12W-Text+Types+&+Purposes

W-12.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.* Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. W-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.* 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 (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W-12.3.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.* Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Makes sense of problems and perseveres in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and express regularity in repeated reasoning. Look for and make use of structure. ||
 * ===**Common Core Standard**===
 * Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
 * Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
 * Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * Provide a concluding statement or section that follows from and supports the argument presented.
 * Develop the topic thoroughly by selecting the most significant an d relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * Use 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.
 * Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
 * Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 * Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
 * Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
 * Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
 * Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * AS:**
 * W-12.1.** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * W-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.
 * W-12.3.** Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
 * MP.1**
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 * MP.5**
 * MP.6**
 * MP.7**
 * MP.8**
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===


 * HS.SI. 1.1 (W.12.1.a, W.12.2.b)**

Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).

**HS.SI 1.2 (W.12.1.b, W.12.1.c, W.12.1.d, W.12.1.e. W.12.2.a, W.12.2.b, W.12.2.e, W.12.2.f)**

Evaluate resources for point of view bias, values, or intent of information.


 * HS.SI 1.3 (W.12.1.e, W.12.2.c, W.12.2.d. W.12.2.f, W.12.3.a, W.12.3.b, W.12.3.c, W.12.3.d, W.12.3.e)**

Evaluate content for relevance to the assigned task.

**HS.SE. 1.1 (W.12.1.a, W.12.1.d, W.12.2.a, W.12.2.b, W.12.2.e, W.12.2.f)**

Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette.

**HS.TT.1.1 (W.12.2.a)**

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 (W.12.3.a, W.12.3.b, W.12.3.c, W.12.3.d, W.12.3.e)**

Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis).

**HS.TT.1.3 (W.12.3.a, W.12.3.b, W.12.3.c, W.12.3.d, W.12.3.e)**

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). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===

Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * W. 12.1.a**
 * Introduce a claim based on valid reasoning.
 * Establish the significance of the claim.
 * Distinguish between values of chosen claim and inferiority of possible opposition
 * Create a logically sequenced introduction (hook, topic [claim/counterclaim], thesis)
 * Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.


 * W. 12.1.b**


 * Compose body paragraphs incorporating claims and evidence
 * Develop unity and consistency within the textual structure in order to create and maintain focus
 * Incorporate a minimum of two pieces of specific evidence that support each reason for both claim and counterclaim (i.e. analogies, anecdotes, case studies, commonly accepted beliefs, examples, expert opinion, fact/statistics, etc.)
 * Evaluate claims and counterclaims for fair and relevant information
 * Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.


 * W.12.1.c**
 * Recognize the need and value for varied syntax.
 * Demonstrate syntactic variety.
 * Classify transitional words, phrases, clauses and sentence structure for cohesion.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evaluate methods of effectively linking claims to evidence cohesively.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Distinguish relationships between claim(s), evidence(s), reason(s), and counterclaim(s).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Justify the evidence supporting claim(s) and refuting counterclaim(s).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationship between claim(s) and reasons and evidence, and between claim(s) and counterclaims.


 * W.12.1.d**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Identify formal style
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Evaluate objective tone within the text of the writing
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Justify the use of standard English and non-standard English according to audience, purpose, and content
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Apply norms and conventions to satisfy purpose
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


 * W.12.1.e**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Identify summarizing strategies (i.e. an appeal strategy, restatement of the thesis, call to action)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Arrange a logical summation stemming from the claim
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Provide a concluding statement or section that follows from and supports the argument presented.


 * W.12.2.a**


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Identify different forms of explanatory texts (i.e. how-to, definition, cause-effect, compare-contrast, problem-solution).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Develop a topic (i.e. draft, revise for clarity and evaluate viability)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Evaluate sources of information pertaining to topic
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Organize a logical progression of information to support the task, purpose, and audience
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Select formatting, graphics, and multimedia that may help enhance the information
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Compose introductory section
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">which precedes it to <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> create a unified whole; include formatting (e.g., headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension.


 * W.12.2.b**


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Identify the appropriate information for the audience and purpose
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Appraise significant and relevant facts to support the topic
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Integrate other appropriate details (extended definition, concrete details, quotations, etc.) to effectively support the topic
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Compose body paragraphs incorporating all significant research
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience‘s knowledge of the topic.


 * W.12.2.c**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Recognize the need and value for varied syntax.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Demonstrate syntactic variety.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Classify transitional words, phrases, clauses and sentence structure for cohesion.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Utilize transitions and syntax to create a flow throughout the writing
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Critique interrelationships among ideas and concepts in the text
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Revise previously constructed paragraphs
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Use 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


 * W.12.2.d**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Differentiate between precise and general vocabulary utilizing domain-specific language (jargon) to convey topic
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Select complex and precise vocabulary (including active verbs) to enhance the topic
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Utilize figurative language and rhetorical techniques to enhance the topic
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Critique the revisions of the text to ensure audience knowledge and understanding
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.


 * W.12.2.e**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Identify formal style
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evaluate objective tone within the text of the writing
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Justify the use of standard English and non-standard English according to audience, purpose, and content
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Apply norms and conventions to satisfy purpose
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


 * W.12.2.f**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Identify summarizing strategies (i.e. an appeal strategy, restatement of the thesis)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Summarize the main points of the chosen topic.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Justify the relevance of the topic.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13.3333px;">Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


 * W.12.3.a**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Organize the expository elements of the narrative (identify the conflict and its significance, establish and maintain point(s) of view, introduce the narrator and provide believable characters in a situation.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Determine narrative focus (i.e. event, personal experience or problem).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Establish plot’s order of events.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Engage and orient the reader by setting a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator or characters; create a smooth progression of experiences or events.


 * W.12.3.b**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Understand a variety of narrative techniques.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Use previously composed plan to develop experiences, events, or characters.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evaluate narrative techniques to determine their effectiveness.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> Use narrative techniques such as dialogue, pacing, description, reflection and multiple plot lines to develop experiences, events, and/or characters.


 * W.12.3.c**


 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Understand sequencing techniques (transitional words/phrases) and plot techniques (flashback, flash forward, foreshadowing).
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Organize significant events in a sequential manner to create coherence.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Maintain a specific tone that build to a specific outcome for the narrative.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evaluate and edit draft for sequencing coherence and smooth progression.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g. a sense of mystery, suspense, growth, or resolution).


 * W.12.3.d**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Design a framework for a narrative using words, phrases, and details.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Categorize sensory language (i.e. imagery) according to types.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Use essential figurative language and imagery.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evaluate and edit draft for purposeful diction, detail, and imagery.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


 * W.12.3.e**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Understand the function of resolution and denouement in the narrative.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Utilize the framework established in planning to provide a logical conclusion.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Compose resolution to the narrative and, if applicable, denouement.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evaluate the effectiveness of the resolution and revise to ensure the finality of the narrative in a reflective (i.e. narrator’s commentary of significance) and logical method.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

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

W. 12.1.a
<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Exigence <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Claim <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Counterclaim <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Paragraph <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evidence <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Thesis <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Hook <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Audience

W.12.1.b
<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Analogy <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Anecdote <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Audience <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Bias <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Case study

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Cohesion <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evidence <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Reasons <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Sentence Structure (i.e. periodic, nonperiodic) <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Syntax <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Transitions
 * W.12.1.c**

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">**W.12.1.d** <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Conventions Formal Style <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Norms <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Objectivity <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Subjectivity <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Tone

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">**W.12.1.e** <span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Conclusion

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Explanatory (i.e. how-to, definition, cause-effect, compare-contrast, problem-solution) <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Formatting <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Graphic <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Multimedia
 * W.12.2.a**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Relevance <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Significance <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Extended Definition <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Details <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Concrete v. Abstract
 * W.12.2.b**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Cohesion <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Sentence Structure <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Syntax <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Transitions
 * W.12.2.c**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Analogy <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Figures of speech <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Jargon <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Metaphor <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Simile
 * W.12.2.d**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Conventions <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Formal Style <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Norms <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Objectivity <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Subjectivity <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Tone
 * W.12.2.e**

Conclusion
 * W.12.2.f**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Conflict <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Exposition <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Narrative <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Narrator <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Plot <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Point of View <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Setting
 * W.12.3.a**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Character <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Description <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Dialect <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Dialogue <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Foreshadowing <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Pacing <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Plot <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Reflection
 * W.12.3.b**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Coherence <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Flash Forward <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Flashback <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Foreshadowing <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Growth <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Mystery <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Resolution <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Sequence of Events <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Suspense <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Tone <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Transition
 * W.12.3.c**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Details <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Dialect <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Diction <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Figurative Language <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Imagery <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Sensory Language <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Setting
 * W.12.3.d**

<span style="font-family: Arial,sans-serif; font-size: 13.3333px;">Denouement <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Plot <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Reflection <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Resolution
 * W.12.3.e**

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**===

**<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 and contrast //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Sir Gawain and the Green Knight //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> 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)

**<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;">Choose one of the //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Canterbury Tales //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. 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;">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;">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;">Research Paper ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Does the term “dark ages” accurately describe the Middle Ages? Use primary and secondary sources from this unit or outside of the unit to support an original, concise thesis statement to answer the question. (RL.11-12.1, W.11-12.1, W.11-12.7, W.11-12.8)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Research Paper ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Answer the essential question: “How does medieval literature suggest a preoccupation with both divine and earthly existence?” Use primary and secondary sources from this unit or outside of the unit to support an original thesis statement to answer the question. (RL.11-12.1, W.11-12.1, W.11-12.7, W.11-12.8)

**<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

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
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 from EDSITEment highlights one episode in the Divine Comedy to provide students with an introduction to Dante's great poem. Learning objectives include (1) To learn about the structure and artistry of Dante's Divine Comedy; (2) To examine the episode of Paolo and Francesca as a poetic interpretation of romantic love; (3) To gain experience in close reading and interpretation of literary allusions. **(RL.1, RL.2, RL.5, W.2, W4)** > In this lesson from EDSITEment, students will examine the historical origins of the Arthurian legend. Students will gain insight into the use of literature as historical evidence. Through the references and links in this lesson, students can track the growth of a legend like that of King Arthur, from its emergence in the Medieval Ages to its arrival on the silver screen. **(RL.1, RL.2, RL.7, RI.7, W.2, W.7, W.8, L.1, L.2)** > 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)** > Monsters have haunted the literary imagination from earliest times (e.g., the Cyclops, Grendel, etc.), but a particular interest in horror and the Gothic form dates back to the 18th and early 19th century. The goals of this plan are to explore the origins and development of a literary genre; to investigate how shared imaginative concerns link the members of a literary period; to examine the evolution of a literary tradition; to compare works of literature from different eras. **(RL.3, RL, 5, RL.9, RI.7, W.2)** > 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)**
 * A Storybook Romance
 * Exploring Arthurian Legend
 * Live From Antiquity!
 * Tales of the Supernatural
 * You Kiss by the Book: Romeo & Juliet
 * 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**===