Teacher: Lardieri Course: English II Start Date: 09/13/16 End Date: 11/01/16

Stage 1Identify Desired Results

Established Goals I want students to recognize that fiction mirrors reality and that an authors purpose
and Standards in writing can be determined by examining the characters and their reactions to
conflict. I want students to recognize a theme and analyze its development
throughout the course of a novel.

Standards are listed in the CCSS section below.

Unit 1 Big Goal Our goal with this unit is to master the ability to use evidence. This falls under CCSS
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

We will track mastery of this standard using a diagnostic (taken before the start of
this unit), 3 formative writing tasks (outlined below), and a summative LDC essay.

Transfer Students will be able to independently use their learning to ...

1. Understand and analyze the progression of characters whom at first glance

seem completely unrelateable.
2. Identify and track the development of a theme.
3. Participate in a formal editing process.
4. Respond to an LDC prompt independently.
5. Identify the ways that a piece of fiction mirrors real world experience.

Meaning Understandings/Big Ideas Essential Questions

Students will understand that ... Students will keep considering

Social perspective influences our interactions with
those of other social structures. How social
Fiction mirrors reality. perspective
Authors intentionally position readers to see what influences
they want them to see. decision making.
How fiction
mirrors reality.
Acquisition Know (Content) Students will know:

What a social perspective is and how it is influenced.

A piece of fiction represents one side of a story as expressed by an author.
What a theme is and what should be taken into consideration when
determining theme.
The structural difference between literature and informational texts.
What ship breaking is and how it and other environmental issues impacted
the creation of the text.
 Do (Skills) What will Ss be able to do after this Unit? What skills will they have?
CONTENT SKILLS

1. Analyzing how writers use rhetoric to position and influence the reader.
2. Identify relevant evidence and use evidences to support arguments.
3. Citing sources using MLA format.
4. Identifying and tracking the development of a theme throughout a text.
5. Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States.

LITERACY SKILLS

Reading: Commented [AL1]:

1. Ability to identify the central point and main supporting elements of a text.
2. The ability to read in order to uncover layers of meaning that lead to a deeper
comprehension of the text
3. Ability to understand and explain the tasks prompt and rubric

Writing:
1. Ability to bridge reading results to beginning a writing task
2. Ability to refine text, including line of thought, language usage, and tone
appropriate for audience and purpose
3. Ability to write a well developed essay with a clear introduction, body, and
conclusion

CCSS MCCRS Reading Literature

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance
the plot or develop the theme.
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work
(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare).

MCCRS Reading Information

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language of a court opinion differs from that
of a newspaper).

MCCRS Writing
W.9-10.2 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.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
 W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of Language
standards 13 on up to and including grades 9-10 page 55.)
W. 9-10.7 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.
W. 9-10.8 Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation
W. 9-10.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
a) Apply grades 910 Reading standards to literature (e.g., Analyze how an author
draws on and transforms source material in a specific work [e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare]).
b) Apply grades 910 Reading standards to literary nonfiction (e.g., Delineate and
evaluate the argument and specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning)
MCCRS Speaking and Listening
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats
(e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
MCCRS Language
L.9-10.1 Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking.
L. 9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of
strategies.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
a) Interpret figures of speech (e.g., satire, sarcasm) in context and analyze their role in
the text.
b) Analyze nuances in the meaning of words with similar denotations.

Stage 2Plan Learning Experiences, Instruction, and Assessment of Skills

Unit Texts and List any texts, media, or other materials that you will be using during this Unit.
Materials
http://www.cnn.com/2016/08/25/health/meth-fish-baltimore/
https://www.sciencenewsforstudents.org/article/explainer-what-
fracking?mode=blog&context=90
https://www.sciencenewsforstudents.org/article/gulf-oil-spill-still-poisoning-dolphins-
crickets
http://www.shipbreakingbd.info/overview.html
Ship Breaker by Paolo
 ** Supplemental materials can be accessed through the BCPSS Ship Breaker LDC for
Quarter 1

Formative pre-assessment: This is the assessment of the skills that you listed in Stage 1. In other
Assessment words, before you can say that a student has mastered these skills at the end of the unit you need to
Tasks show where they started.
The formative pre-assessment is the diagnostic taken in the weeks prior to this unit.

Formative mid-assessment(s) How can you tell if Ss are approaching the mastery if the skills that
you listed in Stage 1?
Every day students will be interacting with the text and recording their understandings
in a reading journal. Teacher will provide daily questions that support analysis and build
towards the LDC task.
Students will also participate in group evidence tracking activities that will be used to
determine students ability to find and evaluate evidence when responding to a prompt.
We will track progress towards this units big goal by completing 3 short essays as
formative assessments. These assessments will build off of the daily questions requiring
students to support their responses with evidence from the text.
Formative Essay 1: How have humans impacted the environment? Write a four
paragraph essay detailing two key environmental issues of our time. Your essay should
discuss the immediate consequences as well as the long term effects on humanity if these
issues remain unresolved. Use evidence from the readings to support your response.
Formative Essay 2: How do people from the same area have different social
perspectives? Write a four paragraph essay explaining both Nailer and Lucky Girls social
perspectives. Use evidence from the text to support your response.
Formative Essay 3: How does fiction mirror reality? Write a four paragraph essay
detailing the ways that Ship Breaker mirrors our world today. Use evidence from the text
as well as previously read articles to support your response.

Summative/unit assessment
LDC Task: How does fiction mirror reality? After reading Ship Breaker by Paolo
Bacigalupi and other texts, write an essay that defines theme and explains how a
central theme in a novel can reflect current societys social and environmental issues.

Formative This is where you would describe the formative learning tasks that are going to help Ss master the
Learning Tasks skills that you outline in Stage 1. Briefly list the tasks that Ss will hand into you along the way that will
help you determine if they are approaching, meeting, or exceeding the mastery of the skills from Stage
1. Annotation and note taking of nonfiction sources.
2. Daily collection and review of reading journal. This will allow students to track
important evidence and the development of themes in order to sufficiently
respond to the task.
3. Evidence tracking in the final few weeks of the unit will be used to determine
students ability to find and evaluate evidence when responding to a prompt.
 4. Formative short essays to track mastery of Unit 1 goal.

Rubrics What rubrics will you be using for the Pre-Assessment, Mid-Assessment, Summative
Assessments, and Formative Learning Tasks? Please attach all rubrics to this Unit.
The LDC informational/explanatory essay rubric will be used.
https://ldc-production-
secure.s3.amazonaws.com/resource_files/files/000/000/064/original/LDC-
InfoExplanatory-TTRubric-9-12-
March2016.pdf?AWSAccessKeyId=AKIAJZLFICFCJK5OVHIQ&Expires=1474561852&Sign
ature=H9ZCCGaqDxRU7u47sc4TzXMNSn8%3D
 Grade 10 Unit 2: Environmentalism and the Novel1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

12 13 14 15 16
SWBAT SWBAT SWBAT build SWBAT actively read SWBAT use
understand the understand the background and take notes in order character
summative task summative task knowledge about to connect to the interactions to
through analyzing through analyzing ship breaking as it essential question. identify themes.
both the prompt both the prompt relates to the unit Read chapter 1 Class reads
and the rubric. and the rubric. task, through Focus on EQ. chapter 3.
Class vocabulary Have students Teacher
annotates analysis, independently guides
task and informational text list the ways students to
creates a annotation, and chapter 1 identify
definition photographic
mirrors what common
of the term concept mapping.
we have read elements
theme. Use photos
about ship between
Class of ship
breaking in breaking and characters.
reviews
Bangledes other (working
and
annotates h to build environmental conditions,
the rubric engagemen issues from poverty,
for t (gallery Unit 1. decline of
understand walk) How would civilization).
ing. Students these issues Collectively
Mini- will use have an effect we will use
lesson on skills from on social this
social previous perspective? evidence to
perspective unit to read Student show Commented [AL2]: Should social perspective be a full
in which and responses and theme day lesson?
students annotate 2 interaction (child labor,
define informatio with text will environmen
term. nal texts to tal issues)
be
answer the
documented *Chapter 4 for
question
with daily homework
What is
ship reading
breaking? journal.
*Chapter 2 is read
for homework

19 20 21 22 23
Teacher will be on SWBAT actively SWBAT actively SWBAT actively read SWBAT actively
leave of absence read and take read and take and take notes in order read and take
this week notes in order to notes in order to to connect to the notes in order to
(marriage). connect to the connect to the essential question. connect to the
Teacher will essential question. essential question. essential question.
Read Chapter 9

1
Does not include Warm Ups and vocabulary review because they are daily activities.
provide daily Read Read Read
assignments & Chapter 6 Chapter 8 Chapter 10
readings (15-20 &7
pages per day) in
which students
continue to read
and take notes
using the daily
reading journal
format.
SWBAT actively
read and take
notes in order to
connect to the
essential question.

Read
Chapter 5

26 27 28 29 30
SWBAT actively SWBAT actively SWBAT respond SWBAT provide a SWBAT identify the
read and take read and take independently to a response to the LDC differences in social
notes in order to notes in order to content based task based on the first perspective
connect to the connect to the questionnaire to half of the novel. between Nailer and
essential question. essential question. ensure Teacher uses Lucky Girl while
understanding. yesterdays using text evidence
Read Read questionnaire to support their
Chapter 11 Chapter 12 Students to address any assertions.
complete misunderstandi
teacher ngs. Students
created Using the last 2 complete
worksheet weeks of character
ensuring reading journal maps for
understan notes students each
ding from work in pairs to character.
previous provide a basic Students
100 pages. response to the are then
LDC task. placed in
Students will groups to
be provided an analyze
outline that the their own
class creates character
together after maps. The
revisiting task. goal of this
interaction
is to have a
 group
created
explanation
of the
differences
in social
perspective
.

Chapter 13
for
homework

3 October 4 5 6 7
SWBAT identify a SWBAT locate SWBAT locate SWBAT independently SWBAT identify the
single theme and evidence that evidence that locate evidence that best evidence to
provide evidence supports a theme supports a theme supports a theme in support the theme
that supports that in the novel in a in the novel in a the novel in a group and share that
theme. group group atmosphere evidence with the
atmosphere. atmosphere. Whole class class.
Students reads chapter
will start Teacher Students 18. After Students
the day by reviews are placed reading are placed
completing this weeks back into students will be back into
Formative objective groups to given time to groups and
essay 2. and task. read locate 2 pieces groups will
Daily Whole chapter 17 of evidence determine
reading class reads and track that they the 5 best
journal chapter 15. evidence. believe will pieces of
assignment Students support their evidence
s are are placed groups theme. that
lessened back into support
this week individual how their
to focus on groups to chosen
identifying read theme
relevant chapter 16 mirrors
evidence and reality.
that can be continue Read
used in to collect chapter 19.
final esay. evidence. *Read Chapter 20
Class for homework.
discussion/
review of
current
themes.
Students
are then
 placed in
groups.
Each group
is given a
specific
theme.
Members
of that
group will
have to
track
evidence
that shows
how this
theme
mirrors
reality
throughout
the rest of
the week.
Groups will
share
evidence
on Friday.
Whole class
reads
chapter 14.

10 11 12 13 14
SWBAT identify SWBAT identify SWBAT identify SWBAT identify the SWBAT create a
evidence from a evidence from a evidence from a three most prominent thesis in response
non fiction source non fiction source non fiction source themes in the text and to the LDC task.
that demonstrates that demonstrates that demonstrates explain in their own Mini lesson
the novel mirroring the novel the novel words how they mirror on thesis
reality. mirroring reality mirroring reality reality. developme
Read nt in which
chapter 23 Read Read chapter teacher
Read Whole chapter 24. 25. provides
chapter 21 class Class Book wrap up thesis
& 22. revisits 2nd revisits 3rd discussion. frames
Class article article Formative based off of
revisits first from day 2. from the Essay 3. the task.
of 3 articles In small second Group
from day 2. groups day. activity:
As a class student Students Students
students identify are to write a
identify the top 3 independe thesis on a
 quotes that pieces of ntly find 1 slip of
could be evidence piece of paper and
used to (elements evidence the paper
support the that they each that moves from
thesis in thought they one student
their final were believe to the next
paper. mirrored in was which each
These the novel). mirrored in student
quotes are Groups the novel providing
recorded share out and feedback
on the findings provide a 1 per teacher
board and with a paragraph instruction.
in the daily discussion explanatio Assessment
reading about n as to of objective
journal . what how. (MLA is based off
evidence is formatting of students
the should be edited
strongest used with thesis
and why. the article turned in at
evidence the end of
however class.
students
are not
expected
to use
direct
quotes
from the
novel)

17 18 19 20 21
SWBAT use their SWBAT complete SWBAT create a PROFESSIONAL PROFESSIONAL
notes to bridge to an outline for their body paragraph DEVELOPMENT DEVELOPMENT
the writing process final essay. for their final
by implementing essay based off of
an outline. Students their outline.
Teacher must have
provides a Students
outline and completed must have
models outline a
completion checked by completed
by having the draft of
students teacher by body
share notes the end of paragraph
& evidence class. one. (this
from their should
daily only take a
 reading class
journal. period due
Students to the
then begin outline)
the process ** Students create
of 2nd body
outlining. paragraph (using
todays
notes/outline) for
homework.

24 25 26 27 28
SWBAT create a SWBAT create the SWBAT SWBAT participate in SWBAT participate
body paragraph conclusion of their participate in peer peer editing. in peer revision
for their final essay final essay based editing. with the goal of
based off of their off of their outline. Students are receiving a score of
outline. Whole back in groups 3 or higher in the
Mini class from the day scoring element of
Teacher conclusion reviews before. Before development on
reviews 2nd lesson with peer sharing their the LDC rubric.
body conclusion editing peer editing
paragraph outline if checklist checklist they Teacher
and necessary. and read and edit briefly
provides Teacher students another paper reviews the
feedback to reviews are placed from a scoring
students. 3rd body in groups different element of
Students paragraph of 3. member of developme
must have and Students their group. nt with
a provides should Once every students.
completed feedback have one student Students
draft of the to group edit papers
3rd body students. member for the first
paragraph Students edit their half of class
one. (this should paper in order to
should only prepare for according fix any
take a class tomorrow to the errors
period due s peer editing discovered
to the editing. checklist. in the last
outline) two days.
Teacher
pairs
students
based on
ability and
students
exchange
papers to
 begin the
revision
process.
Students
revise
based on
the
requiremen
ts in the
scoring
element of
developm
ent on the
LDC rubric.
Students
continue to
work on
papers over
the
weekend
for teacher
conference
s on
Monday.

31 1 November 2 3 4 End of 1
st

SWBAT analyze SWBAT complete

their work and turn in their
objectively and final LDC essays.
receive teacher
feedback.

Students
meet with
teacher at
predetermi
ned
intervals so
that
teacher can
briefly
address any
concerns.
Students
can also
use this
time to ask
any last
minute
questions.