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Grade: 10th
Unit Three: Extending Freedom’s Reach ( myPerspectives Unit 3)
Timeline: Quarter Three
*Unit Overview: Whether it means a journalist’s right to share information or a child’s right to go to school, the definition of freedom changes with time and place. It also depends on the people involved and the situations they face. Throughout history, people have used the power of the written word to explain and pursue their concepts of freedom. This unit has been designed to allow students to explore a range of different ideas, past and present, about the meaning of freedom. Important note for PreAP teachers who have attended the AAIMS trainings: AAIMS’ Unit 3: The Path to Self-Empowerment can be used in lieu of or in conjunction with Pearson units.
STANDARDS ADDRESSED IN THIS UNIT
ESSENTIAL (Ongoing Standards Highlighted)
RL.9-10.2/RI.9-10.2 - Examine a grade-appropriate literary and informational texts. Provide an objective summary. Determine a theme(fiction)/central idea (non-fiction) of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. RI.9-10.8 - Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. W.9-10.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
SUPPORTING
RI.9-10.9 - Analyze documents of historical and literary significance, including U.S. documents when appropriate, noting how they address related themes and concepts. W.9-10.8 - Gather relevant information from multiple credible print and digital sources, using advanced searches effectively. ● Assess the usefulness of each source in answering the research question. ● Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism. ● Follow a standard format for citation. SL.9-10.2 - Integrate multiple sources of information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches), evaluating the credibility and
SL.9-10.3 - Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. accuracy of each source. L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking as appropriate for Grades 9-10. ● L.9-10.1.A Use parallel structure. ● L.9-10.1.B Use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations. ● L.9-10.1.C Form and use verbs in the conditional and subjunctive mood. ● L.9-10.1.D Recognize and correct inappropriate shifts in verb voice and mood. ● L.9-10.1.F Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. L.9-10.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, as appropriate for the grade level. ● L.9-10.5.A Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. ● L.9-10.5.B Analyze nuances in the meaning of words with similar denotations.
LEARNING PROGRESSION
Grade Above - RL.11-12.2/RI11-12.2, RI.11-12.8, SL.11-12.3, W.11-12.
STUDENT-FRIENDLY LEARNING TARGETS
Students will be able to: ● Evaluate written informative texts by analyzing how authors convey complex ideas, concepts, and information. ● Expand your knowledge and use of academic and concept vocabulary. ● Write an informative essay in which you effectively introduce and develop a thesis with well-chosen evidence. ● Conduct research projects of various lengths to explore a topic and clarify meaning. ● Correctly integrate quotations and other evidence into written texts and presentations.
● Superiors ● Reformer ● accumulate
ESSENTIAL QUESTIONS
● What are the basic rights and freedoms that belong to everyone, everywhere? ● What is the relationship between power and freedom? ● What does it mean to be “free”? ● Is censorship, in any form, justified?
TEXT OPTIONS
● "Four Freedoms" by Franklin D. Roosevelt and other famous speeches ● Night by Elie Wiesel ● Fahrenheit 451 by Ray Bradbury ● Beloved by Toni Morrison ● Anger is a Gift by Mark Oshiro
ASSESSMENTS
Please read: The assessment process is cyclical, meaning after the first round of assessments are distributed, there should be a reteach,
interventions, and enrichments. A second round of post-tests for students who did not reach mastery for each standard being assessed should be given. Three Steps to Assessment Analysis
Pre-Assessments (Team Generated) ● Week 1- Formative Assessments (Team Generated) ● Routinely between Week 2- Post-Assessments (Team Generated) ● Week 7- Reteach/Enrichment/Reassess ● Reteach/Remediate/Enrich/Reassess as needed throughout the unit
Intervention Plan
Intensive ➔ Reference historical data to check for any obvious learning gaps. ➔ Reteach skills (current and/or previous grades) that are preventing mastery of essential standard. ➔ Provide texts that are levelized or of high-interest to engage the learner to strengthen their foundational ability. ➔ Conference with students about their progress, guide them in creating a plan for improvement. ➔ Contact the student’s support system [parent/caregiver] ➔ Provide information or opportunities for tutoring. ➔ Provide re-do opportunities. Strategic - ➔ Plan specific supports for identified weak areas in students’ understanding of the content and/or skills ➔ Utilize engaging strategies and activities for each skill. ➔ Provide opportunities for student choice, alternative assessments, and/or peer teaching. Good to Go ➔ Encourage student to work towards Level 4 in the Proficiency Scale(s), which will extend and deepen their understanding of the content and skills.
