Appendix On Implementing District Standards
RL.11-12.2: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Students will be collecting and analyzing evidence as they read their texts. They will be using this evidence to support their arguments.
CCSS.ELA-Literacy.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
While reading multiple texts, students will analyze how specific authorial choices lead to the effectiveness of the message. They will look at what techniques the author uses to engage the reader.
CCSS.ELA-Literacy.W.11-12.1.b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
Students will make arguments about how the author addresses resistance in their text. They must use evidence from the different texts to support their arguments.
W.11-12.5 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.
Students will complete daily writing prompts after reading their texts. They will also have summative assessments throughout the unit about what the different authors are saying about resistance. Their final assignment will be looking at two of the texts to analyze how the authors address resistance.
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