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Module3A:TimelessThemesinLiterature(OfMiceandMen)TEACHERCOPY

TheoryofAction:Ifallteacherspurposefullyprovidemultipleopportunitiesandsupportsforstudentstomaketheirthinkingandlearningvisible,thenall
studentsatLaFolletteHighSchoolwillbecomemoreproficientcriticalthinkers,readersandwriterswhoseformativeandsummativeassessmentresults
willreflectgrowthforcareerandcollegereadiness.

EnduringUnderstanding:Whatisitthatweallsharegoodandbadthatshapesthehumanexperienceandhowdoesliteraturehelpushandle
theseexperiences.

EssentialQuestions:
1.Whydohumansfeeltheneedtobelong?
2.Doeseveryonehaveanequalopportunitytobelonginsociety?
(3.Whatcircumstancesneedtobeinplaceforsomeonetofeelliketheybelong?e.g.laws,friendships,family,societalbiases,socialclass/environmentin
whichsomeonelives)

STANDARDS ICANSTATEMENTS
ReadingLiterature
2.Determineathemeorcentralideaofatextandanalyzeindetail
itsdevelopmentoverthecourseofthetext,includinghowit
emergesandisshapedandrefinedbyspecificdetailsprovidean
objectivesummaryofthetext.

4.Determinemeaningofwords,includingfigurativeand
connotativemeanings.Analyzetheimpactofspecificwordchoice
onmeaningandtone(e.g.informaltone,howlanguagetellstime
andplace)

Icandeterminethethemeofatext
Icanunderstandhowthethemedevelopsoverthecourse
ofatext
Icangiveanunbiasedsummaryofthetext

Icanunderstandhowlanguagecreatessetting
Icanunderstandhowlanguagecreatestone
Writing
2.Writeinformative/explanatorytextstoexamineandconvey
complexideas,concepts,andinformationclearlyandaccurately
throughtheeffectiveselection,organization,andanalysisof
content.

Icanwriteaninformativetextthatexaminesthemes
Icangather,organize,andanalyzeinformationtoincludein
mypaper

a.Introduceatopicorganizecomplexideas,concepts,and
informationtomakeimportantconnectionsanddistinctionsinclude
formatting(e.g.headings),graphics(e.g.figures,tables),and
multimediawhenusefultoaidingcomprehension
b.Developthetopicwithwellchosen,relevant,andsufficient
facts,extendeddefinitions,concretedetails,quotations,orother
informationandexamplesappropriatetotheaudiencesknowledge
ofthetopic.
c.Useappropriateandvariedtransitionstolinkthemajor
sectionsofthetext,createcohesion,andclarifytherelationships
amongcomplexideasandconcepts.
d.Usepreciselanguageanddomainspecificvocabularyto
managethecomplexityofatopic
e.Establishandmaintainaformalstyleandobjectivetonewhile
attendingtothenormsandconventionsofthedisciplineinwhich
theyarewriting.
f.Provideaconcludingstatementorsectionthatfollowsfrom
andsupportstheinformationorexplanationpresented(e.g.
articulatingimplicationsorthesignificanceofthetopic).

Icanintroduceatopic
Icanusevariousformats,graphics,andmultimedia
ifuseful

Icanusefacts,definitions,details,andquotations
thatareappropriatetotheaudiencesknowledgeof
thetopic

Icanusetransitionstomoveandconnectideas
throughoutthepaper

Icanusespecificlanguageandvocabularyto
presentthetopicinaclearway
Icanuseaformalandunbiasedtone/voice
Myvoice/toneisappropriatetothetask(e.g.I
maintainanobjectivevoicethroughout)
Icanprovideaconcludingstatement/paragraphthat
summarizesmymainpoints
SpeakingandListening
1.Participateinavarietyofclassdiscussionswithdiverse
partners.
Cometodiscussionsprepared.Buildonideasofothers.
Workwithpeerstosetrulesfordiscussion,userolesasneeded.
Poseandrespondtoquestions,clarify,verify,challengeideas.
Respondthoughtfullytodiverseperspectives,summarizepointsof
agreement/disagreement,makenewconnections

(Usethesestandardsindividually,workingtheminorganicallyto
ourdisciplinepractices)
Language
3.Applyknowledgeoflanguagetounderstandhowlanguage
functionsindifferentcontexts,tomakeeffectivechoicesfor
meaningorstyle,andtocomprehendmorefullywhenreadingor
listening.
a.Writeandeditworksothatitconformstotheguidelinesina
stylemanual(e.g.MLAHandbook)appropriateforthedisciplineand
writingtype

Icanunderstandhowlanguagechangesindifferent
contexts(e.g.formal,informal,slang)
Icanunderstandwhyanauthorusesdifferentlanguagein
thesecontexts(tocreateameaningorstyleinatext)
Icanconformmystyletoacertainguideline

Module3B:CritiquinganArgumentTEACHERCOPY

TheoryofAction:Ifallteacherspurposefullyprovidemultipleopportunitiesandsupportsforstudentstomaketheirthinkingandlearningvisible,thenall
studentsatLaFolletteHighSchoolwillbecomemoreproficientcriticalthinkers,readersandwriterswhoseformativeandsummativeassessmentresults
willreflectgrowthforcareerandcollegereadiness.

EnduringUnderstanding:Whatisitthatweallsharegoodandbadthatshapesthehumanexperienceandhowdoesliteraturehelpushandle
theseexperiences.(i.e.Weallneedtobelong)

EssentialQuestions:
1.Whydohumansfeeltheneedtobelong?
2.Doeseveryonehaveanequalopportunitytobelonginsociety?
(3.Whatcircumstancesneedtobeinplaceforsomeonetofeelliketheybelong?e.g.laws,friendships,family,societalbiases,socialclass/environmentin
whichsomeonelives)

STANDARDS ICANSTATEMENTS
ReadingInformational
3.Analyzeindetailhowakeyindividual,event,orideais
introduced,illustrated,andelaboratedinatext(e.g.through
examplesoranecdotes)

5.Analyzehowaparticularsentence,paragraph,chapter,or
sectionfitsintotheoverallstructureofatextandcontributestothe
developmentoftheideas.

6.Determineanauthorspointofvieworpurposeinatextand
explainhowitisconveyedinatext.

8.Traceandevaluatetheargumentandspecificclaimsinatext,
distinguishingclaimsthatarenotsupportedbyreasonsand

Icananalyzehowaperson,event,orideaisintroducedand
describedinatext

Icanunderstandhowaspecificsentence,paragraph,or
chapterfitsintotheoverallstructureofatext
Icanunderstandhowaspecificsentence,paragraph,or
chapterdevelopsimportantideas

Icanunderstandanauthorspointofvieworpurpose
Icanexplain/showhowtheauthorconveyshismessage

Icanevaluateanargumentorclaimanddetermineifitis
sufficientlysupportedbyreasonsorevidence
evidencefromclaimsthatarenot.
9.AnalyzeseminalU.S.documentsofhistoricalandliterary
significance(e.g.KingsLetterfromBirminghamJail),including
howtheyaddressrelatedthemesandconcepts

Icananalyzespecifichistoricalorliterarydocumentsand
connectthethemesaddressedinthedocumenttomybook
Writing
1.Writeargumentstosupportclaimsinananalysisofsubstantive
topicsortexts,usingvalidreasoningandrelevantandsufficient
evidence.
a.Introducepreciseclaim(s)fromalternateoropposingclaims,
andcreateanorganizationthatestablishesclearrelationships
amongclaim(s),counterclaims,reasons,andevidence
b.developclaim(s)andcounterclaimsfairly,supplyingevidence
foreachwhilepointingoutthestrengthsandlimitationsofbothina
mannerthatanticipatestheaudiencesknowledgeleveland
concerns
c.Usewords,phrases,andclausestolinkthemajorsectionsof
thetext,createcohesion,andclarifytherelationshipsbetween
claim(s)andreasons,betweenreasonsandevidence,and
betweenclaim(s)andcounterclaims
d.Establishandmaintainaformalstyleandobjectivetone
whichattendingtothenormsandconventionsofthedisciplinein
whichtheyarewriting.
e.Provideaconcludingstatementorsectionthatfollowsfrom
andsupportstheargumentpresented.

Icanusesolidevidencefromdifferenttextstocreatean
argumentthatissupportedwithdifferentreasons

Icanintroduceandorganizemyreasonstosupport
myargument

Icandevelopreasonsandevidencethatare
appropriatefortheaudiencesknowledgeand
concerns(IamawarethatIneedtowriteacertain
wayforacertainaudience)
Icanuseappropriatelanguage(transitions...)to
presentmyargumentandtolinkmyideas

Icanuseaformalandunbiasedtoneandfollow
appropriateconventions(grammar)whilewriting

Icanwriteaconcludingstatement/paragraphthat
supportsmyargument
SpeakingandListening
3.Evaluateaspeakerspointofview,reasoning,anduseof
evidenceandrhetoric,identifyinganyfallaciousreasoningor
exaggerateddistortedevidence

4.Presentinformation,findings,andsupportingevidenceclearly,
concisely,andlogicallysuchthatthelistenerscanfollowthelineof
reasoningandtheorganization,development,substance,andstyle
areappropriatetopurpose,audience,andtask.

Icanevaluateaclassmatesargumentorpresentationof
claims

Icanpresentinformationclearlysothatmylistenerscan
understand.Mypresentationtothepurpose,audience,and
task.
Language Icanusedifferentstrategiestounderstandnewwords
4.Determinemeaningofunknownandmultiplemeaningwords
a.usecontextasaclue
b.identifyandcorrectlyusepatternsofwordchanges
c.Consultreferencematerials(dictionary)tofindmeaningand
partofspeech
d.verifypredictionsofmeanings

5.Understandfigurativelanguage,wordrelationships,andnuances
inwordmeanings.
a.interpretfiguresofspeechandanalyzetheirroleinatext.
b.analyzenuancesinwordmeanings
Icanusecontextualcluestomakeaprediction
aboutthemeaningofanunknownwordandalso
verifymyprediction
Icanusereferencematerials(i.e.dictionary)tofind
themeaningofanunknownword

Icanunderstandfigurativelanguageandwhatitaddstoa
storyorhowitaffectsourunderstandingofastory
Iknowthemeaningsoffigurativelanguageterms
(simile,metaphor,personification,symbol,
onomatopoeia,hyperbole,etc.)
Icanidentifyexamplesoffigurativelanguage

Assessments:
3A:Themeessay

3B:UsetheEnduringUnderstanding(commontheme)ofhumanexperience(belonging)
Thewritingassignmentcouldbe:ProvideTWOarticles/essays/historicaldocuments/etc.[ideas:KingsIhaveaDreamspeechanda
recentessayaboutimmigration/weshouldcloseourborderstotheLatinorace??]thatshowoppositeargumentsonthetheme,andhave
themsummarizethesedocuments,analyzethearguments/claims,decidewhichisbetter,orwhichtheyagreewithmore.(Thatcanbe
theirclaimwhichauthorright,andtheyneedevidence/validreasonstosupporttheirclaim).Studentsthenpresenttheirargumenttothe
class.Otherclassmatesevaluatethestudentspresentation(StandardSL3).

Pro/Conoropposingviewpointsspeechandworkoncounterargument

3C:Inconnectionwith3B,writealettertosomebody(authoroftheirbook,authorofoneofthedocuments,politicalfigure)explainingtheir
argumentonthetheme

Examday:essaywritetheletterusingtheirnotestheygathered(timedwriting)ORanotheroption:OfMiceandMenhasalotofswear
words.Shoulditbebanned?Takeapositionandsupportitusingacounterargumentaswell

opposingviewpointsincontexthome

Module3C:CritiquinganArgumentTEACHERCOPY

TheoryofAction:Ifallteacherspurposefullyprovidemultipleopportunitiesandsupportsforstudentstomaketheirthinkingandlearningvisible,thenall
studentsatLaFolletteHighSchoolwillbecomemoreproficientcriticalthinkers,readersandwriterswhoseformativeandsummativeassessmentresults
willreflectgrowthforcareerandcollegereadiness.

EnduringUnderstanding:Whatisitthatweallsharegoodandbadthatshapesthehumanexperienceandhowdoesliteraturehelpushandle
theseexperiences.(i.e.Weallneedtobelong)

EssentialQuestions:
1.Whydohumansfeeltheneedtobelong?
2.Doeseveryonehaveanequalopportunitytobelonginsociety?
(3.Whatcircumstancesneedtobeinplaceforsomeonetofeelliketheybelong?e.g.laws,friendships,family,societalbiases,socialclass/environmentin
whichsomeonelives)

STANDARDS ICANSTATEMENTS
ReadingInformational
3.Analyzeindetailhowakeyindividual,event,orideais
introduced,illustrated,andelaboratedinatext(e.g.through
examplesoranecdotes)

5.Analyzehowaparticularsentence,paragraph,chapter,or
sectionfitsintotheoverallstructureofatextandcontributestothe
developmentoftheideas.

Icananalyzehowaperson,event,orideaisintroducedand
describedinatext

Icanunderstandhowaspecificsentence,paragraph,or
chapterfitsintotheoverallstructureofatext
Icanunderstandhowaspecificsentence,paragraph,or
chapterdevelopsimportantideas

8.Traceandevaluatetheargumentandspecificclaimsinatext,
distinguishingclaimsthatarenotsupportedbyreasonsand
evidencefromclaimsthatarenot.

9.AnalyzeseminalU.S.documentsofhistoricalandliterary
significance(e.g.KingsLetterfromBirminghamJail),including
howtheyaddressrelatedthemesandconcepts

Icanevaluateanargumentorclaimanddetermineifitis
sufficientlysupportedbyreasonsorevidence

Icananalyzespecifichistoricalorliterarydocumentsand
connectthethemesaddressedinthedocumenttomybook
Writing
1.Writeargumentstosupportclaimsinananalysisofsubstantive
topics/texts,usingvalidreasoningandrelevant/sufficientevidence.
a.Introducepreciseclaim(s)fromalternateoropposingclaims,
andcreateanorganizationthatestablishesclearrelationships
amongclaim(s),counterclaims,reasons,andevidence
b.developclaim(s)andcounterclaimsfairly,supplyingevidence
foreachwhilepointingoutthestrengthsandlimitationsofbothina
mannerthatanticipatestheaudiencesknowledgeleveland
concerns
c.Usewords,phrases,andclausestolinkthemajorsectionsof
thetext,createcohesion,andclarifytherelationshipsbetween
claim(s)andreasons,betweenreasonsandevidence,and
betweenclaim(s)andcounterclaims
d.Establishandmaintainaformalstyleandobjectivetone
whichattendingtothenormsandconventionsofthedisciplinein
whichtheyarewriting.
e.Provideaconcludingstatementorsectionthatfollowsfrom
andsupportstheargumentpresented.

7.Conductshortaswellasmoresustainedresearchprojectsto
answeraquestion(includingaselfgeneratedquestion)orsolvea
problemnarroworbroadentheinquirywhenappropriate,
synthesizemultiplesourcesonthesubject,demonstrating
understandingofthesubjectunderinvestigation

Icanusesolidevidencefromdifferenttextstocreatean
argumentthatissupportedwithdifferentreasons
Icanintroduceandorganizemyreasonstosupport
myargument

Icandevelopreasonsandevidencethatare
appropriatefortheaudiencesknowledgeand
concerns(IamawarethatIneedtowriteacertain
wayforacertainaudience)
Icanuseappropriatelanguage(transitions...)to
presentmyargumentandtolinkmyideas

Icanuseaformalandunbiasedtoneandfollow
appropriateconventions(grammar)whilewriting

Icanwriteaconcludingstatement/paragraphthat
supportsmyargument

Icanresearchinordertoansweraquestionorsolvea
problem
Icanusemultiplesources
Icanassesstheusefulnessofeachsource
Icancitemysourcesproperly
8.Gatherrelevantinformationfrommultipleauthoritativeprintand
digitalsources,usingadvancedsearcheseffectivelyassessthe
usefulnessofeachsourceinansweringtheresearchquestion
integrateinformationintothetextselectivelytomaintaintheflowof
ideas,avoidingplagiarismandfollowingastandardformatfor
citation.
SpeakingandListening
2.Integratemultiplesourcesofinformationpresentedindiverse
mediaorformats(e.g.visually,quantitatively,orally)evaluatingthe
credibilityandaccuracyofeachsource

Icanusedifferentsourcesofinformationindifferent
formats
Icanevaluatethecredibilityandaccuracyofeachsource

Oneotherthingtoconsider:BookChoices
Assessmentsforbookchoiceunit??:
3A:Somesortofbookassessment(booktalk)ontheirchoicenovel,includinghowtheirbookdemonstratesthetheme/enduring
understanding

3B:UsetheEnduringUnderstanding(commontheme)ofhumanexperience(belonging)
Thewritingassignmentcouldbe:ProvideTWOarticles/essays/historicaldocuments/etc.[ideas:KingsIhaveaDreamspeechanda
recentessayaboutimmigration/weshouldcloseourborderstotheLatinorace??]thatshowoppositeargumentsonthetheme,andhave
themsummarizethesedocuments,analyzethearguments/claims,decidewhichisbetter,orwhichtheyagreewithmore.(Thatcanbe
theirclaimwhichauthorright,andtheyneedevidence/validreasonstosupporttheirclaim).Studentsthenpresenttheirargumenttothe
class.Otherclassmatesevaluatethestudentspresentation(StandardSL3).

3C:Inconnectionwith3B,writealettertosomebody(authoroftheirbook,authorofoneofthedocuments,politicalfigure)explainingtheir
argumentonthetheme

Possibilities:
Monster
IWillSaveYou
Contender
Speak
WaitForMe
BuriedOnions
LikeSistersontheHomefront
TupacandDFoster

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