Advanced: all advanced classes must get through all 5 units. Other classes may not get past the 4 th unit. Writing Continuum: all embedded assessments must be completed; pieces to be collected for the Kenton County Writing Continuum are noted in teal. ELA SpringBoard Curriculum Map Duration: 27 ½ Days/ 19 Days Level 6, Unit 1: The American Dream Unit Overview Essential Question Academic Vocabulary AP College/Readiness Writing If asked to describe the essence and spirit of America, you would probably refer to “the American Dream.” First coined as a phrase in 1931, the phrase “the American Dream” characterizes the unique promise that America has offered immigrants and residents for nearly 400 years. People have come to this country for adventure, opportunity, freedom, and the chance to experience the particular qualities of the American landscape. Consequently, different groups of people have left their imprint on the philosophical foundations of this country and contributed to what has become a modern 1. In what ways does the American Dream manifest itself in American life? 2. How does one create a personal definition of the American Dream? Survey Primary Source Secondary Source • Research and present the influence of American historical/philosophical eras on America’s literary and social history • Develop a deep understanding of rhetoric and how an author presents his/her argument through a variety of literary and stylistic elements • Apply the elements of a strong argument including the hook, claim, support, concessions/refutations , and call to action • Identify and apply different syntactical structures to writing • Extend knowledge of the writing types, or •
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Advanced: all advanced classes must get through all 5 units. Other classes may not get past the 4th unit.
Writing Continuum: all embedded assessments must be completed; pieces to be collected for the Kenton County Writing Continuum are noted in teal.
ELA SpringBoard Curriculum Map
Duration: 27 ½ Days/ 19 Days
Level 6, Unit 1: The American Dream
Unit Overview Essential Question Academic
Vocabulary
AP College/Readiness Writing
If asked to describe the essence and
spirit
of America, you would probably refer
to “the
American Dream.” First coined as a
phrase
in 1931, the phrase “the American
Dream”
characterizes the unique promise
that America
has offered immigrants and
residents for nearly
400 years. People have come to this
country
for adventure, opportunity, freedom,
and the
chance to experience the particular
qualities of
the American landscape.
Consequently, different
groups of people have left their
imprint on the
philosophical foundations of this
country and
contributed to what has become a
modern
1. In what ways does the
American Dream
manifest
itself in American life?
2. How does one create a
personal definition of the
American Dream?
Survey
Primary Source
Secondary Source
• Research and present
the influence of
American
historical/philosophical
eras on America’s
literary and social
history
• Develop a deep
understanding of
rhetoric and how an
author presents his/her
argument through a
variety of literary and
stylistic elements
• Apply the elements of a
strong argument
including the hook,
claim, support,
concessions/refutations
, and call to action
• Identify and apply
different syntactical
structures to writing
• Extend knowledge of
the writing types, or
•
American Dream. In this unit you will
explore
the foundations of the American
Dream through
literary movements and a variety of
American
voices. You will also investigate how
this Dream
might be realized in your own life
and in the
lives of those around you through a
survey
investigating assumptions about the
American
Dream. The unit will prepare you for
a wide body
of literature that continues to
incorporate this
idea and help you to synthesize this
information
into your own understanding of the
concept.
modes, to include an
individual synthesis
paper
SpringBoard Activities Content Focus
(Learning Objective)
Focus Standard Comments Writing
Learning Focus: Making Text Come
to Life
1.1 Previewing the Unit
Duration: ½ class period
• contextualize prior
knowledge about key
ides and concepts
• analyze the skills and
knowledge necessary
for success in the unit
1.2 What Is the American Dream?
Duration: ¼ class period • anticipate themes and
ideas relating to
various beliefs
• connect personal
attitudes that
contribute to one’s
perception of the
American Dream
1.3 What Is Your Source?
Duration: ¼ class period • define and classify
primary and
secondary sources
• recognize situations
that warrant specific
sources
1.4 Coming to America
Poetry: “Ellis Island,” by Joseph
Bruchac
Poetry: “Europe and America,” by
David Ignatow
Duration: 1 ¼ class period
• develop a working
definition of the
American Dream
• apply knowledge of
denotation and
connotation
• demonstrate control
and understanding of
the effect of diction
choices
• contrast past and
present views of the
American Dream
1.5 Historic Pathways to the
American Dream
Essay: “The Trial of Martha Carrier,”
by Cotton Mather
Essay: “Moral Perfection,” by
Benjamin Franklin
Aphorisms: “Sayings of Poor
Richard,” from Poor Richard’s
Almanack, by Benjamin Franklin
Essay: Excerpt from “Self-Reliance,”
by Ralph Waldo Emerson
Essay: Excerpt from Walden, “Where
I Lived and What I Lived For,” by
Henry David Thoreau
Duration: 3 class periods
• identify and evaluate
the philosophical,
religious, ethical, and
social influences that
shaped the literature
of a period
• extrapolate from
primary sources to
construct an
understanding of a
philosophical
viewpoint
• analyze purpose and
historical context in
varied sources and
• Add in additional
excerpts from “Self-
Reliance” and from
“Walden”
• Enhance quality of
project using higher
level expectations and
rubric
• Increase number of
required sources
evaluate the
usefulness of those
sources
• research and identify
primary source
documents that
exemplify
philosophical
viewpoints
1.6 America, the Beautiful
Poetry: “America, the Beautiful,” by
Katharine Lee Bates
Poetry: “America,” by Claude McKay
Poetry: “Shine, Perishing Republic,”
by Robinson Jeffers
Duration: 1 class period
• communicate the
significant points of a
poem to classmates
• synthesize
information from
multiple poems and
make a personal
connection
• analyze elements of a
poem and synthesize
an interpretation
1.7 America’s Voices: Call and
Response
Poetry: “I Hear America Singing,” by
Walt Whitman
Poetry: “I, Too, Sing America,” by
Langston Hughes
Poetry: “Indian Singing in
Twentieth-Century America,” by Gail
Tremblay
Poetry: “next to of course god
america i,” by e.e. cummings
Duration: 1 class period
• recognize the
juxtaposition of
positive and negative
attitudes toward
America
• define and identify
tone in a poem or
song
• use speaking skills to
clearly and effectively
perform a poem
• develop a well-
structured original
poem
1.8 Getting to Know the American
Dream • analyze aspects of the
American Dream
Essay: “They Live the Dream,” by
Dan Rather
Article: “Lifelong Dreamer –
Vietnam Boat Person,” by Mary-Beth
McLaughlin
Duration: 1 ¾ class periods
• summarize texts and
present findings to
peers
• connect newly
learned information
to personal
experience
• analyze the
organization of a
nonfiction text
1.9 Sentence Structure: Let’s Mix It
Up!
Duration: ½ class period
• evaluate text for
correct use of verbs,
including tense and
voice
• analyze an author’s
syntactic choices,
specifically sentence
openings
• practice a revision
strategy for future
writing
1.10 Money and the American Dream
Poetry: “Money,” by Dana Gioia
Drama: Excerpt from A Raisin in the
Sun, by Lorraine Hansberry
Short Story: “Mammon and the
Archer,” by O. Henry
Duration: 1 ¾ class periods
• examine a single topic
from multiple points
of view
• develop an expository
text with a coherent
point of view
• manipulate language
to reflect a particular
tone and point of
view
• synthesize points of
view about a topic
• Find an article
discussing materialism
in American culture
• Discuss the change
regarding the concept of
money in our culture
throughout the decades,
from the turn of the
century
• Read “Harlem” poem
and discuss connection
to A Raisin in the Sun
• Show clip of DVD from A
Raisin in the Sun and
discuss the visual aspect
of the play verse
reading a play
• Discuss white flight,
creation of the suburb
and ghettos
• Read reviews of original
play and/or DVD
version
1.11 Listen While You Work
Song Lyrics: “Harlan Man,” by Steve
Earle
Song Lyrics: “The Mountain,” by
Steve Earle
Duration: 1 class period
• analyze the purpose
and context of two
texts by the same
author
• compare speakers
and their attitudes
toward work
• use textual evidence
to make thematic
generalizations
1.12 Working Toward the Dream
Poetry: “Who Burns for the
Perfection of Paper,” by Martin
Espada
Nonfiction: Excerpt from Working,
“Roberto Acuna Talks About Farm
Workers,” by Studs Terkel
Duration: 1 class period
• understand the
relationship between
work and self-
understanding
• synthesize
information to make
text-to-text
connections
• use textual evidence
as the basis for
inferences
1.13 With Liberty and Access to All?
Nonfiction: Excerpt from Nickel and
Dimed: On (Not) Getting By in
America, by Barbara Ehrenreich
Duration: 1 ½ class periods
• make personal
connections and text-
to-text connections
with a literary
nonfiction text
• apply the elements of
argumentation in a
letter of response to a
text
1.14 Creating a Survey About the
American Dream
Duration: 2 class periods
• survey attitudes
about aspects of the
American Dream
• create questions,
conduct interviews,
and interpret findings
from a survey
• appraise responses
from a survey and
understand the
results as a functional
text worthy of
analysis
Embedded Assessment 1:
Presenting Findings from a Survey
Duration: 4 class periods
• work in pairs
• develop, conduct,
interpret, and present
the findings of a
survey that is
designed to prove or
disprove an
assumption about the
American Dream
Learning Focus: Defining Your
American Dream
1.15 The Road to Success
Speech: Excerpt from Keynote
Address, 2004 Democratic National
Convention, by Barack Obama
Essay: “The Right to Fail,” by William
Zinsser
Duration: 2 ½ class periods
• revisit and revise the
notion of the
American Dream
through a comparison
of two texts
• analyze the types of
arguments used by a
speaker
1.16 Defining the Dream
Duration: ¾ class period • synthesize previous
notions of the
American Dream
• generate working
definitions of the
American Dream by
function,
classification,
example, and
negation
Embedded Assessment 2:
Synthesizing the American Dream
Duration: 2 class periods
• synthesize at least
three to five sources
and own observations
to defend, challenge,
or qualify the
statement that
America still provides
access to the
American Dream
• integrate a variety of
sources into a
coherent, well-
written
argumentative essay
• refer to the sources
and employ
observations to
support the position
• take the essay
through all the stages
of the writing process
• Argumentative/Persuasive
Essay
Unit Reflection
Duration: ½ class period • monitor
comprehension and
growth through a
reflective process
• synthesize
understanding of
individual reading
and writing processes
• passage-based persuasive
On-Demand live scoring
(department choose
mode)
and strategies
• self-assess mastery of
key concepts and
terms
SpringBoard Online Unit One
Assessment
Duration: 1 class period
Assessment and Performance
Opportunities
Additional Resources Teacher Reflection
SpringBoard Online Writing
Workshop 6: Expository Writing
SpringBoard Portfolio
SpringBoard Grammar and Usage Handbook
SpringBoard Literature Circles: Independent
Reading – Focus: Nonfiction essays, memoirs,
autobiographies, or biographies that will help
students understand how others define the
American Dream
ELA SpringBoard Curriculum Map
Duration: 29 ½ Days/ 20 Days
Level 6, Unit 2: American Forums: The Marketplace of Ideas
Unit Overview Essential Question Academic Vocabulary AP College/Readiness
TV news, news magazines, newspapers,
radio, and the Internet give us sometimes
vital, sometimes trivial, facts and opinions,
creating a swirling array of often conflicting
information. The resulting chaos of information
and perspectives can create an overwhelming
presence in our lives, yet this information is also
crucial to our ability to make informed decisions
about everything from personal beliefs to public
policy. Indeed, the ways in which these ideas
and voices interact with each other create a
marketplace of ideas—a forum through which we
can shape, test, and revise our own perspectives
on our society and the issues that dominate
the day. One place in particular where opinions
can be shared, heard, and responded to is the
newspaper op-ed page. In this context, and
in many others, satire is often used by social
critics to challenge or comment upon prevailing
attitudes. In this unit you will learn to discern a
news story from an opinion piece and a satirical
text, and you will be better prepared to know
where to go when you want to find out what
America is thinking—and to create texts that may
influence that thinking.
1. How do newspapers
impact public opinion or
public perception?
2. How does a writer use
tone to advance an
opinion?
Bias
Fallacy
Editorial
Parody
• Address and appeal to
audiences in a variety of
persuasive genres
• Analyze how writers
effectively use rhetoric,
include controlling tone,
establish and maintain
voice, and achieve
appropriate emphasis
through diction and
sentence structure
• Apply effective rhetorical
strategies and techniques
in their own writing
SpringBoard Activities Content Focus
(Learning Objective)
Focus Standard Comments
Learning Focus: Browsing in the Marketplace
2.1 Previewing the Unit • contextualize prior
knowledge about key ides
Duration: ½ class period and concepts
• analyze the skills and
knowledge necessary for
success in the unit
2.2 Introducing the Media
Editorial: “Oh my! The future of news,” by Jeremy
Wagstaff
Duration: 1 class period
• identify and reflect on media
habits and students’ feelings
about the news
• analyze how an author
appeals to multiple
audiences
• identify an author’s purpose
• summarize and critique
media channels students
encounter in everyday life
2.3 Consumer’s Report
Informational Text: Excerpt from “A Day in the Life
of the Media: Intro,” by The Project for Excellence in
Journalism
Duration: 2 class periods
• summarize and critique
media channels students
encounter in everyday life
• compare and contrast how
different media cover the
same issues/stories
• examine how media
channels target specific
audiences
2.4 Debating the Newspaper: Part I
Article: “How the Rise of the Daily Me Threatens
Democracy,” by Cass Sunstein
Duration: 1 ½ class periods
• discuss the connection
between editorials and the
marketplace of ideas
• evaluate the role of
newspapers in a democracy
• identify an author’s use of
support (reasoning and
evidence)
2.5 Debating the Newspaper: Part II
Editorial: “The Newspaper is Dying – Hooray for
Democracy,” by Andrew Potter
Duration: 1 class period
• review techniques for
refuting an argument
• evaluate an author’s use of
refutation
• apply strategies of
refutation to a set of
persuasive elements
2.6 News or Views: A Closer Look
Article: “Faceboo Photos Sting Minnesota High School
Students”
Article: “Federal Way Schools Restrict Gore Film,” by
Robert McClure and Lisa Stiffler
Duration: 1 class period
• activate prior knowledge
about objectivity and
subjectivity in texts
• develop questions for
identifying bias
• analyze a news story for
evidence of bias
2.7 Fair and Balanced: Part I
Duration: 1 class period • analyze how language can
be used to manipulate
readers
• distinguish between biased
and objective rhetoric
• revise to eliminate loaded
language
2.8 Fair and Balanced: Part II
Editorial: “Abolish high school football!”
by Raymond Schroth
Duration: 1 class period
• analyze a writer’s use of
language to manipulate
readers
• distinguish between
persuasion and propaganda
• revise to eliminate loaded
language/slanters
2.9 How to Read an Editorial
Editorial: “Facing Consequences at Eden Prairie High”
Duration: 1 class period
• develop techniques for
actively reading an editorial
text
• examine the impact of
audience and context on
rhetorical choices
2.10 How to Write an Editorial
Editorial: “Time to raise the bar in high schools,” by
Jack O’Connell
Editorial: “New Michigan Graduation Requirements
Shortchange Many Students,” by Nick Thomas
• apply the key elements of
editorial writing
• examine the impact of
audience and context on
rhetorical choices
Duration: 2 class periods • compare and contrast the
persuasive elements of two
editorials
• craft a persuasive editorial
2.11 Where’s Your Proof?
Duration: ¾ class period • analyze the purpose of
different types of evidence
• identify the limitations of
different types of evidence
• evaluate an author’s use of
evidence to justify claims
2.12 Reading and Writing a Letter to the Editor
Editorial: “Why I Hate Cell Phones,” by Sara Reihani
Duration: 1 class period
• identify style, format, and
genre conventions of letters
to the editor
• analyze an author’s
rhetorical choices
• evaluate the impact of tone
in a letter
• write a letter to the editor
2.13 Fallacies 101
Duration: 1 class period • identify fallacious logic,
appeals, and rhetoric
• evaluate the use of
rhetorical devices to
manipulate an audience
2.14 How to Read and Write an Editorial Cartoon
Informational Text: “An Inside Look at Editorial
Cartoons,” by Bill Brennen
Duration: 1 class period
• analyze the format, style,
and conventions of editorial
cartoons
• interpret the significance of
symbolism and caricature in
visual texts
• analyze a visual text for its
tone and message
• create an editorial cartoon
Embedded Assessment 1:
Creating an Op-Ed Page
Duration: 3 class periods
• work in groups
• plan, develop, write, revise,
and present op-ed page as if
• Publish op-ed page on
school website, or
nky.com, etc.
writing for an actual
newspaper
• include at least two
unsigned editorials that
reflect the same perspective,
at least three editorial
cartoons that can represent
a variety of viewpoints, at
least two guest columnist
editorials, two of which
must be opposing
viewpoints, and several
letters to the editor
• final layout and design
should reflect that of an
actual newspaper
Learning Focus: The Art of Indirect Persuasion
2.15 Introduction to Satire
Satire: “Let’s Hear It for the Cheerleaders,” by David
Bouchier
Duration: 1 ½ class periods
• identify elements of humor
in writing
• recognize and analyze the
elements of satire
• interpret an author’s use of
humor to develop a position
2.16 The Satirical Spectrum
*Sample Editorial Cartoons
Duration: ¾ class period
• interpret tone in satirical
texts (print and visual)
• distinguish among different
purposes for satire
2.17 The Satirical Critique
Satire: “How to Poison the Earth,” by Linnea Saukko
Satire: “Gambling in Schools,” by Howard Mohr
Duration: 1 class period
• identify elements of humor
in writing
• interpret tone in satirical
texts (print and visual)
• differentiate among
different purposes for satire
• evaluate the effectiveness of
satirical passages
2.18 Satire and Society
Satire: “Maintaining the Crime Supply” • analyze an author’s use of
irony
Duration: 1 ¼ class periods • interpret the impact of
diction and detail on tone
• analyze how an author uses
humor to comment on a
serious social issue
2.19 Writing a Parody
Parody: “In Depth, but Shallowly,” by Dave Barry
Duration: 1 class period
• analyze how parody is used
to critique a subject
• craft an original parody of a
mass media program
• interpret the relationship
between tone and theme in a
satirical piece
• Enhanced quality of
finished product
• Higher level
expectations and
rubric
• Peer workshop
2.20 Need Some Advice?
Satire: “Advice to Youth,” by Mark Twain
Duration: 1 ¼ class periods
• explore how authors subvert
clichés
• analyze how an author uses
satire to critique social
norms
• examine how authors use
syntax (loose or cumulative
sentences) for effect
2.21 Twain in Twain
Satire: “The War Prayer,” by Mark Twain
Duration: 1 class period
• analyze the relationship
between an author’s subject
and tone
• evaluate an author’s choice
of tone to address a
particular rhetorical context
2.22 Peeling the Skin
Satire: “Girl Moved to Tears by Of Mice and Men Cliff
Notes,” from The Onion
Duration: ½ class period
• examine an author’s use of a
genre for satirical purposes
• analyze how an author uses
details for rhetorical effect
• explore the impact of
ridicule on the perception of
a writer’s subject
Embedded Assessment 2:
Writing a Satirical Piece • write a satirical piece
critiquing some aspect of
• Enhanced quality of
finished piece
Duration: 1 class period our society
• take the piece through all
the stages of the writing
process
• Higher level
expectations and
rubric
• Satirical broadcast
Unit Reflection
Duration: ½ class period • monitor comprehension and
growth through a reflective
process
• synthesize understanding of
individual reading and
writing processes and
strategies
• self-assess mastery of key
concepts and terms
passage-based informative
On-Demand live scoring
(department choose mode)
SpringBoard Online Unit Two Assessment
Duration:1 class period
Assessment and Performance Opportunities Additional Resources Teacher Reflection
SpringBoard Online Writing Workshop 8: Persuasive
Writing
SpringBoard Portfolio
SpringBoard Grammar and Usage Handbook
SpringBoard Literature Circles: Independent Reading –