12SL-Comprehension+&+Collaboration

SL-12.1. Initiate 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-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * ===**Common Core Standard**===
 * Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
 * Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
 * Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
 * AS:**
 * SL-12.1** Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
 * SL-12.2** Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
 * SL-12.3** Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Makes sense of problems and perseveres in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. || HS.SI.1.1 Evaluate resources for reliability. HS.SI.1.2 Evaluate resources for point of view, bias, value, or intent of information. HS.SI.1.3 Evaluate content for relevance to the assigned task. HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts). HS.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis). HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files). HS.RP.1.1 Design global-awareness project-based products individually and collaboratively. HS.SE.1.1 Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette. HS.SE.1.2 Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * MP.1.**
 * MP.2.**
 * MP.3.**
 * MP.6.**
 * MP.7.**
 * MP.8.**
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * SL-12.1**
 * Prepare for discussion by reading the text, conducting necessary research, and/or annotating text.
 * Determine the group dynamic (assign roles and establish expectations within various-sized groups)
 * Maintain civility by adhering to established rules
 * Create an environment that encourages the interesting or opposing viewpoints
 * Pose probing questions that require logical and ethical responses, rather than simply emotional ones
 * Address all sides of the issue
 * Evaluate evidence for relevance, credibility to ensure adequate support of position(s) and /or persuasiveness
 * Evaluate opposing viewpoints.
 * Synthesize evidence provided and generate new research when appropriate to resolve conflicting evidence or viewpoints
 * Evaluate whether position is superficial or incisive and revise to ensure depth of discussion
 * Initiate 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.
 * 1) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * 2) Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
 * 3) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
 * Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
 * SL-12.2**
 * Identify print and non-print media (visual, quantitative, oral) to select information
 * Evaluate relevancy of materials in a variety of formats (i.e. video, blog post, art, website, print and non-print materials)
 * Integrate selected sources to make informed decisions and solve complex problems
 * Evaluate credibility and accuracy of information
 * Discern and understand discrepancies among data gathered
 * Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
 * SL-12.3 **
 * Identify and understand the use of rhetorical strategies
 * Understand point of view as an effective element of speaking
 * Demonstrate reasoning skills and the use of evidence
 * Identify the position and assess the merits of the stance.
 * Evaluate premise(s) based on speaker’s evidence
 * Identify possible logical fallacies and how they may detract from the message
 * Evaluate the use of appropriate transitions
 * Assess the speaker’s diction and its effect on tone
 * Measure the effectiveness of organization and points of emphasis

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**===

SL-12.1
Annotations Civility Claim Conclusion Contradiction Credibility Deadlines Decision-making Democratic Diversity Ethics Evidence Goals Group dynamic Logic Perspective Persuasion Relevance Synthesis Viewpoint

Accuracy of information Credibility Data discrepancies Non-print media Oral Print media Quantitative Relevance Source Visual
 * SL-12.2 **

Diction Evidence Logical fallacy Merit Organization Point of view Points of emphasis Position Premise Reasoning Rhetorical strategies Stance Syllogism Tone Transitions ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**===
 * SL-12.3 **

**Collaborate ** Reflect on seminar questions, take notes on your responses, and note the page numbers of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is your evidence convincing? (RL.11-12.1, SL.11-12.1)

**Seminar and Essay ** Compare and contrast //Sir Gawain and the Green Knight // and “The Knight’s Tale.” What are the qualities of the ideal knight? Do they differ at all? Use textual evidence from both texts to support an original, concise thesis. (RL.11-12.1, RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2)

**Seminar and Essay ** Choose one of the //Canterbury Tales //. Explain how the main character shows his or her personality through narration. How do fabliaux reveal the point of view of the character? Use textual evidence to support an original, concise thesis statement. (RL.11-12.5, RI.11-12.2, SL.11-12.1, SL.11-12.4, W.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Compare “The Monk’s Tale” in //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Canterbury Tales //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> with Dante’s story of Ugolino in Cantos XXXII-XXXIII of the //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Inferno //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">, paying special attention to depiction of character. Use at least one critical source. Use textual evidence to support an original, concise thesis statement. (RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2, W.11-12.7, L.11-12.3)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Is the Wife of Bath from //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">A Canterbury Tales //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> a feminist? Use textual evidence to support an original, concise thesis. (RL.11-12.1, RL.11-12.3, SL.11-12.1, SL.11-12.4, W.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Discuss “The Pardoner’s Tale” as a satire. What, exactly, is being literally described versus being satirized? Why does Chaucer use satire? Is Chaucer satirizing human nature or the church as an establishment? Use textual evidence to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, RL.11-12.5, SL.11-12.1, SL.11-12.4, W.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Draw parallels between representations of character in a medieval play and in medieval icons. Compare and contrast their similarities and differences. Are they more alike or different? Use concrete evidence from both texts to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, W.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">“To what degree does medieval literature regard human existence as secondary to the divine?” Use textual evidence from one of the texts read in this unit to support an original, concise thesis statement. (RL.11-12.2, W.11-12.1, SL.11-12.1, SL.11-12.3)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Boccaccio’s //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Decameron //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> alludes to Dante’s allegorical model. Why does he satirize Dante’s allegorical model? What is revealed by this satire? Is Boccaccio enlightened and, therefore, a man ahead of this time? Use textual evidence from both texts to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, RL.11-12.6, RL.11-12.5, SL.11-12.1, SL.11-12.4, W.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read Dante’s //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Inferno //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. How does the allegory reveal the values of the Middle Ages? What sins are punished most severely and why? Do you agree with the hierarchical circles of hell Dante creates? Use textual evidence to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.3, RL.11-12.6, RL.11-12.5, SL.11-12.1, SL.11-12.4, W.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Analyze “To Daffodils,”“To the Virgins Make Much of Time,”and “To His Coy Mistress.” Compare the message and intention of each. Do these poems appeal to human emotion or human logic to convey their ideas? Use textual evidence from two or more poems to write a comparative essay. Be sure your thesis is specific, concise, and original. (W.11-12.5, W.11-12.7, SL.11-12.1, SL.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read selected poems from Blake’s “ //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Songs of Innocence //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">.” Consider biblical allusion to explain the relationship between Innocence and Paradise. Also, how is Experience a metaphor for the Fall of Man? Use textual evidence from the poems selected to create an original, concise thesis statement. (RL.11-12.1, RL.11-12.4, W.11-12.2, SL.11-12.1, SL.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">How does Tennyson’s //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">In Memoriam A.H.H //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. use nature to express metaphorically human feelings and emotions? What point of view is Tennyson revealing? Use textual evidence from the poem to support an original, concise thesis statement in an essay. (RL.11-12.1, RL.11-12.4, W.11-12.2, SL.11-12.1, SL.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay **

<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Explicate “ //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Ode to Indolence //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">.” Agree or disagree with Keats: 'This (Indolence) is the only happiness; and is a rare instance of advantage in the body overpowering the Mind.' Use textual evidence to support an original, concise thesis statement. (RL.11-12.1, RL.11-12.4, W.11-12.1, SL.11-12.1, SL.11-12.6)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

TEACHING STRATEGIES FOR DIFFERENTIATION OF INSTRUCTION: @http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== > This lesson asks students to compare and contrast piracy in its "golden age" with modern piracy. They learn where piracy is practiced today and write three different reports. In these reports, students will pretend they're on an international anti-piracy commission, describe the similarities and differences between modern and historical piracy, and propose some solutions to modern piracy problems. This lesson can be found on the National Geographic website. **(RI.7, W.8, Sl.1)** > Anthologists and editors prepare the way for poetry readers, selecting works that reward close reading and assisting interpretation through annotation. But on the Internet we can return to poetry in its native state--one set of words among many others competing for appreciation--and read with fresh eyes. The goals of this lesson plan, from EDSITEment, are to analyze the verbal devices through which poems make meaning; to compare one's personal interpretation of a poem with the personal interpretations of others; and to develop standards of literary judgment. **(RL.1, RL.4, RL.5, RL.7, RL.9, RL.10, W.4, W.6, W.7, W.9, SL.1, L.1, L.2, L.5, L.6)** > The goals of this lesson plan are: (1) To learn about Shakespeare's use of poetic conventions as a principle of dramatic structure in Romeo and Juliet; (2) To examine the first meeting between Romeo and Juliet as an enactment of figurative language in a context of competing poetic styles; (3) To explore the use of poetic forms to impart perspective in later episodes of the play; (4) To gain experience in close reading and the interpretation of verse structure and imagery. **(RL.1, RL.2, RL.3, RL.4, RL.7, W.2, W.6, W.7, W.9, SL.1, L.5, L.6)** > Ancient languages are the deepest root of the humanities, drawing life from that distant time when the study of history, philosophy, literature, and of language itself began. The goals of this lesson plan are to gain an appreciation for Greek drama through study of a play by Sophocles; to explore the cultural and historical context of Greek drama and its role in Greek society; to reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative report. **(RL.1, RL.2, RL, 4, RL.7, RL.10, RI.4, W.2, W.4, W.6, W.7, W.8, SL.2, L.4)** > This resource contains an EDSITEment lesson in which students will study Shakespeare's Macbeth. Students will use an Internet search engine to collect instances in the play of specific key words. Students will then organize and analyze the passages in which these key words appear for what they reveal about Macbeth's state of mind and the motives behind his increasing evil. **(RL.1, RL.4, W.7, W.8, Sl.2)**
 * Piracy: A Continuing Problem
 * Practical Criticism
 * You Kiss by the Book: Romeo & Juliet
 * Live From Antiquity!
 * Shakespeare's Macbeth:Fear and the Motives of Evil
 * Bibiomania Text, Study Guides, and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Cliff Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Spark Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Discovery Education Literature Lesson Plans Discovery Education Literature Lesson Plans
 * Purdue University Online Writing Lab The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===