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Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature

Classroom Resource Information

Title:

Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature

URL:

http://readwritethink.org/classroom-resources/lesson-plans/comparing-portrayals-slavery-nineteenth-30527.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

Huck Finn's moral journey parallels Mark Twain's questions about slavery. Like the photographers of the nineteenth century, Twain, a Realist, struggled with how best to portray fictionalized characters, while still expressing truth and creating social commentary. In this unit of five lessons, students use a Venn Diagram to compare and contrast Mark Twain's novel and excerpts from Frederick Douglass' narrative to original photographs of slaves from the late-nineteenth century. Then, they write an essay to compare the different portrayals, arguing to what extent art can reliably reflect truth. In addition, they will discuss art as social commentary.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 6	7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details. b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings. c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources. Unpacked Content Teacher Vocabulary: 7. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 7a. Narratives Literary elements Characters Plot Setting Point of view Conflict resolution Dialogue Sensory details 7b. Informative text Explanatory text Organized structure Formal style Point of view Clear purpose Credible evidence Technical word meaning 7c. Argument Claim Evidence Credible source Knowledge: 7. Students know: A narrative is a piece of writing that tells a story. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 7a. A narrative is a piece of writing that tells a story. Narrative writing includes text elements, like characters, setting, point of view, conflict, and resolution. The plot is a series of events in a narrative text. Dialogue is a conversation between two or more characters in a text. Sensory details use descriptions of the five senses. 7b. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple credible research sources. Informative or explanatory text begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. 7c. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, and a concluding statement. Evidence to support the argument must be collected from various credible sources. Skills: 7. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 7a. Write a narrative with a logical sequence of plot events. Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution. Include dialogue and sensory details in narrative writing. 7b. Gather credible information from multiple sources. Write an informative or explanatory text with an organized structure and formal style that includes a focused point of view, clear purpose, credible evidence, and technical vocabulary words. 7c. Write an argument to convince a reader to take action or adopt a position. Include a claim, relevant evidence, and a conclusion in argumentative writing. Gather evidence from credible sources to support the claim. Understanding: 7. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 7a. Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution. Incorporating dialogue between the characters and sensory details can make their narrative writing more engaging. 7b. Informative or explanatory writing follows a predictable text structure that includes a focused point of view, credible evidence, and ends with a conclusion. They must gather their facts about the topic from multiple credible research sources. Writers elaborate details included in the text by using formal academic, content-specific technical words. 7c. To persuade a reader to take action or adopt an opinion, they must present relevant, well-organized evidence from credible sources.
English Language Arts ELA2021 (2021) Grade: 7	7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback). b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant. c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources. Unpacked Content Teacher Vocabulary: 7. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 7a. Narratives Series of events Literary elements Purpose Narrative techniques Dialogue Pacing Description Reflection Sequencing Chronological Flashback 7b. Informative/explanatory text Organized structure Formal style Transitions Precise vocabulary Credible information/data 7c. Argument Defend a position Claim Alternate/opposing claim Relevant evidence Accurate sources Credible sources Knowledge: 7. Students know: A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 7a. A narrative is a piece of writing that tells a story. Narrative writing includes literary elements, like characters, setting, point of view, conflict, and resolution, and narrative techniques, such as dialogue, pacing, description, and reflection. The plot is a series of events in a narrative text. Events in narrative writing can be sequenced chronologically or include flashbacks to a previous time frame. 7b. Informative or explanatory text is writing that provides factual information that was gathered from multiple credible research sources. Informative or explanatory text has organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. Words that indicate transitions. 7c. The purpose of argumentative writing is to defend an opinion. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, acknowledging opposing claims, and a concluding statement. Evidence to support the argument must be collected from various accurate and credible sources. Skills: 7. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 7a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 7b. Gather credible information and data from multiple sources. Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 7c. Write an argument to defend a position. Include a claim and relevant evidence in argumentative writing. Acknowledge alternate or opposing claims in argumentative writing. Gather evidence from accurate and credible sources to support the claim. Understanding: 7. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 7a. Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution. Literary techniques are tools that can be used to create a piece of narrative writing. Literary elements and techniques in narrative writing contribute to the overall meaning and purpose of the text. 7b. Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. They must gather their information and data about the topic from multiple credible research sources. Using credible information/data can support a writer's ideas and claims. Writers elaborate details included in the text by using formal academic, content-specific technical words. 7c. To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources. An argument can be more effective if a writer acknowledges opposing viewpoints.
English Language Arts ELA2021 (2021) Grade: 8	5. Compare and contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints. Unpacked Content Teacher Vocabulary: 5. Fiction texts Nonfiction texts Perspectives Informational texts Digital texts Multimodal texts Historical viewpoints Cultural viewpoints Global viewpoints Knowledge: 5. Students know: Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts. Strategies to identify the historical, cultural, and global viewpoints of a variety of texts. Methods to compare and contrast texts. Skills: 5. Students are able to: Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts. Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts. Understanding: 5. Students understand that: The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
English Language Arts ELA2021 (2021) Grade: 8	8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently. Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection; sequencing - chronological, reverse chronological, flashback b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary. c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources. Unpacked Content Teacher Vocabulary: 8. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 8a. Narratives Clear purpose Narrative techniques Sequence 8b. Informative text Explanatory text Credible sources Transitions Precise vocabulary 8c. Argument Defend a position Claim Opposing claim Counterclaims Relevant evidence Accurate sources Credible sources Knowledge: 8. Students know: A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 8a. A narrative is a piece of writing that tells a story, such as a memoir, a short story, or a personal narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner, such as chronological, reverse chronological, or the inclusion of flashbacks. 8b. Informative or explanatory text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Informative or explanatory text has an organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. Words that indicate transitions. 8c. The purpose of argumentative writing is to defend an opinion. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, distinguishing the claim from opposing claims, acknowledging counterclaims, and a concluding statement. Evidence to support the argument must be collected from various accurate and credible sources. Skills: 8. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 8a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 8b. Gather credible information and data from multiple sources. Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 8c. Write an argument to defend a position. Gather evidence from accurate and credible sources to support the claim. Include a claim and relevant evidence in argumentative writing. Acknowledge alternate or opposing claims in argumentative writing. Present counterclaims and supporting reasons in argumentative writing. Understanding: 8. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 8a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 8b. Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. They must gather their information and data about the topic from multiple credible research sources. Using credible information/data can support a writer's ideas and claims. Writers elaborate on details included in the text by using formal academic, content-specific technical words. 8c. To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources. An argument can be more effective if a writer acknowledges opposing viewpoints and counterclaims.
English Language Arts ELA2021 (2021) Grade: 9	R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation. Examples: short and long prose texts, poetry, dramas Unpacked Content Teacher Vocabulary: R2. Literary texts Literal understanding Figurative understanding Text Purpose Situation Knowledge: R2. Students know: Necessary skills to read and comprehend a variety of literary texts. Strategies to analyze literary text to develop a literal and figurative understanding. Literary texts have different intended meanings depending on the genre, purpose, and situation. Skills: R2. Students are able to: Read and comprehend a variety of literary texts. Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation. Understanding: R2. Students understand that: Literary texts can be understood on both a literal and figurative level.
English Language Arts ELA2021 (2021) Grade: 9	6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus. Unpacked Content Teacher Vocabulary: 6. Fiction texts Nonfiction texts Perspectives Informational texts Digital texts Multimodal texts Historical viewpoints Cultural viewpoints Global viewpoints Knowledge: 6. Students know: Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts. Strategies to identify the historical, cultural, and global viewpoints of a variety of texts. Methods to compare and contrast texts. Skills: 6. Students are able to: Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts. Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts. Understanding: 6. Students understand that: The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics. Similar and different ideas and themes can be presented in a variety of textual formats.
English Language Arts ELA2021 (2021) Grade: 9	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques. Examples: dialogue, pacing, description, reflection b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics. Examples: relevant and sufficient facts, extended definitions, concrete details, quotations c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Techniques 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and credible evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
English Language Arts ELA2021 (2021) Grade: 10	R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation. Examples: short and long prose texts, poetry, dramas Unpacked Content Teacher Vocabulary: R2. Literary texts Literal understanding Figurative understanding Text Purpose Situation Knowledge: R2. Students know: Necessary skills to read and comprehend a variety of literary texts. Strategies to analyze literary text to develop a literal and figurative understanding. Literary texts have different intended meanings depending on the genre, purpose, and situation. Skills: R2. Students are able to: Read and comprehend a variety of literary texts. Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation. Understanding: R2. Students understand that: Literary texts can be understood on both a literal and figurative level.
English Language Arts ELA2021 (2021) Grade: 10	6. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade-level literary focus. Unpacked Content Teacher Vocabulary: 6. Fiction texts Nonfiction texts Perspectives Informational texts Digital texts Multimodal texts Historical viewpoints Cultural viewpoints Global viewpoints Knowledge: 6. Students know: Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts. Strategies to identify the historical, cultural, and global viewpoints of a variety of texts. Methods to compare and contrast texts. Skills: 6. Students are able to: Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts. Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts. Understanding: 6. Students understand that: The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics. Similar and different ideas and themes can be presented in a variety of textual formats.
English Language Arts ELA2021 (2021) Grade: 10	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently. Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics. Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Objectively 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner, such as chronological order, reverse chronological order, and flashbacks. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and relevant evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
English Language Arts ELA2021 (2021) Grade: 11	R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation. Examples: short and long prose texts, poetry, dramas Unpacked Content Teacher Vocabulary: R2. Literary texts Literal understanding Figurative understanding Text Purpose Situation Knowledge: R2. Students know: Necessary skills to read and comprehend a variety of literary texts. Strategies to analyze literary text to develop a literal and figurative understanding. Literary texts have different intended meanings depending on the genre, purpose, and situation. Skills: R2. Students are able to: Read and comprehend a variety of literary texts. Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation. Understanding: R2. Students understand that: Literary texts can be understood on both a literal and figurative level.
English Language Arts ELA2021 (2021) Grade: 11	1. Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature. Unpacked Content Teacher Vocabulary: 1. Analyze Evaluate Complex literary text Complex informational texts Points of view Cultural perspectives American literature Knowledge: 1. Students know: Necessary skills to read, analyze, and evaluate complex literary and informational texts. Strategies to identify and describe various points of view and cultural perspectives. Skills: 1. Students are able to: Read complex texts. Analyze elements within complex texts. Evaluate text based on specific criteria provided by teacher. Understanding: 1. Students understand that: Texts written from various cultural perspectives and viewpoints can provide them with valuable information about the thoughts, opinions, and experiences of others.
English Language Arts ELA2021 (2021) Grade: 11	7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus. Unpacked Content Teacher Vocabulary: 7. Fiction texts Nonfiction texts Perspectives Informational texts Digital texts Multimodal texts Historical viewpoints Cultural viewpoints Global viewpoints Knowledge: 7. Students know: Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts. Strategies to identify the historical, cultural, and global viewpoints of a variety of texts. Methods to compare and contrast texts. Skills: 7. Students are able to: Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts. Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts. Understanding: 7. Students understand that: The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics. Similar and different ideas and themes can be presented in a variety of textual formats.
English Language Arts ELA2021 (2021) Grade: 11	11. Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language. Examples: paragraphs, constructed responses, essays a. Incorporate narrative techniques in other modes of writing as appropriate. Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure. c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence, making rhetorical choices that convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text. Unpacked Content Teacher Vocabulary: 11. Compose Edit Short products Extended products Writing development Writing organization Task Purpose Audience Command of language 11a. Narrative techniques Modes of writing 11b. Explanations Expositions Complex ideas Complex processes Citing Credible sources Intentional transitions Precise vocabulary Organized structure 11c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Rhetorical choices Tone Style Transitions Logical conclusion Implications Knowledge: 11. Students know: Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays. The skills required by the writing process. The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 11a. Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development. Narrative techniques can be used in multiple genres of writing. 11b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Explanatory and expository writing should include academic, content-specific technical word meanings. Words that indicate transitions. 11c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text. Strategies to create stone and style in argumentative writing. Words that indicate transitions. Skills: 11. Students are able to: Compose short and extended writing products. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing. Demonstrate command of the written language. 11a. Incorporate narrative techniques in modes other than narrative writing when appropriate. 11b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 11c. Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Make rhetorical choices that convey a specific tone or style. Include a logical conclusion that captures the larger implications of the topic or text. Understanding: 11. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development and organization of the writing. Formal academic writing should display their command of the English language. 11a. Narrative techniques can be used in multiple genres of writing to engage the audience and create interest. 11b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. Writers elaborate on details included in the text by using formal academic, content-specific technical words. They must gather their information and data about the topic from multiple credible research sources. 11c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text. They can make rhetorical choices in their writing to create a specific tone and style.
English Language Arts ELA2021 (2021) Grade: 12	R2. Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation. Examples: short and long prose texts, poetry, dramas Unpacked Content Teacher Vocabulary: R2. Literary texts Literal understanding Figurative understanding Text Purpose Situation Knowledge: R2. Students know: Necessary skills to read and comprehend a variety of literary texts. Strategies to analyze literary text to develop a literal and figurative understanding. Literary texts have different intended meanings depending on the genre, purpose, and situation. Skills: R2. Students are able to: Read and comprehend a variety of literary texts. Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation. Understanding: R2. Students understand that: Literary texts can be understood on both a literal and figurative level.
English Language Arts ELA2021 (2021) Grade: 12	7. Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus. Unpacked Content Teacher Vocabulary: 7. Fiction texts Nonfiction texts Perspectives Informational texts Digital texts Multimodal texts Historical viewpoints Cultural viewpoints Global viewpoints Knowledge: 7. Students know: Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts. Strategies to identify the historical, cultural, and global viewpoints of a variety of texts. Methods to compare and contrast texts. Skills: 7. Students are able to: Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts. Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts. Understanding: 7. Students understand that: The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics. Similar and different ideas and themes can be presented in a variety of textual formats.
English Language Arts ELA2021 (2021) Grade: 12	11. Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language. a. Incorporate narrative techniques into other modes of writing as appropriate. Examples: flashback, anecdote, foreshadowing, story-telling, sensory details, character development b. Write explanations and expositions that examine and convey complex ideas or processes effectively, develop the topic utilizing and citing credible sources of information or data when relevant, use intentional transitions, choose precise vocabulary, and maintain an organized structure and style. c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, making intentional rhetorical choices to convey a specific tone or style, including intentional transitions, and providing a logical conclusion that captures the larger implications of the topic or text. Unpacked Content Teacher Vocabulary: 11. Compose Edit Revise Short products Extended products Writing development Writing organization Writing style Task Purpose Audience Command of language 11a. Narrative techniques Modes of writing 11b. Explanations Expositions Complex ideas Complex processes Citing Credible sources Intentional transitions Precise vocabulary Organized structure 11c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Rhetorical choices Tone Style Transitions Logical conclusion Implications Knowledge: 11. Students know: Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays. The skills required by the writing process. The development, organization, and style of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 11a. Narrative techniques include flashbacks, anecdotes, foreshadowing, story-telling, sensory details, and character development. Narrative techniques can be used in multiple genres of writing. 11b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Explanatory and expository writing should include academic, content-specific technical word meanings. Words that indicate transitions. 11c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a logical conclusion that describes the larger implications of the topic or text. Strategies to create stone and style in argumentative writing. Words that indicate transitions. Skills: 11. Students are able to: Compose, edit, and revise short and extended writing products. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style of the writing. Demonstrate command of the written language. 11a. Incorporate narrative techniques in modes other than narrative writing when appropriate. 11b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 11c. Write an argument to support claims in an analysis of topics or texts that utilizes intentional transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Make rhetorical choices that convey a specific tone or style. Include a logical conclusion that captures the larger implications of the topic or text. Understanding: 11. Students understand that: There are different genres of writing that serve various purposes. The writing process is a series of steps that improve writing over time. The writing task, purpose, and audience should be considered in the development, organization, and style of the writing. Formal academic writing should display their command of the English language. 11a. Narrative techniques can be used in multiple genres of writing to engage the audience and create interest. 11b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follow a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. Writers elaborate on details included in the text by using formal academic, content-specific technical words. They must gather their information and data about the topic from multiple credible research sources. 11c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a logical conclusion that indicates the larger implication of the topic or text. They can make rhetorical choices in their writing to create a specific tone and style.

Tags:

American literature, Compare Contrast Map, Comparison and Contrast Guide, Frederick Douglass, Mark Twain, photographs, slavery, The Adventures of Huckleberry Finn, Venn Diagram

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Cassie Raulston

ALEX Classroom Resource

Comparing Portrayals of Slavery in Nineteenth-Century Photography and Literature