NYS Common Core ELA & Literacy Curriculum Grade 12 Module 4 Unit 1 Lesson 14

Transcription

1 Lessn 14 Intrductin In this final lessn f the unit, the End-f-Unit Assessment, students craft a frmal, multi-paragraph respnse t ne f tw prmpts f their chice. Each f the tw ptins requires students t cnsider bth the play A Streetcar Named Desire and the pem A Daily Jy t Be Alive as they craft their respnses. The first ptin is an infrmative prmpt: What des it mean t be in the ruins / f new beginnings (Baca lines 20 21) fr the speaker in A Daily Jy t Be Alive and a character frm A Streetcar Named Desire? The secnd ptin is an argument prmpt: T what extent are individuals free t shape their wn identities? Use evidence frm A Streetcar Named Desire and A Daily Jy t Be Alive t supprt yur argument. Students review their anntated texts, lessn Quick Writes, and discussin ntes t rganize their ideas. Students then develp their respnses using evidence frm bth texts t supprt their writing. Additinally, students craft their respnses thrugh the lens f the fcus standard and substandards that pertain t their selected prmpt. Student respnses are assessed using the End-f-Unit Text Analysis Rubric. Fr hmewrk, students read pages f The Overcat frm The Cllected Tales f Niklai Ggl by Niklai Ggl and anntate fr the develpment f Akaky Akakievich s character. Students als respnd briefly in writing t the fllwing prmpt: What tne des Ggl create thrugh the vice f the narratr? 1

2 Standards 2

3 Assessed Standard(s) CCRA.R.9 RL W d, e* Analyze hw tw r mre texts address similar themes r tpics in rder t build knwledge r t cmpare the appraches the authrs take. Determine tw r mre themes r central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prduce a cmplex accunt; prvide an bjective summary f the text. Write arguments t supprt claims in an analysis f substantive tpics r texts, using valid reasning and relevant and sufficient evidence. d. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. e. Prvide a cncluding statement r sectin that fllws frm and supprts the argument presented. W af* Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. a. Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle; include frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. b. Develp the tpic thrughly by selecting the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. c. Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. d. Use precise language, dmain-specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. e. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. f. Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). 3

4 L Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. L Addressed Standard(s) Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. W W a Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. a. Apply grades Reading standards t literature (e.g., Demnstrate knwledge f eighteenth-, nineteenth- and early-twentieth-century fundatinal wrks f American literature, including hw tw r mre texts frm the same perid treat similar themes r tpics ). *The assessed writing standard fr this lessn will depend upn the individual student s selected prmpt. 4

5 Assessment 5

6 Assessment(s) Student learning is assessed via a multi-paragraph respnse t the End-f-Unit Assessment. Students select ne f the fllwing prmpts and respnd, citing textual evidence t supprt analysis and inferences drawn frm bth texts. Prmpt #1: What des it mean t be in the ruins / f new beginnings (lines 20 21) fr the speaker in A Daily Jy t Be Alive and a character frm A Streetcar Named Desire? (W a-f) Prmpt #2: T what extent are individuals free t shape their wn identities? Use evidence frm A Streetcar Named Desire and A Daily Jy t Be Alive t supprt yur argument. (W d, e) Student respnses will be assessed using the End-f-Unit Text Analysis Rubric. High Perfrmance Respnse(s) 6

7 A High Perfrmance Respnse t Prmpt #1 shuld: Analyze what it means fr the speaker f A Daily Jy t be Alive and a character frm A Streetcar Named Desire t be in the ruins / f new beginnings (lines 20 21). Fr example: T be in the ruins / f new beginnings (Baca lines 20 21) suggests the speaker f the pem is cntinually starting ver as he pursues his ideal self. The fact that he learn[s] (Baca line 7) again each day (line 8) and find[s] [himself] in the ruins / f new beginnings (Baca lines 20 21) indicates repeated and nging effrts. The speaker s descriptins f these new beginnings as ruins cnnects further t his discussin f dreams (line 30) that flicker and twist (Baca line 30) n an altar (Baca line 31), suggesting that wrking tward ne s dreams is like light wrestling with darkness (Baca line 32), and thus requires sacrifice. Blanche s appearance in New Orleans is a new beginning[] (Baca line 21) fllwing the ruins (Baca line 20) f her life in Laurel and her lss (Williams p. 20) f the family hme, Belle Reve. Blanche acknwledges her desperate situatin upn reuniting with Stella when she states, Daylight never expsed s ttal a ruin (Williams p. 14). Fr Blanche, a new life with her sister in New Orleans prevents her frm being alne (Williams p. 17) and is a last attempt t find stability and happiness, when [t]here was nwhere else [she] culd g (Williams p. 147). Like the speaker f the pem, Blanche tries t fly again (Baca line 8) by leaving behind the act (Williams p. 121) she became knwn fr in Laurel and her reputatin fr being a twn character (Williams p. 121). She hpes that in marrying Mitch, she can find a place t hide (Williams p. 147), but realizes that Kiefaber, Stanley and Shaw (Williams p. 147) have taken that hpe frm her by telling Mitch and Stella abut her past. In the midst f her new beginnings (Baca line 21), she cannt escape the ruins (Baca line 20) f her past mistakes. Fr Stella, being in the ruins / f new beginnings (Baca lines 20 21) speaks t her life in New Orleans as wife t Stanley, instead f her ld life as a daughter f the DuBis family, living n the family plantatin (Williams p. 9), Belle Reve. Like the speaker f the pem, wh des nt live t retrieve / r multiply what [his] father lst / r gained (Williams lines 17 19), Stella released her cnnectin with Belle Reve and any prestige that her life there held. She left her sister, Blanche, t ls[e] (Williams p. 21) the hme and watch it slip[] thrugh [her] fingers (Williams p. 22). In New Orleans, Stella s new beginning[] (Baca line 21) is her marriage t Stanley, wh is an unrefined (Williams p. 28) man, unlike the type f men that [the sisters] went ut with at hme (Williams p. 17). Stella s existence in the ruins / f new beginnings (Baca lines 20 21) becmes literal with the birth f her baby. The new beginning[] (Baca line 21) is Stella s life as a mther, which ccurs amidst the ruins (Baca line 20) f Blanche s life and 7

8 Vcabulary Vcabulary t prvide directly (will nt include extended instructin) Nne* Vcabulary t teach (may include direct wrd wrk and/r questins) Nne* Additinal vcabulary t supprt English Language Learners (t prvide directly) Nne* *Because this is nt a clse reading lessn, there is n specified vcabulary. Hwever, in the prcess f returning t the text, students may uncver unfamiliar wrds. Teachers can guide students t make meaning f these wrds using the strategies utlined in L a-d. Lessn Agenda/Overview Student-Facing Agenda % f Lessn Standards & Text: Standards: CCRA.R.9, RL , W d, e*, W a-f*, L , L , W , W a Texts: A Streetcar Named Desire by Tennessee Williams and A Daily Jy t Be Alive by Jimmy Santiag Baca Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability End-f-Unit Assessment 4. Clsing 1. 5% 2. 10% 3. 80% 4. 5% Materials Cpies f the End-f-Unit Assessment fr each student Student cpies f the End-f-Unit Text Analysis Rubric and Checklist (refer t Lessn 13) 8

9 Learning Sequence Hw t Use the Learning Sequence Symb l Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd.! Indicates student actin(s). " Indicates pssible student respnse(s) t teacher questins. # Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standards fr this lessn: CCRA.R.9, RL , W d, e* r W a-f*, L , and L In this lessn, students cmplete the End-f-Unit Assessment, in which they write a respnse t ne f tw assessment prmpt ptins, which draw n the analysis f bth surce texts frm this unit. Students lk at the agenda. Activity 2: Hmewrk Accuntability 10% Ask student t take ut their materials fr the End-f-Unit Assessment, including all ntes, anntatins, and Quick Writes. Students demnstrate cmpletin f their hmewrk by having all f their materials rganized and accessible fr the assessment. Activity 3: End-f-Unit Assessment 80% Distribute the End-f-Unit Assessment. Explain t students that because it is a frmal writing task, the End-f-Unit Assessment shuld include prper grammar, 9

10 capitalizatin, punctuatin, and spelling. After selecting ne f the tw prmpt ptins, students shuld review their anntated texts, lessn Quick Writes, and discussin ntes t rganize their ideas. Written respnses shuld be develped using evidence frm bth texts t supprt their writing. Additinally, students shuld craft their respnses thrugh the lens f the fcus standard and substandards that crrespnd t their selected prmpt. Instruct students t review the cmpnents f W , which include prducing clear, cherent writing that emplys rganizatin and style apprpriate t the task, purpse, and audience. Remind students t keep these skills in mind as they craft their respnses. Additinally, infrm students that respnses must be supprted with sufficient text evidence (W a). Instruct students t write a multi-paragraph respnse t ne f the fllwing prmpts: Prmpt #1: What des it mean t be in the ruins / f new beginnings (lines 20 21) fr the speaker in A Daily Jy t Be Alive and a character frm A Streetcar Named Desire? Prmpt #2: T what extent are individuals free t shape their wn identities? Use evidence frm A Streetcar Named Desire and A Daily Jy t Be Alive t supprt yur argument. Instruct students t take ut their cpies f the End-f-Unit Text Analysis Rubric and Checklist. Instruct students t use the End-f-Unit Text Analysis Rubric t guide their written respnses. Ask students t use this unit s vcabulary wherever pssible in their written respnses. Display the prmpts fr students t see, r prvide the prmpts in hard cpy. Differentiatin Cnsideratin: One prmpt may be selected and assigned t students instead f prviding tw ptins. Students independently answer the prmpt f their chsing using evidence frm bth texts. See the High Perfrmance Respnses at the beginning f this lessn. Activity 4: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t read pages f The Overcat frm The Cllected Tales f Niklai Ggl by Niklai Ggl (frm In the department f but it wuld be better nt t say t thse wh neither give cunsel nr take any themselves ) and anntate fr the develpment f Akaky Akakievich s 10

11 character (W a). Additinally, instruct students t respnd briefly in writing t the fllwing prmpt: What tne des Ggl create thrugh the vice f the narratr? Hmewrk Read pages f The Overcat frm The Cllected Tales f Niklai Ggl by Niklai Ggl (frm In the department f but it wuld be better nt t say t thse wh neither give cunsel nr take any themselves ) and anntate fr the develpment f Akaky Akakievich s character. Additinally, respnd briefly in writing t the fllwing prmpt: What tne des Ggl create thrugh the vice f the narratr? 11

12 End-f-Unit Assessment Text-Based Respnse Yur Task: Rely n yur reading and analysis f A Streetcar Named Desire and A Daily Jy t Be Alive t write a well-develped respnse t ne f the fllwing prmpts: Prmpt #1: What des it mean t be in the ruins / f new beginnings (lines 20 21) fr the speaker in A Daily Jy t Be Alive and a character frm A Streetcar Named Desire? Prmpt #2: T what extent are individuals free t shape their wn identities? Use evidence frm A Streetcar Named Desire and A Daily Jy t Be Alive t supprt yur argument. Yur writing will be assessed using the End-f-Unit Text Analysis Rubric. Guidelines Be sure t: Clsely read the prmpt Address all elements f the prmpt in yur respnse Paraphrase, qute, and reference relevant evidence t supprt yur respnse Organize yur ideas in a chesive and cherent manner Maintain a frmal style f writing Fllw the cnventins f standard written English Review yur writing fr alignment with all cmpnents f the standard yur respnse crrespnds t 12

13 CCSS: CCRA.R.9, RL ,W d, e* r W a-f*, L , and L Cmmentary n the Task: This task measures CCRA.R.9 because it demands that students: Analyze hw tw r mre texts address similar themes r tpics in rder t build knwledge r t cmpare the appraches the authrs take. This task measures RL because it demands that students: Determine tw r mre themes r central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prduce a cmplex accunt; prvide an bjective summary f the text. This task measures W d, e* because it demands that students: Write arguments t supprt claims in an analysis f substantive tpics r texts, using valid reasning and relevant and sufficient evidence. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. Prvide a cncluding statement r sectin that fllws frm and supprts the argument presented. This task measures W a-f* because it demands that students: Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle; include frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. Develp the tpic thrughly by selecting the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. Use precise language, dmain-specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r 13

14 *The assessed writing standard fr this lessn will depend upn the individual student s selected prmpt. 14