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Demonstrating Understanding of Richard Wright's Rite of Passage

Classroom Resource Information

Title:

Demonstrating Understanding of Richard Wright's Rite of Passage

URL:

http://readwritethink.org/classroom-resources/lesson-plans/demonstrating-understanding-richard-wright-30791.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

After reading Richard Wright's short novel Rite of Passage, students will demonstrate their understanding of plot, character, and conflict by writing recommendations for the protagonists' future to a juvenile court system judge. Students are guided through the development of these recommendations, including attention to counterarguments based on potential prevailing attitudes in the justice system at the time.

Content Standard(s):

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	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 9	R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience. Unpacked Content Teacher Vocabulary: R5. Writing process Plan Revise Edit Peer-edit Rewrite Focused Organized Coherent Purpose Audience Knowledge: R5. Students know: The writing process steps are to plan, revise, edit, and rewrite. Editing can be completed by the writer or by a peer. Peer-editing skills. Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience. Skills: R5. Students are able to: Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing. Compose a writing piece for a specific purpose and intended audience. Engage in the peer-editing process. Understanding: R5. Students understand that: Writing is a process that requires multiple drafts, edits, and versions.
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: 9	11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary. Unpacked Content Teacher Vocabulary: 11. Collaborative discussions Perspectives Relevant information Commentary Knowledge: 11. Students know: The format and process for respectful, collaborative discussions. Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion. Skills: 11. Students are able to: Participate in a class discussion in a respectful and collaborative environment. Use evidence to support perspectives in a collaborative discussion. Understanding: 11. Students understand that: Using evidence to support a perspective is necessary in a respectful, collaborative discussion.
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	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 10	R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience. Unpacked Content Teacher Vocabulary: R5. Writing process Plan Revise Edit Peer-edit Rewrite Focused Organized Coherent Purpose Audience Knowledge: R5. Students know: The writing process steps are to plan, revise, edit, and rewrite. Editing can be completed by the writer or by a peer. Peer-editing skills. Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience. Skills: R5. Students are able to: Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing. Compose a writing piece for a specific purpose and intended audience. Engage in the peer-editing process. Understanding: R5. Students understand that: Writing is a process that requires multiple drafts, edits, and versions.
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: 10	11. Participate in collaborative discussions involving multiple perspectives, responding and contributing with relevant evidence and commentary. Unpacked Content Teacher Vocabulary: 11. Collaborative discussions Perspectives Relevant information Commentary Knowledge: 11. Students know: The format and process for respectful, collaborative discussions. Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion. Skills: 11. Students are able to: Participate in a class discussion in a respectful and collaborative environment. Use evidence to support perspectives in a collaborative discussion. Understanding: 11. Students understand that: Using evidence to support a perspective is necessary for a respectful, collaborative discussion.
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	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 11	R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience. Unpacked Content Teacher Vocabulary: R5. Writing process Plan Revise Edit Peer-edit Rewrite Focused Organized Coherent Purpose Audience Knowledge: R5. Students know: The writing process steps are to plan, revise, edit, and rewrite. Editing can be completed by the writer or by a peer. Peer-editing skills. Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience. Skills: R5. Students are able to: Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing. Compose a writing piece for a specific purpose and intended audience. Engage in the peer-editing process. Understanding: R5. Students understand that: Writing is a process that requires multiple drafts, edits, and versions.
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: 11	14. Participate in collaborative discussions involving multiple cultural and literary perspectives, responding to, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary. Unpacked Content Teacher Vocabulary: 14. Collaborative discussions Cultural perspectives Literary perspectives Relevant, appropriate evidence Commentary Knowledge: 14. Students know: The format and process for respectful, collaborative discussions. Strategies to incorporate relevant evidence to support a perspective in a collaborative discussion. Methods for responding, contributing to, building upon, and questioning the ideas of others with relevant, appropriate evidence and commentary. Skills: 14. Students are able to: Participate in a class discussion in a respectful and collaborative environment. Respond to, contribute to, build upon, or question the ideas of others in a collaborative discussion. Use relevant, appropriate evidence to support perspectives in a collaborative discussion. Understanding: 14. Students understand that: Using evidence to support a perspective is necessary for a respectful, collaborative discussion. There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.
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	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 12	R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience. Unpacked Content Teacher Vocabulary: R5. Writing process Plan Revise Edit Peer-edit Rewrite Focused Organized Coherent Purpose Audience Knowledge: R5. Students know: The writing process steps are to plan, revise, edit, and rewrite. Editing can be completed by the writer or by a peer. Peer-editing skills. Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience. Skills: R5. Students are able to: Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing. Compose a writing piece for a specific purpose and intended audience. Engage in the peer-editing process. Understanding: R5. Students understand that: Writing is a process that requires multiple drafts, edits, and versions.
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.
English Language Arts ELA2021 (2021) Grade: 12	14. Actively engage in collaborative discussions about topics and texts, expressing their own ideas by respectfully contributing to, building upon, and questioning the ideas of others in pairs, diverse groups, and whole class settings. Unpacked Content Teacher Vocabulary: 14. Collaborative discussions Pairs Diverse groups Whole class settings Knowledge: 14. Students know: The format and process for respectful, collaborative discussions in a variety of settings. Methods for expressing their ideas, contributing to and building upon others' ideas, and questioning the ideas of others. Skills: 14. Students are able to: Participate in a collaborative discussion in pairs, diverse groups, and whole class settings. Express their own ideas, contribute to and build upon others' ideas, or question the ideas of others. Understanding: 14. Students understand that: They can better understand a topic or text by discussing their ideas with others. There are multiple ways to respond to others in a collaborative discussion, including answering questions, asking questions, or adding to others' ideas.

Tags:

counterarguments, Cube Creator, Richard Wright, Rite of Passage, writing

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Cassie Raulston

ALEX Classroom Resource

Demonstrating Understanding of Richard Wright's Rite of Passage