rigorous curriculum design dekalb county school district ... · task 3: visual representation...

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) English Language Arts

Grade and Course

10th Grade World Literature and Composition

Unit of Study

Unit 2: Asia – How are multiple themes traced across Asian cultures?

Pacing

Timeframe:

Block: 4 weeks Traditional: 9 weeks

“Unwrapped” Priority Common Core State Standards

Skills and Concepts

ELAGSE9-10RL2: DETERMINE a theme and/or central idea of text and closely ANALYZE its development over the course of the text, including how it emerges and is shaped and refined by specific details; PROVIDE an objective summary of the text. ELAGSE9-10W3: WRITE narratives to DEVELOP real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.



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“Unwrapped” Priority Standards

“Unwrapped” Concepts

(Students Need to Know)

“Unwrapped” Skills (Students Need

to Be Able to Do)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

ELAGSE9-10RL2

● Determine ● Analyze ● Provide

● Theme ● Textual

development ● Summary of the

text

● 3 (Analyze) ● 3 (Analyze)

● 3 (Strategic thinking/Reasoning)

ELAGSE9-10W3

● Write ● Develop

● Narrative

technique ● Sequencing of

events

● 2 (Application)

● 2 (Skill concept)

Supporting Standards

ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELAGSE9-10RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELAGSE9-10L3: 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, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9 -10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.



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ELA Overarching Standards

ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently.

ELAGSE9-10W10: 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 (begins in grade 3).

Essential Questions Corresponding Big Ideas

1. How is the influence of American culture reflected in modern Asian culture, and vice versa?

2. Why is the ability to express and define contrasting philosophies of life, important?

1. The influence of American culture on modern Asian culture can be discovered through analysis, comparison, and juxtaposition of both cultures. The influences are reflected through the similarities and differences both cultures share.

2. The ability to express and define contrasting philosophies of life is an important skill as it enables the capability to demonstrate proficiency in writing and articulating narratives that develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.



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Unit Assessments

Pre-Assessment Post-Assessment

Student Version: Gr10_ELA_10thGradeWorldLiterature_Unit 2_Preassessment_Student Teacher Version: Gr10_ELA_10thGradeWorldLiterature_Unit 2_Preassessment_Teacher

Student Version: DeKalb Benchmark Assessment Teacher Version: DeKalb Benchmark Assessment



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Performance Assessment

Engaging Scenario

There has been an ongoing rift between the Hindu and Muslim people in your neighborhood. Buildings have been burned and physical altercations have taken place. Unfortunately, your business is located in the middle of this cultural divide. As a respected business owner in the community, leaders from each side have appointed you as mediator between the two groups. They have requested that you as an unbiased representative deliver a speech during the community town hall meeting addressing your personal [account of] experiences living in a mixed community [as someone with no cultural connection]. The community leaders have asked that you include in your personal accounts the social injustices you have witnessed within and towards each culture. Their hope is that your personal narrative will shed light on the negativity of the injustices, the caste systems, and other factors that have bred division Their intent is to publish your personal narrative in the community newspaper.

Performance Task Synopses

Task 1: Cultural Analysis ELAGSE9-10RL2 Use literary and informational texts to examine, research and define the: history, value orientations, interpersonal relationships, communication, religion, social systems, dietary habits, and health and illness belief systems of Hindu and Muslim cultures. The culmination of research using the Cultural Analysis Guide will lead to the discovery of similar and dissimilar themes amongst both cultures. Task 2: Sentence Outline ELAGSE9-10W2a Using the completed Cultural Analysis Guide, students will determine the themes that have had the greatest impact on the division between the Hindus and the Muslims and construct a sentence-outline detailing how those themes have contributed to the ongoing rift between the two cultures. Task 3: Visual Representation ELAGSE9-10RL2 Using the completed Cultural Analysis Guide and the detailed sentence-outline, students will construct a visual representation (i.e. Prezi, tri-fold board, sculpture, etc.) to display which themes have had the greatest impact on the division. Students will create a bibliography annotating the literary and informational texts used to determine theme. Task 4: Personal Narrative ELAGSE9-10W3 Use the research gathered in the Cultural Analysis Guide, the detailed sentence-outline, and the visual representation to construct a personal account of your experiences living in a mixed community as someone with no cultural connection. Include in your personal account the social injustices you have seen within and towards each culture. Your account should shed light on the negativity of the injustices, the caste systems, and other factors that have bred division. Your personal account will be delivered to the community as a speech and published in the local newspaper.

http://drive.google.com/open?id=1dSoGy2OnMg5FKRJqlUDQAzSTCgJK6rzhmdTek_Tuvh8



http://drive.google.com/open?id=1sCGlFMNkCBDsUEk22jwtI-Cm96YXpflVSn_Hg1btozQ








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Performance Task 1 In Detail

Cultural Analysis Use literary and informational texts to examine, research and define the: history, value orientations, interpersonal relationships, communication, religion, social systems, dietary habits, and health and illness belief systems of Hindu and Muslim cultures. The culmination of research using the Cultural Analysis Guide will lead to the discovery of similar and dissimilar themes amongst both cultures.

ELAGSE9-10RL2 Task 1 Student Directions:

• Research the internet, literary and informational texts on both cultures.

• Use the cultural analysis guide to lead your research.

• Determine which information is most relevant and why.

• Reflect your analysis on your Cultural Analysis Guide.

• Construct responses to the guide that will aid deeper analysis of the tribes. Task 1 Teacher Notes:

• Time allotted will be determined by the teacher.

• Cultural Analysis Guide (see instructional resources below). **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All “3” criteria plus: o The student has

researched additional

themes and contributing

factors.

o The cultural analysis

guide consisting of 8

sections is complete

for both cultures.

o Meets _6_ of the “3”

criteria

o Meets fewer than _4_

of the “3” criteria




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Sentence Outline Making use of the completed Cultural Analysis Guide, students will determine the themes that have had the greatest impact on the division between the Hindus and the Muslim and construct a sentence-outline detailing how those themes have contributed to the ongoing rift between the two cultures.

ELAGSE9-10W2a Task 2 Student Directions:

• Using web-based and print resources, identify several significant influences and themes that may have impacted the rift between Hindus and Muslims.

• Determine the level of impact each contributing factor had on the rift between Hindus and Muslims.

• Create a thesis statement based on factors with the highest level of impact.

• Construct a detailed sentence-outline. Task 2 Teacher Notes:

• Review the guidelines for constructing a thesis statement with students.

• Sentence-outline guide (see technology resources)

**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.



All “3” criteria plus: o A conclusion that

does not simply restate the thesis, but readdresses it in light of the evidence provided.

o The claim is introduced, clearly communicated, and the focus is strongly maintained

o Adequate introduction and conclusion

o Adequate use of transitional strategies with some variety to provide clarity

o Adequate progression of ideas from beginning to end; adequate connections between and among ideas

o Evidential support with clear, concise, and defined thesis statement

o Meets 4 of the “3”

criteria

o Meets fewer than 3






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Visual Representation Making use of the completed Cultural Analysis Guide and the detailed sentence outline, students will construct a visual representation (i.e. Prezi, tri-fold board, sculpture, etc.) to display which themes have had the greatest impact on the division. Students will create a bibliography annotating the literary and informational texts used to determine theme.

ELAGSE9-10RL2 Task 3 Student Directions:

• Using the cultural analysis guide and detailed sentence outline determine which themes have had the greatest impact on the rift between Hindus and Muslims.

• Cite evidence in support of all claims.

• Create a visual representation to display which themes have had the greatest impact on the division

Task 3 Teacher Notes:

• Teacher will review guidelines for oral presentations. (see instructional resources below).

• Teachers will teach students how to annotate print and non-print resources.

• Possible technology integration with the use of Prezi (see instructional resources below). **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.



All “3” criteria plus: o Relationship

made between

identified themes

and cultures not

studied within the

unit

o At least three

themes have been

identified

o Visual

representation

accurately

displays multiple

themes

o Annotation

sources are valid

o Multiple themes

are evident in

annotation


criteria

o Meets fewer than 3


https://docs.google.com/document/d/1ydUNyqucReQ97fx646LlSj-lU57KVnMWq3CvSgFEmSw/edit?usp=sharing




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Personal Narrative Use the research gathered in the Cultural Analysis Guide, the detailed sentence outline, and the visual representation to construct a personal account of your experiences living in a mixed community as someone with no cultural connection. Include in your personal account the social injustices you have seen within and towards each culture. Your account should shed light on the negativity of the injustices, the caste systems, and other factors that have bred division. Your personal account will be delivered to the community as a speech and published in the local newspaper. ELAGSE9-10W3

Task 4 Student Directions:

• Using appropriate presentation format and guidelines, create a presentation that presents a prediction about the future of the two cultures if the division continues.

• Cite specific sources regarding the previous impacts of themes and factors that have created division between Hindus and Muslims.

• Restate the claim about key factors that have bred division between the two cultures.

• Defend the claim using evidential support of the claim.

• Create and present a possible solution to any negative factors contributing to the division between the Hindus and Muslims.

Task 4 Teacher Notes:

• Teacher will review guidelines for oral presentations. (see instructional resources below).

• Students will need to be taught about responsible research, appropriate citation technique, and acceptable presentation formatting.

• Possible technology integration with the development of the presentation (see instructional resources below).

**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.



All “3” criteria plus:

o Narrative has a beginning, middle, and an end

o The claim is restated in the narrative

o Evidential support of the claim is present

o The presentation is accurately elocuted (including information from Tasks 1-3)


criteria

o Meets fewer than 3 of

the “3” criteria



http://go.owu.edu/~dapeople/ggpresnt.html



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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

□ Learning Objectives (posted and referenced)

□ Identifying Similarities and Differences

□ Summarizing and Note Taking

□ Reinforcing Effort, Providing Recognition

□ Homework and Practice

□ Nonlinguistic Representations

□ Cooperative Learning

□ Purposeful small group instruction

□ Increased think time

□ Setting Objectives, Providing Feedback

□ Check for Understanding

□ Generating and Testing Hypotheses

□ Cues, Questions, and Advance Organizers

□ Interdisciplinary Non-Fiction Writing

□ Teamwork and Collaboration

□ Initiative and Leadership

□ Curiosity and Imagination

□ Innovation and Creativity

□ Critical thinking and Problem Solving

□ Flexibility and Adaptability

□ Effective Oral and Written Communication

□ Accessing and Analyzing Information

□ Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

□ Re-voicing

□ Explaining

□ Prompting for participation

□ Challenging or countering

□ Asking “Why?” “How?”

□ Reread

□ Practice new academic vocab.

□ Assistive technology

□ Pre-teach & re-teach in a different way

□ Repetition

□ Use of manipulatives

□ Collaborative work

□ Direct/explicit instruction

□ “Chunking”

□ Accommodating different learning styles

□ Create differentiated text sets

□ Providing additional guided

practice

□ Conferencing

□ Additional time

□ Small group collaboration

□ Modify quantity of work

□ Take student’s dictation

□ Scaffold information

□ Differentiated content process or product

□ Consistent reward system

□ Refer to students’ IEP or 504 plan

□ Assistive technology

□ Visuals/Realia

□ Front-loading

□ Echoing/Choral response

□ Color-coding

□ Multiple exposures in different media

□ Pair-share

□ Modeling

□ Language scaffolds: eg, sentence frames

□ Deconstruct complex sentences and texts

□ L1 support

□ increased opportunities for student-student talk

□ Strategic vocabulary instruction

□ Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Myths and Legends of Japan by F. Hadland Davis The Joy Luck Club by Amy Tan Hiroshima by John Hersey Balzac and the Little Chinese Seamstress by Dai Sijie Snow Flower and the Secret Fan: A Novel by Lisa See Chinese Cinderella: The True Story of an Unwanted Chinese Daughter by Adeline Yen Mah The Good Earth by Pearl S. Buck American Shaolin: Flying Kids, Buddhist, Monks, and the Legend of Iron Crotch: An Odyssey in the New China by Matthew Polly Ties That Bind, Ties That Break by Lensey Namioka Waiting by Ha Jin

Task 1

● Cultural Analysis Guide ● Web credibility checklist - How to

determine source credibility.

● Web Cred Google Sheet

● OWL at Purdue MLA Guidelines - How

to properly cite academic sources.

● Google Docs - Digital, collaborative

documents for group manipulation.

Task 2

● Narrative Sentence Outline

● www.commonlit.com

Task 3

● Guidelines for oral presentation ● Prezi.com - Online presentation

software ● Microsoft Word - Windows word

processing application

● Google Docs - Google online word

processing application

● OWL at Purdue MLA Guidelines - How

to properly cite academic sources.

● Bibme.org|easybib.com|sonofacitation

machine.com - Online help for creating

proper citations

Task 4

● Guidelines for oral presentation ● Prezi.com - Online presentation

software ● Google Slides - Google online

presentation software ● PowerPoint - Microsoft presentation

software

● Sway - Microsoft online presentation software

https://archive.org/stream/mythslegendsofja00davi#page/n7/mode/2up

https://docs.google.com/document/d/1ydUNyqucReQ97fx646LlSj-lU57KVnMWq3CvSgFEmSw/edit?usp=sharing

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https://docs.google.com/document/d/1sCGlFMNkCBDsUEk22jwtI-Cm96YXpflVSn_Hg1btozQ/edit?usp=sharing

http://twp.duke.edu/uploads/media_items/oral-presentation-handout.original.pdf

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http://twp.duke.edu/uploads/media_items/oral-presentation-handout.original.pdf

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Unit Vocabulary

Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Determine Analyze Write Develop Exposition Denouement Character(ization) Pacing Flashback Chapter Parallel Plot Climax Foreshadowing Dialogue Conflict Imagery In media res Figurative language Resolution Sensory detail

Theme Textual Development Narrative Sequencing Engage Setting Resolution Motif Archetype Symbol Rising action Protagonist Plot Falling action Editorial bias Epilogue

Social Studies, Math, Science, CTAE



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Weekly Planner Course: 10th Grade World Literature and Composition Unit: Asia – How are multiple themes traced across Asian cultures?

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional

resources

Formative Assessments

Week 1

ELAGSE9-10RL2

• Independent Reading

• Exposure and Interaction with Grade Level Text or Higher

Task 1:

• Research the internet, literary and informational texts on both cultures.

• Use the cultural analysis guide to lead your research.

● Introduce engaging scenario

● Teach students about responsible research

● Discuss different types of texts

● Teach note taking strategies

● Review the Cultural

Analysis Guide (see

instructional

resources below)

with students.

● Time allotted will be

determined by the

teacher.

Pre-Assessment Discussion of the Essential Questions (throughout unit) Task 1 scoring guide Suggested informal progress monitoring checks: Open ended question Reflection Summarize Think Pair Share KWL Quiz





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Week 2 ELAGSE9-10W2a



Task 2:

• Using web-based and print resources, identify several significant influences and themes that may have impacted the rift between Hindus and Muslims.

• Determine the level of impact each contributing factor had on the rift between Hindus and Muslims

• Create a thesis statement based on factors with the highest level of impact

• Construct a detailed sentence-outline

● Review the guidelines for constructing a thesis statement with students

● Review the Sentence-outline guide (see technology resources) with students

● Review key vocabulary with students

Suggested informal progress monitoring checks: Ticket out the door Misconception check Peer instruction Think pair share Oral questioning





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Week 3 ELAGSE9-10RL2



Task 3:

• Using the cultural analysis guide and detailed sentence outline.

• Determine which themes have had the greatest impact on the rift between Hindus and Muslims.

• Cite evidence in support of all claims.

• Create a visual representation to display which themes have had the greatest impact on the division.

● Teacher will review guidelines for oral presentations. (see instructional resources)

● Possible technology integration with the use of Prezi. Review how to use Prezi with students.

● Teach citation technique

● Teach use of text based evidence

● Review guidelines for the visual representation

Socratic seminar Numbered heads together Gallery walk



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Week 4 All priority standards



Task 4:

• Cite specific sources regarding the previous impacts of themes and factors that have created division between Hindus and Muslims.

• Restate the claim about key factors that have bred division between the two cultures

• Defend the claim using evidential support of the claim

• Present a prediction about the future

• Create and present a possible solution to any negative factors contributing to the division.

● Teacher will review guidelines for oral presentations. (see instructional resources)

● Teach responsible

research, appropriate

citation technique, and

acceptable

presentation

formatting.

● Possible technology integration with the development of the presentation (see instructional resources below)

Post Assessment



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