ELA G11 Q1 Draft 20-21.pdf this will help anyone

The info you need to teach English

1. Quarter 1, Grade 11


English Language Arts Curriculum Map Quarter 1
Grade 11
th


Introduction
In the Spring of 2020, Shelby County Schools (SCS) convened an official committee to review and vote for K-12 Literacy curricula to be implemented for SY 2020-
21. The committee engaged in several professional learning opportunities with the goal of ensuring that committee members were able to make informed decisions
around high quality instructional materials. As indicated by the official results, the following products were selected by majority vote: McGraw -Hill Wonders for K-5
and Pearson My Perspectives for 6-12.
What does this mean?
As expected with any new adoption many things will change. Student tasks and activities, along with many of the selected texts and materials will change. Unit
topics and even sequencing may change. However, there are some instructional norms that we are committed to as a district that will not change:
• There will continue to be a focus on collaborative and intentional planning. We know that to implement a lesson that meets the expectations of the
standards, teachers must internalize the lesson and its intended outcomes and intentionally plan for these outcomes.
• With this in mind, we are still committed to providing students with lessons implemented with integrity. This means that lessons fully meet the expectations
of the instructional shifts and the TN Academic standards.
• The District continues to be committed to the goals, as described in our strategic plan, Destination 2025.
By 2025,
o 80% of our students will graduate from high school college or career ready
o 90% of students will graduate on time
o 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
Vision of ELA Instruction
In our ELA classrooms, students will:
• Build strong reading foundational skills, starting in the early grades. Foundational literacy skills unlock the code of text so that students can read and
write. We aim for all students to gain these critical skills in the early grades while supporting students of all ages as they strive towards reading proficiently.
• Work with worthwhile and complex texts. By reading, discussing and writing about rich texts students build their understanding of the world and their
understanding of language. Students must experience a staircase of text complexity across their K-12 experience to prepare them for college and career.
• Experience a volume of reading to build knowledge, vocabulary, fluency, and independence. Reading a large volume and wide variety of texts
provides students with critical practice in both skills-based and meaning- based competencies. This practice also builds more confident readers and lifelong
habits of reading.
• Regularly discuss and write about texts, grounded in evidence. Students read texts closely and are challenged to speak and write about what they
have read using evidence to justify their positions. Practice should include a focus on the academic language of texts and using such language in
discussions and writing.
• Own the thinking of the lesson. Students should do most of the reading, thinking, speaking and talking in our classrooms, supported by their peers and
their teacher. Students engage in the work of the lesson and take ownership of their learning.

2. Quarter 1, Grade 11

Effective ELA instruction
In our ELA classrooms, research- based instructional practices will include:
• Thoughtfully planned and executed lessons. Teachers use a deep understanding of grade- level standards, literacy development, and the curriculum
units to ensure daily lessons have clear objectives, worthwhile texts, and aligned tasks. Lesson implementation supports students in achieving the lesson
goals while maintaining the rigor of tasks and requiring students to do the thinking.
• Attention to both skills- based and meaning-based competencies. Proficient readers simultaneously use skills-based competencies (including
decoding, word recognition, and fluency) and meaning- based competencies (including vocabulary and knowledge) to read and make sense of texts. Our
students must receive instruction and practice in both competencies to become strong readers.
• Daily integration of reading, speaking, listening and writing to understand texts and express understanding. Literacy skills are complex and
intertwined and are best developed when practiced in combination, not in isolation. Students need daily, connected practice with the inputs of reading and
listening and the outputs of speaking and writing to develop and express understanding. Strong environments also provide students with regular
opportunities to write about their acquired understanding of text and topics.
• An environment that supports text- based discourse. Teachers create habits of culture that provide opportunities for students to engage in text-based
discussions. Student discussion in ELA builds understanding of the text and topic being studied.
• Data- informed instruction. Teachers develop a clear vision of success and use evidence of student thinking to monitor and adjust instruction. Student
mistakes are viewed as opportunities for learning and guide teachers in providing strategic scaffolding for students to access rigorous content.
How to Use the Curriculum Map
The curriculum map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. In fact, our goal
is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. While
the curriculum map provides the foundation for what is taught in SCS classrooms, and that much is non- negotiable, teacher planning and decision making bring
instructional materials to life in the classroom.
Guidance for ELA Instruction
In 6-12 ELA, each thematic unit in myPerspectives is aligned to an Essential Question and includes texts of multiple genres, including multimodal selections.
Students read complex texts, explore different perspectives on the theme or topic, listen to the perspectives of others, and share their own perspectives. The Unit’s
design features whole- class learning, small group learning, and independent learning. There are also Performance Tasks and Performance- Based Assessments in
each unit. At the conclusion of each unit, there is a Unit Reflection which encourages students to reflect on their goals , the texts they read, the Essential
Question, and their perspective on the unit theme . In 6- 8, each class period should be around 55 minutes of instruction. The components for whole group, small
group, and independent learning are spelled out in the curriculum maps and the instructional frameworks that address pacing within the lessons.
ESL: English Language Development
To support teachers in helping to ensure success for ESL students in the general education classroom, the myPerspectives curriculum provides recommendations
for scaffolds for the ELL students throughout the curriculum. ESL supports will be found on the left column at the bottom of the daily lessons on the curriculum
map. Additionally, teachers can use the ELL Toolkit resource within the Teachers Edition to find Language Objectives, Spanish Cognates, and suggested
vocabulary and scaffolds to promote academic and language growth through the curriculum. Additionally, every teacher’s ELL Toolkit includes mini-lessons
grouped by skill areas: Newcomers, Vocabulary, Grammar and Spelling, Listening and Speaking, Reading, Writing, and Critical Thinking Skills. Additionally, the
State has provided the document
Teaching Literacy in Tennessee: English Learning Companion
which is meant to provide practical guidance for teaching English
Learners.

3. Quarter 1, Grade 11
The WIDA English Language Development (ELD) Standards Connections are found at the following link: https://www.wida.us/standards/eld.asp

Structure of a Unit
Each unit provides approximately five- six weeks of instruction for grades 6- 12.

• Multiple unit-level assessments that are almost always on- demand: students’ independent work on a reading, writing, speaking, or listening task
• Performance Tasks prepare students for success on the end- of-unit Performance- Based Assessment

Units include: daily lesson plans, essential questions, recommended texts, scaffolding strategies, and other classroom resources. Instructional resources address
the needs of all learners. Ancillary resources, including graphic organiz ers and anchor charts, and formative assessment practices, apply to all units. The Unit
Overview provides a road map of the entire unit, and includes the unit’s essential questions, a description of the final performance- based assessment, key features
of the central texts, the standards addressed and assessed in the unit, and long- term “I can” statements that translate the standards into student-centered targets.

The Unit-at-a-Glance calendar includes standards, skills, and other data to help teachers plan. It also provides a detailed description provided in the Unit Overview,
including the instructional focus and a brief description of assessments. A detailed description in the Assessments Overview section, including the performance
task, further clarifies the trajectory of instruction and the specific skills in context that students will understand by the end of the unit .


Guidance on Assessments and Tasks
This Curriculum provides a full complement of assessments, including year-long benchmark assessments, unit-level selection assessments, and a culminating
Performance- Based Task at the conclusion of each unit. Teachers are able to monitor progress through the use of Formative and Summative Assessments. There
are also opportunities for teachers to prepare students for high stakes test through the use of TN Ready Practice Tests, TNReady Test Prep Banks, and Colleg e
Prep Test Banks.

Year-Long Assessments

Beginning-of-Year Test
● Diagnoses student readiness for grade- level skills and standards to be taught during the school year.
● Allows you to use test data to plan which standards need focus.

Mid-Year Test
● Tests skills and standards taught in the first half of the year.
● Provides an opportunity to remediate; if administered online, remediation is assigned automatically.

End-of-Year
● Allows you to use results to determine mastery of standards, place students in classes for the following school year, and to capture final assessment data.

Selection Assessments

Selection Activities
● Instructional activities can be used to assess students’ grasp of critical concepts.

4. Quarter 1, Grade 11
Formative Assessments
● Selection activities can be used as formative checks.
● Notes in the TE offer suggestions for formative assessments at point of use.
• Formative assessment practices and opportunities are embedded in and across lessons. Students self-assess against daily learning targets and receive
frequent feedback from the teacher and peers.

Selection Tests
● Test items track student progress toward mastering standards taught with the selection.
● Extension Selection Tests for a more challenging test are also available.

Performance Tasks
● Each unit includes both a writing and speaking and listening performance task.
● Performance Tasks prepare students for success on the end- of-unit Performance- Based Assessment.

Performance-Based Assessments
● All unit activities are backwards-mapped to the end- of-unit Performance- Based Assessment.
● Students use their notes, knowledge, and skills learned to complete the project.
• In these culminating projects, students synthesize and apply their learning from the unit in an engaging and authentic way. Performance tasks incorporate
the writing process, scaffolds for students, and peer critique and revision

Unit Test
● Includes Technology Enhanced Items, multi-part questions, selected response, and constructed response writing prompts.
● Includes remediation and if taken online, remediation is assigned automatically.

Assessments offer curriculum-embedded opportunities to practice the types of skills needed on high- stakes assessments and include multiple- item formats:
• Selected response (multiple- choice questions)
• Short constructed response/ extended response (either on demand or supported)
• Speaking and listening (discussion or oral presentation)
• Formal argumentative, explanatory, and narrative essays (involving planning, drafting, and revision)

The standards assessed and addressed in each unit specifically support the study of the unit text(s), and include standards in all four domains: reading, writing,
speaking and listening, and language.

5. Quarter 1, Grade 11



Differentiated Instruction Leveled texts, Spanish Translations, First Read Extension Questions, English & Spanish Audio Summaries, Reteach &
Practice Activities, High Interest Readings, English & Spanish Glossary
Teacher Resources Print & Digital Teacher’s Edition, Customizable Lesson Plans, Live Chat, 24/7 Tutorials, Webinars, Customizable Assessments,
Professional Development Videos, Customizable Rubrics
Assessment and Reporting Selection Tests, (English & Spanish), Extension Sel ection Tests, Beginning-of, Mid-, & End-of-Year Tests,
Performance-Based Assessments, Unit Tests with Remediation, TN Ready-Formatted Test Banks, ExamView Installer, Student/Class/District
Reporting
MyPerspectives Resources Beyond the Core Digital Library, Novel Lesson Plans, Reading & Writing Skills Videos, Essay Scorer, Plagiarism
Checker, Graphic Organizers, Reading Skills



6-12 Resources Toolkit
The Tennessee State ELA Standards and Crosswalk
The Tennessee ELA Standards
https://www.tn.gov/education/instruction/academic-standards/english- language- arts-
standards.html
Teachers can access the Tennessee State Standards, which are featured throughout this
curriculum map and represent college and career ready student learning at each respective
grade level.
Crosswalk
https://drive.google.com/file/d/1I_iDUT0yj0LNbOX4orjUVw76PDUB07Oz/view
This crosswalk provides a correlation between the Common Core ELA Standards coding and
the Tennessee ELA Standards coding.
College-and Career-Ready Shifts in ELA/Literacy
https://achievethecore.org/page/2727/college- and-career-ready-shifts-in-ela-literacy

Teachers can access this document via Achieve the Core which supports teachers in reaching
the ELA Instructional Framework by providing resources and content that represent our vision
for excellent ELA instruction.
Scaffolds in the Pearson MyPerspectives Curriculum
Digging Deeper on Differentiation Strategies
https://drive.google.com/file/d/1A6omzTBZGL7WL-xfR530cu0b3490RHGp/view
This article contains examples of strategies that help all students make the most of challenging
texts and harness them for their work and learning.

6. Quarter 1, Grade 11
Scaffolding Options for ELA
PearsonEd
https://www.pearsoned.com/scaffolding-way-engaged-class/

6 Scaffolding Strategies to Use with Your Students
Edutopia
https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber
This article provides several key strategies for creating classrooms where students are
engaged in learning: open-ended discussion questions, group work, project -based
assignments, and reflective writing.

Eager to find more effective ways of creating a meaningful sequence of materials and
assignments, in which students take on increasingly complex tasks that prepare them for
success in a larger assignment? Kick start with this article.
Meeting Students’ Needs through Scaffolding
https://iris.peabody.vanderbilt.edu/module/sca/cresource/q1/p01/#content

Curious about ways to provide scaffolding opportunities in your classroom? This article shines
a light on how the following three approaches for instructional scaffolding are discussed on the
subsequent pages of this article: content scaffolding, task scaffolding, and material scaffolding.
English as a Second Language (ESL)
Scaffolding Language Scaffolding Learning: Teaching English Language
Learners in the Mainstream Classroom
Pauline Gibbons
https://assets.pearsonschool.com/asset_mgr/current/201511/gibbonschapter.pdf
This article discusses ways to provide scaffolds for your English language learners. Dive into
the rich content and strategies within this article.
Digital Dashboard
Pearson Realize
Pearson Realize Integration with Google Classroom Pilot Overview
https://www.youtube.com/watch?v=vsoMhADu3kI&feature=youtu.be
Your online destination—Realize —includes all digital resources, assessments,
and data. Digital tools and an integration with Google give you freedom to
customize the program.

Participants in the Pearson Realize Integration with Google Classroom Pilot can watch this
video for an overview of the seamless content, assignment and data flow teachers can now
experience in Pearson Realize and Google Classroom.
• Classes
• Data and Reporting
• Integrate with Google
• Rearrange and Customize
Realize Online Assessment
(See Table of Contents)
Customizable Digital Assessment and Editable Word Documents allow teachers to edit, add,
or delete questions or to build a test from scratch.
ExamView Assessment Suite
(See Assessments)
Data and Reports allow teachers and districts to gather and track student, class, and district
growth on grade-level knowledge and skills.
Listenwise
Connects Students to what’s happening in the world and what they are learning
in class with Listenwise Current Events.

Improve Listening and Literacy Across the Curriculum

https://www.savvas.com/index.cfm?locator=PS2w2r#

Listenwise brings the power of public radio to ELA classrooms with:
• Compelling nonfiction stories that connect teaching and learning to what is happening in the real world
• Daily current events and lesson resources for ELA, Social Studies, and Science
• Multimodal learning where students practice and develop critical listening skills
• Aligned to Topics in Every Unit
Extend learning in every myPerspectives unit with Listenwise stories that connect to the topic.
Video Library
https://lti.boclips.com/collections
Customize your lessons with compelling videos that have been curated for classrooms.
Realize Discussion Board
(See table of contents)
Use these resources with the Realize Discussion Board to create a lively classroom
ACT and SAT Resources
https://collegereadiness.collegeboard.org/sat/k12-educators/advising-
instruction/official-sat-practice-lesson-plans
The Official SAT Practice Lesson Plans for Teachers by Teachers give you a structure for
building an SAT preparation program. The lessons use specific resources to foster a
classroom experience that leads to independent student practice.
Social-Emotional Learning

7. Quarter 1, Grade 11
Pearson Realize Community (Open-Ed) Resources
https://bit.ly/2X6KHdQ
https://bit.ly/3d6Qe9A
https://bit.ly/3d4Px0L




Edutopia: Social Emotional Learning
https://www.edutopia.org/social-emotional-learning

Social Emotional Learning: FAQs
https://casel.org/faqs/

Aspen Institute: National Commission on Social, Emotional, and Academic Development
https://www.aspeninstitute.org/publications/learning-happens -supporting-
students-social-emotional-academic-development/
Whether working together or alone, students will develop real-world skills, such as: setting
goals, building relationships, responsible behavior, problem solving, making decisions, self-
motivating, and reflecting.
• Social and Emotional Learning in Action
• Social and Emotional Learning As A Key To Behavioral Health And Fewer
Suspensions
• Social and Emotional Learning (SEL) Expert Roger Weissberg on Academics and
Character Education
Edutopia has a robust library of Social Emotional Learning (SEL) resources, such as videos
and articles, that teachers may access to learn more about SEL.
Teachers may access the CASEL website to thoroughly develop their professional
understanding of Social Emotional Learning.


Teachers may use this resource to access SEL articles, videos, and other informative supports
to learn more about SEL.
Home Connection Letters (English & Spanish)
Home Connection Letters in English & Spanish
(see table of contents)
Check out the available Home Connection Letters

8. Quarter 1, Grade 11

11
th Grade Curriculum At-a-Glance
Unit Unit Title
1 Writing Freedom: Words that Shaped a Nation
2 The Individual and Society: Fitting In, or Standing Out?
3 Power, Protest, and Change: A Spirit of Reform
4 Grit and Grandeur: The Importance of Place
5 Facing Our Fears: Victims and Victors
6 Ordinary Lives: Extraordinary Tales

9. Quarter 1, Grade 11


Unit 1 Overview
In this unit, students will read about and discover how powerful words can alter people’s lives and the words that shaped our nation.
Unit Goals
Students will be able to:

● Read a variety of texts to gain the knowledge and insight needed to write about American freedoms.
● Expand your knowledge and use of academic and concept vocabulary.
● Write an argument that has a clear structure and that draws evidence from texts and original research to support a claim.
● Conduct research projects of various lengths to explore a topic and clarify meaning.
● Note differences in language style over time and in various contexts.
● Establish a writing “voice.”
● Correctly use parallelism and verb tenses to convey meaning and enrich your writing and presentations.
● Collaborate with your team to build on the ideas of others, develop consensus, and communicate.
● Integrate audio, visuals, and text in presentations.

Selections and Media
Launch Text
● Totally Free? (1140L)

Whole-Class Learning
● Historical Perspectives: Focus Period 1750-1800: A New Nation
● Anchor Text, Foundational Document: Declaration of Independence, Thomas Jefferson (1390L)
● Anchor Text, Foundational Document: Preamble to the Constitution, Governor Morris (1930L)
● Anchor Text, Foundational Document: Bill of Rights , James Madison (1580L)
● Anchor Text, Speech: Speech in the Convention, Benjamin Franklin (1500L)
● Media, Image Gallery: The American Revolution: Visual Propaganda

Small-Group Learning
● Expository Nonfiction: from America’s Constitution: A Biography, Akhil Reed Amar (1360L)
● Graphic Novel: from The United States Constitution: A Graphic Representation, Jonathan Hennessey and Aaron McConnell
● Autobiography: from The Interesting Narrative of the Life of Olaudah Equiano, Olaudah Equiano (1240L)
● Letter: Letter to John Adams, Abigail Adams (1230)
● Biography: from Dear Abigail: The intimate Lives and Revolutionary Ideas of Abigail Adams and Her Two Remarkable Sisters, Diane Jacobs (1300)
● Speech: Gettysburg Address, Abraham Lincoln (1490)

Independent Learning
● Essay: from Democracy is Not a Spectator Sport, Arthur Blaustein with Helen Matatov (1480L)
● Speech: Reflections on the Bicentennial of the United States Constitution, Thurgood Marshall (1330L)
● Poetry: Speech to the Young/Speech to the Progress-Toward, Gwendolyn Brooks (NP)
● Poetry: the Fish, Elizabeth Bishop (NP)
● Short Story: The Pedestrian, Ray Bradbury (1080L)
● Political Document: from the Iroquois Constitution, Dekanawidah, translated by Arthur C. Parker (1510)

10. Quarter 1, Grade 11
● Argument: from Common Sense, Thomas Paine (1300L)

Performance-Based Assessment
Part 1 – Writing to Sources: Argument
Students will write an argumentative essay on the following topic:
What are the most effective tools for establishing and preserving freedom?

Part 2 – Speaking & Listening: Video Commentary
Students present a video commentary based on the final draft of their argument.

Unit Reflection: Students will reflect on the unit goals, learning strategies, the text and the powerful words that shaped a nation.

11. Quarter 1, Grade 11
Unit 1 Curriculum Map

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
UNIT INTRODUCTION





SE pp 2-9
OVERVIEW
Whole-Class Learning




SE pp 10-11
SELECTION
Historical Perspectives
Focus Period: 1750-1800



SE pp 12-15
SELECTION
Anchor Text
Declaration of Independence
Thomas Jefferson


SE pp 16-23
SELECTION
Anchor Text
Declaration of Independence
Thomas Jefferson


SE pp 24-29
Unit Goals
Students will deepen their
perspective of American
Freedoms by reading, writing,
speaking, listening, and
presenting.
Unit Goals Video

Academic Vocabulary
confirm, demonstrate,
supplement, establish,
conviction

Home Connection Letter
Spanish Home
Connection Letter
Unit 1 Answer Key

Launch Text
Students will read “Totally
Free?” They will then be able
to participate in discussions
about freedom.

Word Network
Students add new words to
their Word Network as they
read texts in the unit.
Word Network

Summary
Students write a summary of
the Launch Text.

Launch Activity
Essential Question
What is the meaning of freedom?

Whole-Class Learning
Strategies
● Listen actively
● Clarify by asking
questions

● Monitor understanding
● Interact and share ideas
Whole-Class Learning
Strategies

Table of Contents Preview
Preview the selections in the
unit and discuss how they
relate to the EQ and unit
topic.




A NEW NATION

Voices of the Period
Students analyze word
meaning and usage of the
period.

History of the Period
Students read about causes
and effects of the American
Revolution and the
beginnings of the nation.

Literature Selections
Students preview the
selections titles and compare
and contrast ways they
explore the idea of freedom.

MAKING MEANING

Concept Vocabulary
unalienable; constrains;
tyranny; assent; acquiesce;
rectitude

First Read
Students Notice, Annotate,
Connect, Respond as they
read the selection the first
time.

First-Read Guide:
Nonfiction

Read the Selection
Selection Audio
Declaration of
Independence: Accessible
Leveled Text

Comprehension Check
Students complete
comprehension questions.
Declaration of
Independence: First Read
Extension Questions

Research to Clarify
Students research one
unfamiliar detail from the text.

Research to Explore
LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
unalienable; constrains;
tyranny; assent; acquiesce;
rectitude

Word Study: Latin Root:
-rect-
Students complete activities
related to the Latin Root –
rect-.
Concept Vocabulary and
Word Study
Word Study: Latin Root:
-rect- (RP)

Word Network
Students add new words to
their Word Network as they
read texts in the unit.

Conventions and Style:
Changes in Syntax and
Usage
Students identify changes in
syntax and usage.
Conventions and Style:
Changes in Syntax and
Usage

12. Quarter 1, Grade 11
Students participate in an
activity related to the unit
theme.

QuickWrite
Students write a response to
the QuickWrite prompt: What
are the most effective tools
for establishing and
preserving freedom?

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.
Evidence Log
Performance-Based
Assessment: Refining Your
Thinking

TN STANDARDS
11-12.L.VAU.6 Acquire and
accurately use general
academic and domain-
specific words and phrases
sufficient for reading, writing,
speaking, and listening at the
postsecondary and workforce
readiness level; demonstrate
independence in building
vocabulary knowledge when
considering a word or phrase
important to comprehension
or expression.
Students conduct research on
the Declaration of
Independence.

Close Read the Text
Students will review the Close
Read Model and complete the
close read sections in the
selection.
Close Read the Text

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence

Analyze Craft & Structure
Author’s Purpose:
Argumentation
Students will analyze a
variety of persuasive appeals.

Analyze Craft and
Structure: Author’s Purpose:
Argumentation
Analyze Craft and
Structure: Author’s Purpose:
Argumentation (RP)

TN STANDARDS
11-12.RI.KID.1 Analyze what
a text says explicitly and draw
inferences; support an
interpretation of a text by
citing and synthesizing
relevant textual evidence from
multiple sources.

11-12.RI.IKI.8 Evaluate how
an author incorporates
evidence and reasoning to
support the argument and
specific claims in a text.

11-12.RI.IKI.9 Analyze and evaluate a variety of
thematically-related texts of
historical and literary
Conventions and Style:
Changes in Syntax and
Usage (RP)

EFFECTIVE EXPRESSION

Writing to Sources:
Editorial
Students write an editorial for
a local school newspaper.
Writing to Sources:
Editorial
Writing to Sources:
Editorial (RP)

Speaking and Listening:
Class Discussion
Students participate in a class
discussion.
Speaking and Listening:
Class Discussion
Speaking and Listening:
Class Discussion (RP)

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

SELECTION TEST
Selection Test:
Declaration of Independence

TN STANDARDS
11-12.L.CSE.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking; consider complex
and contested matters of
usage and convention.

11-12.L.KL.3 Apply knowledge of language to
understand how language

13. Quarter 1, Grade 11
significance for their topics,
facts, purposes, and
rhetorical features.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.


functions in different contexts,
to make effective choices for
meaning or style, and to
comprehend more fully when
reading or listening; consult
references for guidance; and
apply an understanding of
syntax to the study of
complex texts.

11-12.L.VAU.4 Determine
or clarify the meaning of
unknown and multiple-
meaning words and
phrases based on 11- 12

grade- level text by
choosing flexibly from a
range of strategies.

11-12.L.VAU.4.b Use
common grade-
appropriate morphological
elements as clues to the
meaning of a word or a
phrase.

11-12.L.VAU.4.c Consult
reference materials, both
print and digital, to find
the pronunciation of a
word or phrase.

11-12.SL.CC.1 Initiate and
participate effectively with
varied partners in a range of
collaborative discussions on
appropriate 11

- 12

grade
topics, texts, and issues,
building on others’ ideas and
expressing one’s own ideas
clearly and persuasively.

11-12.W.TTP.1 Write
arguments to support
claims in an analysis
of substantive topics
or texts, using valid
reasoning supported
by relevant and
sufficient evidence.

14. Quarter 1, Grade 11


myPerspectives ELL Support
Audio Summary

Personalize for Learning
English Language Support:
Cognates

(TE p 5)

Personalize for Learning
English Language Support:
Vocabulary for QuickWrite

(TE p 9)





Personalize for Learning
English Language Support:
Unfamiliar Words/ Figurative
Language

(TE p 13)





Audio Summary
Declaration of
Independence: Accessible
Leveled Text
Analyze Craft and
Structure: Author’s Purpose:
Argumentation (RP)
(TE p 25)

Personalize for Learning
English Language Support:
Unfamiliar Words

(TE p 19)

Personalize for Learning
English Language Support:
Antiquated Language

(TE p 21)

Personalize for Learning
English Language Support:
Identifying Persuasion in an
Argument

(TE p 25)
Word Study: Latin Root:
-rect- (RP)
(TE p 26)
Conventions: Changes in
Syntax and Usage (RP)
(TE p 27)
Writing to Sources:
Editorial (RP)
(TE p 28)
Speaking and Listening:
Class Discussion (RP)

Personalize for Learning

English Language Support:
Antiquated Language

(TE p 27)

Personalize for Learning
English Language Support:
Choral Reading

(TE p 29)

15. Quarter 1, Grade 11

Unit 1, Daily Lesson Guides
Lesson Instructional Guidance
Day 1

Introduction to the Unit

SE Pages 2-9
TN STANDARDS

11-12.W.TTP.1.e Use
precise language and
domain- specific
vocabulary to manage
the complexity of the
topic.

11-12.L.VAU.6 Acquire
and accurately use
general academic and
domain- specific words
and phrases sufficient for
reading, writing,
speaking, and listening at
the postsecondary and
workforce readiness
level; demonstrate
independence in building
vocabulary knowledge
when considering a word
or phrase important to
comprehension
ELL Support
Personalize for Learning
English Language
Support: Cognates

(TE p 5)

Personalize for Learning
English Language
Support: Vocabulary for
QuickWrite

(TE p 9)
Learning Targets and Standards
• Students will deepen their perspective of American Freedoms by reading, writing, speaking, listening, and presenting.
• Students will read “Totally Free?” They will then be able to participate in discussions about freedom.
• Students add new words to their Word Network as they read texts in the unit.
• Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets and essential question with students.

Opening (5 Minutes)
• Engage students in discussion based on the fJump Start Questions: Why do we interpret language differently today than at the time of the
Founding Fathers? Will you be teaching students twenty years from now about the Constitution, using even more changed language?

• Ask students to write three reasons why it will most likely be valid to speak about the Constitution using conventions that have changed even
more over time.

• Ask students what the phrase “words that shaped a nation” suggests to them.

Activity A (15 Minutes)
Video and Discussion Prompt
• Project the introduction video in class or ask students to open the video in their digital textbooks. Discuss It If you want to make this a digital
activity, go online and navigate to the Discussion Board. Alternatively, students can share their responses in a class discussion.

Activity B (5 minutes)
Review Unit Goals
• Review the goals with students and explain that as they read and discuss the selections, they will improve their skills in reading, writing,
research, language, and speaking and listening. Have students watch the video on Goal Setting. A video on this topic is available online in
the Professional Development Center.

Activity C (10 minutes)
Academic Vocabulary: Argument
• Introduce the academic vocabulary words in the chart. Point out that the root of each word provides a clue to its meaning. Discuss the mentor
sentences to ensure students understand each word’s usage. Students should also use the mentor sentences as context to help them predict
the meaning of each word. Check that students are able to fill the chart in correctly. Complete pronunciations, parts of speech, and definitions
are provided for you. Students are only expected to provide the definition.

16. Quarter 1, Grade 11
Text:
Totally Free?
Activity D (10 minutes)
Read the Launch Text
• Students should read Totally Free? on page 6 and annotate unfamiliar words and sections of text they think are particularly important.

• ** The reading can be assigned for homework prior to the beginning of this lesson. This will help maximize time during the lesson.

• Remind students to determine the author’s central claim in the argument and to figure out how she organizes evidence and reasons that
• support her claim. Have students also identify the writer’s audience—to whom is she speaking(writing)? Whom does she want to convince
that her argument is valid? How does she tailor her essay to fit that particular group of readers?

• Introduce the Word Network. You may choose to have a whole class network that students add to each lesson. Or you may choose to print a
copy of the word network and give to each student so that the student can have individual word networks.

• Review tips for writing a summary, a critical summary and an objective summary. Have students write an objective summary of “Totally
Free?”
• Conduct a brief small group discussion: Tell students that they will have many opportunities to discuss the topic of freedom they work their
way through this unit. After students each perform their task individually, give them time to meet with others who performed the same task.
Remind them to combine and refine their responses. Then each group can present their response to the class.

Closure
Quick Write and Evidence Log
• Consider class discussions, the video, and the Launch Text as you think about the prompt. Record your first thoughts.Assign Students the
writing prompt. What are the most effective tools for establishing and preserving freedom?

• Have students complete the evidence log based in the launch text and quick write assignment, page 9. distribute copies of the evidence
logos that students are able to use throughout the rest of the unit.

17. Quarter 1, Grade 11

Lesson Instructional Guidance
Day 2

OVERVIEW
Whole-Class Learning

SE Pages 10-11
TN STANDARDS
11-12.L.VAU.6 Acquire
and accurately use
general academic and
domain- specific words
and phrases sufficient for
reading, writing,
speaking, and listening at
the postsecondary and
workforce readiness
level; demonstrate
independence in building
vocabulary knowledge
when considering a word
or phrase important to
comprehension or
expression.

ELL Support


Learning Targets and Standards
• Students analyze word meaning and usage of the period.
• Students read about causes and effects of the American Revolution and the beginnings of the nation.
• Students preview the selections titles and compare and contrast ways they explore the idea of freedom.

Essential Question: What is the meaning of freedom?

Lesson Agenda
Learning Targets (5 Minutes)
• Unpack the learning targets and essential questions with students.

Opening (5 Minutes)
• Have students watch the video on the Whole Class Learning Strategies (Video is linked on the page 10 of the interactive TE, 5 minutes) A
video on the topics available online in the Professional Development Center, Encourage students to jot down the ideas using the note catcher
on the TE on page 10 SE

Activity A (20 Minutes)
• Preview the selection in the unit and discuss how they relate to the EQ and unit topic.
• Engage students in a conversation about the meaning of freedom. Point out that freedom can be interpreted in different ways, and that the
• freedom Americans enjoy today has not always been without struggle. During Whole-ClassLearning, students will read selections about how
• the Founding Fathers established documents to safeguard the rights of American citizens.

Activity B (10 Minutes)
• Preview the anchor texts and image gallery with students to generate interest, pg 11. Encourage students to discuss other texts they have
read or movies or television shows they have seen that deal with the pursuit of freedom. Promote students’ discussion in this topic by raising
thoughtful questions on events involving freedom struggles that students know about incurrent news. You may wish to conduct a poll to
determine which selection students think looks most interesting. Discuss the reasons for their preference. Students can return to this poll after
they have read the selections to see if their preference changed.

Closure (10 Minutes)
• Explain to students that after they have finished reading the selections, they will write an argument about the Founders’ decision to declare
independence. To help them prepare, encourage students to think about the topic as they progress through the selections and as they
participate in the Whole-Class Learning experience.

• Exit ticket: have students explain the different types of summaries.

Texts:
Historical Perspectives
Focus Period: 1750-1800

18. Quarter 1, Grade 11
Day 3

A
NEW NATION
SE Pages 12-15
TN STANDARDS
11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.


ELL Support

Personalize for Learning
English Language
Support: Unfamiliar
Words/ Figurative
Language

(TE p 13)

Learning Targets and Standards
• Students analyze word meaning and usage of the period.
• Students read about causes and effects of the American Revolution and the beginnings of the nation.
• Students preview the selections titles and compare and contrast ways they explore the idea of freedom

Essential Question: What is the meaning of freedom?

Lesson Agenda
Learning Targets (5 Minutes)
• Unpack the learning targets and essential question with students.

Opening (5 Minutes)
• Voices of the Period: Introduce the author and the text using the New Nation on page 12. After students read each quotation, ask questions
like these to spark discussion: What does Samuel Adams mean by the phrases “our contest” and “an asylum”? Which words does George
Washington capitalize that we would not capitalize today? Why do you think he capitalizes each one? Which context clues in the third
quotation tell you the meaning of the word manumission?

Activity A (20 minutes)
• History of Period: Read the selection History of Period and have students focus on the time period and the historical context. Ask students to
discuss how limited freedom made the colonists angry enough to begin a war with people to whom they were related through ancestry, as
well as through ties of family, friendship, business, language, and culture. Continue reading the History of Period. Have students focus on the
section of the text labeled “Defining Freedoms.” Point out that independence from Great Britain was only the first step in building the nation.
Encourage a discussion by asking students the following question: Why were there many different approaches to building a nation, and why
did the Founders have to try several before finding one that seemed successful?

Activity B (15 minutes)
• Literature Selections : Preview the selection titles and have students compare and contrast ways that the unit selections might explore the
idea of freedom. Also point out the additional Focus Period Literature found in myPerspectives. Encourage students to utilize these selections
for additional evidence as they complete the Whole-Class Performance Task.

• Comprehension Check: Ask students to discuss answers to these questions in a group.

Closure (5 minute)
• Exit Ticket: Have student write a summary of today's reading,

Texts:
Declaration of
Independence

19. Quarter 1, Grade 11
Day 4

MAKING MEANING

SE Pages 16-23
TN STANDARDS
11-12.RI.KID.1 Analyze
what a text says explicitly
and draw inferences;
support an interpretation
of a text by citing and
synthesizing relevant
textual evidence from
multiple sources.

11-12.RI.IKI.8 Evaluate
how an author
incorporates evidence
and reasoning to support
the argument and
specific claims in a text.

11-12.RI.IKI.9 Analyze
and evaluate a variety of
thematically-related texts
of historical and literary
significance for their
topics, facts, purposes,
and rhetorical features.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

ELL Support

Personalize for Learning
English Language
Support: Unfamiliar
Words

(TE p 19)
Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text.
• Students conduct research on the Declaration of Independence.
• Students will review the Close Read Model and complete the close read sections in the selection.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets and essential question with students.

Opening (5 Minutes)
• Using the Jump Start, Set the following scene for students: “Imagine that you are soldiers dressed in ragged clothes. It’s winter. Snow and ice
surround you. A few of you have light jackets; some are barefoot. All are hungry, huddled in tents without floors. Badly defeated in the last
battle, all you can think of is home. What spoken words might inspire you to keep fighting?” Have students discuss this question. Then explain
that they are about to read a document that gave those soldiers courage to fight on.

Activity A (10 Minutes)
Concept Vocabulary
• Students will encounter the following words as they read the Declaration of Independence. Before reading, note how familiar you are with
each word. Then, rank the words in order from most familiar (1) to least familiar (6).

• Circulate among students as they rank their words. Remind them that they will find the definitions as they read them in the text3

Activity B (5 minutes)
FIRST READ
• As they read, students should perform the steps of the first read.
• Point out to students that while they will always compete the Respond step at the end of the first read, the other steps will probably happen
somewhat concurrently. You may wish to print copies of the First Read Guide: Nonfiction for students to use.
• Remind students that during their first read they should not answer the close-read questions that appear in the select ion.

Activity C (10 minutes)
Analyze Syntax
• Encourage them to talk about the annotations that they marked. You may want to model a close read with the class based on the highlights
shown in the text Identify Mood p 22

Activity D (10 minutes
Media Connection
• Play the Media Connection audio in class, or ask students to open the audio in their interactive textbooks.

Comprehension Check
• Assign the First Read Extension Questions, found on Realize.

Closure
• Review and confirm student response analysis.

20. Quarter 1, Grade 11

Personalize for Learning
English Language
Support: Antiquated
Language

(TE p 21)

Personalize for Learning
English Language
Support: Identifying
Persuasion in an
Argument

(TE p 25)


Texts:
Declaration of
Independence

21. Quarter 1, Grade 11
Day 5

LANGUAGE

DEVELOPMENT
SE Pages 24-29

TN STANDARDS
11-12.L.CSE.2
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing; when
reading and writing, use
knowledge of
punctuation to enhance
sentence style to support
the content of the
sentence; write and edit
work so that it conforms
to a style guide
appropriate for the
discipline and writing
type.

11-12.L.KL.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; consult
references for guidance;
and apply an
understanding of syntax
to the study of complex
texts.

11-12.L.VAU.4
Determine or clarify
the meaning of
unknown and multiple
-meaning words and
phrases based on 11-
12

grade-level text by
Learning Targets and Standards
• Students complete activities related to the Concept Vocabulary words:unalienable; constrains; tyranny; assent; acquiesce; rectitude
• Students complete activities related to the Latin Root –rect
• Students add new words to their Word Network as they read texts in the unit.
• Students add notes and evidence that will be used to inform the Performance-Based Assessment
Essential Question: What is the meaning of freedom?

Lesson Agenda
Learning Targets (5 Minutes)
• Unpack the learning targets and essential question with students.

Opening (5 Minutes)
• Open with Jump Start Question, Ask students how they think different groups of people might have reacted to the Declaration of
Independence. Have students consider the soldiers in the colonial army, the British soldiers whom King George had sent to subdue the
colonies, and the loyalists (those colonists who remained loyal to the king). Lead a discussion on these three groups’ probable reactions

Activity A (10 Minutes)
Close Read the Text
• Work with students on the annotation model, and then have them complete items 2 and 3 on their own. When they have finished, review and
discuss the sections students marked. If needed, continue to model close reading by using the Annotation Highlights in the Interactive
Teacher’s Edition.
Analyze the Text
• Notebook: Have students respond to these questions on pg 24

Activity B 10 minutes)
Analyze Craft and Structure
• Notebook: Have student to respond to these questions on pg 24
• Ask students to write a paragraph explaining the persuasive technique used, giving examples and adding additional techniques and examples
that the commercial writer could have used to support the argument. Have pairs of students discuss the techniques and examples they ad ded
and how successful they were in supporting the argument.

Activity C (5 minutes)
• Concept Vocabulary: Why These Words? Discuss with students some differences between the words acquiesce and assent
• WORD NETWORK : Add words related to freedom from the text to your Word Network HAve students practice Word Study pg 26.

Activity D (5 minutes)
Conventions and Style
• Review the elements of Jefferson’s style, Have students answer questions under the Read It section on pg 27.

Activity E (10 minutes)
• Assign for homework Writing Sources pg 28
• Assignment: An editorial is a brief argumentative essay that appears in a newspaper or on a news site and expresses a position on an issue.
Write an editorial for a local or school newspaper in which you argue your side of an issue that affects your school or community. Use modern
syntax and usage, but apply some of Jefferson’s persuasive techniques. For example, present a list of reasons just as Jefferson does in the
Declaration of Independence.

Closure
• Have students complete the presentation evaluation guide on pg 28.

22. Quarter 1, Grade 11
choosing flexibly from
a range of strategies.

11-12.L.VAU.4.c
Consult reference
materials, both print
and digital, to find the
pronunciation of a
word or phrase.
ELL Support
Personalize for Learning
English Language
Support:
Antiquated Language

(TE p 27)

Personalize for Learning
English Language
Support:
Choral Reading

(TE p 29)

23. Quarter 1, Grade 11

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10
SELECTION
Anchor Text
Preamble to the Constitution
Gouverneur Morris

Bill of Rights
James Madison


SE pp 30-35
SELECTION
Anchor Text
Preamble to the Constitution
Gouverneur Morris

Bill of Rights
James Madison


SE pp 36-37
SELECTION
Anchor Text
Preamble to the Constitution
Gouverneur Morris

Bill of Rights
James Madison


SE pp 38-39
SELECTION
Anchor Text
Speech in the Convention
Benjamin Franklin





SE pp 40-47
SELECTION
Anchor Text
Speech in the Convention
Benjamin Franklin





SE pp 48-49
MAKING MEANING

Concept Vocabulary
exercise; abridging; petition;
redress; infringed; prescribed

First Read
Students Notice, Annotate,
Connect, Respond as they
read the selection the first
time.

First-Read Guide:
Nonfiction

Read the Selection
Selection Audio
Preamble to the
Constitution/Bill of Rights:
Accessible Leveled Text

Comprehension Check
Students complete
comprehension questions.
Preamble to the
Constitution/Bill of Rights:
First Read Extension
Questions

Research to Clarify
Students research one
unfamiliar detail from the text.

Close Read the Text
LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
exercise; abridging; petition;
redress; infringed; prescribed

Word Study:
Multiple-Meaning Words
Concept Vocabulary and
Word Study
Word Study: Multiple-
Meaning Words (RP)

Word Network
Students add new words to
their Word Network as they
read texts in the unit.

Conventions and Style:
Punctuation for
Enumeration
Students identify examples of
parallel structure.
Conventions and Style:
Punctuation for Enumeration
Conventions and Style:
Punctuation for Enumeration
(RP)

TN STANDARDS
11-12.L.VAU.4 Determine
EFFECTIVE EXPRESSION

Writing to Sources:
Extended Definition
Students write an extended
definition of a key word or
concept presented in that
amendment.
Writing to Sources:
Extended Definition
Writing to Sources:
Extended Definition (RP)

Speaking and Listening:
Speech
Students write and deliver a
speech about the Bill of
Rights.
Speaking and Listening:
Speech
Speaking and Listening:
Speech (RP)

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

SELECTION TEST
Selection Test:
Preamble to the
Constitution/The Bill of Rights
TN STANDARDS
MAKING MEANING

Concept Vocabulary
infallibility; despotism;
corrupted; prejudices;
salutary; integrity

First Read
Students Notice, Annotate,
Connect, Respond as they
read the selection the first
time.

First-Read Guide:
Nonfiction

Read the Selection
Selection Audio
Speech in the
Convention: Accessible
Leveled Text

Comprehension Check
Students complete
comprehension questions.
Speech in the
Convention: First Read
Extension Questions

Research to Clarify
Students research one
unfamiliar detail from the text.

Research to Explore
LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
infallibility; despotism;
corrupted; prejudices;
salutary; integrity

Word Study: Latin Suffix:
-ity
Concept Vocabulary and
Word Study
Word Study: Latin Suffix:
-ity (RP)

Word Network
Students add new words to
their Word Network as they
read texts in the unit.

Conventions and Style:
Syntax and Rhetoric
Students identify examples of
parallel and nonparallel
structure.
Conventions and Style:
Syntax and Rhetoric
Conventions and Style:
Syntax and Rhetoric (RP)

TN STANDARDS

24. Quarter 1, Grade 11
Students will review the Close
Read Model and complete the
close read sections in the
selection.
Close Read the Text

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.

Analyze Craft & Structure
Author’s Choices: Structure
Students will analyze the
structure of the readings.
Analyze Craft and
Structure: Structure
Analyze Craft and
Structure: Structure (RP)

TN STANDARDS
11-12.RI.CS.5 Analyze and
evaluate the effectiveness of
the structure an author uses
in his or her own exposition or
argument, including whether
the structure makes points
clear, convincing, and
engaging.

11-12.RI.IKI.9 Analyze and
evaluate a variety of
thematically-related texts of
historical and literary
significance for their topics,
facts, purposes, and
rhetorical features.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.

or clarify the meaning of
unknown and multiple-
meaning words and
phrases based on 11- 12

grade- level text by
choosing flexibly from a
range of strategies.

11-12.L.VAU.4.a Use context
as a clue to the meaning of a
word or a phrase.

11-12.L.VAU.4.c Consult
reference materials, both
print and digital, to find
the pronunciation of a
word or phrase.

11-12.SL.PKI.4 Present
information, findings, and
supporting evidence,
conveying a clear and distinct
perspective so that listeners
can follow the line of
reasoning; address
alternative or opposing
perspectives; and organize
and develop substance and
style appropriate to task,
purpose, and audience.

11-12.W.TTP.2 Write
informative/explanatory texts
to analyze, synthesize, and
convey complex ideas,
concepts, and information
clearly and accurately through
the effective selection and
organization of content.

11-12.W.TTP.2.b Organize
ideas to create cohesion and
clarify relationships among
ideas and concepts, including
but not limited to use of
appropriate and varied
transitions.

Students explore an aspect of
the text they find interesting.

Close Read the Text
Students will review the Close
Read Model and complete the
close read sections in the
selection.
Close Read the Text

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.

Analyze Craft & Structure
Author’s Purpose: Rhetoric
Students will analyze
rhetorical devices in the
speech.
Analyze Craft and
Structure: Author’s Purpose:
Rhetoric
Analyze Craft and
Structure: Author’s Purpose:
Rhetoric (RP)

TN STANDARDS
11-12.RL.KID.1 Analyze what
a text says explicitly and draw
inferences; support an
interpretation of a text by
citing and synthesizing
relevant textual evidence from
multiple sources.

11-12.RI.CS.6 Determine an
author’s point of view and/or
purpose in a text, analyzing
how style and content
contribute to its effectiveness.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
11-12.L.CSE.2 Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing;
when reading and writing, use
knowledge of punctuation to
enhance sentence style to
support the content of the
sentence; write and edit work
so that it conforms to a style
guide appropriate for the
discipline and writing type.

11-12.L.KL.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; consult
references for guidance; and
apply an understanding of
syntax to the study of
complex texts.

11-12.L.VAU.4 Determine
or clarify the meaning of
unknown and multiple-
meaning words and
phrases based on 11- 12

grade- level text by
choosing flexibly from a
range of strategies.

11-12.L.VAU.4.c Consult
reference materials, both
print and digital, to find
the pronunciation of a
word or phrase.

25. Quarter 1, Grade 11
scaffolding at the higher end
as needed.
myPerspectives ELL Support
Audio Summary
Preamble to the
Constitution/Bill of Rights:
Accessible Leveled Text
Analyze Craft and
Structure: Structure (RP)
(TE p 35)

Personalize for Learning
English Language Support:
Unfamiliar words and
Expressions
(TE p 30)



Personalize for Learning
English Language Support:
Antiquated Language
(TE p 34)
Word Study: Multiple-
Meaning Words (RP)
(TE p 36)
Conventions and Style:
Punctuation for Enumeration
(RP)
(TE p 37)

Personalize for Learning
English Language Support:
Understanding Multiple-
Meaning Words
(TE p 36)


Writing to Sources:
Extended Definition (RP)
(TE p 38)
Speaking and Listening:
Speech (RP)
(TE p 39)

Personalize for Learning
English Language Support:
Writing and Delivering a
Speech

(TE p 39)


Audio Summary

Speech in the
Convention: Accessible
Leveled Text
Analyze Craft and
Structure: Rhetoric (RP)
(TE p 47)

Personalize for Learning
English Language Support:
Unfamiliar Words
(TE p 41)

Personalize for Learning
English Language Support:
Paraphrasing for
Comprehension
(TE p 43)

Personalize for Learning
English Language Support:
Rhetorical Devices
(TE p 47)
Word Study: Latin Suffix: -
ity (RP)
(TE p 48)
Conventions and Style:
Syntax and Rhetoric (RP)
(TE p 49)

26. Quarter 1, Grade 11
Day 6

MAKING
MEANING SE Pages 30-35
TN STANDARDS
11-12.RI.CS.5 Analyze and evaluate the
effectiveness of the
structure an author uses
in his or her own
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.

11-12.RI.IKI.9 Analyze
and evaluate a variety of
thematically-related texts
of historical and literary
significance for their
topics, facts, purposes,
and rhetorical features.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed

ELL Support
Personalize for Learning
English Language
Support: Unfamiliar
words and Expressions
(TE p 30)

Personalize for Learning
English Language
Support: Choral Reading
(TE p 31)


Learning Targets and Standards
• Students will review the Close Read Model and complete the close read sections in the selection.
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text.
Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets and essential question with students.

Opening (5 Minutes)
• Have a brief discussion using the Jump start question. Ask students what they know about the political controversy in this country between
people who believe in a strong federal government and those who would rather the federal government not have too much control. Point out
to students that the people who wrote the documents they are about to read had to think about this very same controversy more than two
hundred years ago.

Activity A (10 minutes)
• Comprehension Check: Have students complete the comprehension check on pg 33. If your students would benefit from more rigorous
critical-thinking questions, assign the First Read Extension Questions, found on Realize.

Activity B (5 minutes)
• Research to Clarify: Encourage students to choose at least one unfamiliar detail from these texts. Briefly research that detail. \ Ask students,In
what way does the information you learned shed light on an aspect of these documents?

Activity C (20 minutes)
• Start a brief discussion using Jump Start as your guide. Ask students to think of all the things they are free to do now that they weren’t allowed
to do when they were younger. Ask them which one of these freedoms they could easily give up. Which one would they really not want to give
up? Have students share their responses to see if they agreed on either of their choices.

• Close Read: Students will re-read the text using the Close Read Guide: Nonfiction. In addition, student should be guided through completing
the Close Read sections as detailed in the margins, in the text
Students should complete the Analyze the Text section on pg 35.

Closure
• Analyze Craft and Structure: Review Authors Choice Structure. Have students answer the question and cite evidence to support their
answers.

27. Quarter 1, Grade 11
Texts:
Preamble to the
Constitution
Bill of Rights





Day 7
LANGUAGE
DEVELOPMENT
SE Pages 36-37
TN STANDARDS
11-12.L.VAU.4
Determine or clarify
the meaning of
unknown and multiple-
meaning words and
phrases based on 11-
12

grade-level text by
choosing flexibly from
a range of strategies.

11-12.L.VAU.4.a Use
context as a clue to the
meaning of a word or a
phrase.

11-12.L.VAU.4.c
Consult reference
materials, both print
and digital, to find the
pronunciation of a
word or phrase ELL Support
Personalize for Learning
English Language
Support: Understanding
Multiple-Meaning Words
(TE p 36)

Learning Targets and Standards
• Students complete activities related to the Concept Vocabulary words: exercise; abridging; petition; redress; infringed; prescribed
• Students add new words to their Word Network as they read texts in the unit.
• Students identify examples of parallel structure.
Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets and essential question with students.

Opening (5 Minutes)
• Discuss with students, Why These Words? Point out that three of the words—exercise, petition, and redress—can function as verbs or nouns.
The other three verbs—infringed, abridging, and prescribed— have closely related words that are nouns: infringement, abridgement, and
prescription.
• Students are to answer two questions. How does the concept vocabulary allow the writers to present ideas with both formality and precision?
2. What other words in these documents connect to the concept of legal limitations or remedies?

Activity A (10 Minutes)
• Review word study words with students. Encourage students to answer two questions. pg 36.

Activity B (10- minutes)
• Conventions and Style: Encourage students to practice adding commas to improve their sentence. Students should reread the Preamble
paying attention to all the information.

Activity C (15 minutes)
Closure
• Have students record in Evidence Log and what they have learned from the Preamble to the Constitution and from the Bill of Rights.

28. Quarter 1, Grade 11
Texts: Preamble to the
Constitution
Bill of Rights




Day 9

MAKING
MEANING
SE Pages 40-47
TN STANDARDS
11-12.RL.KID.1 Analyze
what a text says explicitly
and draw inferences;
support an interpretation
of a text by citing and
synthesizing relevant
textual evidence from
multiple sources.

11-12.RI.CS.6 Determine
an author’s point of view
and/or purpose in a text,
analyzing how style and
content contribute to its
effectiveness.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

ELL Support
Personalize for Learning
Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text.
• Students explore an aspect of the text they find interesting.
• Students will review the Close Read Model and complete the close read sections in the selection.
• Students will respond to questions about the text, citing textual evidence
• Students will analyze rhetorical devices in the speech.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets and essential question with students.

Opening (5 Minutes)
• Begin with a brief discussion using the Jump Start Question. Discuss an aphorism by Ben Franklin: “There are no gains without pains” or
“Diligence is the mother of good luck.” Ask students what qualities Franklin seems to admire most. What advice is he suggesting?

Activity A (5 Minutes)
• Concept Vocabulary: Support students as they rank their words. Remind students that the definitions of these words appear in the side
column next to the text

Activity B (20 minutes)
• First Read: Students complete a first read of the text, using the First Read Guide for nonfiction. Remind students that during their first read,
they should not answer the close read questions that appear in the selection.

• Comprehension check: Students will need to answer the comprehension check question using textual evidence to support their answers.

Activity C (10 minutes)
• Close Read the Text Work with students on the annotation model, and then have them complete items 2 and 3 on their own. When they have
finished, review and discuss the sections students marked. If needed, continue to model close reading by using the Annotation Highlights in
the Interactive Teacher’s Edition.
• Analyze Craft and Structure: Explain Author's Purpose Rhetoric

29. Quarter 1, Grade 11
English Language
Support: Unfamiliar
Words
(TE p 41)

Personalize for Learning
English Language Support: Paraphrasing
for Comprehension
(TE p 43)

Personalize for Learning
English Language
Support: Rhetorical
Devices
(TE p 47)

Closure
• Students will use the chart to identify examples from Franklin’s speech of each rhetorical device noted. Explain how each device serves to
strengthen Franklin’s argument or influence his audience

Texts: Speech in the
Convention

30. Quarter 1, Grade 11






Day 10

LANGUAGE

DEVELOPMENT
SE Pages 48-49
TN STANDARDS
11-12.L.CSE.2
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and spelling
when writing; when
reading and writing, use
knowledge of punctuation
to enhance sentence
style to support the
content of the sentence;
write and edit work so
that it conforms to a style
guide appropriate for the
discipline and writing
type.

11-12.L.KL.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; consult
references for guidance;
Learning Targets and Standards
• Students complete activities related to the Concept Vocabulary words:infallibility; despotism; corrupted; prejudices; salutary; integrity
• Students add new words to their Word Network as they read texts in the unit.
• Students identify examples of parallel and nonparallel structure.
• Students add new words to their Word Network as they read texts in the unit.
• Students identify examples of parallel and nonparallel structure.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets and essential question with students.

Opening (5 Minutes)
• Turn and Talk with a classmate and discuss the meaning of paradox and rhetorical devices, Clear up any misconceptions.

Activity A (15 Minutes)
• Concept Vocabulary: Have students complete “Why these Words”, Practice and “ Word Study,” Review student responses using the sample
responses provided in the TE margin. Also encourage students to add new words to their word Network started at the beginning of the unit.
• Have students complete activities on pg 48.
‘
Activity B (5 minutes)
• Conventions and Style: Syntax and Rhetoric Give students some simple examples of parallelism from Franklin’s own aphorisms: Industry
gives comfort and plenty and respect. To be humble to superiors is duty, to equals courtesy, to inferiors nobleness. Then ask them to
underline or read each separate grammatical structure. For more support, see Conventions and Style: Syntax and Rhetoric. Have students
complete activities on pg 49.

Closure
• Exit Ticket: Student will write a 3-2 -1 Summary. Recall three concept vocabulary words
• Share the definition of two words. and explain the difference of parallel and nonparallel structure.

31. Quarter 1, Grade 11
and apply an
understanding of syntax
to the study of complex
texts.
11-12.L.VAU.4
Determine or clarify
the meaning of
unknown and multiple-
meaning words and
phrases based on 11-
12

grade-level text by
choosing flexibly from
a range of strategies.

11-12.L.VAU.4.c Consult
reference materials, both
print and digital, to find
the pronunciation of a
word or phrase.

ELL Support
Personalize for Learning
English Language
Support: Understanding
Multiple-Meaning Words
(TE p 36)
Texts:
Speech in the
Convention

32. Quarter 1, Grade 11

DAY 11 DAY 12 DAY 13 DAY 14 DAY 15
SELECTION
Anchor Text
Speech in the Convention
Benjamin Franklin


SE pp 50-51
SELECTION
The American Revolution:
Visual Propaganda



SE pp 52-57
SELECTION
The American Revolution:
Visual Propaganda



SE pp 58-59
PERFORMANCE TASK:
WRITING FOCUS
Write an Argument



SE pp 60-64
PERFORMANCE TASK:
WRITING FOCUS
Write an Argument



SE pp 65-67
EFFECTIVE EXPRESSION

Writing to Sources:
Evaluation
Students write an evaluation
of the speech.
Writing to Sources:
Evaluation
Writing to Sources:
Evaluation (RP)

Speaking and Listening:
Video Recording
Students make a video
recording of a dramatic
delivery of Franklin’s speech.
Speaking and Listening:
Video Recording
Speaking and Listening:
Video Recording (RP)

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

SELECTION TEST
Selection Test:
Speech in the Convention

TN STANDARDS
11-12.SL.CC.3 Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric; assess
MAKING MEANING

Media Vocabulary
propaganda; appeal;
symbolism

First Review
Students Look, Note,
Connect, Respond as they
review the media the first
time.

First-Review Guide:
Media: Art and Photography

Read the Selection
Selection Audio
The American Revolution:
Visual Propaganda

Comprehension Check
Students complete
comprehension questions.

TN STANDARDS
11-12.L.VAU.6 Acquire and
accurately use general
academic and domain-
specific words and phrases
sufficient for reading, writing,
speaking, and listening at the
post-secondary and
workforce readiness level;
demonstrate independence in
building vocabulary
knowledge when considering
a word or phrase important to

EFFECTIVE EXPRESSION

Speaking and Listening:
Political Infomercial
Students develop a political
infomercial for an imaginary
politician.
Speaking and Listening:
Multimedia Presentation

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

TN STANDARDS
11-12.RI.CS.5 Analyze and
evaluate the effectiveness of
the structure an author uses
in his or her own exposition or
argument, including whether
the structure makes points
clear, convincing, and
engaging.

11-12.RI.CS.6 Determine an
author’s point of view and/or
purpose in a text, analyzing
how style and content
contribute to its effectiveness.

11-12.RI.IKI.7 Evaluate the
topic or subject in multiple
diverse formats and media.

11-12.SL.PKI.5 Make
strategic use of digital media
PERFORMANCE TASK

Write an Argumentative
Essay
Students write an argument
taking a position on the
Preamble or the Declaration
of Independence.

PreWriting/Planning
Students break down the
prompt, gather evidence, and
connect across texts.

Drafting
Students organize and write a
first draft.

TN STANDARDS
11-12.W.TTP.1 Write
arguments to support claims
in an analysis of substantive
topics or texts, using valid
reasoning supported by
relevant and sufficient
evidence.

11-12.W.TTP.1.a Introduce
precise claim(s).

11-12.W.TTP.1.b Develop
claim(s) and counterclaim(s)
fairly, supplying evidence for
each claim and counterclaim
while pointing out the
strengths and limitations of
both in a manner that
anticipates the audience’s
knowledge level and
LANGUAGE
DEVELOPMENT:
CONVENTIONS

Create Cohesion: Tense
Sequence
Students use logic to
sequence verbs to improve
writing.

PERFORMANCE TASK

Revising
Students evaluate and revise
draft utilizing peer reviews.

Editing and Proofreading
Students edit for conventions
and proofread for accuracies.

Publishing and Presenting
Students create a final
version of their argumentative
and share in small groups.

Reflecting
Students reflect on their
arguments.

TN STANDARDS
11-12.L.CSE.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking; consider complex
and contested matters of
usage and convention.

11-12.W.TTP.1 Write
arguments to support

33. Quarter 1, Grade 11
the stance, premises, links
among ideas, word choice,
points of emphasis, and tone
used.

11-12.SL.PKI.5 Make strategic
use of digital media and visual
displays in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add interest.

11-12.W.TTP.1 Write
arguments to support claims in
an analysis of substantive
topics or texts, using valid
reasoning supported by
relevant and sufficient
evidence.

11-12.W.TTP.1.f Establish and
maintain a formal style and
objective tone.

comprehension or
expression.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.

and visual displays in
presentations to enhance
understanding of findings,
reasoning, and evidence and
to add interest.


concerns.

11-12.W.TTP.1.c Create an
organization that establishes
cohesion and clear
relationships among claim(s),
counterclaim(s), reasons, and
evidence.

11-12.W.TTP.1.d Provide a
concluding statement or
section that follows from and
supports the argument
presented.

11-12.W.TTP.1.e Use precise
language and domain-specific
vocabulary to manage the
complexity of the topic.

11-12.W.TTP.1.f Establish
and maintain a formal style
and objective tone.

11-12.W.RBPK.8 Use
advanced searches
effectively, assessing the
credibility and effectiveness of
sources in answering a
research question; integrate
relevant and credible
information selectively, while
avoiding plagiarism and
overreliance on any one
source and following a
standard format for citation.

11-12.W.RW.10 Write
routinely over extended time
frames and shorter time
frames for a range of tasks,
purposes, and audiences.

claims in an analysis
of substantive topics
or texts, using valid
reasoning supported
by relevant and
sufficient evidence.

11-12.W.TTP.1.c Create
an organization that
establishes cohesion
and clear relationships
among claim(s),
counterclaim(s),
reasons, and evidence.

11-12.W.TTP.1.d
Provide a concluding
statement or section
that follows from and
supports the
argument presented.

11-12.W.PDW.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 Foundational Literacy
standard 6 and Language
standards 1-3 up to and
including grades 11-12.)



myPerspectives ELL Support
Writing to Sources:
Evaluation (RP)
(TE p 50)
Audio Summary
The American Revolution:
Visual Propaganda

34. Quarter 1, Grade 11
Speaking and Listening:
Video Recording (RP)
(TE p 51)

Personalize for Learning
English Language Support:
Fact and Opinion
(TE p 50)

Personalize for Learning
English Language Support:
Multiple-Meaning Words
(TE p 52)

Personalize for Learning
English Language Support:
Background
(TE p 55)

35. Quarter 1, Grade 11
Day 11
EFFECTIVE
EXPRESSION
SE Pages 50- 51
TN STANDARDS
11-12.SL.CC.3 Evaluate a
speaker’s point of view,
reasoning, and use of
evidence and rhetoric;
assess the stance,
premises, links among
ideas, word choice, points
of emphasis, and tone
used.
11-12.SL.PKI.5 Make
strategic use of digital
media and visual displays
in presentations to
enhance understanding of
findings, reasoning, and
evidence and to add
interest.
11-12.W.TTP.1 Write
arguments to support
claims in an analysis of
substantive topics or
texts, using valid
reasoning supported by
relevant and sufficient
evidence.

11-12.W.TTP.1.f Establish
and maintain a formal
style and objective tone.

Learning Targets and Standards
• Students write an evaluation of the speech.
• Students make a video recording of a dramatic delivery of Franklin’s speech
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minu
• Lead students to answer the question” What was Franklin's goal or purpose of his speech.to the convention.

Activity A (15 Minutes)
• Writing to Source: Remind students that Franklin’s goal, or purpose, was central to his speech to the convention. First, encourage them to
write a brief statement of Franklin’s central purpose. Ask students to remember what he was trying to convince his audience to do. Next they
might list Franklin’s basic arguments that supported this purpose. As they write their evaluations, they should consider whether his arguments
provided strong support for this central purpose. If your students need more support, Writing to Sources: Evaluation

Assignment: Franklin’s speech in the Convention has been called a masterpiece. Do you agree? Write an evaluation of the speech. Consider
Franklin’s goal and the techniques he used to accomplish it. Be sure to include these elements in your evaluation:
• an introduction that includes a statement of your position
• at least one reference to Franklin’s goal
• valid reasoning, supported by textual evidence that clearly relates to each point
• specific references to the ideas Franklin conveyed and to his use of rhetorical devices
• original rhetorical devices that help you make your points • a conclusion that reasserts your opinion in a memorable way

Encourage students to consider including several of the concept vocabulary words in your evaluation. Also, remember to use parallelism to emphasize
related ideas and create rhythm in your writing. Students will need to complete activities on pg 50.

Activity B (30 minutes)
• Speaking and Listening:As a class, prepare to make a video recording of a dramatic delivery of Franklin’s speech. Follow these steps to
complete the assignment. Follow TE manual on pg 51 to complete recording and evaluating the assigned speech

Closure
• Support students in completing their Evidence Log. This paced activity will help prepare them for the Performance-Based Assessment at the
end of the unit
ELL Support
Personalize for Learning
English Language
Support: Fact and
Opinion
(TE p 50)

Texts:

36. Quarter 1, Grade 11
Speech in the
Convention

Day 12

MAKING MEANING
SE Pages 52- 57
TN STANDARDS
11-12.L.VAU.6 Acquire
and accurately use
general academic and
domain- specific words
and phrases sufficient for
reading, writing,
speaking, and listening at
the post-secondary and
workforce readiness
level; demonstrate
independence in building
vocabulary knowledge
when considering a word
or phrase important to
comprehension or
expression.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.
Learning Targets and Standards
• Students Look, Note, Connect, Respond as they review the media the first time.
• Students complete comprehension questions.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Using Jump Start as a guide, read the following text from a fictional newspaper ad: IN QUICKSTER SHOES, YOU’LL FLY LIKE THE WIND.
Then invite students to offer a picture that might accompany this text and encourage potential buyers. Possible responses: A handsome
athlete flying across a finish line in Quickster shoes. A comic cheetah racing above a plain in Quickster shoes.

Activity A (15 Minutes)
• The American Revolution: Visual Propaganda
• Does a picture have a different effect from that of an article on the same topic? Is the picture’s effect stronger or weaker? Why? Modeling
these and other questions readers might ask will bring “The American Revolution: Visual Propaganda” to life and connect it to the
Performance Task question. Selection audio and print capability for the selection is available in the Interactive Teacher’s Edition.

Activity B (15 Minutes)
• First Review: Students will for first time go through the selection, students should perform the steps of the first review:
• Point out to students that they will perform the first three steps concurrently as they are doing their first review. They will complete the
Respond step after they have finished the first review. You may wish to print copies of the First-Review Guide: Media: Art and Photography
for students to use.

• Media Vocabulary: Encourage students to discuss the media vocabulary. Have they seen the terms in texts before? Review the three terms
and discuss how they are related. What is visual propaganda? How are “appeal” and ”symbolism” alike? How are they different?

Activity C (10 Minutes)
• Comprehension Check: Students will use the chart to note details about each image. Identify the main people and/or objects in the image
and the activity depicted. Use of the captions were helpful. In the final column, express your idea about the overall purpose of the image as a
piece of propaganda

Closure
• Have students reflect on the assignment and ask any questions they may have to clarify any misconceptions.
ELL Support
Personalize for Learning
English Language
Support: Multiple-
Meaning Words
(TE p 52)
Texts:

37. Quarter 1, Grade 11
THE AMERICAN
REVOLUTION

Day 13
EFFECTIVE
EXPRESSION
SE Pages 58- 59
TN STANDARDS
11-12.RI.CS.5 Analyze
and evaluate the
effectiveness of the
structure an author uses
in his or her own
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.

11-12.RI.CS.6 Determine
an author’s point of view
and/or purpose in a text,
analyzing how style and
content contribute to its
effectiveness.

11-12.RI.IKI.7 Evaluate
the topic or subject in
multiple diverse formats
and media.

11-12.SL.PKI.5 Make
strategic use of digital
media and visual
displays in presentations
to enhance
understanding of
findings, reasoning, and
evidence and to add
interest.

Learning Targets and Standards
• Students develop a political infomercial for an imaginary politician.
• Students add notes and evidence that will be used to inform the Performance-Based Assessment

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Ask students to write what they learned about the American Revolution from studying the propaganda. Were they surprised to learn that Paul
Revere slanted his image to fit his viewpoint about British oppression? What else did they find surprising?

Activity A (15 Minutes)
• Close Review the Media: Remind students to look for elements and details they did not at first observe. You may wish to print copies of the
First-Review Guide: Media: Art and Photography for students to use.

• Students will complete Close Review activities on pg 58.

Activity B (25 minutes)
• Speaking and Listening: With a partner, students will create an imaginary candidate who is campaigning for a major office, and develop a
political infomercial, or extended, informative advertisement. Design and write the script for a presentation, including images that take a
particular slant. Include a campaign slogan and a logo. As you work, take into account aspects of propaganda, appeal, and symbolism.
Record and present the infomercial to the class. Follow the text direction for assignment on pg 59.

Closure
• Have students share out a slogan they have seen from a US politician either on television or a social media platform. Encourage students to
use propaganda vocabulary in describing the techniques being used in the politicians videos,
ELL Support

38. Quarter 1, Grade 11
Texts:
THE AMERICAN
REVOLUTION



Day 14

PERFORMANCE TASK:
WRITING FOCUS

SE Pages 60- 64
TN STANDARDS
11-12.W.TTP.1 Write
arguments to support
claims in an analysis of
substantive topics or
texts, using valid
reasoning supported by
relevant and sufficient
evidence.

11-12.W.TTP.1.a
Introduce precise
claim(s).

11-12.W.TTP.1.b
Develop claim(s) and
counterclaim(s) fairly,
supplying evidence for
each claim and
counterclaim while
pointing out the strengths
and limitations of both in
a manner that anticipates
the audience’s
knowledge level and
concerns.

11-12.W.TTP.1.c Create
an organization that
establishes cohesion and
clear relationships
among claim(s),
Learning Targets and Standards
• Students write an argument taking a position on the Preamble or the Declaration of Independence.
• Students break down the prompt, gather evidence, and connect across texts.
• Students organize and write a first draft.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Discuss the Jump Start Question with students. Should the Founding Fathers have declared independence from Great Britain? Ask students
to write two sentences about their first reaction to the question. Do they feel inclined to say “Yes” or “No”? What is the main reason for their
first reaction? Have students share what they wrote.

Activity A (40 Minutes)
• introduce the writing assignment to your students.
• Write a brief argumentative essay in which you address this question: Which statement do you find most compelling for Americans today: the
Preamble to the Constitution or the first sentence of paragraph three of the Declaration of Independence? Begin by choosing a position and
stating a claim. Then, use specific details from the texts, historical examples, and your observations of our society today to support your
claim. Make sure that your reasons link directly to your claim. Students should complete the assignment using word processing software to
take advantage of editing tools and features.

• Guide students through the prewriting/planning sections of the writing process as outlined on page 60. Provide students with the opportunity
to begin the draft of their narratives, depending on time constraints, students may need to finish drafts for homework.

Closure
• Have students share their progress with the narrative draft and identify what the next steps should be.

39. Quarter 1, Grade 11
counterclaim(s), reasons,
and evidence.

11-12.W.TTP.1.d Provide
a concluding statement
or section that follows
from and supports the
argument presented.

11-12.W.TTP.1.e Use
precise language and
domain- specific
vocabulary to manage
the complexity of the
topic.

11-12.W.TTP.1.f
Establish and maintain a
formal style and objective
tone.

11-12.W.RBPK.8 Use
advanced searches
effectively, assessing the
credibility and
effectiveness of sources
in answering a research
question; integrate
relevant and credible
information selectively,
while avoiding plagiarism
and overreliance on any
one source and following
a standard format for
citation.

11-12.W.RW.10 Write
routinely over extended
time frames and shorter
time frames for a range
of tasks, purposes, and
audiences.
ELL Support
Texts:

40. Quarter 1, Grade 11
Day 15

PERFORMANCE TASK:
WRITING FOCUS

SE Pages 65- 67
TN STANDARDS
11-12.L.CSE.1
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking; consider
complex and contested
matters of usage and
convention.

11-12.W.TTP.1
Write arguments
to support claims
in an analysis of
substantive
topics or texts,
using valid
reasoning
supported by
relevant and
sufficient
evidence.

11-12.W.TTP.1.c
Create an
organization that
establishes
cohesion and clear
relationships
among claim(s),
counterclaim(s),
reasons, and
evidence.

11-
12.W.TTP.1.d
Provide a
concluding
statement or
section that
Learning Targets and Standards
• Students use logic to sequence verbs to improve writing
• Students evaluate and revise draft utilizing peer reviews.
• Students edit for conventions and proofread for accuracies.
• Students create a final version of their argumentative and share in small groups.
• Students reflect on their arguments

Essential Question: What does it mean to be American?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open the lesson by conducting a progress check and the review of the goals and expectations of the performance task.

Activity A (40 Minutes)
• Language Development Convention and Style. Review parallel and nonparallel structure.

Activity B/Closure (5 minutes)
• Guide student through the revising editing and proofreading, and publishing and presenting steps of the writing process, Allow students yo
reflect as indicated on page 67.

41. Quarter 1, Grade 11
follows from and
supports the
argument
presented.

11-12.W.PDW.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
Foundational Literacy
standard 6 and
Language standards 1-3
up to and including
grades 11- 12.)
ELL Support
Texts:

42. Quarter 1, Grade 11

DAY 16 DAY 17 DAY 18 DAY 19 DAY 20
OVERVIEW
Small-Group Learning





SE pp 68-71
SELECTION
from America’s Constitution:
A Biography
Akhil Reed Amar



SE pp 72-81
SELECTION
from The United States
Constitution: A Graphic
Adaptation
Jonathan Hennessey


SE pp 82-88
SELECTION
from The United States
Constitution: A Graphic
Adaptation
Jonathan Hennessey


SE pp 89-91
SELECTION
from The Interesting Narrative
of the Life of Olaudah
Equiano
Olaudah Equiano


SE pp 92-99
Essential Question
What is the meaning of
freedom?

Small-Group Learning
Strategies
● Prepare
● Participate Fully
● Support Others
● Clarify
Small-Group Learning
Strategies

Table of Contents Preview
Preview the selections in the
unit and discuss how they
relate to the EQ and unit
topic.

Working as a Team
● Take a position
● List your rules
● Apply the rules
● Name your group
● Create a communication
plan

Making a Schedule
Students make a schedule
with group for completing
tasks.

Working on Group Projects
Students choose specific
roles for each member.

MAKING MEANING
Concept Vocabulary
conclave; eminent; populist

First Read
Students Notice, Annotate, Connect, Respond as they
read the selection the first
time.

First-Read Guide:
Nonfiction

Read the Selection
Selection Audio
from America’s
Constitution: A Biography:
Accessible Leveled Text

Comprehension Check
Students complete
comprehension questions.

from America’s
Constitution: A Biography:
First Read Extension
Questions

Research to Explore
Students research an
interesting topic.


Close Read the Text
MAKING MEANING

Media Vocabulary
layout; speech balloon;
caption

First Review
Students Look, Note,
Connect, Respond as they
review the media the first
time.

First-Review Guide:
Media: Art and Photography

Read the Selection
Selection Audio
from The United States
Constitution: A Graphic
Adaptation

Comprehension Check
Students complete
comprehension questions.

Research to Clarify
Students research one
unfamiliar detail from the text.

Research to Explore
Students research an
interesting topic from the
graphic adaptation.

TN STANDARDS
11-12.L.VAU.6 Acquire and
accurately use general
MAKING MEANING

Close Review
Students will review the
graphic representation and
record any new observations.

Analyze the Media
Students will respond to
questions about the text,
citing textual evidence.
Analyze the Media

LANGUAGE
DEVELOPMENT

Media Vocabulary
Students complete activities
related to the Vocabulary
words: layout; speech
balloon; caption
Media Vocabulary

EFFECTIVE EXPRESSION

Writing to Compare:
Informative Essay
Students write an informative
essay about the historical
documents in the reading.
Writing to Compare:
Informative Essay

Evidence Log
Students add notes and
evidence that will be used to
MAKING MEANING
Concept Vocabulary
loathsome; wretched;
dejected

First Read
Students Notice, Annotate, Connect, Respond as they
read the selection the first
time.
First-Read Guide:
Nonfiction

Read the Selection
Selection Audio
from The Interesting
Narrative of the Life of
Olaudah Equiano: Accessible
Leveled Text

Comprehension Check
Students complete
comprehension questions.

from The Interesting
Narrative of the Life of
Olaudah Equiano: First Read
Extension Questions

Research to Clarify
Students research one
unfamiliar detail from the text.

Research to Explore

43. Quarter 1, Grade 11
Students will review the Close
Read Model and complete the
close read sections in the
selection.
Close Read the Text

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.
Analyze the Text

LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
conclave; eminent; populist

Word Study: Latin Suffix:
-ist
Concept Vocabulary and
Word Study
Word Study: Latin Suffix:
-ist (RP)

Word Network
Students add new words to
their Word Network as they
read texts in the unit.

Analyze Craft & Structure
Author’s choices: Rhetoric
Students will identify and
clarify analogies.
Analyze Craft and
Structure: Rhetoric
Analyze Craft and
Structure: Rhetoric (RP)

Author’s Style: Historical
Narrative as Argument
academic and domain-
specific words and phrases
sufficient for reading, writing,
speaking, and listening at the
post-secondary and
workforce readiness level;
demonstrate independence in
building vocabulary
knowledge when considering
a word or phrase important to
comprehension or
expression.
11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.


inform the Performance-
Based Assessment.

Selection Test: from
The United States
Constitution: A Graphic
Adaptation

TN STANDARDS
11-12.RL.KID.3 Analyze how
an author’s choices regarding
the development and
interaction of characters,
events, and ideas over the
course of a text impact
meaning.

11-12.RL.CS.5 Analyze how
an author’s choices
concerning the structure of
specific parts of a text
contribute to its overall
structure, meaning, and
aesthetic impact.

11-12.RL.IKI.7 Evaluate the
topic, subject, and/or theme in
multiple diverse formats and
media, including how the
version interprets the source
text.

11-12.W.TTP.2 Write
informative/explanatory
texts to analyze,
synthesize, and convey
complex ideas, concepts,
and information clearly and
accurately through the
effective selection and
organization of content.

11-12.W.RBPK.9 Support and
defend interpretations,
analyses, reflections, or
research with evidence found
in literature or informational
texts, applying grade band
Students research the author,
the era, or the topic

Close Read the Text
Students will review the Close
Read Model and complete the
close read sections in the
selection.

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.

LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
loathsome; wretched;
dejectedv

Word Study: Latin Root:
-ject-
Concept Vocabulary and
Word Study

Word Study: Latin Root:
-ject-

Word Network
Students add new words to
their Word Network as they
read texts in the unit.

Analyze Craft & Structure
Literary Nonfiction:
Persuasive Purpose
Students will analyze
elements of persuasive text.
Analyze Craft and
Structure: Literary Nonfiction:
Persuasive Purpose
Analyze Craft and
Structure: Literary Nonfiction:
Persuasive Purpose (RP)

44. Quarter 1, Grade 11
Students identify examples of
the author’s use of historical
details.
Author’s Style: Historical
Narrative as Argument
Author’s Style: Historical
Narrative as Argument (RP)

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

Selection Test: from
America’s Constitution: A
Biography

TN STANDARDS
11-12.L.VAU.4.a Use context
as a clue to the meaning of a
word or a phrase.

11-12.L.VAU.4.c Consult
reference materials, both
print and digital, to find
the pronunciation of a
word or phrase.

11-12.RI.KID.3 Analyze how
an author’s choices regarding
the ordering of ideas and
events, the introduction and
development of ideas, and
connections among ideas
impact meaning. 11-
12.RI.KID.1 Analyze what a
text says explicitly and draw
inferences; support an
interpretation of a text by
citing and synthesizing
relevant textual evidence from
multiple sources.

11-12.RI.CS.5 Analyze and evaluate the effectiveness of
the structure an author uses
in his or her own exposition or
11-12 standards for reading
to source material.

TN STANDARDS
11-12.L.VAU.4 Determine
or clarify the meaning of
unknown and multiple-
meaning words and
phrases based on 11- 12

grade- level text by
choosing flexibly from a
range of strategies.

11-12.L.VAU.4.c Consult
reference materials, both
print and digital, to find
the pronunciation of a
word or phrase.

11-12.RI.CS.6 Determine an
author’s point of view and/or
purpose in a text, analyzing
how style and content
contribute to its effectiveness.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.

45. Quarter 1, Grade 11
argument, including whether
the structure makes points
clear, convincing, and
engaging.

11-12.RI.CS.6 Determine an
author’s point of view and/or
purpose in a text, analyzing
how style and content
contribute to its effectiveness.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.



myPerspectives ELL Support

Audio Summary
from America’s
Constitution: A Biography :
Accessible Leveled Text
Word Study: Latin Suffix:
-ist (RP)
(TE p 79)
Analyze Craft and
Structure: Rhetoric (RP)
(TE p 80)
Author’s Style: Historical
Narrative as Argument (RP)
(TE p 81)

Personalize for Learning
English Language Support:
Understanding the Latin
Suffix -ist
(TE p 78)
Audio Summary
from The United States
Constitution: A Graphic
Adaptation: Accessible
Leveled Text

Personalize for Learning
English Language Support:
Significant Symbols
(TE p 83)

Personalize for Learning
English Language Support:
Analyze the Panels
(TE p 87)


Audio Summary
from The Interesting
Narrative of the Life of
Olaudah Equiano: Accessible
Leveled Text
Word Study: Latin Suffix:
-ject- (RP)
(TE p 98)
Analyze Craft and
Structure: Literary Nonfiction:
Persuasive Purpose (RP)
(TE p 99)

46. Quarter 1, Grade 11

Day 16

OVERVIEW
Small-Group Learning

SE Pages 68- 71
TN STANDARDS
11-12.L.VAU.4.a Use
context as a clue to the
meaning of a word or a
phrase.

11-12.L.VAU.4.c
Consult reference
materials, both print
and digital, to find the
pronunciation of a
word or phrase.

11-12.RI.KID.3 Analyze
how an author’s choices
regarding the ordering of
ideas and events, the
introduction and
development of ideas,
and connections among
ideas impact meaning.
11-12.RI.KID.1 Analyze
what a text says explicitly
and draw inferences;
support an interpretation
of a text by citing and
synthesizing relevant
textual evidence from
multiple sources.

11-12.RI.CS.5 Analyze
and evaluate the
effectiveness of the
structure an author uses
in his or her own
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
Learning Targets and Standards
• Students make a schedule with a group for completing tasks.
• Students choose specific roles for each member.

Essential Question: What does it mean to be American?

Lesson Agenda

Learning Targets (5 Minutes)
Unpack the learning targets.

Opening (5 Minutes)
• Revisit the essential question and share with students that the lesson will shift to a small group focus.

Activity A (15 Minutes)
• Revisit small group learning strategies as described on page 68

Activity B (10 minutes)
• Discuss and introduce the selections for the small group portion of the unit. Give groups time to read about and briefly discuss the panel
discussion they will create after reading. Encourage students to do some preliminary thinking about what a panel discussion is and how they
might organize theirs. This may help focus their subsequent reading and group discussion

Activity C (20 minutes)
• Have students complete and discuss the “Work as a Team”< Making a Schedule”, and “Working on Group Projects on pages 70-71.

Closure
• Have students finalize small group logistics.

47. Quarter 1, Grade 11

11-12.RI.CS.6 Determine
an author’s point of view
and/or purpose in a text,
analyzing how style and
content contribute to its
effectiveness.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.
ELL Support
Personalize for Learning English Language
Support: Understanding
the Latin Suffix -ist
(TE p 78)

Texts:
from America’s
Constitution: A Biography

48. Quarter 1, Grade 11
Day 17
MAKING MEANING
SE Pages 72- 81
TN STANDARDS
11-12.L.VAU.4.a Use
context as a clue to the
meaning of a word or a
phrase.

11-12.L.VAU.4.c
Consult reference
materials, both print
and digital, to find
the pronunciation of
a word or phrase.

11-12.RI.KID.3 Analyze
how an author’s choices
regarding the ordering of
ideas and events, the
introduction and
development of ideas,
and connections among
ideas impact meaning.
11-12.RI.KID.1 Analyze
what a text says
explicitly and draw
inferences; support an
interpretation of a text by
citing and synthesizing
relevant textual evidence
from multiple sources.

11-12.RI.CS.5 Analyze
and evaluate the
effectiveness of the
structure an author uses
in his or her own
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.

11-12.RI.CS.6 Determine an author’s point of view and/or
purpose in a text,
analyzing how style and
Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students complete activities related to the Concept Vocabulary words:conclave; eminent; populist
• Students add new words to their Word Network as they read texts in the unit.
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.
• Students will review the Close Read Model and complete the close read sections in the selection
• Students will respond to questions about the text, citing textual evidence

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open the lesson as guided by the “Jump Start” on page 79. Ask students to think of their favorite game. Have students imagine what the
game would be like if there were no rules. Ask groups to draw some conclusions about the value of rules. Point out that the U.S. Constitution
is, in effect, a rulebook for our government.

Activity A (25 Minutes)
• Have students perform the steps of the first read independently. Point out to students that while they will always complete the Respond step
at the end of the first read, the other steps will probably happen somewhat concurrently. You may wish to print copies of the First Read Guide

for nonfiction for students to use.
• Have students complete the Comprehension Check and review and discuss with small groups.
Activity B (15 minutes)
• Have groups complete the Close Read the Text and Analyze the Text activities on page 79. If needed, model close reading by using the
Annotation Highlights in the Interactive Teacher’s Edition. Remind students to use Accountable Talk in their discussions and to support one
another as they complete the close read. Student will complete Concept Vocabulary Activities page 79
Closure
• Close by having groups discuss responses to the essential question. What has this selection taught you about being American.

49. Quarter 1, Grade 11
content contribute to its
effectiveness.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

ELL Support
Personalize for Learning
English Language
Support: Understanding
the Latin Suffix -ist
(TE p 78)

Texts:
from America’s
Constitution: A
Biography

50. Quarter 1, Grade 11
Day 18

MAKING MEANING
SE Pages 82- 88
TN STANDARDS
11-12.L.VAU.6 Acquire
and accurately use
general academic and
domain- specific words
and phrases sufficient for
reading, writing,
speaking, and listening at
the post-secondary and
workforce readiness
level; demonstrate
independence in building
vocabulary knowledge
when considering a word
or phrase important to
comprehension or
expression.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.
Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text.
• Students research an interesting topic from the graphic adaptation.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Have students look at the cover panel, encourage them to talk about what they observe. Ask how significant is the picture to the US
constitution? Does the visual help you understand the importance of the US constitution.

Activity A (10 Minutes)
• Media Vocabulary: Have groups briefly discuss the media vocabulary. Ask students if they have encountered any of these terms before? Ask
students to identify the layout, a speech balloon, and a caption on the first page of the selection. Point out that the layout contains both
speech balloons and captions. Remind students that each frame in the layout is called a panel.

Activity B (20 minutes)
• First Review: Have students perform the steps of the first review independently. Point out to students that they will perform the first three
steps concurrently as they are doing their first review. They will complete the Respond step after they have finished the first review. You may
wish to print copies of the First-Review Guide: Media: Art and Photography for students to use,
• Students will complete the following items after finishing their first review. Review and clarify details with your group.
Activity C (5 minutes)
• Research to Clarify: Have students choose at least one unfamiliar detail from the graphic adaptation. Tell students to briefly research that
detail. In what way does the information you found shed light on your understanding of the Constitution or the Bill of Rights?

Closure
• Exit Ticket: Instruct students to choose something that interested them from the graphic adaptation, and formulate a research question about
it.



ELL Support
Texts:
from The United States
Constitution: A Graphic
Adaptation

51. Quarter 1, Grade 11
Day 19
MAKING MEANING
SE Pages 89- 91
TN STANDARDS
11-12.RL.KID.3 Analyze
how an author’s choices
regarding the
development and
interaction of characters,
events, and ideas over
the course of a text
impact meaning.

11-12.RL.CS.5 Analyze
how an author’s choices
concerning the structure
of specific parts of a text
contribute to its overall
structure, meaning, and
aesthetic impact.

11-12.RL.IKI.7 Evaluate
the topic, subject, and/or
theme in multiple diverse
formats and media,
including how the version
interprets the source text.

11-12.W.TTP.2 Write
informative/explanatory
texts to analyze,
synthesize, and
convey complex ideas,
concepts, and
information clearly and
accurately through the
effective selection and
organization of
content.

11-12.W.RBPK.9
Support and defend
interpretations, analyses,
reflections, or research
with evidence found in
literature or informational
texts, applying grade
band 11-12 standards for
Learning Targets and Standards
• Students will review the graphic representation and record any new observations.
• Students will respond to questions about the text, citing textual evidence.
• Students complete activities related to the Vocabulary words: layout; speech balloon; caption
• Students write an informative essay about the historical documents in the reading.
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open with Jump Start, Have students imagine that they are living in 1788. The Constitution has been written but it has yet to be ratified.ve
them consider how people of that time thought of this document, which would deeply impact their lives. How might students have felt if they
lived in 1788?

Activity A (10 Minutes)
• Close Review: If needed, model close reviewing by using the Closer Review notes in the Interactive Teacher’s Edition. Remind groups to use
Accountable Talk in their discussions and to support one another as they complete the close review.

• Students will complete,” Analyze Text” activities on page 88.

Activity B (5 minutes)
• Language Development: Media Vocabulary. Remind students to use identified vocabulary words on page 89 in their responses to the
questions of the activity.

Activity C (20 minutes)
Effective Expression
• Writing to Compare: Encourage groups to divide up the work, with members focusing on one text or the other. Follow TE notes in margin to
help students understand assignments. Students will begin the writing process planning/pre-writing, and drafting.
• Depending on time constraints, students may need to finish drafts from homework.

Closure
• Have students share their progress with the informative essay draft and identify what the next steps should be.

52. Quarter 1, Grade 11
reading to source
material.
ELL Support
Texts:
from The United States
Constitution: A Graphic
Adaptation

53. Quarter 1, Grade 11
Day 20
MAKING MEANING
SE Pages 92- 99
TN STANDARDS
11-12.L.VAU.4
Determine or clarify
the meaning of
unknown and multiple-
meaning words and
phrases based on 11-
12

grade-level text by
choosing flexibly from
a range of strategies.

11-12.L.VAU.4.c
Consult reference
materials, both print
and digital, to find the
pronunciation of a
word or phrase.

11-12.RI.CS.6 Determine
an author’s point of view
and/or purpose in a text,
analyzing how style and
content contribute to its
effectiveness.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text.
• Students research the author, the era, or the topic
• Students will review the Close Read Model and complete the close read sections in the selection.


Essential Question: What is the meaning of freedom??

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Listen to an audio selection from The Interesting Narrative of the Life of Olaudah Equiano. Ask students the following question:What would
the daily life of a slave be like? What activities are slaves barred from doing? What must they do? Modeling these and other questions
readers might ask will bring “from The Interesting Narrative of the Life of Olaudah Equiano” to life and connect it to the Performance Task
question.

Activity A (5 Minutes)
• Concept Vocabulary: Ask students whether they have encountered any of the concept words before. Do they recognize the prefix, suffix, or
base word of any of the concept vocabulary words? Have groups consider the strategy of finding base words and discuss its advantages.

Activity B (15 minutes)
• FIRST READ: Have students perform the steps of the first read independently. Point out to students that while they will always complete the
Respond step at the end of the first read, the others steps will probably happen somewhat concurrently. You may wish to print out the First-
Read Guide: Nonfiction for students to use.

• Have students complete the Comprehension Check page 97 and review and discuss with small groups.
Activity C (20 minutes)
• Close Read: Hake students Close Read the Text With your group, revisit sections of the text you marked during your first read. Annotate
details that you notice. What questions do you have? What can you conclude: Students will complete all CLose Read activities on page 98.

ACTIVITY D (5 Minutes)
• Analyze Craft and Structure Literary Nonfiction: Persuasive Response Explain to students that slave narratives are just one of many forms
that literary nonfiction can take. Biographies, essays, travel writing, and creative nonfiction are additional subcategories of this genre. For
more support, see Analyze Craft and Structure: Literary Nonfiction. Have students complete the Practice Activity on page 99.

Closure
• Check for student progress with assignment. Depending on time constraints, students may need to finish drafts from homework. ELL Support
Texts:from The
Interesting Narrative of
the Life of Olaudah
Equiano

54. Quarter 1, Grade 11

DAY 21 DAY 22 DAY 23 DAY 24 DAY 25
SELECTION
from The Interesting Narrative
of the Life of Olaudah
Equiano
Olaudah Equiano






SE pp 100-101
SELECTION
Letter to John Adams
Abigail Adams

From Dear Abigail: The
intimate Lives and
Revolutionary Ideas of Abigail
Adams and Her Two
Remarkable Sisters
Diane Jacobs

SE pp 102-113
SELECTION
Letter to John Adams
Abigail Adams

From Dear Abigail: The
intimate Lives and
Revolutionary Ideas of Abigail
Adams and Her Two
Remarkable Sisters
Diane Jacobs

SE pp 114-115
SELECTION
Letter to John Adams
Abigail Adams

From Dear Abigail: The
intimate Lives and
Revolutionary Ideas of Abigail
Adams and Her Two
Remarkable Sisters
Diane Jacobs

SE pp 116-117
SELECTION
Gettysburg Address
Abraham Lincoln








SE pp 118-125
LANGUAGE
DEVELOPMENT

Conventions and Style:
Eighteenth-Century
Narrative Style
Students identify examples of
eighteenth-century usage.
Conventions and Style:
Eighteenth-Century Narrative
Style
Conventions and Style:
Eighteenth-Century Narrative
Style (RP)

EFFECTIVE EXPRESSION

Writing to Sources:
Argument
Students write an argument
related to the abolitionist
cause.
Writing to Sources:
Argument
Writing to Sources:
Argument (RP)

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.
MAKING MEANING
Concept Vocabulary
vassals; foment; dissented

First Read
Students Notice, Annotate, Connect, Respond as they
read the selection the first time.
First-Read Guide:
Nonfiction

Read the Selection
Selection Audio
Letter to John Adams/
From Dear Abigail: The
intimate Lives and
Revolutionary Ideas of Abigail
Adams and Her Two
Remarkable Sister:
Accessible Leveled Text

Comprehension Check
Students complete
comprehension questions.

Letter to John Adams/
From Dear Abigail: The intimate Lives and Revolutionary Ideas of Abigail
Adams and Her Two
MAKING MEANING
Close Read the Text
Students will review the Close Read Model and complete the
close read sections in the
selection.
Close Read the Text

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.
Analyze the Text

LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
vassals; foment; dissented

Word Study: Word Families
Concept Vocabulary and
Word Study
Word Study: Word
Families (RP)

Word Network
LANGUAGE
DEVELOPMENT

Author’s Style: Voice
Students find examples of
types of diction, syntax, and
tone in the passages.
Author’s Style: Voice
Author’s Style: Voice (RP)

EFFECTIVE EXPRESSION
Speaking and Listening:
Oral Presentation
Students create and deliver
an oral presentation based on
the selections.
Speaking and Listening:
Oral Presentation
Speaking and Listening:
Oral Presentation (RP)

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

Selection Test: Letter
to John Adams/Dear Abigail

TN STANDARDS
MAKING MEANING

Concept Vocabulary
dedicated; consecrate; hallow

First Read
Students Notice, Annotate,
Connect, Respond as they
read the selection the first
time.
First-Read Guide:
Nonfiction

Read the Selection
Selection Audio
Gettysburg Address:
Accessible Leveled Text

Comprehension Check
Students complete
comprehension questions.

Gettysburg Address: First
Read Extension Questions

Research to Clarify
Students research one
unfamiliar detail from the text.

Research to Explore

55. Quarter 1, Grade 11

Selection Test: from
The Interesting Narrative of
the Life of Olaudah Equiano

TN STANDARDS
11-12.L.CSE.1 Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking; consider complex
and contested matters of
usage and convention.
11-12.W.TTP.1 Write
arguments to support claims
in an analysis of substantive
topics or texts, using valid
reasoning supported by
relevant and sufficient
evidence.

11-12.W.TTP.1.f Establish
and maintain a formal style
and objective tone.


Remarkable Sister: First
Read Extension Questions

Research to Clarify
Students research one
unfamiliar detail from the text.

TN STANDARDS
11-12.L.VAU.4.a Use context
as a clue to the meaning of a
word or a phrase.

11.RL.RRTC.10 Read and
comprehend a variety of
literature throughout the
grades 11- 12 text complexity
band proficiently, with a
gradual release of scaffolding
at the higher end as needed.

Students add new words to
their Word Network as they read texts in the unit.

Analyze Craft & Structure
Primary and Secondary
Sources
Students will analyze how the
author uses primary sources
to add interest, clarity, and
legitimacy to the points being
made.
Analyze Craft and
Structure: Primary and
Secondary Sources
Analyze Craft and
Structure: Primary and
Secondary Sources (RP)

TN STANDARDS
11-12.L.VAU.4.b Use
common grade-
appropriate morphological
elements as clues to the
meaning of a word or a
phrase.

11-12.RI.IKI.9 Analyze and
evaluate a variety of
thematically-related texts of
historical and literary
significance for their topics,
facts, purposes, and
rhetorical features.

11-12.RI.CS.6 Determine an
author’s point of view and/or
purpose in a text, analyzing
how style and content
contribute to its effectiveness.

11-12.SL.PKI.4 Present
information, findings, and
supporting evidence,
conveying a clear and distinct
perspective so that listeners
can follow the line of
reasoning; address
alternative or opposing
perspectives; and organize
and develop substance and
style appropriate to task,
purpose, and audience..

Students ask on question
about the battle and do
research.

Close Read the Text
Students will review the Close
Read Model and complete the
close read sections in the
selection.
Close Read the Text

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.

LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
dedicated; consecrate; hallow

Word Study:
Denotation and Connotation
Concept Vocabulary and
Word Study
Word Study: Denotation
and Connotation(RP)

Word Network
Students add new words to
their Word Network as they
read texts in the unit.

Analyze Craft & Structure
Author’s Choice: Diction
Students will analyze the
powerful impact of Lincoln’s
diction in the speech
Analyze Craft and
Structure: Author’s Choice:
Diction

56. Quarter 1, Grade 11
Analyze Craft and
Structure: Author’s Choice:
Diction (RP)

LANGUAGE
DEVELOPMENT

Author’s Style: Rhetorical
Devices: Antithesis
Students analyze examples of
formal antithesis.
Author’s Style: Rhetorical
Devices: Antithesis
Author’s Style: Rhetorical
Devices: Antithesis (RP)

EFFECTIVE EXPRESSION
Research: Report
Students write a report that
focuses on an aspect of
Lincoln’s speech.
Research: Report
Research: Report (RP)

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

Selection Test:
Gettysburg Address

TN STANDARDS
11-12.L.VAU.4 Determine
or clarify the meaning of
unknown and multiple-
meaning words and
phrases based on 11- 12

grade- level text by
choosing flexibly from a
range of strategies.

11-12.L.VAU.4.d Use
etymological patterns in

57. Quarter 1, Grade 11
spelling as clues to the
meaning of a word or phrase.

11-12.L.VAU.5 Demonstrate
understanding of figurative
language, word relationships,
and nuances in word
meanings in grades 11-12
reading and content; interpret
figures of speech in context
and analyze their role in a
text; analyze nuances in the
meaning of words with similar
denotations.

11-12.RI.CS.6 Determine an
author’s point of view and/or
purpose in a text, analyzing
how style and content
contribute to its effectiveness.

11-12.RI.IKI.9 Analyze and
evaluate a variety of
thematically-related texts of
historical and literary
significance for their topics,
facts, purposes, and
rhetorical features.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.
11-12.W.TTP.2 Write
informative/explanatory
texts to analyze,
synthesize, and convey
complex ideas, concepts,
and information clearly and
accurately through the
effective selection and
organization of content.

11-12.W.RBPK.7 Conduct
and write short as well as
more sustained research

58. Quarter 1, Grade 11
projects to answer a question
(including a self-generated
question) or solve a problem
by narrowing or broadening
the inquiry when appropriate,
synthesizing multiple sources
on the subject, and
demonstrating a new
understanding of the subject
under investigation.
myPerspectives ELL Support
Conventions and Style:
Eighteenth-Century Narrative Style (RP) (TE p 100)
Writing to Sources:
Argument (RP)
(TE p 101)
Personalize for Learning
English Language Support:
Summaries

(TE p 101)

Audio Summary
Letter to John Adams/
From Dear Abigail: The
intimate Lives and
Revolutionary Ideas of Abigail
Adams and Her Two
Remarkable Sister:
Accessible Leveled Text

Personalize for Learning
English Language Support:
Unpacking a Complex
Sentence

(TE p 107)

Personalize for Learning
English Language Support:
Nominalization

(TE p 110)

Personalize for Learning
English Language Support:
Multiple Meanings

(TE p 112)

Word Study: Word
Families (RP)
(TE p 114)
Analyze Craft and
Structure: Primary and Secondary Sources (RP)
(TE p 115)



Author’s Style: Voice (RP)
(TE p 116)
Speaking and Listening:
Oral Presentation (RP)
(TE p 117)

Personalize for Learning
English Language Support:
Oral Presentation

(TE p 117)



Audio Summary

Gettysburg Address:
Accessible Leveled Text
Word Study: Denotation
and Connotation (RP)
(TE p 122)
Analyze Craft and
Structure: Author’s Choices:
Diction (RP)
(TE p 123)

Author’s Style: Rhetorical
Devices: Antithesis (RP)
(TE p 124)
Research: Report (RP)
(TE p 125)

Personalize for Learning
English Language Support:
Understanding Antithesis

(TE p 124)

59. Quarter 1, Grade 11
Day 21
LANGUAGE
DEVELOPMENT
SE Pages 100- 101
TN STANDARDS
11-12.L.CSE.1
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or speaking;
consider complex and
contested matters of
usage and convention.

11-12.W.TTP.1 Write
arguments to support
claims in an analysis of
substantive topics or
texts, using valid
reasoning supported by
relevant and sufficient
evidence.

11-12.W.TTP.1.f
Establish and maintain a
formal style and objective
tone.
Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text
Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Ask students to list the element of argumentative writing, Ask which element may present them a challenge.

Activity A (10 Minutes)
• Language Development- Conventions and Style Eighteenth- Century Narrative Style: Remind students that style is embodied in how a writer
uses language. Style is related to voice—a writer’s distinctive “sound” or way of “speaki ng” on the page. So, even though Equiano’s writing
displays the style of the eighteenth century, it also is an exhibit of his individual voice. For more support, see Conventions and Style:
Eighteenth-Century Narrative Style

• Have students complete activities on page 100.

Activity B (25 minutes)
• Writing to Sources: Students work with groups, prepare an argument related to the abolitionist cause. Follow along with TE manual on pg
101.

Closure
• Check for student progress of their argumentative assignment. Depending on time constraints, students may need to finish drafts from
homework.

60. Quarter 1, Grade 11
Day 22
MAKING MEANING
SE Pages 102- 113
TN STANDARDS
11-12.L.VAU.4.a Use
context as a clue to the
meaning of a word or a
phrase.

11.RL.RRTC.10 Read
and comprehend a
variety of literature
throughout the grades
11- 12 text complexity
band proficiently, with a
gradual release of
scaffolding at the higher
end as needed



LEARNING TARGET and STANDARDS
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)

• Open with Jump Start,Before groups begin their first read, ask them to think about what ideas might be considered revolutionary during the
late 18th century. How might these ideas differ from revolutionary ideas in today’s world?

Activity A (10 Minutes)
• Concept Vocabulary: Have groups briefly discuss the three concept vocabulary words. Have they encountered any of the words before? Do
they recognize the prefix, suffix, or base word of any of the concept vocabulary words? Have groups consider the strategy of context clues
and discuss its advantages and disadvantages.


Activity B (20 minutes)
• FIRST READ: Have students perform the steps of the first read independently. Point out to students that they will perform the first three steps
concurrently as they are doing their first read. They will complete the Respond step after they have finished the first read. You may wish to
print copies of the First-Read Guide: Nonfiction for students to use.

• Comprehension Check: Have students complete the comprehension check questions. Remind students to Review and clarify details with
group.

Activity C (5 minutes)
• Research to Clarify: Have students choose at least one unfamiliar detail from one of the texts. Briefly research that detail. In what way does
the information you found shed light on an aspect of that text?

Closure
• Have students turn and talk about their research detail from one of the text.



ELL SUPPORT
Personalize for Learning
English Language
Support: Unpacking a
Complex Sentence

(TE p 107)

Personalize for Learning
English Language
Support: Nominalization

(TE p 110)

Personalize for Learning
English Language
Support: Multiple
Meanings

(TE p 112)
TEXT
Letters to John Adams
From Dear Abigail: The
intimate Lives and
Revolutionary Ideas of
Abigail Adams and Her
Two Remarkable Sisters

61. Quarter 1, Grade 11





Day 23
MAKING MEANING
SE Pages 114- 115
TN STANDARDS
11-12.L.VAU.4.b Use
common grade-
appropriate
morphological
elements as clues to
the meaning of a word
or a phrase.

11-12.RI.IKI.9 Analyze
and evaluate a variety of
thematically-related texts
of historical and literary
significance for their
topics, facts, purposes,
and rhetorical features.


Learning Targets and Standards
• Students will review the Close Read Model and complete the close read sections in the selection
• Students will respond to questions about the text, citing textual evidenceL
• Students complete activities related to the Concept Vocabulary words:vassals; foment; dissented
• Students add new words to their Word Network as they read texts in the unit.
• Students will analyze how the author uses primary sources to add interest, clarity, and legitimacy to the points being made.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open with Jump Start, Ask students to think about how women’s rights have changed since the time of Abigail Adams. What rights do women
have now that Abigail did not in her time? What might Abigail think if she were alive today? Would she advocate for further change for
women? What might those changes involve?

Activity A (15 Minutes)
• Close Read the Text Model close reading as needed by using the Annotation Highlights in the Interactive Teacher’s Edition. Remind groups
to use Accountable Talk in their discussions and to support one another as they complete the close read.
• Have students complete the Close Read activities. on page 114.

Activity B (10 minutes)
• Language Development: Have students complete the Concept Vocabulary and Word Study Vocabulary on page115.

Activity C (10 minutes)
• Analyze Craft and Structure: Primary and Secondary Sources- Remind students that Abigail Adams’s letters to John are primary sources. The
biography of John and Abigail is a secondary source, but supported with quotations that are primary sources.

• Have students complete activities page 115. Follow TE manual.

Closure
• Have students share out examples of primary and secondary sources.
ELL Support
Personalize for Learning English Language
Support: Unpacking a
Complex Sentence

(TE p 107)

Personalize for Learning
English Language
Support: Nominalization

(TE p 110)

62. Quarter 1, Grade 11
Personalize for Learning
English Language
Support: Multiple
Meanings (TE p 112)
Texts:
Letter to John Adams
Abigail Adams
From Dear Abigail: The
intimate Lives and
Revolutionary Ideas of
Abigail Adams and Her
Two Remarkable Sisters


Day 24

LANGUAGE
DEVELOPMENT

SE Pages ``116- 117
TN STANDARDS
11-12.RI.CS.6 Determine an author’s point of view
and/or purpose in a text,
analyzing how style and
content contribute to its
effectiveness.

11-12.SL.PKI.4 Present
information, findings, and
supporting evidence,
conveying a clear and
distinct perspective so
that listeners can follow
the line of reasoning;
address alternative or
opposing perspectives;
and organize and
develop substance and
style appropriate to task,
purpose, and audience..


Learning Targets and Standards
• Students find examples of types of diction, syntax, and tone in the passages.
• Students create and deliver an oral presentation based on the selections.
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Discuss with students the Author Style. Remind students that authors often use voice to persuade a reader about a certain topic, or they use
voice to describe things or events around them. An author might use a different tone, diction, or syntax when trying to persuade a reader
about something than when describing a thing or an event

Activity A (10 Minutes)
• Author Style: Have students work individually. Use the chart to explore aspects of Abigail Adams’s voice as a writer. Have students Cite
examples from both texts, and briefly explain how her combination of diction, syntax, and tone creates a sense of her personal qualities.
Discuss your findings with your group.

Activity B (5 minutes)
• Effective Expression: Speaking and Listening-Create an oral presentation based on the selections and present it to the whole class. Refer TE
manual page 116.



Closure
• Have students log in the Evidence Log and record what they have learned from Abigail Adams’s letter to John Adams and the excerpt from
Dear Abigail.

ELL Support

63. Quarter 1, Grade 11
Personalize for Learning
English Language
Support:
Oral Presentation
(TE p 117)
Texts:
Letter to John Adams
Abigail Adams

From Dear Abigail: The
intimate Lives and
Revolutionary Ideas of
Abigail Adams and Her
Two Remarkable Sisters



Day 25

MAKING MEANING
SE Pages 118- 125
TN STANDARDS
11-12.L.VAU.4
Determine or clarify
the meaning of
unknown and multiple-
meaning words and
phrases based on 11-
12

grade-level text by
choosing flexibly from
a range of strategies.

11-12.L.VAU.4.d Use
etymological patterns in
spelling as clues to the
meaning of a word or
phrase.

11-12.L.VAU.5 Demonstrate
understanding of
figurative language, word
relationships, and
nuances in word
meanings in grades 11-
Learning Targets and Standards
• Students complete activities related to the Concept Vocabulary words:dedicated; consecrate; hallow
• Students add new words to their Word Network as they read texts in the unit.
• Students will analyze the powerful impact of Lincoln’s diction in the speech
Essential Question: What is the meaning of freedom??

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open with Jump Start Question, Ask students to imagine they have the responsibility of President Abraham Lincoln during the Civil War. The
war, the bloodiest in the history of the United States, has raged on for more than two years. What words of encouragement would they give
the troops? What would they say to convince the Union soldiers to continue to fight to keep the United States a united nation?

Activity A (5 Minutes)
• Concept Vocabulary Have groups briefly discuss the three concept vocabulary words. Have they encountered any of the words before? Do
they recognize the prefix, suffix, or base word of any of the concept vocabulary words? Have groups consider the strategy of familiar word
parts and discuss its advantages and disadvantages

Activity B (10 minutes)
• First Read: Have students perform the steps of the first read independently. Point out to students that while they will always complete the
Respond step at the end of the first read, the others steps will probably happen somewhat concurrently. You may wish to print out the First-
Read Guide: Nonfiction for students to use.
• Have students complete the Comprehension Check page 121 and review and discuss with small groups.
Activity C (10 minutes)

64. Quarter 1, Grade 11
12 reading and content;
interpret figures of
speech in context and
analyze their role in a
text; analyze nuances in
the meaning of words
with similar denotations.

11-12.RI.CS.6 Determine
an author’s point of view
and/or purpose in a text,
analyzing how style and
content contribute to its
effectiveness.

11-12.RI.IKI.9 Analyze
and evaluate a variety of
thematically-related texts
of historical and literary
significance for their
topics, facts, purposes,
and rhetorical features.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.
11-12.W.TTP.2 Write
informative/explanatory
texts to analyze,
synthesize, and
convey complex ideas,
concepts, and
information clearly and
accurately through the
effective selection and
organization of
content.

11-12.W.RBPK.7 Conduct and write short
as well as more
sustained research
projects to answer a
• Close Read: Close Read the Text Model close reading as needed by using the Annotation Highlights in the Interactive Teacher’s Edition.
Remind groups to use Accountable Talk in their discussions and to support one another as they complete the close read.
Have students complete the Comprehension Check page 122 and remind student to cite textual evidence when answering question
Activity D (10 minutes)
• Analyze Craft and Structure Author’s Choices: Diction-As students complete the chart page 122, encourage them to consider other choices
Lincoln had and the power of the words he decided to use. For more support, see Analyze Craft and Structure: Diction
• Author’s Style Rhetorical Devices: Antithesis -Have student complete activities in pg 124.
Closure
• Due to time constraints this activity will have to be assigned as homework. Review assignment page 125: With your group, prepare a
research report that focuses on an aspect of Lincoln’s speech. Partners will work out logistics.

65. Quarter 1, Grade 11
question (including a
self-generated question)
or solve a problem by
narrowing or broadening
the inquiry when
appropriate, synthesizing
multiple sources on the
subject, and
demonstrating a new
understanding of the
subject under
investigation.

ELL Support
Personalize for Learning English Language
Support: Understanding
Antithesis

(TE p 124)

Texts:
Gettysburg Address

66. Quarter 1, Grade 11
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30
PERFORMANCE TASK:
Speaking and Listening
Focus
Present an Argument


SE pp 126-127
INTRODUCE
INDEPENDENT LEARNING




SE pp 128-129
INDEPENDENT LEARNING





SE pp 130-132
PERFORMANCE -BASED
ASSESSMENT




SE pp 133-135
PERFORMANCE -BASED
ASSESSMENT




SE pp 136-137
PERFORMANCE TASK

Present an Argument
As a group, students present
a panel discussion asking if
narratives provide strong
evidence to support
arguments about American
freedom.

Plan with Your Group
Students analyze the text,
make a generalization, gather
evidence, and organize the
discussion.

Rehearse with Your Group
Students practice the
presentation, fine-tune the
content, and brush up on
presentation technique.

Present and Evaluate
Students present as a group
and use checklist items to
evaluate.

TN STANDARDS
11-12.SL.CC.1 Initiate and
participate effectively with
varied partners in a range of
collaborative discussions on
appropriate 11- 12

grade
topics, texts, and issues,
building on others’ ideas and
expressing one’s own ideas
clearly and persuasively.

11-12.SL.PKI.4 Present
information, findings, and
Essential Question
What is the meaning of
freedom?

Independent Learning
Strategies
● Create a Schedule
● Practice what you have
learned

● Take Notes

Independent Learning
Strategies

Table of Contents Preview
Preview the selections in the
unit and discuss how they
relate to the EQ and unit
topic.
Contents

MAKING MEANING
First-Read Guide
Students Notice, Annotate,
Connect, Respond as they
read the selection the first
time.
First-Read Guide

Close-Read Guide

Close Read the Text
Students will review the Close
Read Model and complete the
close read sections in the
selection.

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.

Quick Write
Students write about a
paragraph that grabbed their
interest.

Share Your Independent
Learning
Students share what they
learned from independent
learning with a group and
reflect on how it adds to their
understanding of freedom.

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

PERFORMANCE -BASED
ASSESSMENT PREP
Review Evidence for an Argument
Students evaluate the
strength of their evidence

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

Writing to Sources:
Argument
Students will write an
argument asking what are the
most effective tools for
establishing and preserving
freedom.

Argument Rubric
Students use the rubric to
guide their revisions.

TN STANDARDS
11-12.W.TTP.1 Write
arguments to support claims in
an analysis of substantive
topics or texts, using valid
reasoning supported by
relevant and sufficient
evidence.

11-12.W.TTP.1.a Introduce
precise claim(s).

11-12.W.TTP.1.b Develop
claim(s) and counterclaim(s)
fairly, supplying evidence for
each claim and counterclaim
PERFORMANCE -BASED
ASSESSMENT

Speaking and Listening:
Video Commentary
Students will use their essay
as the foundation for a video
commentary.

Reflect on the Unit
Students reflect on Unit goals,
learning strategies, and the
text.

Reflect on the Unit

Unit Test

67. Quarter 1, Grade 11
supporting evidence,
conveying a clear and distinct
perspective so that listeners
can follow the line of
reasoning; address
alternative or opposing
perspectives; and organize
and develop substance and
style appropriate to task,
purpose, and audience.

TN STANDARDS
11.RL.RRTC.10 Read and
comprehend a variety of
literature throughout the
grades 11- 12 text complexity
band proficiently, with a
gradual release of scaffolding
at the higher end as needed.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.

11-12.SL.CC.1 Initiate and
participate effectively with
varied partners in a range of
collaborative discussions on
appropriate 11

- 12

grade
topics, texts, and issues,
building on others’ ideas and
expressing one’s own ideas
clearly and persuasively.

while pointing out the strengths
and limitations of both in a manner that anticipates the
audience’s knowledge level
and concerns.

11-12.W.TTP.1.c Create an
organization that establishes
cohesion and clear
relationships among claim(s),
counterclaim(s), reasons, and
evidence.

11-12.W.TTP.1.d Provide a
concluding statement or
section that follows from and
supports the argument
presented.

11-12.W.TTP.1.e Use precise
language and domain-specific
vocabulary to manage the
complexity of the topic.

11-12.W.TTP.1.f Establish and
maintain a formal style and
objective tone.

11-12.W.RW.10 Write routinely
over extended time frames and
shorter time frames for a range
of tasks, purposes, and
audiences.

myPerspectives ELL Support
Personalize for Learning
English Language Support:
Panel Discussions
(TE p 127)
Personalize for Learning
English Language Support: Read aloud, confirm
predictions, and complete a
KWL Chart

(TE p 131)
Personalize for Learning
English Language Support
(TE p 135)

68. Quarter 1, Grade 11
Day 26

PERFORMANCE TASK

SE Pages 126- 127
TN STANDARDS

11-12.SL.CC.1 Initiate
and participate effectively
with varied partners in a
range of collaborative
discussions on
appropriate 11- 12

grade
topics, texts, and issues,
building on others’ ideas
and expressing one’s
own ideas clearly and
persuasively.

11-12.SL.PKI.4 Present
information, findings, and
supporting evidence,
conveying a clear and
distinct perspective so
that listeners can follow
the line of reasoning;
address alternative or
opposing perspectives;
and organize and
develop substance and
style appropriate to task,
purpose, and audience.
Learning Targets and Standards
• Students analyze the text, make a generalization, gather evidence, and organize the discussion.
• Students practice the presentation, fine- tune the content, and brush up on presentation technique.
• Students present as a group and use checklist items to evaluate.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Remind students about the Performance Task and how the activities connect thus far connect to the performance task.

Activity A (5 Minutes)
• Present an Argument Before groups begin work on their projects, have them clearly differentiate the role each group member will play.
Remind groups to consult the schedule for Small-Group Learning to guide their work during the Performance Task. Students should complete
the assignment using presentation software to take advantage of text, graphics, and sound features.

Activity B (20 minutes)
• Plan with Your Group: Analyze the Texts Remind students that the selections take place in different time periods in history and that the
changing Constitution reflects the political climate and events of the time. Students should include quotations from the text to support their
argument.

Activity C (10 minutes)
• Rehearse With Your Group: Make sure that each student has a role for the discussion. Remind students that in a discussion, each participant
should have a firm idea of the points he or she wishes to make (the “talking points”) but must also be familiar enough with the content to be
able to respond to questions and the flow of the discussion.

Activity D (5 minutes)
Present and Evaluate: Before presenting the panel discussion, set expectations for the audience. Have students consider these questions as groups
perform.
• How well did each panel member present his or her argument?
• What was the result of the discussion in regards to the prompt? Encourage students to offer constructive criticism as well as praise for student
presentations.

Closure
• Check on student progress.
ELL Support
Personalize for Learning
English Language
Support: Panel
Discussions
(TE p 127)
Texts:
Speaking and Listening
Focus
Present an Argument

69. Quarter 1, Grade 11
Day 27
INTRODUCE
INDEPENDENT
LEARNING


SE Pages 128- 129
TN STANDARDS

Learning Targets and Standards


Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
Unpack the learning targets.

Opening (5 Minutes)
Open by revisiting the essential question and sharing with students that the lessons will shift to an independent work focus.

Activity A (15 Minutes)
Review the Learning Strategies as described on page 128.

Activity B (5 minutes)
• Discuss and introduce the selections for the independent learning section of the unit. Encourage students to scan and preview the selections
before choosing the one they would like to read or review. Suggest that they consider the genre and subject matter of each one before
making their decision. You can use the information on the following planning pages to advise students in making their choice.
• Remind students that the selections for Independent Learning are only available in the Interactive Student Edition of myPerspectives. Allow
students who do not have digital access at home to preview the selections or review the media selection(s) using classroom or computer lab
technology. Then either have students print the selection they choose or provide a printout for them.


Closure
• Have students finalize independent learning logistics.
ELL Support
Texts:

70. Quarter 1, Grade 11
Day 28
INDEPENDENT
LEARNING
SE Pages 130- 132
TN STANDARDS
11.RL.RRTC.10 Read
and comprehend a
variety of literature
throughout the grades
11- 12 text complexity
band proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

11-12.SL.CC.1 Initiate
and participate effectively
with varied partners in a
range of collaborative
discussions on
appropriate 11

- 12

grade
topics, texts, and issues,
building on others’ ideas
and expressing one’s
own ideas clearly and
persuasively.
Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students will review the Close Read Model and complete the close read sections in the selection
• Students write about a paragraph that grabbed their interest..
• Students will respond to questions about the text, citing textual evidence.
• Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of freedom
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)

Activity A (15 Minutes)
• First Read: First Read-Students should perform the steps of the first read independently. You may wish to direct students to use the generic
First-Read and Close-Read Guides in the Print Student Edition. Alternatively, you may wish to print copies of the genre- specific First-Read
and Close- Read Guides for students. These are available online in the Interactive Student Edition or Unit Resources.
• Selection Questions- After students have completed the First Read Guide, you may wish to assign the Text Questions for the selection that
are available in the Interactive Teacher’s Edition.

Activity B (5 minutes)
Close Read- Students should begin their close read by revisiting the annotations they made during their first read. Then, students should analyze one
of the author’s choices regarding the following elements:
● a clearly described situation or problem
● a well-structured, logical sequence of events details that show time and place
● effective story elements such as dialogue, description, and reflection
● a reflective conclusion

Activity C (10 minutes)
• Students present and review learning regarding the independent activity. Explain to students that sharing what they learned from their
• Independent Learning selection provides classmates who read a different selection with an opportunity to consider the text as a source of
evidence during the Performance-Based Assessment. As students prepare to share, remind them to highlight how their selection contributed
to their knowledge of the concept of survival as well as how the selection connects to the question What is the meaning of
• “freedom”? As students discuss the Independent Learning selections, direct them to take particular note of how their classmates’ chosen
selections align with their current position on the Performance-Based Assessment question.

Activity D (10 minutes)
• Ask that students add entries to their evidence logs.

Closure
• Reflect- Ask students to consider how their independent learning compared to others.


ELL Support
Personalize for Learning
English Language
Support: Read aloud,
confirm predictions, and
complete a KWL Chart

(TE p 131)
Texts:

71. Quarter 1, Grade 11

72. Quarter 1, Grade 11
Day 29

PERFORMANCE
BASED ASSESSMENT

SE Pages 133- 135
TN STANDARDS
11-12.W.TTP.1 Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning
supported by relevant and
sufficient evidence.

11-12.W.TTP.1.a
Introduce precise claim(s).

11-12.W.TTP.1.b Develop
claim(s) and
counterclaim(s) fairly,
supplying evidence for
each claim and
counterclaim while
pointing out the strengths
and limitations of both in a
manner that anticipates
the audience’s knowledge
level and concerns.

11-12.W.TTP.1.c Create
an organization that
establishes cohesion and
clear relationships among
claim(s), counterclaim(s),
reasons, and evidence.

11-12.W.TTP.1.d Provide
a concluding statement or
section that follows from
and supports the
argument presented.

11-12.W.TTP.1.e Use
precise language and
domain- specific
vocabulary to manage the
complexity of the topic.
Learning Targets and Standards
• Students evaluate the strength of their evidence
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.
• Students will write an argument asking what are the most effective tools for establishing and preserving freedom.
• Students use the rubric to guide their revisions.
Essential Question: What is the meaning of freedom?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
Open the lesson by introducing the performance assessment to students.

Activity A (30 Minutes)
• Students should complete the Performance-Based Assessment independently, with little to no input or feedback during the process. Students
should use word processing software to take advantage of editing tools and features. Prior to beginning the Assessment, ask students to
consider what lessons about freedom have been learned over the course of our nation’s history.
• Evidence Log - Students add notes and evidence that will be used to inform the Performance-Based Assessment.
• Review elements of Effective Argument. Introduce the writing prompt. What decisions and actions led to positive outcomes and which were
problematic?

• Review the Argument Rubric.

Closure
• Poll students to make sure there are no misconceptions. Clarify any misconceptions.

73. Quarter 1, Grade 11

11-12.W.TTP.1.f Establish
and maintain a formal
style and objective tone.

11-12.W.RW.10 Write
routinely over extended
time frames and shorter
time frames for a range of
tasks, purposes, and
audiences.

74. Quarter 1, Grade 11
ELL Support
Personalize for Learning
English Language
Support

(TE p 135)
Texts:



Day 30

PERFORMANCE -
BASED ASSESSMENT

SE Pages 136- 137
TN STANDARDS
1-12.W.TTP.1 Write
arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning
supported by relevant and
sufficient evidence.

11-12.W.TTP.1.a
Introduce precise claim(s).

11-12.W.TTP.1.b Develop
claim(s) and
counterclaim(s) fairly,
supplying evidence for
each claim and
counterclaim while
pointing out the strengths
and limi
tations of both in a
manner that anticipates
the audience’s knowledge
level and concerns.

11-12.W.TTP.1.c Create
an organization that establishes cohesion and
clear relationships among
claim(s), counterclaim(s),
reasons, and evidence.
Learning Targets and Standards
• Students will use their essay as the foundation for a video commentary.
• Students reflect on Unit goals, learning strategies, and the text.

Essential Question: What is the meaning of freedom??

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open by reviewing the expectations of the assessment.

Activity A (30 Minutes)
• Speaking and Listening: Video Commentary Students should annotate their writing mode in preparation for the video recorded commentary,
marking the important elements. Remind students to include in their commentary a claim, reasons, evidence, as well as quotations that
support their claim.

• Review the Rubric

Closure
• Reflect on the unit .

75. Quarter 1, Grade 11

11-12.W.TTP.1.d Provide
a concluding statement or
section that follows from
and supports the
argument presented.

11-12.W.TTP.1.e Use
precise language and
domain- specific
vocabulary to manage the
complexity of the topic.

11-12.W.TTP.1.f Establish
and maintain a formal
style and objective tone.
11-12.W.RW.10 Write
routinely over extended
time frames and shorter
time frames for a range of
tasks, purposes, and
audiences.

ELL Support
Texts:

76. Quarter 1, Grade 11

Unit 2 Overview
In this unit, students will read and discuss fitting in and being an individual in a society.
Unit Goals
Students will be able to:

● Read a variety of texts to gain the knowledge and insight needed to write about individualism.
● Expand your knowledge and use of academic and concept vocabulary.
● Write a personal narrative that establishes a clear point of view and uses a variety of narrative techniques to develop a personal experience.
● Conduct research projects of various lengths to explore a topic and clarify meaning.
● Make effective style choices regarding diction and sentence variety.
● Correctly use concrete, abstract, and compound nouns.
● Collaborate with your team to build on the ideas of others, develop consensus, and communicate.
● Integrate audio, visuals, and text in presentations.

Selections and Media
Launch Text
● from Up From Slavery, Booker T. Washington (1090L)

Whole-Class Learning
● Historical Perspectives: Focus Period 1800-1870: An American Identity
● Anchor Text, Essay/Poetry: The Writing of Walt Whitman, Walt Whitman (1900L)
● Anchor Text, Poetry Collection: The Poetry of Emily Dickinson, Emily Dickinson (NP)
● Media, Radio Broadcast: from Emily Dickinson from Great Lives, BBC Radio 4



Small-Group Learning
● Philosophical Writing: from Nature, Ralph Waldo Emerson (960L)
● Philosophical Writing: from Self-Reliance, Ralph Waldo Emerson (980L)
● Philosophical Writing: from Walden, Henry David Thoreau (1200L)
● Philosophical Writing: from Civil Disobedience, Henry David Thoreau (980L)
● Media, Public Documents: Innovators and Their Inventions,
● Poetry: The Love Song of J. Alfred Prufrock, T.S. Elliot (NP)
● Short Story: A Wagner Matinee, Willa Cather (1410)

Independent Learning
● News Article: Sweet Land of Conformity?, Claude Fischer (1310L)
● Literary Criticism: Reckless Genius, Galway Kinnell (1400L)
● Short Story: Hamadi, Naomi Shihab Nye (790L)
● Short Story: Young Goodman Brown, Nathaniel Hawthorne (1210L)

Performance-Based Assessment
Part 1 – Writing to Sources: Personal Narrative
Students will write personal narrative answering the following question:

77. Quarter 1, Grade 11
What significant incident helped me realize that I am a unique individual?

Part 2 – Speaking & Listening: Storytelling Session

Students will use their personal narratives as the basis
for an oral storytelling session.

Unit Reflection: Students will reflect on the unit goals, learning strategies, the text and how we fit into a society as individuals.

78. Quarter 1, Grade 11
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
UNIT INTRODUCTION





SE pp 138-145
OVERVIEW
Whole-Class Learning




SE pp 146-147
SELECTION
Historical Perspectives
Focus Period: 1800-1870



SE pp 148-151
SELECTION
Anchor Text
The Writing of Walt Whitman
Walt Whitman


SE pp 152-159
SELECTION
Anchor Text
The Writing of Walt Whitman
Walt Whitman


SE pp 160-165
Unit Goals
Students will deepen their
perspective of individualism in
American society by reading,
writing, speaking, listening,
and presenting.
Unit Goals Video

Academic Vocabulary
significant; incident; unique;
sequence; impact

Home Connection Letter
Spanish Home
Connection Letter
Unit 2 Answer Key

Launch Text
Students will read “from Up
From Slavery”. They will then
be able to participate in
discussions about the
individual and society.

Word Network
Students add new words to
their Word Network as they
read texts in the unit.
Word Network

Summary
Students write a summary of
the Launch Text.

Launch Activity
Students participate in an
activity related to the unit
theme.

Essential Question
What role does individualism
play in American society?

Whole-Class Learning
Strategies
● Listen actively
● Clarify by asking
questions

● Monitor understanding
● Interact and share ideas
Whole-Class Learning
Strategies

Table of Contents Preview
Preview the selections in the
unit and discuss how they
relate to the EQ and unit
topic.


AN AMERICAN IDENTITY

Voices of the Period
Students analyze what
alternative ideology may exist
that would be in conflict with
individualism.

History of the Period
Students discuss growth in
the United States and the
influence of individualism.

Literature Selections
Students compare and
contrast the genres of poetry
and persuasive essay.


MAKING MEANING

Concept Vocabulary
ampler; teeming; vast;
breadth; prolific; multitudes
First Read
Students Notice, Annotate,
Connect, Respond as they
read the selection the first
time.

First-Read Guide:
Nonfiction/Poetry

Read the Selection
Selection Audio
The Writing of Walt
Whitman: Accessible Leveled
Text

TN STANDARDS
11.RL.RRTC.10 Read and
comprehend a variety of
literature throughout the
grades 11- 12 text complexity
band proficiently, with a
gradual release of scaffolding
at the higher end as needed.

11.RI.RRTC.10 Read and
comprehend a variety of
literary nonfiction throughout
the grades 11- 12 text
complexity band proficiently,
with a gradual release of
scaffolding at the higher end
as needed.

MAKING MEANING
Read the Selection
Selection Audio
The Writing of Walt
Whitman: Accessible Leveled
Text

Comprehension Check
Students complete
comprehension questions.
The Writing of Walt
Whitman: First Read
Extension Questions

Research to Clarify
Students research one
unfamiliar detail from the text.

Research to Explore
Students research to find out
why Whitman was regarded
as a revolutionary.

Close Read the Text
Students will review the Close
Read Model and complete the
close read sections in the
selection.
Close Read the Text

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.

Analyze Craft and
Structure: Poetic Structures

79. Quarter 1, Grade 11
QuickWrite
Students write a response to
the QuickWrite prompt:
Should people in life- or-death
situations be held
accountable for their actions?:

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.
Evidence Log
Performance-Based
Assessment: Refining Your
Thinking

TN STANDARDS
11-12.L.VAU.6 Acquire and
accurately use general
academic and domain-
specific words and phrases
sufficient for reading, writing,
speaking, and listening at the
post-secondary and
workforce readiness level;
demonstrate independence in
building vocabulary
knowledge when considering
a word or phrase important to
comprehension or
expression.

Students will examine
examples of Absurdist
literature.
Analyze Craft and
Structure: Poetic Structures
Analyze Craft and
Structure: Poetic Structures
(RP)

TN STANDARDS
11-12.RL.KID.1 Analyze what
a text says explicitly and draw
inferences; support an
interpretation of a text by
citing and synthesizing
relevant textual evidence from
multiple sources.

11-12.RL.CS.5 Analyze how
an author’s choices
concerning the structure of
specific parts of a text
contribute to its overall
structure, meaning, and
aesthetic impact.

11.RL.RRTC.10 Read and
comprehend a variety of
literature throughout the
grades 11- 12 text complexity
band proficiently, with a
gradual release of scaffolding
at the higher end as needed.

80. Quarter 1, Grade 11

myPerspectives ELL Support
Audio Summary

Personalize for Learning
English Language Support:
Cognates

(TE p 125)





Audio Summary


The Seventh Man:
Accessible Leveled Text

Personalize for Learning
English Language Support:
Idioms

(TE p 135)

Personalize for Learning
English Language Support:
Figurative Language

(TE p 137)



Analyze Craft and
Structure: Author’s Choices:
Order of Events (RP)

(TE p 147)

Personalize for Learning
English Language Support:
Order of Events

(TE p 147)


Word Study : Latin Suffix
-tion (RP)
(TE p 148)
Conventions: Infinitives
and Infinitive Phrases (RP)
(TE p 149)

Personalize for Learning
English Language Support:
Parts of Speech

(TE p 149)

81. Quarter 1, Grade 11

Day 31
Unit 2/ Day 1

Introduction to the Unit

SE Pages 138- 145
TN STANDARDS
11-12.L.VAU.6 Acquire
and accurately use
general academic and
domain- specific words
and phrases sufficient for
reading, writing,
speaking, and listening at
the post-secondary and
workforce readiness
level; demonstrate
independence in building
vocabulary knowledge
when considering a word
or phrase important to
comprehension or
expression.

Learning Targets and Standards
• Students will deepen their perspective of individualism in American society by reading, writing, speaking, listening, and presenting.
• Students will read “from Up From Slavery”. They will then be able to participate in discussions about the individual and society.
• Students add new words to their Word Network as they read texts in the unit.
• Students write a summary of the Launch Text.
• Students participate in an activity related to the unit theme.
• Students write a response to the Quick Write prompt: Should people in life- or-death situations be held accountable for their actions?:
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.


Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open the lesson as suggested by the “Jump Start”: Engage students in a discussion about what it feels like to be a new kid at school or the
only one who doesn’t know anybody at a party. Have students jot down three things to do when you get that feeling of being the “odd one
out.” Discuss the students’ items and decide on the top five suggestions. Poll the class for the two most difficult items to put into action.

Activity A (15 Minutes)
• Introduce the Unit: Project the introduction video in class, or ask students to open the video in their digital textbooks.
• Discuss It If you want to make this a Discussion Board activity, create a discuss prompt. Go into Savvas Realize TM, navigate to your Class,
and click the Discuss tab. Then create the activity, and type in the prompt from this student page, or create your own prompt. Assign the
Discussion Board prompt after students have watched the video. Alternatively, students can share their responses in a class discussion.

• Review the goals with students and explain that as they read and discuss the selections in this unit, they will improve their skills in reading,
writing, research, language, and speaking and listening.

Activity B (10 minutes)
• Introduce the blue academic vocabulary words in the chart on the student page. Point out that the root of each word provides a clue to its
meaning. Discuss the mentor sentences to ensure students understand each word’s usage. Students should also use the mentor sentences
as context to help them predict the meaning of each word. Check that students are able to fill the chart in correctly. Complete pronunciations,
parts of speech, and definitions are provided for you. Students are only expected to provide the definition.

Activity C (20 minutes)
• Have student read the launch text. Remind students that this excerpt from Up From Slavery is an example of a personal narrative. Have them
pay attention to the details that the author includes; explain that these details help the reader imagine what it was like to be Booker T.
Washington arriving at Hampton for the first time. Ask students to think about what it is that makes this story compelling to any audience. How
does the author make the story feel meaningful to readers, given that they have not shared the author’s experience? Encourage students to
read this text on their own and annotate unfamiliar words and sections they think are particularly important.

• Have students write a critical summary of the excerpt from Up From Slavery

Activity D (10 minutes)
ELL Support

Audio Summary

Personalize for Learning
English Language
Support: Cognates

(TE p 141)

Personalize for Learning
English Language
Support: Active Listening

(TE p 144)
Texts: from Up From
Slavery

82. Quarter 1, Grade 11
• Have students complete the Launch activity as detailed on page 144.

Activity E (15 Minutes)
• Have students complete the Quick Write on page 145.

Closure
• Close by supporting students with their evidence log.


Day 32
Unit 2/Day 2

Introduction to Whole
Group Learning

SE Pages 146- 147
TN STANDARDS

Learning Targets and Standards
Preview the selections in the unit and discuss how they relate to the EQ and unit topic.


Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
Unpack the learning targets.

Opening (5 Minutes)
Open by reviewing the essential question and introduce whole class learning.

Activity A (15 Minutes)
Review the Learning Strategies with students and explain that as they work through Whole-Class Learning, they will develop strategies to work in
large- group environments.
• Have students watch the video on Whole-Class Learning Strategies
• A video on this topic is available in the Professional Development Center.
You may wish to discuss some action items to add to the chart as a class before students complete it on their own. For example, for “Interact and
share ideas,” you might solicit the following from students:
• Ask and answer questions with your classmates as your share your ideas and understanding.
• Compare notes with classmates.

Activity B (15 minutes)
• Preview the anchor texts and media with students to generate interest. Ask students what they know about Walt Whitman as America’s poet.
Encourage students to discuss other texts they may have read, as well as movies or television shows they may have seen that deal with
Americans who are known for their individualism.

• Explain to students that after they have finished reading the selections, they will write a nonfiction narrative about how their personal
experiences have shaped whether they view individualism as a guiding principle, something to be avoided, or both. To help them prepare,
encourage students to think about the topic as they progress through the selections and as they participate in the Whole-Class Learning
experience.

Closure
• Close the lesson by asking students to consider what personal experience they might write about for the performance assessment.
ELL Support
Texts:

83. Quarter 1, Grade 11

Day 33
Unit 2/ Day 3

Making Meaning

SE Pages 148-151
TN STANDARDS

Learning Targets and Standards
• Students analyze what alternative ideology may exist that would be in conflict with individualism.
• Students discuss growth in the United States and the influence of individualism
•
Students compare and contrast the genres of poetry and persuasive essay


Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open the lesson by reviewing the unit expectations with students.


Activity A (15 Minutes)
• Guide students through the text on pages 148- 150.

• Introduce Historical Perspectives: This section analyzes the key ideas and events of the Focus Period: America’s independence and growth;
the birth of individualism, “manifest destiny” and the settlers’ mistreatment of Native Americans, improved travel and the Industrial Revolution,
and the rise of abolitionists who worked to free the slaves. Have students connect these key events with the unit topic.

• Explain that the idea of individualism was unique to America. Ask students what alternative ideology may exist that would be in conflict with
individualism. Have groups discuss these questions: How did the idea of individualism influence events that occurred between 1800 and
1870? How might another ideology have altered the course of history?

• With improved transportation, floods of arriving immigrants, and the industrial revolution, the United States grew tremendously during the
period between 1800–1870. Ask students whether they think growth would have been as dramatic without the concept of individualism as a
driving force.

Activity B (15 minutes)
• Integration of Knowledge and Ideas- Have students complete the map and timeline activities on page 149.

Activity C (10 minutes)
• Have students focus on the paragraph titled “A Flood of New Ideas.” Point out that the concept of individualism led to the growth of
democracy, and improvements in public education, women’s rights, and the work of abolitionists. Encourage a discussion by asking students
the following question: How does the idea of individualism continue to make the United States a unique place to live?

Activity D (10 minutes)
• Have students compare and contrast the genres of poetry and persuasive essay. Students may point out that poetry is rich with sensory
images whereas persuasive essays often focus on abstract ideas or principles. Point out that these genres can effectively borrow from one
ELL Support
Personalize for Learning
English Language
Support

(TE p 149)

Personalize for Learning
English Language
Support

(TE p 151)

Texts: Historical
Perspectives
Focus Period: 1800-1870

84. Quarter 1, Grade 11
another. For example, Walt Whitman’s poetry contains rich imagery but also sets forth principles. Have students discuss how they might use
elements of poetry in a persuasive essay and vice versa. Have students review the selections in this unit organized under Literature of the
Focus Period and Connections Across Time. Also point out the additional Focus Period Literature found in the Interactive Student Edition.
Encourage them to utilize these selections for additional evidence as they complete the Performance-Based Assessment in this unit.
Activity E (10 minutes)
Ask students to answer these questions independently and then to discuss them in a group. 1. How did the United States grow between 1800 and 1870?
2. What factors led to increased immigration to the United States?
3. What beliefs did Americans hold about themselves and their country between 1800 and 1870?

Closure
Conclude the lesson by have students summarize the reading/lesson.

85. Quarter 1, Grade 11
Day 34
Unit 2 / Day 4

Making Meaning

SE Pages 152- 159
TN STANDARDS
11.RL.RRTC.10 Read
and comprehend a
variety of literature
throughout the grades
11- 12 text complexity
band proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

11.RI.RRTC.10 Read
and comprehend a
variety of literary
nonfiction throughout the
grades 11- 12 text
complexity band
proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.


Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open the lesson as suggested by the “Jump Start”: Prior to students’ first read, ask them to share their thoughts about what diversity means
in the United States.


Activity A (10 Minutes)
• Concept Vocabulary- Circulate among students as they rank their words. Remind them that they will find the definitions of these words in the
side column beside each word’s location in the text.

Activity B (25 minutes)
• Have students complete a first read the text. Point out to students that they will perform the first three steps concurrently as they are doing
their first read. They will complete the Respond step after they have finished the first read. You may wish to print copies of the First-Read
Guide: Nonfiction and the First -Read Guide: Poetry
for students to use.

Closure
• Close by having students summarize the poems read during this lesson.
ELL Support
Audio Summary
The Writing of Walt
Whitman: Accessible
Leveled Text

Personalize for Learning
English Language
Support: Comprehension

(TE p 158)

Texts:
The Writing of Walt
Whitman
Walt Whitman

86. Quarter 1, Grade 11


Day 35
Unit 2/ Day 5

Making Meaning

SE Pages 160- 165
TN STANDARDS
11-12.RL.KID.1 Analyze
what a text says explicitly
and draw inferences;
support an interpretation
of a text by citing and
synthesizing relevant
textual evidence from
multiple sources.

11-12.RL.CS.5 Analyze
how an author’s choices
concerning the structure
of specific parts of a text
contribute to its overall
structure, meaning, and
aesthetic impact.

11.RL.RRTC.10 Read
and comprehend a
variety of literature
throughout the grades
11- 12 text complexity
band proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

Learning Targets and Standards
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text.
• Students research to find out why Whitman was regarded as a revolutionary.
• Students will review the Close Read Model and complete the close read sections in the selection.
• Students will respond to questions about the text, citing textual evidence.
• Students will examine examples of Absurdist literature.


Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open by reviewing the readings from the previous lesson.

Activity A (15 Minutes)
• Have students continue the first read of pages 160-162

Activity B (25 minutes)
• Have students complete the comprehension check, “Research to Clarify”, and “Research to Explore” on page 163. The Comprehension
Check tests students’ comprehension of the reading. If your students would benefit from more rigorous critical-thinking questions, assign the
First Read Extension Questions, found on Realize.

• Research to Clarify If students struggle to identify a detail to research, you might suggest that they focus on free verse or one of the kinds of
work mentioned in “I Hear America Singing.”

• Research to Explore If students have difficulty getting started, have them use this search term on the Web: Walt Whitman revolutionary. They
will find extensive information.

Activity C (20 minutes)
• Close Read the Text- Work with students on the annotation model and then have them complete items 2 and 3 on their own. When they have
finished, review and discuss the sections that students marked. If needed, continue to model close reading by using the Annotation Highlights
in the Interactive Teacher’s Edition.

Activity D (10 minutes)
• Have students complete the “Analyze the Text” questions. Discuss student responses.

• If students fail to cite evidence, then remind them to support their ideas with specific information from the text.
ELL Support

Audio Summary
The Writing of Walt
Whitman: Accessible
Leveled Text

87. Quarter 1, Grade 11
Analyze Craft and
Structure: Poetic
Structures (RP)
(TE p. 165)

Personalize for Learning
English Language
Support: Unusual
Spelling, Punctuation,
and Capitalization

(TE p 162)

Personalize for Learning
English Language
Support: Main Idea

(TE p 164)

• If students struggle to analyze the poems, then discuss how to interpret or summarize a poem with them and illustrate with examples.

Activity E (10 minutes)
• Analyze Craft and Structure- Review Poetic Structures and have students complete the practice. Discuss with students why a poet might
choose to use free verse instead of meter and rhyming. What advantages and disadvantages does free verse offer? Help students recognize
that while free verse offers many choices of expression, some readers expect poetry to have a more traditional poetic structure. For more
support, see Analyze Craft and Structure: Poetic Structures.

• If students fail to identify an example of free verse, then have them look for any two consecutive lines in Whitman’s poems. Remind them that
free verse does not rhyme or have a regular meter, or beat.

• If students are unable to identify an example of anaphora, then direct them to section 17 of “Song of Myself.” Lines 2, 3, and 4 begin with
parallel structure, or anaphora.

Closure
• Close the lesson by having student consider the connection of ideas between the poems.
Texts:
The Writing of Walt
Whitman
Walt Whitman

88. Quarter 1, Grade 11

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10
SELECTION
Anchor Text
The Writing of Walt Whitman
Walt Whitman


SE pp 166-167
SELECTION
Anchor Text
The Writing of Walt Whitman
Walt Whitman


SE pp 168-169
SELECTION
Anchor Text
The Poetry of Emily Dickinson
Emily Dickenson


SE pp 170-179
SELECTION
Anchor Text
The Poetry of Emily Dickinson
Emily Dickenson


SE pp180-181
SELECTION
Anchor Text
The Poetry of Emily Dickinson
Emily Dickenson


SE pp 182-183
LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
ampler; teeming; vast;
breadth; prolific; multitudes
Word Study: Latin
Combining Form: multi -
Students complete activities
related to the Latin root multi-.
Concept Vocabulary and
Word Study
Word Study: Latin
Combining Form: multi - (RP)

Word Network
Students add new words to
their Word Network as they
read texts in the unit.

Conventions and Style:
Author’s Choices: Diction
Students complete activities
identifying word choice.
Author’s Style: Diction
Author’s Style: Diction
(RP)

TN STANDARDS
11-12.L.VAU.4.b Use
common grade-
appropriate morphological
elements as clues to the
EFFECTIVE EXPRESSION

Writing to Sources:
Narrative Account
Students write a narrative
about something that
happened while they were
working.
Writing to Sources:
Narrative Account
Writing to Sources:
Narrative Account (RP)

Speaking and Listening:
Oral Interpretation
Students prepare and deliver
an interpretation of one of the
poems by Whitman.
Speaking and Listening:
Oral Interpretation
Speaking and Listening:
Oral Interpretation (RP)

Evidence Log
Students add notes and
evidence that will be used to
inform the Performance-
Based Assessment.

SELECTION TEST
Selection Test: The
Writing of Walt Whitman


TN STANDARDS
11-12.SL.PKI.6 Adapt speech
to a variety of contexts and
MAKING MEANING

Concept Vocabulary
emperor; imperial; treason;
sovereign; captivity
First Read
Students Notice, Annotate,
Connect, Respond as they
read the selection the first
time.

First-Read Guide: Poetry

Read the Selection
Selection Audio
The Poetry of Emily
Dickinson: Accessible Text

Comprehension Check
Students complete
comprehension questions.
The Poetry of Emily
Dickinson: First Read
Extension Questions

Research to Clarify
Students research one
unfamiliar detail from the text.

Research to Explore
Students research to find out
what happened to Dickinson’s
writing after her death.
TN STANDARDS
11.RL.RRTC.10 Read and
comprehend a variety of
MAKING MEANING

Close Read the Text
Students will review the Close
Read Model and complete the
close read sections in the
selection.
Close Read the Text

Analyze the Text
Students will respond to
questions about the text,
citing textual evidence.

Analyze Craft and
Structure: Poetic Structure
and Style
Students will examine
examples of Absurdist
literature.
Analyze Craft and
Structure: Poetic Structure
and Style
Analyze Craft and
Structure: Poetic Structure
and Style (RP)

TN STANDARDS
11-12.RL.CS.4 Determine the
meaning of words and
phrases as they are used in a
text, including figurative and
connotative meanings;
analyze the impact of specific
word choices on meaning and
tone, including words with
multiple meanings and
LANGUAGE
DEVELOPMENT

Concept Vocabulary
Students complete activities
related to the Concept
Vocabulary words:
emperor; imperial; treason;
sovereign; captivity
Word Study: Word
Derivations
Students complete activities
related to parts of speech and
derivations of related words.
Concept Vocabulary and
Word Study
Word Study: Word
Derivations (RP)

Word Network
Students add new words to
their Word Network as they
read texts in the unit.

Conventions and Style:
Parts of Speech
Students complete activities
identifying word choice.
Conventions and Style:
Parts of Speech
Conventions and Style:
Parts of Speech (RP)

TN STANDARDS
11-12.L.VAU.4.b Use
common grade-

89. Quarter 1, Grade 11
meaning of a word or a
phrase.

11-12.L.VAU.4.d Use
etymological patterns in
spelling as clues to the
meaning of a word or phrase.

11-12.RL.CS.4 Determine the
meaning of words and
phrases as they are used in a
text, including figurative and
connotative meanings;
analyze the impact of specific
word choices on meaning and
tone, including words with
multiple meanings and
language that is stylistically
poignant and engaging.
tasks, demonstrating
command of formal English
when indicated or
appropriate.

11-12.W.TTP.3 Write
narrative fiction or
literary nonfiction to
convey experiences
and/or events using
effective techniques,
well-chosen details, and
well-structured event
sequences.

11-12.W.TTP.3.d Use
narrative techniques, such
as dialogue, pacing,
description, reflection, and
multiple plot lines to convey
experiences, events, and/or
characters.

11-12.W.TTP.3.e
Provide a conclusion
that follows from and
reflects on what is
experienced, observed,
or resolved over the
course of the narrative.

literature throughout the
grades 11- 12 text complexity
band proficiently, with a
gradual release of scaffolding
at the higher end as needed.



language that is stylistically
poignant and engaging.

11-12.RL.CS.5 Analyze how
an author’s choices
concerning the structure of
specific parts of a text
contribute to its overall
structure, meaning, and
aesthetic impact.

appropriate morphological
elements as clues to the
meaning of a word or a
phrase.

11-12.L.VAU.4.c Consult
reference materials, both
print and digital, to find
the pronunciation of a
word or phrase.

11-12.L.VAU.5 Demons trate
understanding of figurative
language, word relationships,
and nuances in word
meanings in grades 11-12
reading and content; interpret
figures of speech in context
and analyze their role in a
text; analyze nuances in the
meaning of words with similar
denotations.

myPerspectives ELL Support
Word Study: Latin
Combining Form: multi - (RP)
(TE p 166)
Author’s Style: Diction
(RP)
(TE p 167)

Writing to Sources:
Narrative Account (RP)
(TE p 168)
Speaking and Listening:
Oral Interpretation (RP)
(TE p 169)

Personalize for Learning
English Language Support:
Oral Interpretation
(TE p 168)

Audio Summary
The Poetry of Emily
Dickinson
Personalize for Learning
English Language Support: Figurative Language
(TE p 170)

Personalize for Learning
English Language Support:
Figurative Language
(TE p 174)

Analyze Craft and
Structure: Poetic Structure
and Style (RP)
(TE p 181)

Personalize for Learning
English Language Support:
Getting the Message
(TE p 180)

Word Study: Word
Derivations (RP)
(TE p 182)
Conventions and Style:
Parts of Speech (RP)
(TE p 183)

Personalize for Learning
English Language Support:
Nouns
(TE p 183)

90. Quarter 1, Grade 11


Day 36
Unit 2/ Day 6

Language Development

SE Pages 166- 167
TN STANDARDS
11-12.L.VAU.4.b Use
common grade-
appropriate
morphological
elements as clues to
the meaning of a word
or a phrase.

11-12.L.VAU.4.d Use
etymological patterns in
spelling as clues to the
meaning of a word or
phrase.

11-12.RL.CS.4
Determine the meaning
of words and phrases as
they are used in a text,
including figurative and
connotative meanings;
analyze the impact of
specific word choices on
meaning and tone,
including words with
multiple meanings and
language that is
stylistically poignant and
engaging.
Learning Targets and Standards
• Students complete activities related to the Concept Vocabulary words: ampler; teeming; vast; breadth; prolific; multitudes
• Students complete activities related to the Latin root multi -.
• Students add new words to their Word Network as they read texts in the unit.
• Students complete activities identifying word choice.


Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open by reviewing the readings and ideas shared from the previous class.

Activity A (20 Minutes)
• Have students complete language activities as outlined on page 166.

• Concept Vocabulary If students fail to see the connection, then have them use each word in a sentence and think about their similarities.
Word Study If students misspell the root words, then have them check spellings in a dictionary. For Reteach and Practice, see Word Study:
Latin Combining Form multi-(RP).

Activity B (20 minutes)
• Review Diction and have students complete the “Read It” and “Write It” activities on page 167.

• If students struggle with finding examples of onomatopoeia, then ask them to read several stanzas of “Song of Myself” aloud and listen for
words that sound like what they name. For Reteach and Practice, see Author’s Style: Diction. (RP).

Closure
• Conclude by reviewing student responses and clarifying misconceptions.

ELL Support
Word Study: Latin
Combining Form: multi -
(RP)
(TE p 166)
Author’s Style:
Diction (RP)

91. Quarter 1, Grade 11
(TE p 167)

Texts: The Writing of
Walt Whitman
Walt Whitman




Day 37
Unit 2 / Day 7

Effective Expression

SE Pages 168- 169
TN STANDARDS
11-12.SL.PKI.6 Adapt
speech to a variety of
contexts and tasks,
demonstrating command
of formal English when
indicated or appropriate.

11-12.W.TTP.3
Write narrative
fiction or literary
nonfiction to convey
experiences and/or
events using
effective techniques,
well-chosen details,
and well-structured
event sequences.

11-12.W.TTP.3.d Use
narrative techniques,
such as dialogue,
pacing, description,
reflection, and multiple
plot lines to convey
experiences, events,
and/or characters.

11-12.W.TTP.3.e
Learning Targets and Standards
• Students write a narrative about something that happened while they were working.
• Students prepare and deliver an interpretation of one of the poems by Whitman.
• Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open the lesson by reviewing the key information related to the readings and analysis and share with students that the will be shifting to
effective expression.

Activity A (15 Minutes)
• Students complete writing activity. Using Section 9 of “Song of Myself” as a model, write a brief narrative account about something that
happened to you while you were working. You may narrate an event related to household chores, homework, or an after-school job. Use
precise details and sensory language to make your account vivid and interesting for readers. Be sure to include your reactions to the event
and also your reflections on what the event revealed to you about yourself.

• If students struggle to include specific details or sensory language in their narratives, then ask them to picture the scene in their minds and jot
down what they see, hear, feel, smell, or taste. For Reteach and Practice, see Writing to Sources: Narrative Account (RP).

Activity B (5 minutes)
• Have students complete the writing reflection on page 168.


Activity C (10 minutes)
• Have students complete the speaking and listening activity as outlined on page 169.

• Assignment: With a partner, prepare and deliver an oral interpretation of one of the poems by Whitman. As you prepare, discuss how to read
the poem to preserve the flow of the lines and the excitement and expansiveness of the verse. Then, deliver your oral interpretation to the
class as a whole.

92. Quarter 1, Grade 11
Provide a
conclusion that
follows from and
reflects on what is
experienced,
observed, or
resolved over the
course of the
narrative.


• If students struggle to decide how to interpret their poem, then have them list several possible interpretations and choose the one that
appeals to them.

• If students struggle to add body language or gestures to their interpretation, then have them experiment (or watch other pairs) until they find
gestures that feel comfortable to them. For Reteach and Practice, see Speaking and Listening: Oral Interpretation (RP).



Closure
• Support students in completing their Evidence Log. This paced activity will help prepare them for the Performance-Based
Assessment at the end of the unit.

Selection Test- This lesson concludes the end of the selection. Teachers should identify the best time to administer the selection test to students to
assess student learning.
With time constraints, portions of this lesson may have to be completed outside of class for homework.

ELL Support
Word Study: Latin
Combining Form: multi -
(RP) (TE p 166)
Author’s Style:
Diction (RP)
(TE p 167)

Texts:
The Writing of Walt
Whitman
Walt Whitman

93. Quarter 1, Grade 11
Day 38
Unit 2/ Day 8

Making Meaning

SE Pages 170- 179
TN STANDARDS
11.RL.RRTC.10 Read
and comprehend a
variety of literature
throughout the grades
11- 12 text complexity
band proficiently, with a
gradual release of
scaffolding at the higher
end as needed.

Learning Targets and Standards
• Students Notice, Annotate, Connect, Respond as they read the selection the first time.
• Students complete comprehension questions.
• Students research one unfamiliar detail from the text.
• Students research to find out what happened to Dickinson’s writing after her death.

Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open the lesson as suggested by the “Jump Start”: Why does a good metaphor stick with us? Ask students to recall any metaphors they are
familiar with. Suggest that they think about popular songs, books, poems, and even dialogue in films. Engage students in a discussion about
why some metaphors are memorable. Suggest that metaphors get at “truth” in a new way and ask students to discuss whether this rings true
to them.

Activity A (10 Minutes)
• Concept Vocabulary- Circulate among students as they rank their words. Remind them that they will find the definitions of these words in the
side column beside each word’s location in the text.

Activity B (25 minutes)
• Have students complete a first read of the text. Point out to students that they will perform the first three steps concurrently as they are doing
their first read. They will complete the Respond step after they have finished the first read. You may wish to print copies of the
First-Read
Guide: Poetry for students to use.

Activity C (25 minutes)
• Have students complete the comprehension check, “Research to Clarify” and Research to Explore” on page 179. The Comprehension Check
tests students’ comprehension of the reading. If your students would benefit from more rigorous critical-thinking questions, assign the First
Read Extension Questions, found on Realize.

• Research to Clarify If students struggle to come up with a detail to research, you may want to suggest that they focus on one of the following
topics: the soul; society; fame.

• Research to Explore If students are unsure about how to approach the research question, direct students to reread Meet the Author at the
beginning of the selection. Tell students that they can focus on one of the following topics: Information about Dickinson’s family’s decision to
publish her poetry after her death, against the poet’s wishes; Specific details about what editors changed in Dickinson’s poetry to reflect
conventional ideas.


Closure
• Close by having students discuss the poems’ connection to the essential question.
ELL Support
Audio Summary
The Poetry of Emily
Dickinson

Personalize for Learning
English Language Support: Figurative
Language
(TE p 170)

Personalize for Learning
English Language
Support: Figurative
Language
(TE p 174)
Texts:
The Poetry of Emily
Dickinson

94. Quarter 1, Grade 11
Emily Dickenson




Day 39
Unit 2/ Day 9

Making Meaning

SE Pages 180- 181
TN STANDARDS
11-12.RL.CS.4
Determine the meaning
of words and phrases as
they are used in a text,
including figurative and
connotative meanings;
analyze the impact of
specific word choices on
meaning and tone,
including words with
multiple meanings and
language that is
stylistically poignant and
engaging.

11-12.RL.CS.5 Analyze
how an author’s choices
concerning the structure
of specific parts of a text
contribute to its overall
structure, meaning, and
aesthetic impact.

Learning Targets and Standards
• Students will review the Close Read Model and complete the close read sections in the selection.
• Students will respond to questions about the text, citing textual evidence.
• Students will examine examples of Absurdist literature

Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open the lesson as suggested by the “Jump Start”: Explain to students that Dickinson’s poems read like lyrics from a song and are short, with
a single speaker, identified as “I.” Point out that Dickinson went to lengths to let readers know that the “I” in the poems was not she, but rather
the person she had in her mind while writing the poem. Help them understand her uncanny ability to use concrete images to describe abstract
concepts.

Activity A (25 Minutes)
• Close Read the Text- Work with students on the annotation model, then have them complete items 2 and 3 on their own. When they have
finished, review and discuss the sections students marked. If needed, continue to model close reading by using the Annotation Highlights in
the Interactive Teacher’s Edition.

• If students fail to cite evidence, then remind them to support their ideas with specific information from the text.
• If students struggle to identify a theme or message about life in “I’m Nobody, Who are you?” then help them look for clues in a text that reveal
the writers meaning.

Activity B (20 minutes)
• Review Poetic Structure and Style and have students complete the practice on page 181.

• Discuss with students why they think Dickinson makes unconventional choices such as slant rhyme and paradox. Ask students to express
whether they enjoy the elements of Dickinson’s style and to give reasons for their responses. For more support, see Analyze Craft and
Structure: Poetic Structure and Style.

• If students fail to cite evidence, then remind them to support their ideas with specific information from the text. • If students struggle to analyze
Dickinson’s poetic style, then discuss rhyme and phrasing, and illustrate with examples. For more support, see Analyze Craft and Structure:
Poetic Structure and Style (RP).


ELL Support

Analyze Craft and
Structure: Poetic
Structure and Style (RP)
(TE p 181)

Personalize for Learning

95. Quarter 1, Grade 11
English Language
Support: Getting the
Message
(TE p 180)
Closure
• Conclude the lesson by having students review the analysis of the texts.
Texts:
The Poetry of Emily
Dickinson
Emily Dickenson




Day 40

Unit 2/ Day 10

Language Development

SE Pages 182- 183
TN STANDARDS
11-12.L.VAU.4.b Use
common grade-
appropriate
morphological
elements as clues to
the meaning of a word
or a phrase.

11-12.L.VAU.4.c
Consult reference
materials, both print
and digital, to find the
pronunciation of a
word or phrase.

11-12.L.VAU.5
Demonstrate
understanding of
figurative language, word
relationships, and
nuances in word
meanings in grades 11 -
12 reading and content;
interpret figures of
Learning Targets and Standards
• Students complete activities related to the Concept Vocabulary words: emperor; imperial; treason; sovereign; captivity
• Students complete activities related to parts of speech and derivations of related words.
• Students add new words to their Word Network as they read texts in the unit.
• Students complete activities identifying word choice.


Essential Question: What role does individualism play in American society?

Lesson Agenda

Learning Targets (5 Minutes)
• Unpack the learning targets.

Opening (5 Minutes)
• Open by reviewing the previous lesson.

Activity A (20 Minutes)
• Have students complete the language activities as outlined on page 182.

• Concept Vocabulary If students fail to see the connection between the words, then have them use each word in a sentence.
• Word Study If students fail to understand word derivations, then have them use resources such as an online dictionary to look up word
meanings and word origins. For Reteach and Practice, see Word Study: Word Derivations (RP).


Activity B (20 minutes)
• Review parts of speech and have students complete the “Read It” and “Write It” activities.

• Conventions and Style If students are having trouble distinguishing abstract nouns from concrete nouns, then tell them to imagine drawing a
picture of the noun. If the noun cannot be rendered in a drawing, it is likely an abstract noun. For Reteach and Practice, see Conventions and
Style: Parts of Speech (RP).

96. Quarter 1, Grade 11
speech in context and
analyze their role in a
text; analyze nuances in
the meaning of words with
similar denotations.

Closure
• Close by reviewing student responses and addressing student misconceptions.
ELL Support
Word Study: Word
Derivations (RP)
(TE p 182)
Conventions and
Style: Parts of Speech
(RP)
(TE p 183)

Personalize for Learning
English Language
Support: Nouns
(TE p 183)

Texts:
The Poetry of Emily Dickinson
Emily Dickenson