Implementing Common Core State Standards
The following are the standards this unit targets:
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.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.
This unit asks students to use textual evidence to support whether or not the community depicted fosters unity. They must also cite the main themes of the text, in order to fully understand the text and engage in discussion about the evidence.
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
This unit asks students to determine whether or not the communities presented in the various texts promote unity. They will have to use the evidence presented to make a case for their claim. Furthermore, they will engage in a classroom debate, which they will need to be equipped with evidence that supports a strong claim.
W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Throughout this unit, students will be asked to journal, pose and answer in-depth questions about the texts, research a community, and write an analysis of a community, in which they only have photographs and interviews from.
S&L.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.
Throughout the unit, students will engage in many discussions about the different texts presented in small groups and whole groups.
S&L.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.
S&L.11-12.3. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Students will be asked to participate in a formal classroom debate about the topic of alternative education. They must respect their peers and speak in a way that is clear to their audience. They will have to acknowledge opposing arguments and argue their opinions based on evidence they have gathered.
L.11-12.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.11-12.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Students will have to practice writing and speaking in Standard English in their journals, responses, papers, classroom discussions, and debate.
