TUSD draft African American literature curriculum - [PDF Document] (2024)

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Common Core Curriculum Framework

The Common Core Curriculum Framework was designed in the TUSDOffice of High School Leadership in the 2011-2012 school year.

Notes regarding use of this framework:

1. This structure will: Provide in-common definitions of anchorstandards Articulate district-wide enduring understandings for allTUSD ELA classrooms Support curriculum guide work for individualsites and classrooms through additional instructional andcurricular resources.2. In an effort to assist teachers inunderstanding the alignment between the standard ELA classroom andthe Culturally Relevant ELA classroom, this document

includes the following additions:

Sample essential questions Suggested activities in each standardand cluster Recommended texts to expand the scope of texts studentswill use during the year Sequenced topics (or unit headings) foreach class3. In keeping with the Common Core grade level bands,this document reflects both the 11 th and 12th grade CulturallyRelevant classes. The enduring

understandings and the Common Core standards for all ELAclassrooms in the 11-12 band are the same. At the 11 th gradelevel, the teacher provides scaffolding

and support through instructional design and activities. At the12th grade level, students are expected to work independently andproficiently. The distinctions

between the classes are found with:

Essential questions at each grade level Suggested activities ateach grade level Recommend texts specific to each grade levelSequenced topics for each class

ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

Topics of Study

Explanation: the topics below reflect the content areas ofemphasis for each ELA African American Viewpoint class. As with thegeneral education ELA classroom,teachers have individual discretionin terms of the exact texts (from the recommended text list),quantity of text, and amount of time on topic. Through thesetopics

of study, teachers are able to align instruction and activitiesto Common Core standards.

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English 5-6

I. 1600-1863: ORAL TRADITIONSII. 1600-1853: SLAVE NARRATIVES

III. 1864-1916: Literature of Reconstruction and the GreatMigrationIV. 1937-1933: The Jazz Age and the Harlem RenaissanceV.1936-1950: The Birth of the Civil Rights Movement/Pursuit ofthe

American Dream

VI. 1950-1960s: Civil Rights and Social ChangeVII. 1970s-1980s:Black Power, Literary Criticism

VIII. 1990s-Present: Contemporary issues in African AmericanCulture(roughly 5 weeks per topic of study, will vary by teacheremphasis and textselection)

English 7-8

I. Race and Privilege in AmericaII. Equal Justice Under theLaw

III. PassingIV. Literary CriticismV. Keeping It Real

VI. Shock DoctrineVII. Black MasculinityIII. Black FeminismIX.Race and ClassThe Club Movement and the Working ClassX. DefiningBeauty

(roughly 4 weeks per topic of study, will vary by teacheremphasis and text

selection)

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

Strand: Reading Literature

Clusters in this strand:

Key Ideas and Details Craft and Structure Integration ofKnowledge and Ideas Range of Reading and Level of TextComplexity

Anchor Standards Assessment Summary: To become college andcareer ready, students must grapple with works of exceptional craftand thought whose range

extends across genres, culture, and centuries. Through wide anddeep reading of literature and literary non-fiction of steadilyincreasing sophistication, students

gain the ability to evaluate intricate arguments; and thecapacity to surmount the challenges posed by complex texts.

Instructional Resources:

Source: ADE/ELA Committee http://www.azed.gov

http://commoncore.org

See Appendix A for Text Complexityhttp://www.corestandards.org/assets/Appendix A.pdf

See Appendix B for Text Exemplarshttp://www.corestandards.org/assets/Appendix B.pdf

See Appendix C for Writing Exemplarshttp://www.corestandards.org/assets/Appendix C.pdf

Vocabulary:http://www.tn.gov/education/ci/doc/VOCABULARY.pdf

Diverse Learners:

English Language Learners: -(ELLs in an ELD Program will use theELP standards for English Language Development- See Standardsat

http://www.azed.gov/english-language-learners/elps/

For more guidance on the ELLs and the Common Core please seehttp://www.corestandards.org/assets/application-for-english-learners.pdf

For additional effective instructional strategies see SIOPStrategies at:http://www.misd.net/bilingual/ELL.pdf

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

KeyIdeasandDetails

Strand: Reading Literature Grades 11-12

Cluster: Key Ideas and Details

Enduring Understanding: Imaginative texts can provide rich andtimeless insights into universal themes, dilemmas and socialrealities of the world. Literarytext represents complex stories inwhich the reflective and apparent thoughts and actions of humanbeings are revealed. Life therefore shapes literature and

literature shapes life.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. How do texts written by black authors reflect a struggle forhumanity and human rights?2. Does every piece of literature by awriter of color need to be read with a critical lens of race orethnicity?3. What decisions do writers make in how to develop aparticular concept or idea?English 7, 8

1. How can literature serve as a vehicle for addressing issuesrelated to race and racism?2. How is the coming of age story bothuniversal and culturally specific?3. How does literature serve todeconstruct and challenge negative beliefs about race?4. How doesliterature reflect diverse perspectives and reactions to similarevents and theme?Standard Statements

The student reader will:

11-12.RL.1 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.

11-12.RL.2 Determine two or more themes or central

ideas of a text and analyze their development over thecourse ofthe text, including how they interact and buildon one another toproduce a complex account; provide

an objective summary of the text.

11-12.RL.3Analyze the impact of the authors choices

regarding how to develop and relate elements of a story

or drama.

Examples and Explanations

English 5, 6

1. Identify important themes, characters and writing styles inTheir Eyes Were Watching God.Write an explanatory analysis in whichyou examine the ways in which Hurstons decisions

regarding writing style (syntax), diction, and themes impactedthe development of the story and

the reaction of the audience.

2. Through a close reading of multiple texts (the plays, novels,short stories, poetry, essays, music,and art by canonical andnon-canonical Harlem Renaissance figures including Langston

Hughes, Zora Neale Hurston, Countee Cullen, Claude McKay, NellaLarsen, Richard Nugent,Alain Locke, W.E.B. Du Bois, James WeldonJohnson, Gwendolyn Bennett and AnneSpencer), examine how theartists reveal the struggles of black America in their texts,both

overtly and implicitly.

3. Work in small groups to perform key scenes from A Raisin inthe Sun, covering the playsmajor themes (assimilation, resistance,power, isolation, etc.). Through your performance,

demonstrate an understanding of the authors choices in staging,dia log, and characterization to

develop specific themes and storyline.

English 7, 8

1. After reading Othello, annotate the text in places whereShakespeare is reflecting Elizabethannotions of race in thecharacterization of Othello. Note where Shakespeare seems to be

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challenging concepts of black masculinity in that time period.In your dialectical notebook,

provide text evidence and a brief analysis to support yourclaims.2. In your literature circle book selection, trace theevolution of one or more themes or concepts

throughout the text. Use text evidence to show the authorsintentional choices in developingthe concept.

3. Evaluate diverse visual representations of black women indigital media to identify the overtand covert concepts that areillustrated. Create a visual synthesis (collage, posterboard,PowerPoint, digital short, etc.) to convey your synthesis ofthe concepts. Present to class for

critique and discussion.

In the previous grade band

Students were expected to determine the impact of figurative andconnotative words on tone,

examine how an authors choice of structure influences the text,and analyze multiple points of

view.

EXAMPLE INSTRUCTIONAL STRATEGIESSocratic Seminar

The Socratic Seminar provides autonomy for the students in acommunal format in which students must cite strong and thoroughtextual evidence to support

analysis of what the text says. Areas to explore include howauthors use literary techniques such as theme, characterization,plot, specific details, etc., within a

work. Information about the Socratic Seminar can be foundathttp://www.saskschools.ca/curr_content/bestpractice/socratic/index.html

Plot Analysis/Conventions

Use picture books (Cinderella stories, fairy tales) to analyzeplot and to introduce common conventions. After reading a picturebook, students apply concepts

to another work of literature. For example, the novelEthan Fromecontains the same fairy tale elements as Snow White. For avariation of this, try introducing

a work of literature using one of the I Wish songs from anyDisney princess movie.

3x3 Literary Analysis of Plot for Central IdeaCreate a chart forstudents to complete which has three spaces for students tosummarize the plot in three words (noun, action verb, object) foreach of the

beginning, middle and end of the story. Then, chart three spacesbelow for students to write in three words (noun, action verb,object) to analyze the

development of the plot over the course of the text. Studentsthen use those sentences to determine the central idea.

Ruetzel, D. Ray and Robert B. Cooter. Strategies for readingassessment and instruction: Helping every child succeed. UpperSaddle River: Pearson

Education, Inc., 2003. Ruetzel and Cooters text provides 16chapters that highlight numerous strategies and resources that have proven to be beneficial in

assisting students with reading instruction.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

CraftandStructure

Strand: Reading Literature Grades 11-12

Cluster: Craft and Structure

Enduring Understanding: Literary text, like all creativeproducts, demonstrates style and craftsmanship. Readers can respondanalytically and objectivelyto text when they understand thepurpose or reason behind the authors intentional choice of toolssuch as word choice, point of view and structure.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. How does form impact content in storytelling?2. How hasliterature served as a vehicle for addressing issues related torace and racism?3. Why might an author use literary devices such assarcasm, irony, or understatement?4. How have traditional oralforms such as folktales, riddles, idioms, jazz rhythms, spiritualsand blues shaped African American literature?English 7, 8

1.

How do the time, setting, mood, tone, and context of a literarywork shape our understanding of the concepts and themes itexplores?2. How have women writers challenged and enriched theliterary canon?3. How can writers challenge and change publicconsciousness?4. How have African American women writers contendedwith interlocking forms of oppression?5. How have African Americanwomen writers challenged and enriched the literary canon?

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Standard Statements

The student reader will:11-12.RL.4 Determine the meaning ofwords and phrases as

they are used in the text, including figurative andconnotativemeanings; analyze the impact of specific word choiceson

meaning and tone, including words with multiple meanings or

language that is particularly fresh, engaging, orbeautiful.(Include Shakespeare as well as other authors.

11-12.RL.5Analyze how an authors choices concerning

how to structure specific parts of a text (e.g., the choiceof

where to begin or end a story, the choice to provide a

comedic or tragic resolution) contribute to its overall

structure and meaning as well as its aesthetic impact.

11-12.RL.6 Analyze a case in which grasping a point of

view requires distinguishing what is directly stated in atext

from what is really meant (e.g., satire, sarcasm, irony, or

understatement).

Examples and Explanations

English 5, 6

1. In a syntax analysis, closely read folktales, riddles,idioms, and lyrics in blues,spirituals, and jazz, to determine howlanguage impacted meaning and interpretation.2. How has racelimited the writing style, diction, and themes in early works ofAfricanAmerican literature? Select 4 texts from our reading list tosynthesize your response and

present in a gallery walk informal presentation structure.

English 7, 8

1. Identify important themes, characters and writing styles ineach of the assigned texts,and then evaluate the ways in whichAfrican American authors were mindful of their

audience when deciding which slavery experiences to write aboutas well as the benefits

that came from choosing to write about slavery from anautobiographical standpoint.

Write your findings in a formal academic argument essay.

2. Contrast writers of the Western canon (Shakespeare andAngelou) and consider howtheir respective uses of figurativelanguage reflected culturally specific ideas as well asuniversalideas.

In the previous grade band

Students were expected to determine the impact of figurative andconnotative words on

tone, examine how an authors choice of structure influences thetext, and analyze multiple

points of view.

EXAMPLE INSTRUCTIONAL STRATEGIES

Change the Structure

Students change the resolution of a story and discuss the impacton rewritten tone/meaning/etc. This strategy helps studentsunderstand structure and how an

authors choices contribute to overallstructure/meaning/aesthetic impact. For example, Hester exposesDimmesdale. How does this change impact other

characters, minor plot lines, etc?

Choose a Word/Phrase

Students choose a word or phrase from literature that isinteresting, confusing, descriptive or relates to a literaryelement (figurative language) and write it

on a sticky note. The sticky notes are posted around theclassroom. Students then take blank sticky notes and silently readand comment on others

observations. Students then share their quotations and theirfavorite comments with the class.

Reconstruct the Plot

Expose students to works of literature that are not inchronological order and/or are told from various point of views.For example, in the novel Ellen Foster,

the time shifts and students must pay careful attention to whatis happening. One way to handle this is to have students create achart to track the time

period. They could then reconstruct the plot in chronologicalorder.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

IntegrationofKnowledgean

dIdeas

Strand: Reading Literature Grades 11-12

Cluster: Integration of Knowledge and Ideas

Enduring Understanding: Competent readers can synthesizeinformation from a variety of sources including print, audio andvisual. Comparing andcontrasting text in a variety of forms orgenres provides a full understanding of the authors message/themeas well as the ideas being explored.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. What social conditions fostered the rise of politicalactivism and the Civil Rights movement?2. Does every piece ofliterature by a writer of color need to be read with a criticallens of race or ethnicity?3. How does text written by black authorsreflect a struggle for humanity and human rights?4. How are race,gender and class represented or neglected in early Americanliterature?English 7, 8

1. How does literature reflect diverse perspectives andreactions to similar events and themes?2.

How has literature served as a vehicle for addressing issuesrelated to race and racism?3. How is the coming of age story bothuniversal and culturally specific?

4. How does literature serve to deconstruct and challengenegative beliefs about race?Standard Statements

The student reader will :

11-12.RL.7 Analyze multiple interpretations of a story, drama,or poem

(e.g., recorded or live production of a play or recorded novelor poetry),

evaluating how each version interprets the source text. (Includeat least one

play by Shakespeare and one play by an American dramatist.)

11-12.RL.8 (Not applicable to literature)

11-12.RL.9 Demonstrate knowledge of eighteenth-, nineteenth- andearly-

twentieth-century foundational works of American literature,including howtwo or more texts from the same period treat similarthemes or topics.

Examples and Explanations

English 5, 6

1. After reading multiple texts regarding the American Dream,create avisual in which you represent the multiple perspectives ofthe American

Dream (including your own) and how those perspectives arefiltered

through race, class and gender.

2. Compare how a foundational Anglo-American writer and afoundationalblack American writer address a common American theme,such as the

American Dream (e.g., Fitzgeralds The Great GatsbyandEllisonsInvisible Man).

English 7, 81. Contrast the multiple perspectives of multiplepieces of early American

literature that represent the various populations in the countryin terms of

a constant idea (justice, role of women, freedom, equality,borders, etc.).

2. Compare the coming-of-age process described black womenwriters andblack male writers. In an informative/explanatory essay,contrast theperspectives of gender as they intersect with race.

In the previous grade band

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Students were expected to analyze the representation of asubject or key

scene in two different mediums and examine how an author usessourcematerial in specific texts.

EXAMPLE INSTRUCTIONAL STRATEGIES

Ballad Writing

After familiarizing themselves with ballad themes and forms,students write their own original ballads, which they will performin small groups. Students

engage in self-reflection on their group performances and on theliterary characteristics of their ballads. Students read, analyzeand discuss medieval English

ballads and then list characteristics of the genre. Studentswill emphasize the narrative characteristics of ballads by choosinga ballad to act out. Using the

Venn diagram tool, students next compare medieval ballads withmodern ones.

Compare/Contrast

Students compare and contrast (in essay form, in chart form, invisual form) two writers from the same time period. Emily Dickinsonand Walt Whitman

work well for this type of activity because they seem to havenothing in common, but they both are rebellious and they bothrevolutionized American poetry.

Compare an Issue

Students compare text from a time period on an issue withhistorical events resulting from those beliefs. End with a seminarletting students draw andsupport their own conclusions. Studentsneed to synthesize materials and evaluate the information.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

RangeofReadingandLevelofTextComplexity

Strand: Reading Literature Grades 11-12

Cluster: Range of Reading and Level of Text Complexity

Enduring Understanding: In order to meet the rigorous demands ofcollege and/or the workforce, students must be able to read andcomprehendincreasingly complex literary text. Through extensivereading of a variety of genres from diverse cultures and a range oftime periods, students will gain

literary knowledge and build important reading skills andstrategies, as well as become familiar with various text structuresand elements. When teachers

match students with challenging, engaging text in the classroomit creates an atmosphere that helps to nurture curious, capable andcritical readers.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)English 5,6

1. In what ways did slavery impact the development of blackidentity and by extension, black literature?2. How can differentvoices address a common theme or central idea in literature?3. Howdoes literature help us to understand the human condition?4. Howdid literature serve as a revolutionary force during the BlackPower movement?English 7, 8

1. Why did some blackAmericans use passing as a means toassimilate into white American society?2. How have African Americanwriters redefined Western literary genres to reflect their owncultural values and norms?3. How does literature highlight theflaws and strengths of a given society and relationships betweenits cultural and racial groups?Standard Statements

The student reader will :

11-12.RL.10 By the end of grade 11, read and comprehendliterature,

including stories, dramas, and poems, in the grades 11 textcomplexity band

proficiently, with scaffolding as needed at the high end of therange. By the

end of grade 12, read and comprehend literature, includingstories, dramas,

and poems, at the high end of the grades 11 text complexitybandindependently and proficiently.

Teachers need to match complex, grade-appropriate texts totheir

students.

Examples and Explanations

English 5, 6

1. Prepare for a Paideia Seminar discussion using our readingson race andsocial theory in order to discuss how black people haveconfronted racial

stereotypes that helped legitimize the existence of slavery fromthe time

they were first brought to America in chains; and how theidentity of

African Americans has been influenced both by the way othersperceiveAfrican Americans and by how they perceive themselves.Explore the

idea of self-definition. Discuss specific theories of race thatcontributed

to the enslavement of African Americans and connect thesetheories with

common themes in the slave narrative.

2. Read and connect excerpts from various African Americanauthors (i.e.,Narrative Life of Frederick Douglas, byDouglas;Incidence in the Life of

a Slave Girlby Jacobs, Confessions of Nat Turner by T.R. Gray,We

Wear the Mask by Dunbar and Minstrel Man by Hughes) toexcerpts

fromAdventures of Huckleberry Finn (satire) by Twain.

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English 7, 8

1. How are issues of race and racism and the juxtaposition ofblackness andwhiteness found in world literature across varioustime periods? Engage

in an extended research project in which you closely readseveral texts inseveral time periods and world regions to supportyour analysis.

In the previous grade band

Students were expected to read and comprehend literature,including stories,

dramas and poems in the grades 9-10 text complexity bandproficiently, with

scaffolding as needed at the high end of the range. By the endof grade 10,

students were expected to read and comprehend literature,including stories,

dramas and poems at the high end of the grades 9-10 textcomplexity band

independently and proficiently.

EXAMPLE INSTRUCTIONAL STRATEGIES

Audio Text

Students listen to a compact disc (online audio) of the textbeing read. Low-level readers/learners may be able to enjoy andcomprehend the more complex

concepts of higher order thinking skills while listening. Moreadvanced readers can follow along in the book to understand properpronunciation of new

vocabulary introduced in the text.

Music and Literature

Scaffold student learning of classic texts by introducing keyplot elements through video and song. For example, when introducing the poem The Rime of

the Ancient Mariner, show students the scenes from the teenmovie Telling You where the ancient mariner appears (he tells partof his story at a pizza

parlor). Then play Iron Maidens version of The Rime of theAncient Mariner, noting that the music dramatically slows down whenthe mariner is stuck on

the water. Show pictures of an albatross while the song plays.Students can then read the text with greater understanding.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

Strand: Reading Informational Text

Clusters in this strand:

Key Ideas and Details

Craft and Structure Integration of Knowledge and Ideas Range ofReading and Level of Text Complexity

Anchor Standards Assessment Summary: To become college andcareer ready, students must grapple with works of exceptional craftand thought whose range

extends across genres, culture, and centuries. Through wide anddeep reading of literature and literary non-fiction of steadilyincreasing sophistication, students gain

the ability to evaluate intricate arguments; and the capacity tosurmount the challenges posed by complex texts.

Instructional Resources:

Source: ADE/ELA Committee http://www.azed.gov

http://commoncore.org

See Appendix A for Text Complexityhttp://www.corestandards.org/assets/Appendix A.pdf

See Appendix B for Text Exemplarshttp://www.corestandards.org/assets/Appendix B.pdf

See Appendix C for Writing Exemplarshttp://www.corestandards.org/assets/Appendix C.pdf

Vocabulary:http://www.tn.gov/education/ci/doc/VOCABULARY.pdf

Diverse Learners:

English Language Learners: -(ELLs in an ELD Program will use theELP standards for English Language Development- See Standardsat

http://www.azed.gov/english-language-learners/elps/

For more guidance on the ELLs and the Common Core please seehttp://www.corestandards.org/assets/application-for-english-learners.pdf

For additional effective instructional strategies see SIOPStrategies at:http://www.misd.net/bilingual/ELL.pdf

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thGrade)

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

KeyIdeasandDetails

Strand: Reading Informational Text Grades 11-12

Cluster: Key Ideas and Details

Enduring Understanding: Knowledge-based information is anever-changing expanding genre, which encompasses dailycommunication. The ability tocomprehend and analyze informationaltexts develops critical thinking, promotes logical reasoning andexpands ones sense of the world.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. How does literature reflect the social and politicalstruggles of African Americans?2. What has been the role of publiceducation in shaping the cultural identity of black Americans?3.How does literature help us to understand the humancondition?English 7, 8

1. How are definitions of self and culture shaped byneighborhood and community?2. In what ways does passing bring forththe possibility that race, gender, and ethnicity are sociallyconstructed?3. How has racism affected blackAmericans? Theirperceptions of themselves? Other peoples perceptions ofblackAmericans?4. How are various notions of family treated in AfricanAmerican literature?Standard Statements

The student reader will :

11-12.RI.1 Cite strong and thorough textual evidence to supportanalysis of

what the text says explicitly as well as inferences drawn fromthe text,

including determining where the text leaves mattersuncertain.

11-12.RI.2 Determine two or more central ideas of a text andanalyze their

development over the course of the text, including how theyinteract and

build on one another to provide a complex analysis; provide anobjective

summary of the text.

11-12.RI.3 Analyze a complex set of ideas or sequence of eventsand explain

how specific individuals, ideas, or events interact and developover the

course of the text.

Examples and Explanations

English 5, 6

1. Survey the textual representation of racial progress anduplift in post-Civil War black fiction and political writing.Prepare for a formal poster

session presentation in which you examine how the traditions inblack

writing during the era of Reconstruction anticipated concernsraised in

W.E. B. DuBois seminal work, Souls of Black Folk(1903). In

particular, examine how the specter of slavery haunted a new andradical

vision for racial uplift in the uncertain decades leading up tothe early

twentieth century. Explore how ideologies of racial progress andupliftexposed certain class- -related difficulties in theproduction of a post-

emancipation black identity.

2. Determine how late nineteenth-century African-Americanwomenwriters handled issues related the Reconstruction era (focuson Ida B.

Wells, Anna Julia Cooper and Frances Ellen Watkins Harper).

3. In your literature circles, use a discussion graphicorganizer to reflect onhow works written by African Americans(especially works from Booker

T. Washington, Ida B. Wells, W.E.B. Dubois) started to alterthe

accepted view of black people and the treatment they receivedin

America.

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English 7, 8

1. Conduct a mini-inquiry into legal documents of the 20 thCentury thatmost directly impacted life for black Americans. In anargument essay,

consider how these documents have impacted life incontemporary

American society.

2. Watch and analyzeImitation of Life and read excerpts fromseveralbooks and articles that deal with passing, such as NellaLarsons Passingand Passing and the American Dream, accessible atSalon.com. Prepare

for a Socratic Seminar discussion in which we will considerpositive and

negative aspects of racial passing.

3. Using Socratic Discussion graphic organizer regarding racialpassing,write a persuasive (argument) essay based on the content ofclass debate.

Personally reflect on your own ideas about passing and actingwhite or

assimilating in todays society.

In the previous grade band

Students were expected to cite and draw inferences from thetext, examine

the development of the central ideas, and analyze how theauthors analysis

of the text shapes the development of its events and ideas.

EXAMPLE INSTRUCTIONAL STRATEGIES

Cornell Note-Taking System

Students use an adapted version of the Cornell System forNote-Taking while they read. Using the basic page format of Cue(Recall) column, Summary

section and Note Taking area, students take their notes as theyread rather than as they listen to a lecture. A full explanation ofthe Cornell System for

Note-Taking is availableathttp://www.montgomerycollege.edu/Departments/enreadtp/Cornell.html

Jigsaw

Use the jigsaw approach to reading by dividing the text intosegments so that each student is responsible for only one segmentor one idea. Students then

share knowledge learned with the class. Students are lessintimidated when they have a smaller amount of text to process, butthey still are practicing deep

reading skills.

Double-Entry Journal

Students keep double-entry journals as they read. In theleft-hand column, the student copies or summarizes text which isintriguing, puzzling or moving or

which connects to a previous entry or situation. In theright-hand column, the student reacts to the quotation or summary.The entry may include a comment,

a question, a connection made or an analysis.

Socratic Seminar

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A Socratic Seminar provides autonomy for the students in acommunal format in which students must cite strong and thoroughtextual evidence to support

analysis of what the text says. Areas to explore include how theauthor uses the development of the central idea or argument and howthe ideas/argumentsinteract with each other. More information aboutthe Socratic Seminar can be found at

http://www.saskschools.ca/curr_content/bestpractice/socratic/index.html

Ruetzel, D. Ray and Robert B. Cooter. Strategies for ReadingAssessment and Instruction: Helping Every Child Succeed. UpperSaddle River: Pearson

Education, Inc., 2003. Ruetzels and Cooters text provides 16chapters that highlight numerous strategies a nd resources thathave proven to be beneficial inassisting students with readinginstruction.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

CraftandStructure

Strand: Reading Informational Text Grades 11-12

Cluster: Craft and Structure

Enduring Understanding: Informational text, like all creativeproducts, demonstrates style and craftsmanship. Readers can respondanalytically andobjectively to text when they understand thepurpose or reason behind the authors intentional choice of toolssuch as word c hoice, point of view and

structure.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. How do writers portray power imbalances in literature?2. Doesevery piece of literature by a writer of color need to be read witha critical lens of race or ethnicity?3. What is the reciprocalrelationship between text and the struggle for civil rights?English7, 8

1. How is the concept of race used to construct and reinforcepower relationships?2. How can diction and syntax be intentionallymanipulated to impact meaning and audience?3.

How is rhetoric used differently in informational texts andliterature?Standard Statements

The student reader will:

11-12.RI.4 Determine the meaning of words and phrases as theyare used in

a text, including figurative, connotative, and technicalmeanings; analyze the

cumulative impact of specific word choices on meaning and tone(e.g., how

the language of a court opinion differs from that of anewspaper).

11-12. RI.5Analyze in detail how an authors ideas or claims aredeveloped

and refined by a particular sentences, paragraphs, or largerportions of a text

(e.g., a section or chapter).

11-12.RI.6Determine an authors point of view or purpose in atext andanalyze how an author uses rhetoric to advance that pointof view or

purpose.

Examples and Explanations

English 5, 6

1. After a close reading of contrasting voices in early Americanwritings,participate in a Socratic Seminar in which you examine andcontrast the

uses, purposes, and effects of language choices.

English 7, 81. Read the education platforms of at least 2political parties in the United

States and one party from a different country. Summarizeeach

document and then present your analysis of the overt andcovert

meanings and value statements with your small group.

In the previous grade band

Students were expected to determine the meaning of words andterms and

how they impact the tone of the text, examine how the authorsideas are

developed and refined, and analyze how the author uses rhetoricto shape

the point of view or purpose of the document.

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EXAMPLE INSTRUCTIONAL STRATEGIES

Poster Analysis

Students analyze World War II posters, chosen from onlinecollections, to explore how argument, persuasion and propagandadiffer. The lesson begins with

a full-class exploration of the famous, I Want You for the U.S.Army poster, wherein students explore the similarities anddifferences between argument,

persuasion and propaganda, and apply one of the genres to theposter.

Editorial Style

Students select an editorialist whose writing they findcompelling and read five of that writers editorials. Stu dentsanalyze word choice, rhetorical

strategies and effectiveness.

Students choose a current topic and write editorials imitatingthe style of the author.

Students compose an additional writers memo detailing specificparallels between their editorials and the authors editorial.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

IntegrationofKnowledgeandIdeas

Strand: Reading Informational Text Grades 11-12

Cluster: Integration of Knowledge and IdeasEnduringUnderstanding: Integrating knowledge and ideas from informationaltext expands the knowledge base and the perspectives found in text,which

empowers the reader to make informed choices in life.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. How have segregation and desegregation affected thedevelopment of African American stories and identity?2. How doesthe historical context influence power dynamics?3. How doescolonization impact the development of a cultures stories and apeoples identity?English 7, 8

1. How is the concept of race used to construct and reinforcepower relationships?2. How has racism affected American society onthe individual and larger group level?3.

What social conditions foster the rise of politicalactivism?Standard Statements

The student reader will:

11-12.RI.7 Integrate and evaluate multiple sources ofinformation presented

in different media or formats (e.g., visually, quantitatively)as well as in

words in order to address a question or solve a problem.

11-12.RI.8 Delineate and evaluate the reasoning in seminal U.S.texts,

including the application of constitutional principles and useof legal

reasoning (e.g., in U.S. Supreme Court majority opinions anddissents) and

the premises, purposes, and arguments in works of publicadvocacy (e.g.,The

Federalist,presidential addresses).

11-12.RI.9 Analyze seventeenth-, eighteenth-, andnineteenth-century

foundational U.S. documents of historical and literarysignificance

(including The Declaration of Independence, the Preamble tothe

Constitution, the Bill of Rights, and Lincolns Second InauguralAddress)

for their themes, purposes, and rhetorical features.

Examples and Explanations

English 5, 6

1. How did early American writings from indigenous populationsdifferfrom early American writings from Western European immigrantsand

descendants of those immigrants? Closely examine differencesin

themes, purposes, and rhetorical features. Present your findingsin a

well-crafted informative/explanatory essay.

English 7, 81. Select three separate presidential addresses thatpresented in three

different mediums. Present a lesson to the whole class teachingthe

content and form of the addresses with emphasis on historicalandpolitical context, rhetorical decisions, and connection toactual, eventualaccomplishments of the president.

In the previous grade band

Students were expected to examine various text presented indifferent

mediums, delineate and evaluate arguments, and analyze thethemes and

concepts of seminal U.S. documents of historical and literarysignificance.

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EXAMPLE INSTRUCTIONAL STRATEGIES

Compare/Contrast

Students read Letter from Birmingham Jail and then evaluate apicture, a cartoon and a video relating to civil rights.

Students compare and contrast the message in the original textto the messages in the picture, cartoon and video.

(Frames of Mind: A Rhetorical Reader with Occasions forWritingby Robert Dianni and Patsy Hoy)

Create Your Own Historical Document

Before reading historical documents, students create one oftheir own (e.g., farewell address to their classmates, a state ofthe union about their

accomplishments and goals over the past year). Then, afterdiscussing themes and content of their own, students read theoriginal document. This strategy

scaffolds them into understanding the genre.

Suitable for Texting

Students analyze 17th-, 18th- and 19th-century foundational U.S.documents of historical and literary significance for their themes,purposes and rhetorical

features.

Basic: Rewrite the Mayflower Compact into a message suitable fortexting. Define the audience, research the meaning of theunfamiliar words, determine

to whom the text would be sent, etc.

Extended: Write a four-sentence prcis for the MayflowerCompact.

Summarizing a historical document into four sentences or into amodern texting format hones analytical skills to find the importantdetails. Have students

consider the audience of both the original and a new audience.Students could create a new compact using the basic argument of theMayflower Compact.

http://oregonstate.edu/instruct/phl201/modules/rhetorical-precis/sample/peirce_sample_precis_

http://http://www.uhv.edu/ac/research/prewrite/pdf/sources.pdf

http://www.jstor.org/pss/40031761

Time Period Comparison

Students compare texts from a time period on an issue withhistorical events resulting from those beliefs. End with a seminarletting students draw and

support their own conclusions. Students need to synthesizematerials and evaluate the information.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

RangeofReadingand

TextComplexity

Strand: Reading Informational Text Grades 11-12

Cluster: Range of Reading and Text Complexity

Enduring Understanding: In order to meet the rigorous demands ofcollege and/or the workforce, students must be able to read andcomprehendincreasingly complex literary text. Through extensivereading of a variety of genres from diverse cultures and a range oftime periods, students will gain

literary knowledge and build important reading skills andstrategies, as well as become familiar with various text structuresand elements. When teachers

match students with challenging, engaging text in the classroomit creates an atmosphere that helps to nurture curious, capable andcritical readers.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. What is the reciprocal relationship between text and theBlack Power movement?2. How do different genres of informationaltext represent complex ideas?3. What were the purposes of art andliterature during the Harlem Renaissance?4. How can a readerdetermine the purpose of a text and whether or not that purpose ismet?English 7, 8

1. Can a text be objective?2. How was the categorization ofblackness set in opposition to whiteness?3. What types of text werethe most important in the social justice movements of Americaspast?Standard Statements

The student reader will:

11-12.RI.10 By the end of grade 11, read and comprehendliterary

nonfiction in the grades 11-12 text complexity bandproficiently, with

scaffolding as needed at the high end of the range. By the endof grade 12

read and comprehend literary nonfiction at the high end of thegrades 11-12

text complexity band independently and proficiently.

Teachers need to match complex, grade-appropriate texts totheir

students.

Examples and Explanations

English 5, 6

*see previous sample examples and reading lists

English 7, 8

*see previous sample examples and reading lists

In the previous grade band

Students were expected to read and comprehend literature,including stories,

dramas and poems, in the grades 9-10 text complexity bandproficiently,

with scaffolding as needed at the high end of the range. By theend of grade

10, students were expected to read and comprehend literature,including

stories, dramas and poems, at the high end of the grades 9-10text

complexity band independently and proficiently.

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EXAMPLE INSTRUCTIONAL STRATEGIES

Text Complexity

Students use a readability program to find text complexity thataligns to their grade level. Before students can accept thechallenge of accelerating text

complexity, they should understand just what it is, how writersachieve it, how it affects understanding or enjoyment of reading.We read for different

purposes (e.g., college vs. high school text, consumer cameramanual vs. heavy equipment manual). Students need a cadre ofreading techniques to manage

between college, the workplace and the marketplace.

Basic: Students select a complicated instructional manual for aconsumer product (e.g., Video Camera Manual), and judge theeducation level of theconsumer. Students then determine whatadjustments could be made in the directions to simplify themanual.

Extended: Compare high school chemistry text readability with aCollege Level I Chemistry text. What additional skills does thecollege student need in

order to be successful with the college text? Compare textcomplexity in a chemistry or social studies text, college text,etc. For more information, visit

http://www.achieve.org/node/946

Directed Reading Teaching Activities

Use Directed Reading Teaching Activities (DRTA) with students toactivate their prior knowledge, prompt them to make predictions andtest their

hypotheses through the reading.

Students read selection title (and perhaps a bit of theselection) and make predictions about content.

Students read to first predetermined stop. They confirm, refineor reject their initial hypotheses and justify their ideas withreference to the text. Students

then make new hypotheses.

Students read the next section and follow procedures in steptwo. This cycle continues until text is read.

An explanation of the Flesch-Kincaid Reading Ease formula islocatedathttp://www.readabilityformulas.com/flesch-reading-ease-readability-formula.php

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

Strand: Writing

Clusters in this strand:

Text Types and Purposes

Production and Distribution of Writing Research to Build andPresent Knowledge Range of Writing

Anchor Standards Assessment Summary: For students to be collegeand career reader, writing is a key means of asserting anddefending claims, showing what

they know about a subject, and conveying what they haveexperienced, imagined, thought, and felt. They need to know how tocombine elements of different kinds

of writingfor example, to use narrative strategies withinargument and explanation within narrativeto produce complex andnuanced writing. They need to be

able to use technology strategically when creating, refining,and collaborating on writing. They have to become adept atgathering information, evaluating sources,

and citing material accurately, reporting findings from theirresearch and analysis of sources in a clear and cogent manner. Theymust have the flexibility,

concentration, and fluency to produce high-quality first drafttext under a tight deadline as well as the capacity to revisit andmake improvements to a piece of writing

over multiple drafts when circ*mstances encourage or requireit.

Instructional Resources:

Source: ADE/ELA Committee http://www.azed.gov

http://commoncore.org

See Appendix A for Text Complexityhttp://www.corestandards.org/assets/Appendix A.pdf

See Appendix B for Text Exemplarshttp://www.corestandards.org/assets/Appendix B.pdf

See Appendix C for Writing Exemplarshttp://www.corestandards.org/assets/Appendix C.pdf

Vocabulary:http://www.tn.gov/education/ci/doc/VOCABULARY.pdf

Diverse Learners:

English Language Learners: -(ELLs in an ELD Program will use theELP standards for English Language Development- See Standardsat

http://www.azed.gov/english-language-learners/elps/

For more guidance on the ELLs and the Common Core please seehttp://www.corestandards.org/assets/application-for-english-learners.pdf

For additional effective instructional strategies see SIOPStrategies at:http://www.misd.net/bilingual/ELL.pdf

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TextTypesandPurposes

Strand: Writing Grades 11-12

Cluster: Text Types and Purposes

Enduring Understanding: Writers share information, opinions andideas by using multiple techniques and text types. This knowledgeallows them to

communicate in appropriate and meaningful ways to achieve theirintended purpose.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. How can a writer or speaker use various literary techniques(i.e., symbolism, motif, metaphor, and tone) to achieve a specificpurpose or goal?2. How do writers portray power imbalances intext?3. How does form/structure impact content?4. How do writersmake decisions regarding content, genre, and voice?English 7, 8

1. How does structure impact content in writing?2. How canwriters challenge and change public consciousness?3.

How can a writer or speaker use various literary techniques(i.e., symbolism, motif, metaphor and tone) to achieve a specificpurpose?Standard StatementsThe student reader will:

11-12.W.1 Write arguments to support claims in an analysis ofsubstantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish thesignificance of theclaim(s), distinguish the claim(s) fromalternate or opposing claims, and create an

organization that logically sequences claim(s), counterclaims,reasons, and

evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly,supplying the mostrelevant evidence for each while pointing out thestrengths and limitations of both

in a manner that anticipates the audiences knowledge level,concerns, values, andpossible biases.c. Use words, phrases, andclauses as well as varied syntax to link the major sections

of the text, create cohesion, and clarify the relationshipsbetween claim(s) and

reasons, between reasons and evidence, and between claim(s) andcounterclaims.

d. Establish and maintain a formal style and objective tonewhile attending to thenorms and conventions of the discipline inwhich they are writing.

e. Provide a concluding statement or section that follows fromand supports theargument presented.

11-12.W.2 Write informative/explanatory texts to examine andconvey complex ideas,

concepts, and information clearly and accurately through theeffective selection,

Examples and Explanations

English 5, 6

1. Use a narrative response from a journal entry as a basisfor anarrative writing (essay/story) in which you tell a

story (either fiction or literary nonfiction) that addresses

any of the themes or ideas from our most current

readings.

English 7, 8

1. Use multiple class readings about the development oftheconcept of race as the basis for aninformative/explanatory essayabout your understandingof racism in the U.S. This should be adrafted, formal

academic paper in which you cite multiple sources to

establish and support your claims.

In the previous grade band

Students were expected to produce informative and narrative

writings that examine and convey complex ideas, and have

well-developed arguments with valid reasoning, relevant

evidence and well-chosen details.

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organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, andinformation so that eachnew element builds on that which precedesit to create a unified whole; include

formatting (e.g., headings), graphics (e.g., figures, tables),and multimedia when

useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the mostsignificant and relevant facts,extended definitions, concretedetails, quotations, or other information andexamples appropriateto the audiences knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link themajor sections of thetext, create cohesion, and clarify therelationships among complex ideas and

concepts.

d. Use precise language, domain-specific vocabulary, andtechniques such asmetaphor, simile, and analogy to manage thecomplexity of the topic.

e. Establish and maintain a formal style and objective tonewhile attending to thenorms and conventions of the discipline inwhich they are writing.

f. Provide a concluding statement or section that follows fromand supports theinformation or explanation presented (e.g.,articulating implications or the

significance of the topic).

11-12.W.3 Write narratives to develop real or imaginedexperiences or events using

effective technique, well-chosen details, and well-structuredevent sequences.

a. Engage and orient the reader by setting out a problem,situation, or observation andits significance, establishing one ormultiple point(s) of view, and introducing a

narrator and/or characters; create a smooth progression ofexperiences or events.

b. Use narrative techniques, such as dialogue, pacing,description, reflection, andmultiple plot lines, to developexperiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that theybuild on one another tocreate a coherent whole and build toward aparticular tone and outcome (e.g., a

sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensorylanguage to convey avivid picture of the experiences, events,setting, and/or characters.

e. Provide a conclusion that follows from and reflects on whatis experienced,observed, or resolved over the course of thenarrative.

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EXAMPLE INSTRUCTIONAL STRATEGIES

Argumentative Writing Strategies

After frontloading strategies using the SOAPST one strategy,students find and read opinion/editorial examples from differentnewspapers about a single

topic. The students analyze these to determine the strategieswriters use to create a logical argument.

S = subject

O = occasion

A = audience P = purpose

S = speaker

T = tone

More information about this strategy can be foundathttp://faculty.stuartschool.org/~leckstrom/SOAPSToneAnalysisStrategy.htm

Evaluating Models of Performance

Explain the criteria for a particular writing assignment.

Show students models of essays representing a range ofscores.

Have students assess them based on the criteria discussed.

Students can use this knowledge to write their own essay withthe same criteria.

(See Appendix CSamples of Student Wri tingin the Common CoreStandards.)

Podcast

Students podcast personal Web page/Facebook page narratives.Podcasting skills include collaboration, writing, speaking,presentation, communication,

technology, auditory, storytelling and information. In addition,students enhance their media literacy and oral fluency. Examplesinclude This I Believe

(NPR),Laws of Life andDigital Writing Workshop (Troy Hicks).

More information about this strategy can be found at:

http://userwww.sfsu.edu/~nshelley/

http://thisibelieve.org/educators/

http://www.lawsoflife.org/teachers/

http://hickstro.org/

Burkhardt, Ross M. Writing for Real: Strategies for EngagingAdolescent Writers. Portland: Stenhouse, 2003. This text offersvarious strategies used by

veteran middle school teacher Ross Burkhardt. The text can beused as a guide to create an entire academic year of curriculum forwriting.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

ProductionandDistributionofWriting

Strand: Writing Grades 11-12

Cluster: Production and Distribution of Writing

Enduring Understanding: Effective writing is the result of amulti-stage, reflective process in which the writer must develop,plan, revise, edit and rewrite

work to evoke change or clarify ideas. The stages of theseprocesses are enhanced with collaboration and technology.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. How can a writer use multiple language registers to explore,critique, and deconstruct cultural assumptions?2. How does a writershape writing for specific audiences?English 7, 8

1. How can a writer use multiple language registers to explore,critique, and deconstruct cultural assumptions?2. Is technologycritical to professional, scholarly writing?Standard Statements

The student reader will11-12.W.4 Produce clear and coherentwriting in which the development,

organization, and style are appropriate to task, purpose, andaudience.

(Grade-specific expectations for writing types are defined instandards 1-3.)

11-12.W.5 Develop and strengthen writing as needed by planning,revising,

editing, rewriting, or trying a new approach, focusing onaddressing what is

most significant for a specific purpose and audience.

11-12.W.6 Use technology, including the Internet, to produce,publish, and

update individual or shared writing products in response toongoing

feedback, including new arguments or information.

Examples and Explanations

English 5, 6

1. After identifying a specific research area of interest inAfrican Americanhistory, culture, philosophy, or literature, createa site in Edmodo for use

with your peers as a teaching tool. Incorporate primarysources,

graphics, personal reflection/response (blogging), and anintentional,helpful organizational structure.

English 7, 8

1. Critically revise a piece of writing from your portfolio,both self andpeer revision, for submission with college orscholarship application.

In the previous grade band

Students were expected to use technology to producewell-organized writing

that has been developed in multiple stages with a clear purposeand

audience.

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EXAMPLE INSTRUCTIONAL STRATEGIES

Photo Gallery

Students take photographs that illustrate a piece of theirwriting and create a hallway or gallery display of their picturesand writing. Invite faculty and other

classes for an authors talk in the gallery, with each writerreading and discussing his or her work.

Plan Strategy with STOP

Students follow these steps to develop and organize their ideasfor a piece of persuasive writing: Suspendyour judgment andgenerate as many ideas on each side of the argument aspossible.

Take a side.

Organize your notes and ideas and decide which ideas you aregoing to use to support your side and which ideas are going to beused to refute on the

opposing side.

Plan as you write.

This strategy can be teacher led or student directed. With thelast step, writers continue to add, change or delete from theinitial plan. For more information,

visitwww.thewritingteacher.org/writing-blog-home/2008/10/1/research-based-best-practices-for-teaching-writing-a-discussion.html

Brooks, Terry. Sometimes the Magic Works: Lessons from a WritingLife. New York: Ballentine Books, 2004. Brooks text examines thethought process

writers often go through to produce their works. It givesvaluable tips that can be used to help shape the various stages ofa piece.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

R

esearchtoBuildandPresent

Knowledge

Strand: Writing Grades 11-12

Cluster: Research to Build and Present Knowledge

Enduring Understanding: Writing is a tool for thinking andproblem solving. In order to create new understandings, activatingprior knowledge and

engaging in the process of independent and shared inquiry areessential.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. What has been the role of public education in shaping thecultural identity of black Americans?2. How do black Americansgrapple with the tensions of multiple loyalties (country,community, family, self)?English 7, 8

1. Why are certain aspects of black culture privileged inmainstream society?2. Why did some blackuse passing as a means toassimilate into white American society?3. How does passing suggestthat race is a social construct? Standard Statements

The student reader will

11-12.W.7 Conduct short as well as more sustained researchprojects to

answer a question (including a self-generated question) or solvea problem;

narrow or broaden the inquiry when appropriate; synthesizemultiple sources

on the subject, demonstrating understanding of the subjectunder

investigation.

11-12.W.8 Gather relevant information from multipleauthoritative print

and digital sources, using advanced searches effectively; assessthe strengths

and limitations of each source in terms of the task, purpose,and audience;

integrate information into the text selectively to maintain theflow of ideas,

avoiding plagiarism and overreliance on any one source andfollowing a

standard format for citation.

11-12.W.9 Draw evidence from literary or informational texts tosupport

analysis, reflection, and research.

a. Applygrades 11-12 Reading standards to literature(e.g.,Demonstrate knowledge of eighteenth-, nineteenth- andearly-

twentieth-century foundational works of American literature,

including how two or more texts from the same period treatsimilar

themes or topics).

b. Applygrades 11-12 Reading standards to literary nonfiction(e.g.,Delineate and evaluate the reasoning in seminal U.S.texts,

Examples and Explanations

English 5, 6

1. Create and present a text set in which you consider how artis affectedby society and how art, in turn, influences society.Incorporate class

texts and a specific focusing theme or idea that we haveconsidered in

class discussions or personal reflections/journal writings.

English 7, 81. Through an ongoing examination of subcultures inthe Latino

community in our class readings and independent research,present a

problem that you see today and present potential solutions. Yourfinal

product will include both an argumentative essay and aformal

presentation. Sources should include our readings, onlineresearch anddatabase research. Presentation should include aminimum of three

media components.

2. Analyze works by hip hop artists across the past 30 years.Create agraphic organizer to represent the evolution of ideas andconcepts and

how those ideas have impacted African Americans as well as theimpact

on broader society. You should have specific focal subgroups(i.e.,

gender, class, region) incorporated into your analysis.

In the previous grade band

Students were expected to investigate and evaluate relevant andcredible

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including the application of constitutional principles and useof legal

reasoning [e.g., in U.S. Supreme Court Case majority opinionsanddissents] and the premises, purposes, and arguments in worksof

public advocacy [e.g., The Federalist, presidentialaddresses]).

information from multiple authoritative sources in order toconduct research

projects that can be both short term and sustained.

EXAMPLE INSTRUCTIONAL STRATEGIES

Multigenre/Multimodal Project

This strategy incorporates poems, texts, newspaper articles,art, music, videos, etc., which encourage students to avoidplagiarism through synthesizing

multiple sources on a subject. Students create a self-sustaininggenerated question/problem to solve based on student investigation.(This idea may be

considered as a possible senior or capstone project.)

Evaluating Samples of Teacher-Provided Logical Fallacies

Evaluate the following for appropriate appeals in order toachieve purpose: logic, authority, emotion. Use sample researchpapers, ads, political

commercials and position papers. Students evaluate and usemultiple sources to assess the strengths and limitations of sourcesin terms of the task, purpose

and audience.

Multiple Print and Digital Sources

Students brainstorm a list of items that combine different waysof expressing ideas, such as poster, DVD or a range of print,visual or sound texts. After the

lists are shared, items are identified as texts (audio texts,video texts, etc.). Students then create an inventory ofsignificant texts that they have engaged with

over a specified period of time and discuss why it is importantto interact with a variety of different types of texts. Moreinformation about this strategy can

be foundathttp://www.learner.org/workshops/middlewriting/p5_tr_transcript.html

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

RangeofWriting

Strand: Writing Grades 11-12

Cluster: Range of Writing

Enduring Understanding: To build a foundation for college andcareer readiness, students need to learn to use writing as a way ofoffering and supporting

opinions, demonstrating understanding of the subjects they arestudying, and conveying real and imagined experiences andevents.

Essential Questions: (refer to Appendix A for extended sampleEssential Questions tied to specific Topics of Study)

English 5, 6

1. When is a piece of writing done?English 7, 8

1. How does writing reflect the identity and values of theindividual and of society?Standard Statements

The student reader will11-12.W.10 Write routinely over extendedtime frames (time for

research, reflection, and revision) and shorter time frames (asingle

sitting or a day or two) for a range of tasks, purposes, andaudiences.

Examples and Explanations

English 5, 6

*see previous sample examples and reading lists

English 7, 8

*see previous sample examples and reading lists

In the previous grade band

Students were expected to write routinely over extended timeframes (time for

research, reflection and revision) and shorter time frames (asingle sitting or day or

two) for a range of tasks, purposes and audiences.

EXAMPLE INSTRUCTIONAL STRATEGIES

Revision Conferences

Encourage revision for selected pieces of writing. Beforerevising, have students use a rubric to self-score their ownpapers. Then, confer with students

individually about their strengths, weaknesses and plans forimprovement. Have students highlight or underline theirimprovements when they submit the

revised version.

Quick Writes/Timed Writing

Students respond to focused prompts that center on key ideas forcurrent task, purpose and audience. Students can reflect asindividuals or as a class on

assignment. Use this strategy as a refocus opportunity whenentering the classroom.

The National Writing Project & Carl Nagin.Because WritingMatters: Improving Student Writing in Our Schools. San Francisco:Jossey-Bass, 2003. This

text offers several strategies, additional resources andresearch centered on teaching students how to become more effectivewriters.

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ELA Curriculum Framework: Culturally Relevant ELA: AfricanAmerican Viewpoint

Strand: Speaking and Listening

Clusters in this strand:

Comprehension and Collaboration Presentation of Knowledge andIdeas

Anchor Standards Assessment Summary: To become college andcareer ready, students must have ample opportunities to take partin a variety of rich, structured

conversationsas part of a whole class, in small groups, and witha partnerbuilt around important content. They must be able tocontribute appropriately to these

conversations, to make comparisons and contrasts, and to analyzeand synthesize a multitude of ideas in accordance with thestandards of evidence appropriate to a

particular discipline. Whatever their intended major orprofession, high school graduates will depend heavily on theirability to listen attentively to others so that they

are able to build on others meritorious ideas while expressingtheir own clearly and persuasively. The Internet has acceleratedthe speed at which connections

between speaking, listening, reading, and writing can be made,requiring that students be ready to use these modalities nearlysimultaneously. Technology itself is

changing quickly, creating a new urgency for students to beadaptable in response to change .

Instructional Resources:

Source: ADE/ELA Committee http://www.azed.gov

http://commoncore.org

See Appendix A for Text Complexityhttp://www.corestandards.org/assets/Appendix A.pdf

See Appendix B for Text Exemplarshttp://www.corestandards.org/assets/Appendix B.pdf

See Appendix C for Writing Exemplarshttp://www.corestandards.org/assets/Appendix C.pdf

Vocabulary:http://www.tn.gov/education/ci/doc/VOCABULARY.pdf

Diverse Learners:

English Language Learners: -(ELLs in an ELD Program will use theELP standards for English Language Development- See Standardsat

http://www.azed.gov/english-language-learners/elps/

For more guidance on the ELLs and the Common Core please seehttp://www.corestandards.org/assets/application-for-english-learners.pdf

For additional effective instructional strategies see SIOPStrategies at:http://www.misd.net/bilingual/ELL.pdf