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Unit Planning Organizer

Grade: 11-12

Unit: 1

Created By:Stacy Peterson, Louisa-Muscatine CSD

Chanda Hassett, Angela Reaves and Andrea Stewart, Muscatine CSD

Melia Larson, West Liberty CSDHelen Duranleau-Brennan, MBAEA 9

Updated: June 30, 2015Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants

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Note: Teachers are strongly encouraged to look at the UPO for the context of assessments

Table of Contents

Step 1: Unit Standards …………………………………………………….………………………………………………………………..……… p. 3Iowa Core Standards- Priority Standards ……………………………………………….……………………………………..…. p. 3Iowa Core Standards- Support Standards ……………………………………………………………………………..……...... p. 4Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………..... p. 5Writing Standards Unwrapped and Depth of Knowledge ……………………………………………………………..…. p. 5Speaking/Listening Standards Unwrapped and Depth of Knowledge ……………………………..……………….. p. 6Language Standards Unwrapped and Depth of Knowledge ……………………………………………..……………… p. 5Unit Essential Questions and Big Ideas ……………………………………………………………….…………..……………... p. 7

Step 2: Standards-Based Unit Assessments ………………………………………………………………………………..……………. p. 8Assessment and Performance Task Alignment of Unit Standards ………………………………………..………….. p. 8Standards-Based Common Formative Post-Assessment (CFA)

Teacher Directions, Student Directions and Answers ..……………………………………………..………. p. 9Standards-Based Common Formative Pre-Assessment (CFA)

Teacher Directions, Student Directions and Answers ……………………………………………..………… p. 13

Step 3: Standards-Based Performance Tasks ………………………………………………………………………………..….………. p. 17Performance Task Synopses ………………………………………………………………………………………………………….... p. 17Performance Task 1- In Detail …………………………………………………………………………………………………………. p. 18Performance Task 2- In Detail …………………………………………………………………………………………………………. p. 22Performance Task 3- In Detail …………………………….…………………………………………………………………………… p. 23Performance Task 4- In Detail ………………………………………………………………………………………………………… p. 24

Student and Supplemental Documents…………………………………………………………………………………………….….…... p. 27

Notes:


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Supporting standards may be embedded in performance tasks. If they are not embedded, they must be assessed through teacher-designed classroom measure.

Supporting standards will not be embedded in common formative pre/post assessments.


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Unit Planning Organizer

Subject(s) ELA

Grade/Course 11th and 12th grades

Title of Standards-Based Unit

Focus on point of view/Purpose with Informative Writing/Speaking

Estimated Duration of Unit

Pacing may vary according to course and class structure (grading period) but sequence listed remains consistent.

Unit Placement in Scope & Sequence

1 2 3 4

Note: All supporting documents for Standards-Based CFAs and Performance Tasks are located at the end of the Unit Planning Organizer.

Step 1: Unit Standards

Iowa Core Standards- Priority Standards (to be instructed and assessed)

RI.11-12.1Cite 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.

RI.11-12.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI.11-12.6Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

W.11-12.2 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.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting, graphics, and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create


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cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile,

and analogy to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or

explanation presented.

W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

SL.11-12.4

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Spell correctly.

L.11-12.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a. Use context as a clue to the meaning of a word or phrase.

L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Iowa Core Standards- Support Standards (to be instructed and assessed) Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed

below.

RI.11-12.3; SL.11-12.5


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Reading Standards

Priority Standard

“Unwrapped” Skills(students need to do)

(verbs and verb phrases)

“Unwrapped” Concepts(students need to know)

(noun/noun phrases)

Depth of Knowledge

RI.11-12.1 ● Cite ● Determine

● strong and thorough textual evidence● where the text leaves matters

uncertainty/ambiguity or is implicitly stated

1, 2, 3

RI.11-12.4 ● Determine● Analyze

● meaning of words and phrases● how an author uses and refines the meaning of

a key term or terms over the course of a text

1,2,3

RI.11-12.5 ● Analyze● Evaluate

● effectiveness of structure● effectiveness of structure

2, 3, 4

RI.11-12.6 ● Determine ● Analyze

● author’s point of view● analysis of style and content

2, 3, 4

Writing Standards

Priority Standard

“Unwrapped” Skills(students need to be able to

do)(verbs and verb phrases)


(noun/noun phrases)

Depth of Knowledge

W.11-12.2 ● Write ● Examine ● Convey● Analyze ● Introduce● Organize ● Develop● Establish● Maintain● Provide

● informative/explanatory texts● complex ideas, concepts, and information● complex ideas, concepts, and information● content● topics● complex ideas, concepts, and information● topic thoroughly● formal style and objective tone● formal style and objective tone● concluding statement or section

3, 4

W.11-12.4 ● Produce ● clear and coherent writing 3, 4

W.11-12.7 ● Conduct ● Answer● Narrow ● Broaden ● Synthesize ● Demonstrate

● short and sustained research● research questions or to solve a problem● inquiry● inquiry● multiple sources● understanding of subject

2, 3, 4


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Speaking/ Listening Standards

Priority Standard




(noun/noun phrases)

Depth of Knowledge

SL.11-12.1 Initiate Participate effectively Build Express Be prepared Draw

Stimulate Work

Set Establish Propel Ensure Clarify Verify Challenge Promote Respond Synthesize Resolve Determine

range of collaborative discussions in a range of collaborative discussions on ideas own ideas clearly and persuasively for discussions by having read and researched on preparation by referring to evidence and

research thoughtful, well-reasoned exchange of ideas with peers to promote civil, democratic

discussions and decision-making goals and deadlines individual roles as needed conversations a hearing ideas and conclusions ideas and conclusions ideas and conclusions divergent and creative perspectives to diverse perspectives comments, claims, and evidence contradictions additional information or research if needed

1, 2, 3

SL.11-12.4 Present Convey

information, findings, supporting evidence clear and distinct perspective

1, 2, 3

Language Standards

Priority Standard




(noun/noun phrases)

Depth of Knowledge

L.11-12.1 ● Demonstrate ● command of the conventions of standard English grammar and usage when writing or speaking

1, 2

L.11-12.2 ● Demonstrate ● command of the conventions of standard English capitalization, punctuation, and spelling

1


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● Spellwhen writing

● correctly

L.11-12.4 ● Determine ● Clarify

● Choose ● Use● Identify● Use● Consult

● Verify

● unknown words or multiple-meaning words and phrases

● unknown words or multiple-meaning words and phrases

● from a range of reading strategies● context as a clue● patterns of word changes● patterns of word changes● references to determine word meanings, part

of speech, etymology, or usage● meaning of a word

1, 2

L.11-12.5 ● Demonstrate

● Interpret ● Analyze

● understanding of figurative language, word relationships, and nuances in word meanings

● figures of speech● nuances in words

2, 3

Unit Essential Questions and Big Ideas

Essential Questions Big Ideas

RI.11-12.1Why do readers organize and communicate an analysis of ambiguous text?

When readers infer in matters of author ambiguity, they connect experiences to develop a more comprehensive analysis of the author’s work.

RI.11-12.6How are the style and content of a text determined? The style and content of a text are influenced by the

author’s purpose, language choices, structure, and point of view, and creates an effect that influences an audience and/or enhances the purpose.

RI.11-12.6How do we determine point of view in a text? Grasping point of view in a text requires distinguishing

what is directly stated from what is implied.

W.11-12.4How is the writer’s purpose, content, and format influenced by writing type and content?

The author’s purpose and content determine format and writing type in order to produce clear and coherent writing in informative/explanatory text requiring effective selection, organization, and analysis of content.


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W.11-12.7How does the process of research support learning? Research is a process that allows individuals to answer

a question and increase their knowledge.

SL.11-12.1 Why do individuals participate in classroom discussions?

Participating in collaborative discussions allows individuals to share diverse beliefs and ideas with others.

SL.11-12.4How do a speaker’s choices about purpose, organization, and audience help a speaker communicate effectively?

Individual speakers make appropriate choices about purpose, organization, and audience that impact the listeners and help the speaker communicate effectively.

L.11-12.4 How do we determine meanings of unknown and multiple meaning words and phrases, and why do we need to do it?

We utilize a range of strategies in order to determine meanings of unknown and multiple meaning words and phrases when reading in order to increase our comprehension.

L.11-12.4 Why do we need to understand how language functions in different contexts?

We need to understand how language functions in different contexts, such as figurative language, word relationships, and nuances in word meanings, in order to use language appropriately and to comprehend it more fully.

Step 2: Standards-Based Unit Assessments

Assessment and Performance Task Alignment of Unit Standards

Assessment/Performance Task Assessed Standards

Pre-CFA RI.11-12.1, RI.11-12.4, RI.11-12.5, RI.11-12.6; L.11-12.4a, L.11-12.5

Performance Task #1 RI.11-12.1, RI.11-12.5, RI.11-12.6; W.11-12.2, W.11-12.4; L.11-12.1, L.11-12.2

Performance Task #2 RI.11-12.3

Performance Task #3 SL.11-12.1

Performance Task #4 W.11-12.7; SL.11-12.1, SL.11-12.4, SL.11-12.5

Post-CFA RI.11-12.1, RI.11-12.5, RI.11-12.6; L.11-12.4a, L.11-12.5


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Standards-Based Common Formative Post-Assessment (CFA)

GRADES 11-12 Unit #1/Focus on Purpose with Informative Writing Post-Assessment

Part 1: Read the excerpts from The Declaration of Independence (Thomas Jefferson) and answer questions 1 - 6 on your own paper.

Excerpt A We hold these truths to be self-evident:—That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness. That, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.

Excerpt B He has combined with others to subject us to a jurisdiction foreign to our constitutions, and

60 unacknowledged by our laws; giving his assent to their acts of pretended legislation:For quartering large bodies of armed troops among us;For protecting them, by a mock trial, from punishment for any murders which they should commit on the inhabitants of these States;For cutting off our trade with all parts of the world;For imposing taxes on us without our consent;For depriving us, in many cases, of the benefits of trial by jury;For transporting us beyond the seas, to be tried for pretended offenses;For abolishing the free system of English laws in a neighboring province, establishing there an

70 arbitrary government, and enlarging its boundaries, so as to render it at once an example and fit instrument for introducing the same absolute rule into these colonies;For taking away our charters, abolishing our most valuable laws, and altering, fundamentally, the forms of our governments;For suspending our own legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

Excerpt CWE, THEREFORE, THE REPRESENTATIVES OF THE UNITED STATES OF AMERICA, in General Congress

assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name and by the authority of the good people of these colonies, solemnly publish and declare, that these United Colonies are, and of right ought to be, Free and Independent States; that they are absolved from all allegiance to the British crown, and that all political connection between them and the state of Great Britain is, and ought to be, totally dissolved; and that, as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do. And, for the support of this declaration, with a firm reliance on the protection of Divine


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Providence, we mutually pledge to each other our lives, our fortunes, and our sacred honor.

Part 1: On your own paper, write your answers for numbers 1-4.

1. In Excerpt B, Jefferson lists violations the English king has committed against the colonies by devoting a separate paragraph to each violation. How does Jefferson’s paragraph structure contribute to the persuasive impact of these lines? (RI.11-12.5)

a. It adds connotative meaning to the text.b. It reinforces the overall impact of the wrongs that Jefferson lists in the text.c. It adds new ideas to the main point of the text.d. It improves the appearance of the text.

2. Using context clues, which of the following is the best meaning of the word arbitrary in line 70 of Excerpt B? (L.11-12.4a)

a. unreasonable; unsupportedb. decided by a judge or arbiter rather than by a law or statutec. undetermined; not assigned a specific valued. having unlimited power; uncontrolled or unrestricted by law

3. In a paragraph, examine Jefferson’s diction or choice of words in Excerpt C. How does the language of this closing paragraph support the writer’s inspirational tone or attitude toward the idea of independence? Support your answer with strong and thorough evidence (at least three examples) from the Declaration. (RI.11-12.1; L.11-12.5)

4. As you re-read Excerpts A, B, and C, analyze the rhetoric and point of view. In a paragraph including textual evidence, analyze the way(s) the Excerpts are more persuasive, powerful, or beautiful as a result of using the collective “we”? (RI.11-12.6)

Unit #1/Focus on Purpose with Informative Writing Post-Assessment Key

On your own paper, write your answers for numbers 1-4.


A. It adds connotative meaning to the text.B. It reinforces the overall impact of the wrongs that Jefferson lists in the text.


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C. It adds new ideas to the main point of the text.D. It improves the appearance of the text.


A. unreasonable; unsupportedB. decided by a judge or arbiter rather than by a law or statuteC. undetermined; not assigned a specific valueD. having unlimited power; uncontrolled or unrestricted by law

3. Examine, identify, and analyze Jefferson’s diction or choice of words in Excerpt C. How does the language of Excerpt C support the writer’s inspirational tone or attitude toward the idea of independence? Support your claim with evidence (at least three examples) from the Declaration. (RI.11-12.1; L.11-12.5)

Jefferson’s firm tone is direct and inarguable to solidify his resolve and conviction about freedom. Use of “we” and “representatives of the United States of America” shows a unity between and among all in the colonies to be independent. His continued idea of unification “as free and independent states,” strengthens the connectedness of them all.

Scoring Guide (RI.11-12.1) (Question 3)Proficient Close to Proficient Far From Proficient

In order to identify the author’s tone, student’s response:o Provides strong and thorough textual evidence to

support analysis of what the text says explicitly o Analyzes inferences drawn from the text,

including determining where the text leaves matters uncertain

o Identifies textual evidence that may not fully support what the text says explicitly; textual evidence may lack relevance or specificity or may miss what is not stated directly

o Produces little to no textual evidence to support analysis; overlooks ambiguity in language


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4. As you re-read Excerpts A, B, and C, analyze the rhetoric and point of view. In at least two complete sentences, including textual evidence, analyze the way(s) the excerpts are more persuasive, powerful, or beautiful as a result of using the collective “we”? (RI.11-12.6)

Possible answers might include: “We” implicates unity of the colonists and separation from the “them” of the English; “us” vs. “them” delineation; emphasizes the grievances of the “them” (English) and the impetus for movement on the part of the colonists; etc.

Scoring Guide (RI.11-12.6)(Question 4)Exemplary Proficient Close to Proficient Far from Proficient

o Meets all of the proficient criteria but also discusses how a change in point of view or purpose changes the style or content of the text.

o Determines the author’s point of view or purpose in a text in which the rhetoric is particularly effective:

o Analyzes how the style and content contribute to the power, persuasiveness or beauty of the text

o Makes an attempt at determining author’s purpose or point of view but with insufficient development AND makes an attempt to analyze the style and content of the text but analysis may not be fully developed.

oMisinterprets or insufficiently develops author’s purpose or point of view OR makes an attempt to analyze the style and content of the text but analysis may not be fully developed.


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Standards-Based Common Formative Pre-Assessment (CFA)

GRADES 11-12 Unit #1/Focus on Purpose with Informative Writing Pre-Assessment

Using Lincoln’s Second Inaugural Address (1865) please answer the following questions.In looking at this piece, readers can determine Lincoln’s purpose through his style, content, and rhetorical devices.

1. Lincoln highlights commonalities between the North and South concerning the war. List those pieces of evidence. (RI.11-12.1)

2. Based on this list, what do you think Lincoln meant by “...let us judge not, that we be not be judged”? (RI.11-12.6)

Choose the correct response for numbers 3-5.

3. Using context clues, which of the following is the best meaning of the word deprecated in paragraph 2? (L.11-12.4a)a. To express earnest disapproval of.b. To urge reasons against; protest against (a scheme, purpose, etc.).c. To depreciate; belittle.d. To pray for deliverance from.

4. In paragraph 2, Lincoln states that insurgent agents were in the city. In this paragraph, the word means: (RI.11-12.4)a. rising in active revolt b. rising in active supportc. developing d. purposeful

5. Insurgents is used again in paragraph 3. How does the meaning change in this paragraph? (RI.11-12.4)a. In paragraph 2, it was used to describe and it is now used to indicate an action.b. In paragraph 2, it was used to describe and it is now used as a thing.c. In paragraph 2, it was used to connect two ideas and is now used to described. In paragraph 2, it was used as a thing and it is now used to describe

Answer question 6 in at least two complete sentences.

6. Find an example of figurative language in the last paragraph. (L.11-12.5)

Answer question 7 in a brief paragraph.

7. Using the last paragraph of Lincoln’s address, identify a strong rhetorical feature Lincoln uses to structure his text. Analyze AND evaluate the effectiveness of the rhetorical feature in relation to Lincoln’s purpose. (RI.11-12.5)


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Lincoln's Second Inaugural AddressMarch 4, 1865

Fellow countrymen: At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory andencouraging to all. With high hope for the future, no prediction in regard to it is ventured.

On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it-- all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war-- seeking to dissolve the Union, and divide effects, by negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came.

One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union, even by war; while the government claimed no right to do more than to restrict the territorial enlargement of it.

Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with, or even before, the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible, and pray to the same God; and each invokes his aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces; but let us judge not, that we be not judged. The prayers of both could not be answered--that of neither has been answered fully.

The Almighty has his own purposes. "Woe unto the world because of offenses! for it must needs be that offenses come; but woe to that man by whom the offense cometh." If we shall suppose that American slavery is one of those offenses which, in the providence of God, must needs come, but which, having continued through his appointed time, he now wills to remove, and that he gives to both North and South this terrible war, as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to him? Fondly do we hope--fervently do we pray--that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue until all the wealth piled by the bondsman's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn by the lash shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said, "The judgments of the Lord are true and righteous altogether."

With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow, and his orphan--to do all which may achieve and cherish a just and lasting peace among ourselves, and with all nations.


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Unit #1/Focus on Purpose with Informative Writing Pre-Assessment Key

On your own paper, write the answers for questions 1-2. In looking at this piece, readers can determine Lincoln’s purpose through his style, content, and rhetorical devices.

1. Lincoln highlights commonalities between the North and South concerning the war. List those pieces of evidence. (RI.11-12.1)Neither the North nor South

Expected the magnitude of the war Expected the duration of the war

Each looked for an easier triumph (a result less fundamental and astounding)Both read the same BibleBoth prayed to the same godEtc.

2. Based on this list, what do you think Lincoln meant by “...let us judge not, that we be not judged”? (RI.11-12.6)The people of the North and South were more similar than they were different. Lincoln meant that they should not judge each other because their foundations were common and both sides were engaged in the same conflicts and issues of right or wrong are gray rather than black and white.


3. Using context clues, which of the following is the best meaning of the word deprecated in paragraph 2? (L.11-12.4a)a. To express earnest disapproval of.b. To urge reasons against; protest against (a scheme, purpose, etc.).c. To depreciate; belittle.d. To pray for deliverance from.

Note: Questions 4 and 5 must be answered correctly to be proficient on this standard (RI.11-12.4).

4. In paragraph 2, Lincoln states that insurgent agents were in the city. In this paragraph, the word means: (RI.11-12.4)a. Rising in active revoltb. Rising in active supportc. Developing d. Purposeful


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5. Insurgents is used again in paragraph 3. How does the meaning change in this paragraph? (RI.11-12.4)a. In paragraph 2, it was used to describe an action and it is now used to indicate an action.b. In paragraph 2, it was used to describe an action and it is now used as a noun.c. In paragraph 2, it was used to connect two ideas and is now used to describe a noun. d. In paragraph 2, it was used as a noun and it is now used to describe an action.


6. Find an example of figurative language in the last paragraph. (L.11-12.5)“bind up the nation’s wounds”, “him who shall have borne the battle”



Parallelism (with malice…, with charity…, with firmness), (to bind…, to care…, to do…)Metaphor (bind up the nation’s wounds)

Lincoln’s use of parallelism creates emphasis for the important characteristics he feels the nation and its inhabitants need. His purpose in the text is to show the need for the unification of the nation to move forward. In the closure of his speech, each characteristic builds through parallelism on the previous to strengthen his message of peace. This is an effective device to end the speech as it leaves the audience aware of the need and anticipating the next step for the nation’s future.


Meets all of the proficient criteria, but also:o Rewrites examples from

the excerpt to improve clarity, convincibility and engagement while maintaining formal style and objective tone.

o Analyzes the effectiveness of the author’s structure for its: o Clarity o Convincibility o Engagement (RI.11-12.5)

o Evaluates the effectiveness of the author’s structure for its: o Clarity o Convincibility o Engagement (RI.11-12.5)

o Makes an attempt at both pieces of the evaluation and analysis but may not cover clarity, convincibility, and engagement.

o Either analyzes or evaluates the effectiveness of the author’s structure but not both OR attempts each but does not address fully.


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Step 3: Engaging Standards-based Performance Tasks

Performance Tasks Synopses

In today’s society, people often rebel against authority and perceived injustice -- parents, teachers, bosses, rules, or any situation that “just isn’t fair!”

Task 1: (RI.11-12.1, RI.11-12.5, RI.11-12.6; W.11-12.2, W.11-12.4; L.11-12.1, L.11-12.2) How does a writer structure a call to action?Students work individually to determine the structure of Jefferson’s argument, including how style and content contribute to the effectiveness of the structure. Students will express their position in an essay that cites textual evidence to support their argument.

Task 2: (RI.11-12.3) When is rebellion justified? Part 1Students individually examine documents to determine causes and justifications of rebellion.

Task 3: (SL.11-12.1) When is rebellion justified? Part 2Based on findings in Task 2, students work in groups to determine an explanation of a specific justified rebellion.

Task 4: (W.11-12.7; SL.11-12.4, SL.11-12.5) When is rebellion justified? Part 3As a result of knowledge from Task 3, students will individually conduct independent research on a rebellion of their choosing and present an analysis of their findings.


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Performance Task # 1 – In Detail

Priority Standards: (RI.11-12.1, RI.11-12.5, RI.11-12.6; W.11-12.2, W.11-12.4; L.11-12.1, L.11-12.2) How does a writer structure a call to action?Supporting Standards: Not applicable

Engaging Scenario: In today’s society, people often rebel against authority and perceived injustice -- parents, teachers, bosses, rules, or any situation that “just isn’t fair!” Do people think they need to justify their rebellion to others? Thomas Jefferson and other colonial leaders decided to rebel against British rule in 1776. They did feel the need to justify their position. Teacher Directions:1. Make a copy of the Declaration of Independence (http://www.ushistory.org/Declaration/document/) available to all students.

2. Explain to students that they will be individually reading the Declaration of Independence and annotating the text for the effectiveness of the document’s rhetorical structure.

3. After students have finished individually reading and annotating the Declaration of Independence, distribute copies of the student directions for this task.

4. Read through student directions with the class to explain that their product will be an essay.

5. Teacher may decide to divide the class into two groups (Group A Benjamin Franklin and Group B John Adams) OR may allow students to choose their role for peer editing purposes.

6. Allow students time to write a draft, peer edit, and revise before the final draft is due.

Student Directions:The future of the nation is now in your hands. It is 1776 and Thomas Jefferson has written a draft of the Declaration of Independence and it needs to be edited by the Continental Congress for review before being approved. Jefferson has asked you, as either Benjamin Franklin or John Adams, to review the draft before it is presented to the committee as a whole. If this does not entice you, remember that you owe him for the independence that you currently have. Your task is to evaluate the effectiveness of the document’s rhetorical structure, paying particular attention to its strength and clarity. Jefferson has asked you to respond to the Declaration in an essay by using at least three strong examples; cite evidence from the text that supports how style and content contribute to the power or persuasiveness of Jefferson’s claim. Upon completion, if you are John Adams or Benjamin Franklin, you will ask the other to read and assess your essay.

A proficient essay will demonstrate clear and coherent organization and development, use formal style and objective tone, and follow the norms and conventions of standard English while addressing clarity, engagement, and degree to which Jefferson’s argument is convincing. Provide a conclusion that follows from and supports the information presented. (RI.11-12.1, RI.11-12.5, RI.11-12.6; W.11-12.2, W.11-12.4; L.11-12.1, L.11-12.2)


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http://www.ushistory.org/Declaration/document/

http://www.ushistory.org/Declaration/document/

Scoring Guide (W.11-12.2)(PT 1)Exemplary Proficient Close to Proficient Far From Proficient

All proficient criteria PLUS one of the following:o Synthesize your

understanding of the themes and their purpose in the Declaration with those in another seminal U.S. document/documents or another text read in class.

o Compare the effectiveness of the rhetorical structures in the Declaration with those in another document or documents.

Informative essay:o Introduces the topic (thesis statement)

while organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole.

o Develops the topic thoroughly by selecting most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic

o Uses appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts

o Uses precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic

o Establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline

o Provides a concluding statement or section that follows from and supports the information or explanation presented

o Meets bullet 2 at or near the proficient level but the other criteria are missing or require further development

o Attempts to meet bullet 2 at or near the proficient level and the other criteria are missing or require further development

Scoring Guide (RI.11-12.1) (PT 1)Proficient Close to Proficient Far From Proficient







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Scoring Guide (RI.11-12.5)(PT 1)Exemplary Proficient Close to Proficient Far from Proficient

Meets all of the proficient criteria, but also:o Rewrites examples from

the excerpt to improve clarity, convincibility and engagement while maintaining formal style and objective tone.

o Analyzes the effectiveness of the author’s structure for its: o Clarity o Convincibility o Engagement (RI.11-

12.5)o Evaluates the effectiveness

of the author’s structure for its: o Clarity o Convincibility o Engagement (RI.11-

12.5)









Scoring Guide (W.11-12.4)(PT 1)Exemplary Proficient Close to Proficient Far from Proficient

ALL proficient goal criteria PLUS:o Uses a specific example from a

familiar text to analyze how changing task, purpose, or audience changes a writer’s approach, OR

o Evaluates the effectiveness of an author’s development, organization, or style in relation to task, purpose, and audience

o Produces clear and coherent writing

o Produces writing in which the development, organization, and style are appropriate to: o task, o purpose, and o audience

o Produces writing that is unclear OR that lacks development, organization, or style that are appropriate to task, purpose, or audience

o Produces writing that is unclear; development, organization, and style are not appropriate to task, purpose, and audience


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Scoring Guide (L.11-12.1)(PT 1)Exemplary Proficient Close to Proficient Far from Proficient

o Meets all proficient criteria but also includes an evaluation of language usage in this piece.

o Demonstrates command of the conventions of Standard English grammar or usage when writing

o Makes few or minor errors that do not detract from the content of the writing.

o Makes errors in grammar and/or usage that detract from the writing or readability.


o Meets all proficient criteria but also includes an evaluation of conventions used in this piece.

o Demonstrates command of the conventions of Standard English of capitalization, punctuation and spelling when writing


o Makes errors in conventions that detract from the writing or readability.

Performance Task #2 - In Detail

Priority Standard: Not applicableSupporting Standard: RI.11-12.3 When is rebellion justified? Part 1

Engaging Scenario: In today’s society, people often rebel against authority and perceived injustice -- parents, teachers, bosses, rules, or any situation that “just isn’t fair!” Do people think they need to justify their rebellion to others? Thomas Jefferson and other colonial leaders decided to rebel against British rule in 1776. They did feel the need to justify their position.

Teacher Directions: Note: Teacher may determine whether each group receives the same text or varied texts within a group.

1. Distribute text(s) prior to meeting, asking students to individually read and annotate the text. As students read, they should look for how the individuals, ideas, and sequence of events interact and develop over the course of a text to determine whether or not the rebellion in their article was justified.

Possible questions to prompt student thinking: What is the focus of the text? What are the important individuals, ideas, and sequences of events? How are these elements connected? How do these elements affect the meaning over the course of the text? How do these elements or connections evolve or interact?


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Student Directions:Using the text provided by your teacher, look for how the individuals, ideas, and sequence of events interact and develop over the course of the text to determine whether or not the rebellion in your article was justified. As you read, think about the questions below to help you annotate the document. This annotated document will be used in your activity.

Questions to drive your thinking: What is the focus of the text? What are the important individuals, ideas, and sequences of events? How are these elements connected? How do these elements affect the meaning over the course of the text? How do these elements or connections evolve or interact?

The situations could be any of the following: Local—Sample text:

http://www.nytimes.com/2012/10/06/nyregion/healthier-school-lunches-face-student-rejection.html?pagewanted=all

http://www.kcrg.com/news/local/More-Than-80-Protest-in-Iowa-City-Over-725-Minimum-Wage-226399141.html

http://thegazette.com/2013/12/05/national-minimum-wage-protest-makes-it-to-iowa-city-mcdonalds/

Global—Sample text: http://www.washingtonpost.com/blogs/worldviews/wp/2014/02/19/ukraine-is-burning-here-are-some-other-countries-where-protests-have-unfolded/

http://abcnews.go.com/International/wireStory/vietnamese-protests-chinese-oil-rig-deployment-23670386

Historical—Sample texts: http://listverse.com/2010/10/04/top-10-revolutions-felt-around-the-world/


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http://listverse.com/2010/10/04/top-10-revolutions-felt-around-the-world/



http://www.washingtonpost.com/blogs/worldviews/wp/2014/02/19/ukraine-is-burning-here-are-some-other-countries-where-protests-have-unfolded/

http://www.washingtonpost.com/blogs/worldviews/wp/2014/02/19/ukraine-is-burning-here-are-some-other-countries-where-protests-have-unfolded/

http://thegazette.com/2013/12/05/national-minimum-wage-protest-makes-it-to-iowa-city-mcdonalds/





Scoring Guide (RI.11-12.3)(PT 2)Exemplary Proficient Close to Proficient Far From Proficient

ALL proficient goal criteria PLUS:o Predict how

changing the interactions of the individuals, ideas, or events would have affected the outcome of the rebellion

o Analyzes a complex set of ideas or sequence of events

o Explains how specific individuals, ideas, or events interact over the course of a text

o Explains how specific individuals, ideas, or events develop over the course of a text

oAnalyzes a set of ideas or sequence of events, but analysis lacks substance or misses complexity of the text

o Explains how individuals, ideas, or events interact OR develop

o Explains events but may fail to trace the development of specific individuals, ideas, or events over the course of a text

o Attempts to analyze or explain how individuals, ideas, or events interact or develop over the course of the text


Priority Standard: SL.11-12.1When is rebellion justified? Part 2Supporting Standard: Not applicable


Teacher Directions: 1. Using suggested articles from task #2 or your own selected texts, group students to discuss texts and

justifications. Students are divided into local, historical and global groups. 2. Within groups, students will participate collaboratively to share their independent justifications of their

group’s specific rebellion. 3. Using the SL.11-12.1 scoring guide provided, students will peer assess to determine individual

proficiency in collaborative discussions.

Student Directions: Each situation has an identified role; if your group discusses a local situation, your role will be that of a newspaper editor expressing an opinion in the local paper. If your situation is global, your role is that of a film director creating a documentary film. If your situation is historical, your role is that of a travel guide explaining an historical revolution to tourists.


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1. Using the text provided by your teacher and your annotations from task #2, individually determine your

position on whether or not the rebellion was justified.2. In your assigned groups explain your findings and discuss justifiable actions within the rebellion. Be sure

to discuss alternative or opposing perspectives. 3. After your group’s discussion, use the SL.11-12.1 scoring guide to collaboratively assess each of your

group members. You are not involved in the scoring of your own part of the discussion.

Scoring Guide (SL.11-12.1)(PT 3)Exemplary Proficient Close to Proficient Far From Proficient

ALL proficient goal criteria PLUS:o Evaluates the

relevance of collaborative discussion outside the classroom. (This would be added to the student’s self-reflection/justification)

Initiates and participates effectively in a range of collaborative discussions building on others’ ideas and expressing own clearly and persuasively: o Comes to discussions prepared, having

read material under studyo Draws on preparation by referring to

evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas

o Works with peers to promote civil, democratic discussions and decision-making, setting clear goals and deadlines, and establishing individual roles as needed

o Propels conversations by posing and responding to questions that probe reasoning and evidence

o Responds thoughtfully to diverse perspectives

o Determines what additional information or research is required to deepen the investigation or complete the task

o Propels conversations by either posing OR responding to questions that probe reasoning and evidence

o Refers to evidence from the text and other research to stimulate a thoughtful well-reasoned exchange of ideas

o Needs to further develop the other criteria

o Joins conversations in an attempt to participate in collaborative discussions but comments may be unrelated

o Needs to add the other criteria


Priority Standard: W.11-12.7; SL.11-12.4When is rebellion justified? Part 3Supporting Standard: SL.11-12.5



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Teacher Directions: 1. Allow students time to research further findings and to construct presentations based on their originally

assigned role (local-newspaper editor, global-documentary film, historical-travel guide). 2. Reorganize students so that one of each type of rebellion (local, global, historical) is represented in each

new group. 3. Using the SL.11-12.4 scoring guide provided, students will peer assess to determine individual proficiency

in presentations. 4. W.11-12.7 will likely be assessed by you, the teacher. You may need to construct a graphic organizer for

students to demonstrate their ability to demonstrate this standard skill. Student Directions: Each situation had an identified role; if your group discussed a local situation, your role was to be that of a newspaper editor expressing an opinion in the local paper. If your situation was global, your role was that of a film director creating a documentary film. If your situation was historical, your role was that of a travel guide explaining an historical revolution to tourists.

1. In preparation for your individual digital media presentation, independently conduct short research finding at least one more source to help support your position as to whether or not the rebellion was justified. Remember to include the support from the small group discussion.

2. Construct your personal explanation from the viewpoint of your specific situation and role in a digital media form (Prezi, PowerPoint, video, etc.) You may choose to have a script or note card to help aide in your presentation to another collaborative group.

3. Using your individual digital media project, present your personal explanation and evidence. 4. After your presentation, group members will use the W.11-12.7, SL.11-12.4, SL.11-12.5 scoring guides to

collaboratively assess your presentation. You are not involved in the scoring of your own presentation.


ALL proficient goal criteria PLUS one of the following:○ Draws on a primary

source document and analyzes how it changes the value of their research

○ Conducts short research projects to answer a question

○ Narrows or broadens the topic when appropriate

○ Synthesizes multiple sources on the subject

oAttempts to conduct research in order to answer a question

oMaintains a manageable topic

oBegins to analyze multiple sources on the subject

oAttempts to conduct research on their question

oAttempts to maintain a manageable topic

o Summarizes information relating to their question

Scoring Guide (SL.11-12.4)(PT 4)Exemplary Proficient Close to Proficient Far from Proficient

All proficient goal criteria are present PLUS: o Analyzes how the

o Presents information, findings and supporting evidence

o Conveys a clear and distinct perspective such that listeners can

oMeets bullet 1 at or near the proficient level but the other criteria

oAttempts to meet bullet 1 at or near the proficient level and the other


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presentation would be different if the task was changed to a different audience for a different purpose.

follow the line of reasoning o Addresses opposing or alternative

perspectives o Presents organization, development,

substance, and style as appropriate to purpose, audience and a range of formal or informal tasks

are missing or require further development

criteria are missing or require further development


All proficient goal criteria are present PLUS: oContains their own

analysis and explanation of choices in presentation OR publishes presentation to inspire change outside the walls of the classroom

Makes strategic use of digital media in presentation○ Enhances understanding of

findings, reasoning, and evidence through media

○ Adds interest to the presentation through media

Makes use of digital media in presentationo Adds interest but

may not enhance understanding OR enhances understanding but may not add interest

oMakes use of media in presentation that is not digital OR digital media does not enhance understanding or interest


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Supporting Documents and

Student Materials


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Name _______________________________________

Grade 11 – Unit 1 Common Formative Post- Assessment

Part 1: Read the excerpts from The Declaration of Independence (Thomas Jefferson) and answer questions 1 – 4 on your own paper.

Excerpt A We hold these truths to be self-evident:—That all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness. That, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that, whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute a new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.

Excerpt B He has combined with others to subject us to a jurisdiction foreign to our constitutions, and

60 unacknowledged by our laws; giving his assent to their acts of pretended legislation:For quartering large bodies of armed troops among us;For protecting them, by a mock trial, from punishment for any murders which they should commit on the inhabitants of these States;For cutting off our trade with all parts of the world;For imposing taxes on us without our consent;For depriving us, in many cases, of the benefits of trial by jury;For transporting us beyond the seas, to be tried for pretended offenses;For abolishing the free system of English laws in a neighboring province, establishing there an

70 arbitrary government, and enlarging its boundaries, so as to render it at once an example and fit instrument for introducing the same absolute rule into these colonies;For taking away our charters, abolishing our most valuable laws, and altering, fundamentally, the forms of our governments;For suspending our own legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

Excerpt CWE, THEREFORE, THE REPRESENTATIVES OF THE UNITED STATES OF AMERICA, in General Congress

assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name and by the authority of the good people of these colonies, solemnly publish and declare, that these United Colonies are, and of right ought to be, Free and Independent States; that they are absolved from all allegiance to the British crown, and that all political connection between them and the state of Great Britain is, and

ought to be, totally dissolved; and that, as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do. And, for the support of this declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes, and our sacred honor.


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Name _______________________________________On your own paper, write your answers for numbers 1-4.


a. It adds connotative meaning to the text.b. It reinforces the overall impact of the wrongs that Jefferson lists in the text.c. It adds new ideas to the main point of the text.d. It improves the appearance of the text.


a. unreasonable; unsupportedb. decided by a judge or arbiter rather than by a law or statutec. undetermined; not assigned a specific valued. having unlimited power; uncontrolled or unrestricted by law

7. In a paragraph, examine Jefferson’s diction or choice of words in Excerpt C. How does the language of this closing paragraph support the writer’s inspirational tone or attitude toward the idea of independence? Support your answer with strong and thorough evidence (at least three examples) from the Declaration. (RI.11-12.1; L.11-12.5)

Scoring Guide (RI.11-12.1) (Question 3)Proficient Close to Proficient Far From Proficient







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8. As you re-read Excerpts A, B, and C, analyze the rhetoric and point of view. In a paragraph including textual evidence, analyze the way(s) the Excerpts are more persuasive, powerful, or beautiful as a result of using the collective “we”? (RI.11-12.6)








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Name _______________________________________

Grade 11 – Unit 1 Common Formative Pre-Assessment

Using Lincoln’s Second Inaugural Address (1865), please answer the following questions.In looking at this piece, readers can determine Lincoln’s purpose through his style, content, and rhetorical devices.

1. Lincoln highlights commonalities between the North and South concerning the war. List those pieces of evidence. (RI.11-12.1)

2. Based on this list, what do you think Lincoln meant by “...let us judge not, that we be not be judged”? (RI.11-12.6)


3. Using context clues, which of the following is the best meaning of the word deprecated in paragraph 2? (L.11-12.4a)e. To express earnest disapproval of.f. To urge reasons against; protest against (a scheme, purpose, etc.).g. To depreciate; belittle.h. To pray for deliverance from.

4. In paragraph 2, Lincoln states that insurgent agents were in the city. In this paragraph, the word means: (RI.11-12.4)e. rising in active revolt f. rising in active supportg. developing h. purposeful

5. Insurgents is used again in paragraph 3. How does the meaning change in this paragraph? (RI.11-12.4)e. In paragraph 2, it was used to describe and it is now used to indicate an action.f. In paragraph 2, it was used to describe and it is now used as a thing.g. In paragraph 2, it was used to connect two ideas and is now used to describeh. In paragraph 2, it was used as a thing and it is now used to describe


6. Find an example of figurative language in the last paragraph. (L.11-12.5)




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Lincoln's Second Inaugural AddressMarch 4, 1865

Fellow countrymen: At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory andencouraging to all. With high hope for the future, no prediction in regard to it is ventured.

On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it-- all sought to avert it. While the inaugural address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war-- seeking to dissolve the Union, and divide effects, by negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came.

One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union, even by war; while the government claimed no right to do more than to restrict the territorial enlargement of it.

Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with, or even before, the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible, and pray to the same God; and each invokes his aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces; but let us judge not, that we be not judged. The prayers of both could not be answered--that of neither has been answered fully.

The Almighty has his own purposes. "Woe unto the world because of offenses! for it must needs be that offenses come; but woe to that man by whom the offense cometh." If we shall suppose that American slavery is one of those offenses which, in the providence of God, must needs come, but which, having continued through his appointed time, he now wills to remove, and that he gives to both North and South this terrible war, as the woe due to those by whom the offense came, shall we discern therein any departure from those divine attributes which the believers in a living God always ascribe to him? Fondly do we hope--fervently do we pray--that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue until all the wealth piled by the bondsman's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn by the lash shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said, "The judgments of the Lord are true and righteous altogether."

With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow, and his orphan--to do all which may achieve and cherish a just and lasting peace among ourselves, and with all nations.


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Scoring Guide (RI.11-12.5)(Question 7)Exemplary Proficient Close to Proficient Far From Proficient

oMeets all of the proficient criteria but also rewrites examples from the excerpt to improve clarity, convincibility and engagement while maintaining formal style and objective tone.

o Analyzes the effectiveness of the author’s structure for its

o Clarityo Convincibility o Engagement

o Evaluates the effectiveness of the author’s structure for its

o Clarityo Convincibility o Engagement

o Makes an attempt at both evaluation and analysis but may not cover clarity, convincibility and engagement.

o Either analyzes or evaluates the effectiveness of the author’s structure but not both AND does not cover clarity, convincibility and engagement.


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Name ______________________________

Grade 11 – Unit 1 Performance Task #1

Directions:The future of the nation is now in your hands. It is 1776 and Thomas Jefferson has written a draft of the Declaration of Independence and it needs to be edited by the Continental Congress for review before being approved. Jefferson has asked you his good friends, either Benjamin Franklin or John Adams, to review the draft before it is presented to the committee as a whole. If this does not entice you, remember that you owe him for the independence that you currently have. Your task is to evaluate the effectiveness of the document’s rhetorical structure, paying particular attention to its strength and clarity. Jefferson has asked you to respond to the Declaration in an essay by using at least three strong examples, cite evidence from the text that supports how style and content contribute to the power or persuasiveness of Jefferson’s claim. Upon completion, if you are John Adams or Benjamin Franklin, you will ask the other to read and assess your essay.

A proficient essay will demonstrate clear and coherent organization and development, use formal style and objective tone, and follow the norms and conventions of standard English while addressing clarity, engagement, and degree to which Jefferson’s argument is convincing. Provide a conclusion that follows from and supports the information presented. (RI.11-12.1, RI.11-12.5, RI.11-12.6; W.11-12.2, W.11-12.4; L.11-12.1, L.11-12.2)

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________


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All proficient criteria PLUS one of the following:o Synthesize your

understanding of the themes and their purpose in the Declaration with those in another seminal U.S. document/documents or another text read in class.

o Compare the effectiveness of the rhetorical structures in the Declaration with those in another document or documents.

Informative essay:o Introduces the topic (thesis statement)

while organizing complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole.

o Develops the topic thoroughly by selecting most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic

o Uses appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts

o Uses precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic

o Establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline

o Provides a concluding statement or section that follows from and supports the information or explanation presented

o Meets bullet 2 at or near the proficient level but the other criteria are missing or require further development

o Attempts to meet bullet 2 at or near the proficient level and the other criteria are missing or require further development


Meets all of the proficient criteria, but also:o Rewrites

examples from the excerpt to improve clarity, convincibility and engagement while maintaining formal style and objective tone.

o Analyzes the effectiveness of the author’s structure for its: o Clarity o Convincibility o Engagement (RI.11-12.5)

o Evaluates the effectiveness of the author’s structure for its: o Clarity o Convincibility o Engagement (RI.11-12.5)




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Scoring Guide (RI.11-12.1)(PT 1)Proficient Close to Proficient Far From Proficient






Scoring Guide (W.11-12.4)(PT 1)Exemplary Proficient Close to Proficient Far from Proficient

ALL proficient goal criteria PLUS:o Uses a specific

example from a familiar text to analyze how changing task, purpose, or audience changes a writer’s approach, OR

o Evaluates the effectiveness of an author’s development, organization, or style in relation to task, purpose, and audience

o Produces clear and coherent writing

o Produces writing in which the development, organization, and style are appropriate to: o task, o purpose, and o audience

o Produces writing that is unclear OR that lacks development, organization, or style that are appropriate to task, purpose, or audience

o Produces writing that is unclear; development, organization, and style are not appropriate to task, purpose, and audience





o Makes an attempt at determining author’s purpose or point of view but with insufficient development AND makes an attempt to analyze the style and content of the text but analysis may not be

oMisinterprets or insufficiently develops author’s purpose or point of view OR makes an attempt to analyze the style and content of the text but analysis may not be fully


37

fully developed. developed.


o Meets all proficient criteria but also includes an evaluation of language usage in this piece.

o Demonstrates command of the conventions of Standard English grammar or usage when writing


o Makes errors in grammar and/or usage that detract from the writing or readability.


o Meets all proficient criteria but also includes an evaluation of conventions used in this piece.

o Demonstrates command of the conventions of Standard English of capitalization, punctuation and spelling when writing


o Makes errors in conventions that detract from the writing or readability.


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Name ______________________________


Directions:Using the text provided by your teacher, look for how the individuals, ideas, and sequence of events interact and develop over the course of the text to determine whether or not the rebellion in your article was justified. As you read, think about the questions below to help you annotate the document. This annotated document will be used in your activity.

Questions to drive your thinking: What is the focus of the text? What are the important individuals, ideas, and sequences of events ? How are these elements connected? How do these elements affect the meaning over the course of the text? How do these elements or connections evolve or interact?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

____________________________________________________________

Scoring Guide (RI.11-12.3)(PT2)Exemplary Proficient Close to Proficient Far From Proficient

ALL proficient goal criteria PLUS:o Predict how

changing the interactions of the individuals, ideas, or events would have affected the outcome of the rebellion

o Analyzes a complex set of ideas or sequence of events

o Explains how specific individuals, ideas, or events interact over the course of a text

o Explains how specific individuals, ideas, or events develop over the course of a text

oAnalyzes a set of ideas or sequence of events, but analysis lacks substance or misses complexity of the text

o Explains how individuals, ideas, or events interact OR develop

o Explains events but may fail to trace the development of specific individuals, ideas, or events over the course of a text

o Attempts to analyze or explain how individuals, ideas, or events interact or develop over the course of the text


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40

Name ______________________________


Directions:Each situation has an identified role; if your group discusses a local situation, your role will be that of a newspaper editor expressing an opinion in the local paper. If your situation is global, your role is that of a film director creating a documentary film. If your situation is historical, your role is that of a travel guide explaining an historical revolution to tourists.

1. Using the text provided by your teacher and your annotations from task #2, individually determine your position on whether or not the rebellion was justified. You may use the space below for note taking.

2. In your assigned groups, explain your findings and discuss justifiable actions within the rebellion. Be sure to discuss alternative or opposing perspectives. You may use the space below for note taking.

3. After your group’s discussion, use the SL.11-12.1 scoring guide to collaboratively assess each of your group members. . You are not involved in the scoring of your own part of the discussion.

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Scoring Guide (SL.11-12.1)(PT 3)Exemplary Proficient Close to Proficient Far From Proficient

ALL proficient goal criteria PLUS:o Evaluates the

relevance of collaborative discussion outside the classroom. (This would be added to the student’s self-reflection/justification)

Initiates and participates effectively in a range of collaborative discussions building on others’ ideas and expressing own clearly and persuasively: o Comes to discussions prepared, having

read material under studyo Draws on preparation by referring to

evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas

o Works with peers to promote civil, democratic discussions and decision-making, setting clear goals and deadlines, and establishing individual roles as needed

o Propels conversations by posing and responding to questions that probe reasoning and evidence

o Responds thoughtfully to diverse perspectives

o Determines what additional information or research is required to deepen the investigation or complete the task

o Propels conversations by either posing OR responding to questions that probe reasoning and evidence

o Refers to evidence from the text and other research to stimulate a thoughtful well-reasoned exchange of ideas

o Needs to further develop the other criteria

o Joins conversations in an attempt to participate in collaborative discussions but comments may be unrelated

o Needs to add the other criteria


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Name ______________________________


Directions:Each situation had an identified role; if your group discussed a local situation, your role was to be that of a newspaper editor expressing an opinion in the local paper. If your situation was global, your role was that of a film director creating a documentary film. If your situation was historical, your role was that of a travel guide explaining an historical revolution to tourists.

1. In preparation for your individual digital media presentation, independently conduct short research finding at least one more source to help support your position as to whether or not the rebellion was justified. Remember to include the support from the small group discussion. You may use the space below for note taking.

2. Construct your personal explanation from the viewpoint of your specific situation and role in a digital media form (Prezi, PowerPoint, video, etc.) You may choose to have a script or note card to help aide in your presentation to another collaborative group.

3. Using your individual digital media project, present your personal explanation and evidence. 4. After your presentation, group members will use the SL.11-12.4, SL.11-12.5 scoring guides to

collaboratively assess your presentation. You are not involved in the scoring of your own presentation.

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ALL proficient goal criteria PLUS one of the following:○ Draws on a primary

source document and analyzes how it changes the value of their research

○ Conducts short research projects to answer a question

○ Narrows or broadens the topic when appropriate

○ Synthesizes multiple sources on the subject

oAttempts to conduct research in order to answer a question

oMaintains a manageable topic

oBegins to analyze multiple sources on the subject

oAttempts to conduct research on their question

oAttempts to maintain a manageable topic

o Summarizes information relating to their question


All proficient goal criteria are present PLUS: o Analyzes how the

presentation would be different if the task was changed to a different audience for a different purpose.

o Presents information, findings and supporting evidence

o Conveys a clear and distinct perspective such that listeners can follow the line of reasoning

o Addresses opposing or alternative perspectives

o Presents organization, development, substance, and style as appropriate to purpose, audience and a range of formal or informal tasks

oMeets bullet 1 at or near the proficient level but the other criteria are missing or require further development

oAttempts to meet bullet 1 at or near the proficient level and the other criteria are missing or require further development


All proficient goal criteria are present PLUS: oContains their own

analysis and explanation of choices in presentation OR publishes presentation to inspire change outside the walls of the classroom

Makes strategic use of digital media in presentation○ Enhances understanding of

findings, reasoning, and evidence through media

○ Adds interest to the presentation through media

Makes use of digital media in presentationo Adds interest but

may not enhance understanding OR enhances understanding but may not add interest

oMakes use of media in presentation that is not digital OR digital media does not enhance understanding or interest


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