11.2.1 Lessn 5 Intrductin In this lessn, students read and analyze paragraph 4 f Of Our Spiritual Strivings frm The Suls f Black Flk by W.E.B. Du Bis (frm The histry f the American Negr is the histry f this strife t the drs f Opprtunity clsed rughly in his face ), in which Du Bis discusses the desire f African Americans t unify their tw identities int a better and truer self (par. 4). Students fcus their analysis n hw Du Bis intrduces and develps central ideas. Additinally, students discuss hw t develp a tpic in their writing thrugh the selectin f significant and relevant evidence. Student learning is assessed via a Quick Write at the end f the lessn: Determine tw central ideas frm the paragraphs 1 4 and explain hw the ideas interact and develp ver the curse f the text s far. Fr hmewrk, students preview the first part f paragraph 5, bx any unfamiliar wrds, and lk up their definitins. Additinally, students cnduct a brief search n the histrical term Emancipatin (par. 5) and prepare fr a discussin f its histrical meaning. Standards Assessed Standard(s) RI.11-12.2 Addressed Standard(s) W.11-12.2.b Determine tw r mre central ideas f a text and analyze their develpment ver the curse f the text, including hw they interact and build n ne anther t prvide a cmplex analysis; prvide an bjective summary f the text. Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. b. Develp the tpic thrughly by selecting the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. 1
W.11-12.9.b L.11-12.4.a Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades 11 12 Reading standards t literary nnfictin (e.g., Delineate and evaluate the reasning in seminal U.S. texts, including the applicatin f cnstitutinal principles and use f legal reasning [e.g., in U.S. Supreme Curt Case majrity pinins and dissents] and the premises, purpses, and arguments in wrks f public advcacy [e.g., The Federalist, presidential addresses] ). Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 11-12 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, par., r text; a wrd s psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Determine tw central ideas frm paragraphs 1 4 and explain hw the ideas interact and develp ver the curse f the text s far. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Determine tw central ideas frm paragraphs 1 4 (e.g., duble-cnsciusness (par. 3) and the veil (par. 2, 3)). Describe hw the ideas interact and develp (e.g., In paragraph 2, Du Bis intrduces the metaphr f a vast veil that separates African Americans frm the white wrld t describe the exclusin f African Americans by white peple wh deny them equal pprtunities. In paragraph 3, Du Bis intrduces the idea f duble-cnsciusness and describes it as the cnflicting feeling f twness that cmes frm the sense f always lking at ne s self thrugh the eyes f a white wrld that des nt respect r value African Americans. Therefre, Du Bis establishes that African Americans experience duble-cnsciusness (par. 3) because they are excluded frm the white wrld by the vast veil (par. 2). Du Bis further develps these ideas in paragraph 4 by describing African Americans lnging t attain self-cnscius manhd by merging (par. 4) their tw selves in rder t vercme duble-cnsciusness (par. 3). This merging (par. 4) can als be understd as a way t tear dwn the veil (par. 2, 3) f separatin between the tw races.). 2
Vcabulary Vcabulary t prvide directly (will nt include extended instructin) Nne. Vcabulary t teach (may include direct wrd wrk and/r questins) merge (v.) t cause (tw r mre things, such as tw cmpanies) t cme tgether and becme ne thing Additinal vcabulary t supprt English Language Learners (t prvide directly) bleach (v.) t make whiter r lighter in clr, as by expsure t sunlight r a chemical agent; remve the clr frm Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI.11-12.2, W.11-12.2.b, W.11-12.9.b, L.11-12.4.a Text: The Suls f Black Flk by W.E.B. Du Bis, Chapter 1: Of Our Spiritual Strivings, paragraph 4 Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Reading and Discussin 4. Writing Instructin 5. Quick Write 6. Clsing % f Lessn 1. 10% 2. 10% 3. 40% 4. 20% 5. 15% 6. 5% Materials Student cpies f the Shrt Respnse Rubric and Checklist (refer t 11.2.1 Lessn 1) Student cpies f the Ideas Tracking Tls (refer t 11.2.1 Lessn 2) students may need additinal blank cpies Cpies f the 11.2.1 End-f-Unit Text Analysis Rubric and Checklist fr each student 3
Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 10% Begin by reviewing the agenda and the assessed standard fr this lessn: RI.11-12.2. In this lessn, students read and discuss paragraph 4 f Of Our Spiritual Strivings by W.E.B. Du Bis, fcusing n hw Du Bis intrduces and develps central ideas. Additinally, students learn hw t develp a tpic thrughly by using extended definitins, cncrete details, qutatins, and examples frm the text (W.11-12.2.b). Students lk at the agenda. Students were intrduced t W.11-12.2.b in 11.1.1 Lessn 4. Activity 2: Hmewrk Accuntability 10% Instruct students t talk in pairs abut hw they applied the fcus standard RI.11-12.3 t their AIR texts. Lead a brief share ut n the previus lessn s AIR hmewrk assignment. Select several students (r student pairs) t explain hw they applied their fcus standard t their AIR texts. Students (r student pairs) discuss and share hw they applied the fcus standard t their AIR texts frm the previus lessn s hmewrk. Instruct students t take ut their respnses t Lessn 4 s hmewrk assignment. (Add at least ne idea t yur Ideas Tracking Tl and identify at least ne central idea.) Instruct students t Turn-and-Talk in pairs abut the additins they made t their Ideas Tracking Tls. See Mdel Ideas Tracking Tl at the end f this lessn. Ask fr student vlunteers t share which ideas they identified as central ideas. 4
Student respnses may include: [T]rue self-cnsciusness (par. 3) [D]uble-cnsciusness (par. 3) The veil (par. 2) Lead a brief whle-class discussin f student respnses. Activity 3: Reading and Discussin 40% Instruct students t frm small grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t anntate the text as they read and discuss. If necessary t supprt cmprehensin and fluency, cnsider using a masterful reading f the fcus excerpt fr the lessn. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: Hw des Du Bis further explain self-cnsciusness and duble-cnsciusness (par. 3) in paragraph 4? Instruct student grups t read the first sentence f paragraph 4 (frm The histry f the American Negr is the histry f this strife t a better and truer self ) and answer the fllwing questins befre sharing ut with the class. Instruct students t revise r add t their anntatins as they analyze the text. This fcused anntatin supprts students engagement with W.11-12.9.b, which addresses the use f textual evidence in writing. What wrd des Du Bis use t describe the histry f the American Negr? What is the effect f this wrd chice? Du Bis uses the wrd strife t describe African-American histry. The effect f this wrd chice is that it suggests that the histry f African Americans has been ne f cnflict, difficulty, and struggle. Hw des this strife (par. 4) relate t the ideas f twness in paragraph 3? This strife (par. 4) is a result f the feeling f twness r duble-cnsciusness that Du Bis describes in paragraph 3. African Americans have tw cnflicting identities and tw suls (par. 3) within ne bdy, and this feeling causes inner cnflict r strife (par. 4). African Americans need t be able t recncile these warring ideals (par. 3) s that they can merge 5
[the] duble self int a better and truer self (par. 4), ne withut tw cnflicting identities r warring ideals (par. 3). Differentiatin Cnsideratin: If students struggle, cnsider psing the fllwing scafflding questin: What is the strife (par. 4) t which Du Bis refers in this sentence? The strife Du Bis refers t is this lnging t attain self-cnscius manhd, t merge his duble self int a better and truer self (par. 4). He refers t the cnflict between African Americans American and Negr (par. 3) identities and the struggle t unify these identities int ne self. What des merge mean in this cntext? Du Bis writes that African Americans want t merge [the] duble self int a better and truer self, s merge means uniting r bringing tw separate parts tgether int ne. Cnsider drawing students attentin t their wrk with L.11-12.4.a as they use cntext clues t determine the meaning f a wrd. What makes the merged self better and truer (par. 4)? Du Bis implies that it is better (par. 4) t have a merged self because African Americans will n lnger have t experience tw warring ideals (par. 3) r tw cnflicting identities. A merged self is truer (par. 4) because African Americans will then pssess true selfcnsciusness (par. 3); they will be able t knw themselves withut the feelings f pity and cntempt (par. 3) that cme frm the perspective f the ther wrld (par. 3). Lead a brief whle-class discussin f student respnses. Instruct student grups t read sentences 2 4 in paragraph 4 (frm In this merging he wishes neither f t that Negr bld has a message fr the wrld ) and answer the fllwing questins befre sharing ut with the class. Differentiatin Cnsideratin: Prvide students with the fllwing definitin: bleach means t make whiter r lighter in clr, as by expsure t sunlight r a chemical agent; remve the clr frm. Students write the definitin f bleach n their cpies f the text r in a vcabulary jurnal. Hw des Du Bis s sentence structure cntribute t the develpment f his ideas abut the American Negr[ s] identity? 6
Student respnses may include: Du Bis begins each sentence abut the American Negr[ s] identity in a similar way. Du Bis writes [h]e wuld nt Africanize America and then [h]e wuld nt bleach his Negr sul in a fld f white Americanism t explain that African Americans d nt want t change white America s identity r culture, but they als d nt want t give up their wn cultural identity. In the secnd half f each sentence, Du Bis prvides similar reasns fr why each f these cultures shuld be preserved. He writes that America has t much t teach the wrld and that African American culture has a message fr the wrld. By using the same pattern f wrds t describe bth African American and white American identity, Du Bis demnstrates that they are f equal imprtance and value. Explain t students that this repetitive structure is a rhetrical device called parallel structure. Define parallel structure as using the same pattern f wrds t shw that tw r mre ideas are equally imprtant. Infrm students that they will be ding mre wrk with rhetrical devices and their impact in the next lessn. Cnsider allwing time fr students t identify the rhetrical device in this example befre prviding a definitin. Students were intrduced t parallel structure in 11.1.3 Lessn 4. Lead a brief whle-class discussin f student respnses. Instruct student grups t read the last sentence f paragraph 4 (frm He simply wishes t make it pssible t clsed rughly in his face ) and answer the fllwing questins befre sharing ut with the class. Hw des the strife f African Americans relate t the wish[] in this sentence? The wish[] suggests that African Americans want t realize bth parts f their culture r identity withut the feeling f a divisin r strife. Hw des this wish[] (par. 4) t make it pssible fr a man t be bth a Negr and an American cnnect t the metaphr f the veil (par. 2, 3)? If African Americans were accepted n equal terms in America and allwed t be bth a Negr and an American (par. 4), then there wuld be n veil (par. 2, 3) r feeling f separatin and exclusin frm the white wrld. Instruct students t examine their Ideas Tracking Tls and anntatins frm previus lessns t answer the fllwing questin. 7
Students examine their Ideas Tracking Tls and anntatins. Hw des the last sentence f paragraph 4 further develp ideas analyzed in previus text excerpts? Student respnses may include: The imagery f the drs f Opprtunity being clsed t African Americans in the final sentence f paragraph 4 further develps the idea f the veil intrduced in paragraph 2. In paragraph 2, Du Bis uses the metaphr f the veil t describe the separatin between the races and the fact that he and ther black bys (par. 2) are excluded frm the dazzling pprtunities (par. 2) f the white wrld. The image f drs clsing in the faces f African Americans reinfrces the idea that African Americans d nt have the same pprtunities as white Americans. This imagery f the drs f Opprtunity being clsed t African Americans develps the idea that African Americans are viewed by white Americans as a prblem (par. 1) and are therefre rughly (par. 4) denied entrance int the white wrld. The idea that African Americans wish[] t make it pssible fr a man t be bth a Negr and an American withut being cursed and spit upn by his fellws (par. 4) is related t the idea f true self-cnsciusness in paragraph 3. Du Bis explains that African Americans need true self-cnsciusness (par. 3), r the ability t view themselves thrugh their wn eyes rather than the eyes f the white wrld, in rder t recncile the warring ideals (par. 3) within themselves, and be at peace with their Negr and American identities (par. 4). This sentence further develps the idea f duble-cnsciusness (par. 3) because Du Bis implies that African Americans will cease t assess themselves thrugh the cntempt f the American wrld (par. 3) when they merge (par. 4) bth parts f their identity. This is nly pssible if African Americans can maintain and respect bth f their identities, r be bth a Negr and an American (par. 4), withut being excluded and lked dwn upn. Lead a brief whle-class discussin f student respnses. Instruct students t review their ntes and anntatins in rder t determine at least ne new idea frm this lessn s excerpt, and add it t their Ideas Tracking Tls. Students add t their Ideas Tracking Tls. See the Mdel Ideas Tracking Tl at the end f this lessn. 8
Activity 4: Writing Instructin 20% Infrm students that thrughut this mdule they cntinue t refine the skills necessary t write infrmative/explanatry texts that examine and cnvey cmplex ideas, cncepts, and infrmatin (W.11-12.2). Infrm students that they are ging t discuss specifically substandard W.11-12.2.b and lk at a writing sample t cnsider hw t apply the standard t their wn writing. Students fllw alng. Students were first intrduced t W.11-12.2.b in Mdule 11.1.1 Lessn 4. Distribute the 11.2.1 End-f-Unit Text Analysis Rubric and Checklist and instruct students t examine the W.11-12.2.b prtin. Infrm students that in the writing instructin that fllws they learn hw t develp a tpic thrughly thrugh the use f well-chsen, relevant, and sufficient evidence including extended definitins, cncrete details, qutatins, and examples frm the text. Students als discuss why it is imprtant t select significant and relevant facts and infrmatin apprpriate t the audience s knwledge f the tpic. Students examine substandard W.11-12.2.b n the 11.2.1 End-f-Unit Text Analysis Rubric and Checklist. Students use the 11.2.1 End-f-Unit Text Analysis Rubric and Checklist thrughut the unit t infrm their wrk with W.11-12.2. Students End-f-Unit Assessments will be evaluated using this Rubric and Checklist. Explain t students that they are ging t review writing samples that address the different cmpnents f W.11-12.2.b. The writing samples are in respnse t the fllwing questin: What is Du Bis s cncept f duble-cnsciusness? Ask students the fllwing questins: What types f evidence might develp the tpic in an infrmative/explanatry text? Student respnses may include: Facts Extended definitins Cncrete details Qutatins What is an extended definitin and why might a writer use an extended definitin? An extended definitin is a mre in-depth explanatin f meaning than a regular definitin and might be used t explain cmplex tpics. Explain t students that when explaining duble-cnsciusness, a writer might chse t start with an extended definitin because duble-cnsciusness is a cmplex tpic. Pst r prject the fllwing mdel writing sample: 9
Duble-cnsciusness (par. 3) is the idea that African Americans are frced t live in tw wrlds, the American and Negr (par. 4) wrlds, and are frced t see themselves thrugh the eyes f the ther wrld (par. 3), which views them in a negative light. African Americans therefre are denied a unified identity. The writer can then prvide qutatins frm Du Bis t supprt this definitin, while cntinuing t develp the tpic. Ask students the fllwing questin: Which qutatins frm paragraphs 2 and 3 are relevant t the tpic f duble-cnsciusness? Student respnses may include: Then it dawned upn me with a certain suddenness that I was different frm the thers; r like, mayhap, in heart and life and lnging, but shut ut frm their wrld by a vast veil (par. 2). With ther black bys the strife was nt s fiercely sunny: their yuth wasted itself in a bitter cry, Why did Gd make me an utcast and a stranger in mine wn huse? (par. 2). Duble-cnsciusness is a peculiar sensatin (par. 3). Duble-cnsciusness is this sense f always lking at ne s self thrugh the eyes f thers, f measuring ne s sul by the tape f the wrld that lks n in amused cntempt and pity (par. 3). One ever feels his twness, an American, a Negr; tw suls, tw thughts, tw unrecnciled strivings; tw warring ideals in ne dark bdy (par. 3). Pst r prject the fllwing mdel writing sample: Du Bis writes abut duble-cnsciusness (par. 3) in different ways t intrduce and develp this idea. Du Bis explains the cause f duble-cnsciusness thrugh the metaphr f the veil (par. 2), r the idea that he and ther black bys are perceived as different frm (par. 2) white Americans, and are therefre excluded, r feel like utcast[s] and stranger[s] in America (par. 2). Du Bis further develps the idea f duble-cnsciusness by describing hw this exclusin results in this sense f always lking at ne s self thrugh the eyes f thers, f measuring ne s sul by the tape f the wrld that lks n in amused cntempt and pity (par. 3). This metaphr suggests that African Americans experience duble-cnsciusness (par. 3) because they are frced t analyze their wrth as human beings based upn standards set by peple wh feel that they have little wrth. Du Bis explains the feeling that results frm duble-cnsciusness as twness the sense f being an American, a Negr; tw suls, tw thughts, tw unrecnciled strivings; tw warring ideals in ne dark bdy (par. 3). This descriptin suggests that duble-cnsciusness is 10
extremely damaging and negative fr African Americans, because it results in an internal cnflict that almst tears them apart. Ask students the fllwing questins: What are cncrete details (W.11-12.2.b) and hw d they help t develp a tpic? Cncrete details are specific details that relate t the tpic. They help t develp the tpic by prviding clear examples that directly supprt the tpic. What are sme examples f cncrete details that Du Bis uses t develp tpics in Of Our Spiritual Strivings? Student respnses may include: Du Bis discusses hw peple apprach him, but are unwilling t ask the unasked questin (par. 1) f hw it feels t be a prblem (par. 1). Du Bis tells the stry f when he was a by and ne girl, a tall newcmer (par. 2) refused his card t shw hw he came t realize there was a veil (par. 2) separating him frm the ther wrld (par. 1) r white wrld. Pst r prject the fllwing mdel writing sample: Du Bis talks abut the first time he realizes that he is excluded frm the ther wrld (par. 1) by sharing an anecdte frm his childhd. He describes that when he was a by in schl, students were passing ut visiting-cards t each ther. Du Bis ffered his card t a girl in his class wh refused because he was African American (par. 2). In that mment, he realized he was different frm everyne else and separated frm the ther wrld (par. 1) by a veil (par. 2). He later explains that the veil, and the separatin it stands fr, frces African Americans t always see themselves in tw ways. Du Bis calls this peculiar sensatin dublecnsciusness (par. 3). Ask students the fllwing questin: Why is it imprtant t cnsider what evidence is apprpriate t the audience s knwledge f the tpic? Thinking abut the audience s knwledge helps a writer t select the infrmatin that will best help the audience understand the tpic that they are develping. Fr example, it might nt be apprpriate t explain a tpic t yung children in the same way that a writer wuld explain this tpic t adults because certain details might need t be explained mre thrughly. Or, if a writer is explaining a tpic t a persn wh already has knwledge f this tpic, the writer might be able t talk abut this tpic in greater detail, r with greater cmplexity. 11
Activity 5: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Determine tw central ideas frm paragraphs 1 4 and explain hw the ideas interact and develp ver the curse f the text s far. Instruct students t lk at their anntatins and their Ideas Tracking Tls t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses and t practice develping the tpic thrugh the use f well-chsen, relevant, and sufficient evidence that is apprpriate t the audience s knwledge f the tpic. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Cnsider using the 11.2.1 End-f-Unit Text Analysis Rubric and Checklist t assess the applicatin f standard W.11-12.2.b in students Quick Writes. Activity 6: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t preview the first part f paragraph 5 (frm This, then, is the end f his striving t it is the cntradictin f duble aims ). Direct students t bx unfamiliar wrds and lk up their definitins. Instruct them t chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. Additinally, instruct students t cnduct a search int the histrical term Emancipatin (par. 5) and cme t class prepared fr a brief discussin f its histrical meaning. Instruct students t refer t the fllwing website fr infrmatin abut Emancipatin n http://www.pbs.rg/ (Ggle search terms: The Civil War and Emancipatin, WBGH). Students fllw alng. Differentiatin Cnsideratin: Additinally, cnsider instructing students t cnduct a brief search int the life f W.E.B. Du Bis. Instruct students t chse three facts abut Du Bis and explain hw these facts might cntribute t his perspective as a writer. Encurage students t utilize media and print resurces at schl, hme, and/r public libraries t facilitate their searches. 12
Hmewrk Preview the first part f paragraph 5 (frm This, then, is the end f his striving t it is the cntradictin f duble aims ). Bx any unfamiliar wrds and lk up their definitins. Chse the definitin that makes the mst sense in cntext, and write a brief definitin abve r near the wrd in the text. Als, cnduct a brief search n the histrical term Emancipatin (par. 5) fr hmewrk and cme t class prepared fr a brief discussin f its histrical meaning. Refer t this website fr infrmatin abut Emancipatin: http://www.pbs.rg/ (Ggle search terms: The Civil War and Emancipatin, WBGH). 13
Mdel Ideas Tracking Tl Name: Class: Date: Text: Of Our Spiritual Strivings frm The Suls f Black Flk by W.E.B. Du Bis Directins: Identify the ideas that yu encunter thrughut the text. Trace the develpment f thse ideas by nting hw the authr intrduces, develps, r refines these ideas in the texts. Cite textual evidence t supprt yur wrk. Paragraph # Ideas Ntes and Cnnectins 3 true self-cnsciusness Du Bis defines true self-cnsciusness (par. 3) as understanding ne s self thrugh ne s wn eyes, rather than thrugh the revelatin f the ther wrld (par. 3). African Americans are prevented frm true self-cnsciusness because they are frced int a state f duble-cnsciusness (par. 3). 3 duble-cnsciusness Du Bis intrduces duble-cnsciusness as the idea that African Americans are frced int a wrld f duality and ppsitin because they see themselves thrugh their wn eyes as well as the eyes f the white wrld that hlds them in cntempt. 3 twness This term refers t the idea that African Americans have tw identities: American and Negr (par. 3) which causes them t feel like they have tw suls, tw thughts, tw unrecnciled strivings (par. 3). This feeling is caused by duble-cnsciusness (par. 3). 3 The veil Du Bis develps the idea f the veil when he writes that all African Americans are brn with a veil (par. 3). This idea suggests that African Americans are autmatically separated frm white America at their birth because f the clr f their skin. 4 African Americans d nt want t Africanize America r bleach their wn sul[s] Du Bis cnveys that bth cultures can maintain their identities because they bth have value fr the wrld. 14
4 self-cnsciusness Du Bis develps this idea by writing that it is necessary fr African Americans t unify their American self with their Negr self in rder t attain self-cnscius manhd (par. 4). Du Bis als writes that African Americans wish t make it pssible fr a man t be bth a Negr and an American, withut being cursed and spit upn by his fellws (par. 4). This relates t true selfcnsciusness (par. 3) because it describes Du Bis s wish t accept bth parts f his identity withut the cntempt and pity (par. 3) f the white wrld. 15
NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 1 Lessn 5 11.2.1 End-f-Unit Text Analysis Rubric / (Ttal pints) Criteria 4 Respnses at this level: 3 Respnses at this level: 2 Respnses at this level: 1 Respnses at this level: Cntent and Analysis The extent t which the respnse analyzes hw tw r mre texts address similar themes r tpics in rder t build knwledge r t cmpare the appraches the authrs take. Skillfully analyze hw tw r mre texts address similar themes r tpics. Accurately analyze hw tw r mre texts address similar themes r tpics. Inadequately r ineffectively analyze hw tw r mre texts address similar themes r tpics. Inaccurately analyze hw tw r mre texts address similar themes r tpics. CCSS.ELA-Literacy.CCRA.R.9 Analyze hw tw r mre texts address similar themes r tpics in rder t build knwledge r t cmpare the appraches the authrs take. Cntent and Analysis The extent t which the respnse determines an authr s pint f view r purpse in a text in which the rhetric is particularly effective and analyzes hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text. Precisely determine an authr s pint f view r purpse in a text in which the rhetric is particularly effective; skillfully analyze hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text. Accurately determine an authr s pint f view r purpse in a text in which the rhetric is particularly effective; accurately analyze hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text. Partially determine an authr s pint f view r purpse in a text in which the rhetric is particularly effective; ineffectively analyze hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text. Inaccurately determine an authr s pint f view r purpse in a text in which the rhetric is particularly effective. Inaccurately analyze hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text. CCSS.ELA-Literacy.RI.11-12.6 Determine an authr s pint f view r purpse in a text in which the rhetric is particularly effective, analyzing hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text. 2013 Public Cnsulting Grup. This wrk is licensed under a 16
NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 1 Lessn 5 Cmmand f Evidence and Reasning The extent t which the respnse thrughly develps the tpic thrugh the effective selectin and analysis f the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. Thrughly and skillfully develp the analysis with the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. (W.11-12.2.b) Develp the analysis with significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. (W.11-12.2.b) Partially develp the analysis with weak facts, extended definitins, details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. (W.11-12.2.b) Minimally develp the analysis, prviding few r irrelevant facts, extended definitins, details, qutatins, r ther infrmatin and examples inapprpriate t the audience s knwledge f the tpic. (W.11-12.2.b) CCSS.ELA-Literacy.W.11-12.2 Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. CCSS.ELA-Literacy.W.11-12.2.b Develp the tpic thrughly by selecting the mst significant and relevant facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. Cherence, Organizatin, and Style The extent t which the respnse intrduces a tpic and rganizes cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle. CCSS.ELA-Literacy.W.11-12.2 Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin Skillfully intrduce a tpic; effectively rganize cmplex ideas, cncepts, and infrmatin s that each new element clearly builds n that which precedes it t create a unified whle. (W.11-12.2.a) Skillfully and cnsistently use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. (W.11-12.2.c) Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle. (W.11-12.2.a) Cnsistently use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. (W.11-12.2.c) Ineffectively intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element partially builds n that which precedes it t create a lsely unified whle. (W.11-12.2.a) Incnsistently use transitins, r use unvaried transitins and syntax t link the majr sectins f the text, creating limited chesin r clarity in the relatinships amng cmplex ideas and cncepts. (W.11-12.2.c) Lack a clear a tpic; illgically arrange ideas, cncepts, and infrmatin, failing t create a unified whle. (W.11-12.2.a) Use inapprpriate and unvaried transitins and syntax t link the majr sectins f the text, creating incherent r unclear relatinships amng cmplex ideas and cncepts. (W.11-12.2.c) Rarely r inaccurately use precise language, dmain-specific vcabulary, r any techniques such as metaphr, 2013 Public Cnsulting Grup. This wrk is licensed under a 17
NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 1 Lessn 5 clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. CCSS.ELA-Literacy.W.11-12.2.a Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle; include frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. Skillfully use precise language, dmainspecific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. (W.11-12.2.d) Prvide a cncluding statement r sectin that clearly fllws frm and skillfully supprts the infrmatin r explanatin presented. (W.11-12.2.f) Use precise language, dmain-specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. (W.11-12.2.d) Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented. (W.11-12.2.f) Incnsistently r ineffectively use precise language, dmain-specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. (W.11-12.2.d) Prvide a cncluding statement r sectin that lsely fllws frm and ineffectively supprts the infrmatin r explanatin presented. (W.11-12.2.f) simile, and analgy t manage the cmplexity f the tpic. (W.11-12.2.d) Prvide a cncluding statement r sectin that des nt fllw frm r supprt the infrmatin r explanatin presented. (W.11-12.2.f) The extent t which the respnse uses apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. CCSS.ELA-Literacy.W.11-12.2.c Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts. The extent t which the respnse includes and uses precise language, dmain-specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. CCSS.ELA-Literacy.W.11-12.2.d Use precise language, dmain-specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic. 2013 Public Cnsulting Grup. This wrk is licensed under a 18
NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 11 Mdule 2 Unit 1 Lessn 5 The extent t which the respnse prvides a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). CCSS.ELA-Literacy.W.11-12.2.f Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). Cntrl f Cnventins The extent t which the respnse demnstrates cmmand f the cnventins f standard English grammar, usage, capitalizatin, punctuatin, and spelling. Demnstrate skillful cmmand f cnventins with n grammar, usage, capitalizatin, punctuatin, r spelling errrs. Demnstrate cmmand f cnventins with ccasinal grammar, usage, capitalizatin, punctuatin, r spelling errrs that d nt hinder cmprehensin. Demnstrate partial cmmand f cnventins with several grammar, usage, capitalizatin, punctuatin, r spelling errrs that hinder cmprehensin. Demnstrate insufficient cmmand f cnventins with frequent grammar, usage, capitalizatin, punctuatin, r spelling errrs that make cmprehensin difficult. CCSS.ELA-Literacy.L.11-12.1 CCSS.ELA-Literacy.L.11-12.2 Demnstrate cmmand f the cnventins f standard English grammar, usage, capitalizatin, punctuatin, and spelling when writing r speaking. A respnse that is a persnal respnse and makes little r n reference t the task r text can be scred n higher than a 1. A respnse that is ttally cpied frm the text with n riginal writing must be given a 0. A respnse that is ttally unrelated t the task, illegible, incherent, blank, r unrecgnizable as English must be scred as 0. 2013 Public Cnsulting Grup. This wrk is licensed under a 19
11.2.1 End-f-Unit Text Analysis Checklist Assessed Standards: Cntent and Analysis Cmmand f Evidence and Reasning Cherence, Organizatin, and Style Cntrl f Cnventins Des my respnse Analyze hw tw r mre texts address similar themes r tpics? (CCRA.R.9) Determine an authr s pint f view r purpse in a text? (RI.11-12.6) Analyze hw style and cntent cntribute t the pwer, persuasiveness, r beauty f the text? (RI.11-12.6) Develp the respnse with the mst significant and relevant textual evidence? (W.11-12.2.b) Intrduce a tpic? (W.11-12.2.a) Organize cmplex ideas, cncepts, and infrmatin s that each new element builds n that which precedes it t create a unified whle? (W.11-12.2.a) Use apprpriate and varied transitins and syntax t link the majr sectins f the text, create chesin, and clarify the relatinships amng cmplex ideas and cncepts? (W.11-12.2.c) Use precise language, dmain specific vcabulary, and techniques such as metaphr, simile, and analgy t manage the cmplexity f the tpic? (W.11-12.2.d) Prvide a cncluding statement r sectin that fllws frm and supprts the explanatin r analysis? (W.11-12.2.f) Demnstrate cmmand f the cnventins f standard English grammar, usage, capitalizatin, punctuatin, and spelling? (L.11-12.1, L.11-12.2) 20