UNIT 1 Small-Group Learning GRADE 11 Writing Freedom Introduction Day 16 Expository Nonfiction: Performance-Based Small-Group Learning Essential Question Unit Goals: from America’s Assessment Task Strategies: What is the meaning TG p. 4 Constitution: A Biography Present an Argument Prepare of Freedom? Read a variety of texts to gain the by Reed Amar Prompt: Do narratives provide Participate Fully knowledge and insight needed to write strong evidence to support Support Others about American freedoms. Graphic Novel: from The RI.10 arguments about American Clarify Expand Knowledge and use of academic and United States Constitution: A Graphic freedoms? concept vocabulary. RI.4 Adaptation by Jonathan SL.1.a-d, SL.4, SL.6, PII.9 Working as a Team an argument that has a clear structure Hennessey and Aaron Take a Position and that draws evidence from texts and McConnell List Your original research to support a claim. W.1 Autobiography: from The Apply the Rules Conduct research projects of various Interesting Narrative of Name your lengths to explore a topic and clarify the Life of Olaudah Create a meaning W.7 Equiano by Olaudah Communication Note differences in language style over time Equiano Plan and in various contexts. L.1.a Letter (Biography): Letter writing L.1 to John by Abigail Making a Schedule Correctly use parallelism and verb tenses to Adams convey meaning and enrich your writing and from Dear Abigail: The Working on presentations. L.2 Intimate Lives and Projects Collaborate with your team to build on the Revolutionary Ideas of ideas of others, develop consensus, and Abigail Adams and Her communicate SL.1 Two Remarkable Sisters Integrate visuals, and text in by Diane Jacobs presentations SL.5 Speech: Gettysburg Address by Abraham Lincoln Standards Covered Reading Informational Speaking & Listening Language Writing NOTES: RI.3, RI.5, RI.6, RI.7, RI.9, SL.3, SL.4 L.1, L.1.a, L.4, L.4.a, L.4.b, L.4.c, L.4.d, L.5.b, L.6 W.1.f, W.2, W.7, W.9.b RI.9, RI.10
UNIT 1 Small-Group Learning GRADE 11 Writing Freedom Introduction Day 16 Expository Nonfiction: from America’s Constitution: A Biography by Reed Amar Graphic Novel: from The United States Constitution: A Graphic Adaptation by Jonathan Hennessey and Aaron McConnell Autobiography: from The Interesting Narrative of the Life of Olaudah Equiano by Olaudah Equiano Letter (Biography): Letter to John by Abigail Adams from Dear Abigail: The Intimate Lives and Revolutionary Ideas of Abigail Adams and Her Two Remarkable Sisters by Diane Jacobs Speech: Gettysburg Address by Abraham Lincoln Performance-Based Assessment Task Present an Argument Prompt: Do narratives provide strong evidence to support arguments about American freedoms? SL.1.a-d, SL.4, SL.6, PII.9 Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Apply the Rules Name your Create a Communication Plan Making a Schedule Working on Projects Essential Question What is the meaning of Freedom? Unit Goals: TG p. 4 Read a variety of texts to gain the knowledge and insight needed to write about American freedoms. RI.10 Expand Knowledge and use of academic and concept vocabulary. RI.4 an argument that has a clear structure and that draws evidence from texts and original research to support a claim. W.1 Conduct research projects of various lengths to explore a topic and clarify meaning W.7 Note differences in language style over time and in various contexts. L.1.a writing L.1 Correctly use parallelism and verb tenses to convey meaning and enrich your writing and presentations. L.2 Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1 Integrate visuals, and text in presentations SL.5 Standards Covered Reading Informational RI.3, RI.5, RI.6, RI.7, RI.9, RI.9, RI.10 Speaking & Listening SL.3, SL.4 Language L.1, L.1.a, L.4, L.4.a, L.4.b, L.4.c, L.4.d, L.5.b, L.6 Writing W.1.f, W.2, W.7, W.9.b NOTES: