UNIT 3 Small-Group Learning GRADE 11 Power, Protest, and Change Introduction Day 16 Speech: Ain’t I a Performance-Based Small-Group Learning Strategies: Essential Question Unit Woman? by Sojourner Assessment Task Prepare In what ways does the TG p. 276 Truth Panel Discussion Participate Fully struggle for freedom Read and analyze a variety of texts Public Document: Prompt: What were the Support Others change with history? to gain the knowledge and insight of these reformers? Clarify needed to write about the Declaration of by Elizabeth Why did they want to struggle for freedom. Sentiments RL.8, RI.8 Cady Stanton achieve those goals? Working as a Team Expand Knowledge and use of Media (Podcast): Giving SL.1a-d Take a Position academic and concept vocabulary. Women the Vote by List Your Rules RI.4 Sandra Sleight-Brennan Apply the Rules informative essay that has a Short Story: The Story of Name your Group clear structure and that draws an Hour Create a Communication Plan evidence from texts and original by Kate Chopin research. W.2 Legal Opinion: Brown v. Making a Schedule Conduct research projects of Board of Education: various lengths to explore a topic Opinion of the Court by Working on Group Projects and clarify meaning. W.7 Earl Warren Use appropriate and varied Magazine Article: Was sentence structures to create Brown v. Board a cohesion and clarify relationships. Failure? By Sarah L.1 Garland Collaborate with your team to on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text Reading Informational Speaking & Listening Language Writing RL.2, RL.3, RL.4, RL.5, RI.2, RI.5, RI.6, RI.7, RI.8, SL.1.c, SL.2.d, SL.3 L.1, L.1.a, L.3, L.4.a, W.2, W.9.b RL.6, RL.10 RI.9, RI.10 L.4.b, L.4.c, L.4.d, L.5.b, L.6
UNIT 3 Small-Group Learning GRADE 11 Power, Protest, and Change Introduction Day 16 Speech: Ain’t I a Woman? by Sojourner Truth Public Document: Declaration of Sentiments by Elizabeth Cady Stanton Media (Podcast): Giving Women the Vote by Sandra Sleight-Brennan Short Story: The Story of an Hour by Kate Chopin Legal Opinion: Brown v. Board of Education: Opinion of the Court by Earl Warren Magazine Article: Was Brown v. Board a Failure? By Sarah Garland Performance-Based Assessment Task Panel Discussion Prompt: What were the of these reformers? Why did they want to achieve those goals? SL.1a-d Small-Group Learning Strategies: Prepare Participate Fully Support Others Clarify Working as a Team Take a Position List Your Rules Apply the Rules Name your Group Create a Communication Plan Making a Schedule Working on Group Projects Essential Question In what ways does the struggle for freedom change with history? Unit TG p. 276 Read and analyze a variety of texts to gain the knowledge and insight needed to write about the struggle for freedom. RL.8, RI.8 Expand Knowledge and use of academic and concept vocabulary. RI.4 informative essay that has a clear structure and that draws evidence from texts and original research. W.2 Conduct research projects of various lengths to explore a topic and clarify meaning. W.7 Use appropriate and varied sentence structures to create cohesion and clarify relationships. L.1 Collaborate with your team to on the ideas of others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5 Standards Covered Reading Literary Text RL.2, RL.3, RL.4, RL.5, RL.6, RL.10 Reading Informational RI.2, RI.5, RI.6, RI.7, RI.8, RI.9, RI.10 Speaking & Listening SL.1.c, SL.2.d, SL.3 Language L.1, L.1.a, L.3, L.4.a, L.4.b, L.4.c, L.4.d, L.5.b, L.6 Writing W.2, W.9.b
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