Domain: American Romanticism, American Literature grade/course: 11 / English iii-a



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Adair County Common Core Standards/Core Content

DOMAIN: American Romanticism, American Literature GRADE/COURSE: 11 / English III-A



Standard


Subtitles followed by

Learning Targets



Number

of Days


Assessment for the

Learning Target



RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

  • RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).



American Romanticism

I can evaluate the philosophical, political, religious, ethical, and social influences of a historical time period.


The Devil and Tom Walker”

I can analyze mood.

I can analyze word analogies


Thanatopsis”

I can analyze theme.

I can recognize inverted sentences.


The Tide Rises, the Tide Falls”

I can analyze meter.

The Cross of Snow”

I can analyze the characteristics of Elizabethan and Petrarchan sonnets.

from Nature”

I can analyze imagery.

I can analyze an author’s philosophical beliefs.


from Self-Reliance”

I can analyze figures of speech.
I can interpret difficult figures of speech.



1

2

1

1

1

2

2



Type of Assessment:

__x__Written

____Oral

____Private Conference

____Project

____Portfolio

____Essay

____Cooperative activity

____Presentation/performance

____Other



Use of the Assessment:

__x__Formative (of learning)

__x__Summative (for learning)

My Purpose for the Assessment:

____To analyze and direct lesson planning (content/process)

____To identify student needs

____To compare with other evidence of learning

__x__To contribute toward final grade

__x__To report to student and/or parents

____To help my students set goals

Assessment Source:

____Textbook, page # ________

____ Workbook, page # _______

____ KCCT Coach Book

Page # ________________

____ Journal, type __________

__x__Teacher-made (must be attached to this page in a separate document)

____Another source

(book, website, etc.-attach source in separate document)

Type of feedback to student:

__x__ Evaluative

____ Descriptive


Adair County Common Core Standards/Core Content

DOMAIN: American Romanticism, Civil Disobedience, American Literature GRADE/COURSE: 11 / English III

Standard

(in parentheses the correlating learning target)

Subtitles followed by

Learning Targets

(I Can…statement)

Number

of Days

Assessment for the

Learning Target

(check all that apply)


RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Civil Disobedience

from Resistance to Civil Government

from On Nonviolent Resistance”

from Letter from Birmingham city Jail”

I can analyze and compare political points of view on a topic.

I can analyze paradox.

I can analyze persuasive techniques.

I can conduct a debate on the topic of civil disobedience.

I can make inferences about a writer’s beliefs.

I can come to discussions prepared and explicitly draw on that preparation to participate in class discussions.

I can use digital media to increase my understanding of civil disobedience.



5

Type of Assessment:

__x__Written

__x__Oral

____Private Conference

____Project

____Portfolio

____Essay

__x__Cooperative activity

__x__Presentation/performance

____Other



Use of the Assessment:

__x__Formative (of learning)

__x__Summative (for learning)

My Purpose for the Assessment:

____To analyze and direct lesson planning (content/process)

____To identify student needs

____To compare with other evidence of learning

__x__To contribute toward final grade

__x__To report to student and/or parents

____To help my students set goals

Assessment Source:

__x__Textbook, page # __248 __

____ Workbook, page # _______

____ KCCT Coach Book

Page # ________________

____ Journal, type __________

__x__Teacher-made (must be attached to this page in a separate document)

____Another source

(book, website, etc.-attach source in separate document

Type of feedback to student:

__x__ Evaluative

__x__ Descriptive


Adair County Common Core Standards/Core Content

DOMAIN: American Romanticism, Dark Romantics, American Literature GRADE/COURSE: 11 / English III



Standard

Subtitles followed by

Learning Targets

Number

of Days

Assessment for the

Learning Target



RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.9a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
W.11-12.9b Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Heidegger’s Experiment”

I can analyze allegory.

I can use context clues to demonstrate word knowledge.

I can write a response to a story that demonstrates knowledge of foundational works of American literature.

The Minister’s Black Veil”
I can analyze symbolism.

The Pit and the Pendulum”


I can analyze symbolic meaning.

The Raven”

I can analyze sound effects in poetry.


2

1

2

2

1


Type of Assessment:

__x__Written

____Oral

____Private Conference

____Project

____Portfolio

____Essay

____Cooperative activity

____Presentation/performance

____Other



Use of the Assessment:

__x__Formative (of learning)

__x__Summative (for learning)

My Purpose for the Assessment:

____To analyze and direct lesson planning (content/process)

____To identify student needs

__x__To compare with other evidence of learning

__x__To contribute toward final grade

__x__To report to student and/or parents

____To help my students set goals

Assessment Source:

__x__Textbook, page # _261___

____ Workbook, page # _______

____ KCCT Coach Book

Page # ________________

____ Journal, type __________

__x__Teacher-made (must be attached to this page in a separate document)

____Another source

(book, website, etc.-attach source in separate document)

Type of feedback to student:

__x__ Evaluative



__x__ Descriptive



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