Appendix on Implementing District Standards
CC.1.3.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.
Students will develop this skill first through the Three-Read Close Reading strategy applied to both image and literary analysis. They will have guided practice through gallery walk, small group, and class discussion activities. Then, they will demonstrate their level of mastery through the analysis writing connected to the summative assessment.
CC.1.3.11-12.C: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.
Students will analyze the impact of artist’s choices in images and the impact of August Wilson’s allusions, imagery, symbolism, characterization, and other literary techniques.
CC.1.3.11-12.D: Evaluate how an author’s point of view or purpose shapes the content and style of a text.
Students will develop this skill as they compare the choices and impact of different representations of the Middle Passage and slave trade. They will consider how the artist’s intentions, race, and point of view impacts their choices. They will apply this thinking to their reading of Gem of the Ocean.
CC.1.4.11-12.H: Write with a sharp distinct focus identifying topic, task, and audience. • Introduce the precise, knowledgeable claim.
Students’ analysis writing for their summative assessment museum exhibit entries will require them to develop and apply this skill.
CC.1.4.11-12.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
This unit features several writing varied writing opportunities that engage students in routine writing over both extended and shorter time frames.
CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Small-group and whole-class discussions on images and the play will encourage and develop students’ confidence and effectiveness in collaborative discussions.
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