesauthoritative sources toestablish credibility forarguments, proposed actions,or policies.
By the end of thislesson I will be able
to:Dene and retell thedifference betweenequality and equity
Retell andevaluate what theauthors claim isin Tale of TwoStudents
Use my timewisely to work on
my multimediaproject
1. Reading Summarize andcritically analyze key points of
text, events, issues, phenomenaor problems, distinguishingfactual from non-factual andliteral from inferential elements.
2. Writing: Write to explain,summarize, inform, andpersuade, including business,professional, technical, andpersonal communications.
5. Critical Thinking: Proposedefensible conclusions that
address multiple and diverseperspectives AND Evaluate thestrength of conclusions,differentiating reasoning basedon facts from reasoning based onopinions
9. Demonstrate personalmanagement and teamwork skills(All skills included)
RhetoricalDevices
PersuasiveElements
Bias
Inquiry Question AS: Emergency Room Scenario
Equity/Equality T-Chart Reading: A Tale of TwoStudents
Reading Logs
Work time: Multimedia Projects HW: Journal Q: What factors do
you think go into getting intocollege?
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Day Standards Objectives Essential Skills English Skills Activities
5
FriNov12
EL.HS.RE.26 Drawconclusions about the
author's purpose based onevidence in the text. EL.HS.RE.27 Differentiateamong reasoning based on
fact versus reasoning based on opinions,emotional appeals, or other
persuasive techniques. EL.HS.RE.28 Evaluate if and how the author usesauthoritative sources to
establish credibility forarguments, proposed actions,or policies.
EL.HS.RE.29 Compare and contrast information on thesame topic after readingseveral passages or articles.
By the end of thislesson I will be able
to: Make an assertionabout the role of equity in collegeselection
Evaluate the biasinvolved incollege selection
Analyze howafrmative actionand legacy
selection eachhave their ownrewards andconsequences insociety
1. Reading Summarize andcritically analyze key points of
text, events, issues, phenomenaor problems, distinguishingfactual from non-factual andliteral from inferential elements.
2. Writing: Write to explain,summarize, inform, andpersuade, including business,professional, technical, andpersonal communications.
5. Critical Thinking: Proposedefensible conclusions that
address multiple and diverseperspectives AND Evaluate thestrength of conclusions,differentiating reasoning basedon facts from reasoning based onopinions
9. Demonstrate personalmanagement and teamwork skills(All skills included)
PersuasiveElements
Bias
Inquiry QuestionsAS: GPA activity
Readings: Afrmative ActionSupreme Court Case & Articles:Afrmative Distraction and EliteColleges or Colleges for the EliteSocial Structures GOReading LogSummaryInquiry QuestionHW: Use this time to work onyour multimedia projects
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Day Standards Objectives Essential Skills English Skills Activities
6
TuesNov16
EL.HS.RE.24 Analyzeimplicit relationships, such
as cause-and-effect,sequence-time relationships,comparisons, classications,and generalizations.
EL.HS.RE.26 Drawconclusions about theauthor's purpose based onevidence in the text.
EL.HS.RE.27 Differentiateamong reasoning based on
fact versus reasoning based
on opinions,emotional appeals, or other
persuasive techniques. EL.HS.RE.28 Evaluate if and how the author usesauthoritative sources toestablish credibility forarguments, proposed actions,or policies.
By the end of thislesson I will be able
to:Evaluate the positiveand negative roles of race in societyEngage in adiscussion about acontroversial topicand be able to acceptthe differingopinions of classmates in the
roomReect through areading log the factsand opinions both of the text I read andmy own thoughts
1. Reading Summarize andcritically analyze key points of
text, events, issues, phenomenaor problems, distinguishingfactual from non-factual andliteral from inferential elements.
2. Writing: Write to explain,summarize, inform, andpersuade, including business,professional, technical, andpersonal communications.
5. Critical Thinking: Proposedefensible conclusions that
address multiple and diverseperspectives AND Evaluate thestrength of conclusions,differentiating reasoning basedon facts from reasoning based onopinions
PersuasiveElements
RhetoricalDevicesBias
Inquiry QuestionsAS: White Privilege Survey
Reading: White Privilege ArticleSharing PrivilegeReading EntiresSummaryInquiry QuestionHW: In Journal reect and writedown three things in your life thatthey feel conne you in somemanner.
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Day Standards Objectives Essential Skills English Skills Activities
7
ThurNov18
EL.HS.RE.24 Analyzeimplicit relationships, such
as cause-and-effect,sequence-time relationships,comparisons, classications,and generalizations.
EL.HS.RE.26 Drawconclusions about theauthor's purpose based onevidence in the text.
EL.HS.RE.27 Differentiateamong reasoning based on
fact versus reasoning based
on opinions,emotional appeals, or other
persuasive techniques.
By the end of thislesson I will be able
to:Compare how themedia and our textviews the meaningof good hairIdentify and examinethe rhetoricaldevices being usedto convey themeaning of goodhair
Discuss the deepermeanings andproblems (includingbias and stereotype)based on the clip, thereading, and myeducated assertions
1. Reading Summarize andcritically analyze key points of
text, events, issues, phenomenaor problems, distinguishingfactual from non-factual andliteral from inferential elements.
2. Writing: Write to explain,summarize, inform, andpersuade, including business,professional, technical, andpersonal communications.
5. Critical Thinking: Proposedefensible conclusions that
address multiple and diverseperspectives AND Evaluate thestrength of conclusions,differentiating reasoning basedon facts from reasoning based onopinions
FigurativeLanguage
CharacterizationBiasRhetoricalDevices
Inquiry QuestionsAS: Good Hair Clip by Chris
RockReading: Chapter 3 of ColoredPeople In the KitchenReading LogsSummary/Inquiry QuestionsHW: Read the last chapter of Colored People-The Last MillPicnic. Pay special attention tohis paragraph. What argument isHLG making about integration?
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Day Standards Objectives Essential Skills English Skills Activities
8
MonNov29
EL.HS.RE.24 Analyzeimplicit relationships, such
as cause-and-effect,sequence-time relationships,comparisons, classications,and generalizations.
EL.HS.RE.26 Drawconclusions about theauthor's purpose based onevidence in the text.
EL.HS.RE.27 Differentiateamong reasoning based on
fact versus reasoning based
on opinions,emotional appeals, or other
persuasive techniques.
By the end of thislesson I will be able
to:Be an activeparticipant in thediscussion on themain idea of TheMill PicnicProvide my opinionbased on the text of what HLGperspective is onintegration
Draw a conclusionon this unit based onour reading aboutthe role equality andequity plays in oursociety
2. Writing: Write to explain,summarize, inform, and
persuade, including business,professional, technical, andpersonal communications.
5. Critical Thinking: Proposedefensible conclusions thataddress multiple and diverseperspectives AND Evaluate thestrength of conclusions,differentiating reasoning basedon facts from reasoning based onopinions.
9. Demonstrate personalmanagement and teamwork skills(All skills included)
FigurativeLanguage
CharacterizationBiasRhetoricalDevices
Inquiry QuestionsIdentity in the midst of equity/
equality- reviewing The Last MillPicnicWork Day for Multimedia ProjectsReading Logs/Summary
For half of the class WE ARE INLIBRARY- you may use tables/ computers!
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Day Standards Objectives Essential Skills English Skills Activities
9
WedDec1
By the end of thisperiod I will be able
to:Use my timeefciently to get thework done I need formy multimediapresentation/essay
2. Writing: Write to explain,summarize, inform, and
persuade, including business,professional, technical, andpersonal communications.
5. Critical Thinking: Proposedefensible conclusions thataddress multiple and diverseperspectives AND Evaluate thestrength of conclusions,differentiating reasoning basedon facts from reasoning based onopinions.
9. Demonstrate personalmanagement and teamwork skills(All skills included)
All of the abovein the unit
Work Day for MultimediaProjects/Essays WE ARE IN
LIBRARY- you may use tables/ computers!
10FriDec3
Multi-media presentations