Analyze how these examples develop the central idea (e.g., Du Bois uses the image of an African American in a flood of white Americanism” to develop the idea that “bleach[ing]” “soul self-consciousness involves being true to one’s self by embracing and celebrating one’s own racial identity, rather than trying to mask or cover up one’s true self by assuming an identity other than one’s own. Du Bois uses the metaphor of a of Emancipation” growing into a with “child “youth dawning self-consciousness, self-realization, self-respect” (par. 9) to develop the idea that education was a necessary step towards (par. 9) for African Americans, “self-consciousness” because it enabled them to gain more knowledge about themselves after Emancipation. Du Bois’s choice of the word youth rather than adult suggests that the search for self-consciousness is an ongoing process.). See the Model Mid-Unit Assessment Evidence Collection Tool for additional examples of High Performance Responses. Vocabulary Vocabulary to provide directly (will not include extended instruction) None. Vocabulary to teach (may include direct word work and/or questions) unresting (adj.) characterized by trouble or uneasiness – Additional vocabulary to support English Language Learners (to provide directly) None. Lesson Agenda/Overview Student-Facing Agenda % of Lesson Standards & Text: Standards: RI.11-12.2, RI.11-12.6, W.11-12.9.b, SL.11-12.1, L.11-12.4.a-b Text: by W.E.B. Du Bois, Chapter 1: Our Spiritual The of Black Folk “Of Strivings,” Epigraph Learning Sequence: Introduction of Lesson Agenda 5% Homework Accountability 10% Masterful Reading 5% Reading and Discussion 25% Group Text Analysis Activity and Assessment 50%
Analyze how these examples develop the central idea (e.g., Du Bois uses the image of “bleach[ing]” an African American “soul in a flood of white Americanism” to develop the idea that self-consciousness involves being true to one’s self by embracing and celebrating one’s own racial identity, rather than trying to mask or cover up one’s true self by assuming an identity other than one’s own. Du Bois uses the metaphor of a “child of Emancipation” growing into a “youth with dawning self-consciousness, self-realization, self-respect” (par. 9) to develop the idea that education was a necessary step towards “self-consciousness” (par. 9) for African Americans, because it enabled them to gain more knowledge about themselves after Emancipation. Du Bois’s choice of the word youth rather than adult suggests that the search for self-consciousness is an ongoing process.). See the Model Mid-Unit Assessment Evidence Collection Tool for additional examples of High Performance Responses. Vocabulary Vocabulary to provide directly (will not include extended instruction) None. Vocabulary to teach (may include direct word work and/or questions) unresting (adj.) – characterized by trouble or uneasiness Additional vocabulary to support English Language Learners (to provide directly) None. Lesson Agenda/Overview Student-Facing Agenda % of Lesson Standards & Text: Standards: RI.11-12.2, RI.11-12.6, W.11-12.9.b, SL.11-12.1, L.11-12.4.a-b Text: The of Black Folk by W.E.B. Du Bois, Chapter 1: “Of Our Spiritual Strivings,” Epigraph Learning Sequence: Introduction of Lesson Agenda Homework Accountability Masterful Reading Reading and Discussion Group Text Analysis Activity and Assessment 5% 10% 5% 25% 50%
ela-g11-m2-unit-1-lesson-16.docx