Grade 11-12 Quarter 1 Unit 1 Plan

Unit: Postsecondary Writing

Unit Description: Students will compose personal statements for college
and career applications.
engt!: " wee#s
$nduring
Understandings
A writer selects a form based on audience and purpose.

Readers construct meaning through the point of view, tone, and
purpose being communicated by an author within a narrative.

$ssential Questions - How do you define yourself?

- How do you best communicate that definition?
%ommon %ore
Standards

&eading: iterature
%%SS.&.11-12.1: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
%%SS.&.11-12.2: etermine two or more themes or central ideas of a text
and analy!e their development over the course of the text, including how they
interact and build on one another to produce a complex account" provide an
ob#ective summary of the text.
%%SS.&.11-12.': Analy!e the impact of the author$s choices regarding how
to develop and relate elements of a story or drama %e.g., where a story is set,
how the action is ordered, how the characters are introduced and developed&.
%%SS.&.11-12.(: etermine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings" analy!e the
impact of specific word choices on meaning and tone, including words with
multiple meanings or language that is particularly fresh, engaging, or beautiful.
%'nclude (ha)espeare as well as other authors.&
%%SS.&.11-12.): Analy!e a case in which grasping a point of view re*uires
distinguishing what is directly stated in a text from what is really meant %e.g.,
satire, sarcasm, irony, or understatement&.
%%SS.&.11-12.1*: +y the end of grade ,,, read and comprehend literature,
including stories, dramas, and poems, in the grades ,,-CCR text complexity
band proficiently, with scaffolding as needed at the high end of the range. +y
the end of grade ,-, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades ,,-CCR text complexity
band independently and proficiently.
Writing
%%SS.W.11-12.': .rite narratives to develop real or imagined experiences or
events using effective techni*ue, well-chosen details, and well-structured event
se*uences.
%%SS.W.11-12.(: /roduce clear and coherent writing in which the
development, organi!ation, and style are appropriate to tas), purpose, and
audience. %0rade-specific expectations for writing types are defined in
standards ,-1 above.&
%%SS.W.11-12.": evelop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. %2diting for
conventions should demonstrate command of 3anguage standards ,-1 up to
and including grades ,,-,- here.&
%%SS.W.11-12.1*: .rite routinely over extended time frames %time for
research, reflection, and revision& and shorter time frames %a single sitting or a
day or two& for a range of tas)s, purposes, and audiences.
Spea#ing and istening
%%SS.S.11-12.1: 'nitiate and participate effectively in a range of collaborative
discussions %one-on-one, in groups, and teacher-led& with diverse partners on
grades ,,-,- topics, texts, and issues, building on others$ ideas and
expressing their own clearly and persuasively.
%%SS.S.11-12.": 4a)e strategic use of digital media %e.g., textual, graphical,
audio, visual, and interactive elements& in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
%%SS.S.11-12.): Adapt speech to a variety of contexts and tas)s,
demonstrating a command of formal 2nglish when indicated or appropriate.
%(ee grades ,,-,- 3anguage standards , and 1 here for specific
expectations.&
anguage
%on+entions of Standard $nglis!
%%SS..11-12.1: emonstrate command of the conventions of standard
2nglish grammar and usage when writing or spea)ing.
%%SS..11-12.2: emonstrate command of the conventions of standard
2nglish capitali!ation, punctuation, and spelling when writing.
%%SS..11-12.': Apply )nowledge of language to understand how language
functions in different contexts, to ma)e effective choices for meaning or style,
and to comprehend more fully when reading or listening.
%%SS..11-12.": emonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
%%SS..11-12.): Ac*uire and use accurately general academic and domain-
specific words and phrases, sufficient for reading, writing, spea)ing, and
listening at the college and career readiness level" demonstrate independence
in gathering vocabulary )nowledge when considering a word or phrase
important to comprehension or expression.

%ogniti+e S#ills - Analy!e effects of the choices an author ma)es
- .rite for a specific audience and purpose
- 2valuate one5s own writing using a rubric
%ontent - .rite a personal statement
- 'dentify and analy!e the components of a college application essay prompt
- .rite a long college application essay
- 2dit and revise drafts
,ssessments
-D. Diagnostic
-/. /ormati+e
-S. Summati+e
%& 6 iagnostic Assessment7 (ample /ersonal (tatement %.ee) ,&
%8& 6 /rompt Analysis %.ee) -&
%8& 6 2xemplar College Application 2ssay Analysis92valuation %.ee) -&
%8& 6 8irst raft of 3ong College Application 2ssay %.ee) 1&
%8& 6 College Application 2ssay /eer Review %.ee) :&
%(98& - 0rade ,- ;arrative Assessment %2ggers - .ee) <&
%(98& 6 Reflection of Assessment %.ee) <&

0e1ts2&esources S!ort 0e1ts
- http799apply.#hu.edu9apply9essays9
- Common Application essay prompts
ong 0e1t
- =he College Application 2ssay by (arah 4yers-4c0inty

earning ,cti+ities Wee# 1 -321-32".
,. (tudents will complete a reading9writing diagnostic assessment. %R31,
R3:, R3>, .1, 3,, 3-&
-. (tudents will analy!e the components of a prompt. %R3:, R3,?&
1. (tudents will analy!e the components of the reading and writing
rubrics through creating a multimedia interpretation. %R3:, (3<&
Wee# 2 -324-3212.
,. (tudents will brainstorm ideas for the personal statement, using the '+
3earner /rofile. %.1, .<, 3:&
-. (tudents will analy!e the components of a prompt from a college
application essay. %R3:&
1. (tudents will articulate the difference between showing and telling
within an essay %.1-<, .,?, (3,&
:. (tudents will analy!e the tone and diction in three different college
application essay samples. %R31, R3:, R3>&.
<. (tudents will analy!e the components of a prompt from a college
application essay of their choice. %R3:, 3,, 3-, 31, 3<, and 3>&.
Wee# ' -321"-3213.
,. (tudents will write the first draft of the long essay. %.1, .:, .<&.
-. (tudents will evaluate the diction and structure of their own drafts
using the rubric. %R31, R3:, R3>&
1. (tudents will compare9contrast their essays with @ohn Hop)ins
Aniversity5s B2ssays that .or)ed.C %(3,, 31&
Wee# ( -3222-322).
,. (tudents will peer edit drafts of the long essay. %.1, .:, .<, (3,&.
-. (tudents will evaluate drafts of the long essay using the rubric. %R31,
R3:, R3>&
1. (tudents will revise drafts of the long essay. %.1, .:, .<, 3,, 3-, 31,
3<, 3>&.
:. (tudents will publish final drafts of the long essay. %.1, .:, .<&.
Wee# " -3223-1*2'.
,. (tudents will complete the Reading component of the
summative9formative assessment %2ggers&. %R31, R3:, R3>&
-. (tudents will complete the .riting component of the
summative9formative assessment %2ggers&. %.1, .:, .<&
1. (tudents will write a reflection that discusses their performance on the
assessment. %3,, 3-, 31, 3<, 3>, (3>&






,ssessment
Directions


Standards:
Reading7 R3.,,-,-.,-:, R3.,,-,-.>, ..,,-,-.1-<, 3.,,-,-.,-1, 3.,,-,-.<->
iterary 0e1ts:
An excerpt from A Heartbrea)ing .or) of (taggering 0enius by ave 2ggers
Description of 0as#s:

0as# 1: (tudents will read the excerpt from A Heartbrea)ing .or) of (taggering 0enius
and answer /ARCC-li)e *uestions that focus on 2ggers5 use of setting, tone, dialogue,
structure, and characteri!ation.

0as# 2: (tudents will write a continuation of the narrative, staying true to the setting,
adding dialogue and words and phrases that create vivid descriptions. 4a)e sure to
se*uence the events so that they build on one another and towards a logical conclusion.
+e sure to use details from the text in developing your narrative.
Directions for ,dministering ,ssessment:
,. =wo <? minute period assessment to complete =as) , and =as) - %.ee) <&

Students wit! Special 5eeds:

/rovide additional time to complete each step in the writing process %prewrite,
etc.&





Student Directions:
0as# 1: (tudents will read the excerpt from A Heartbrea)ing .or) of (taggering 0enius
and answer /ARCC-li)e *uestions that focus on 2ggers5 use of setting, tone, dialogue,
structure, and characteri!ation.

0as# 2: After reading this narrative, thin) about what happens next between the spea)er
and his mom. Continue the narrative below staying true to the setting, adding dialogue
and words and phrases that create vivid descriptions. 4a)e sure to se*uence the events
so that they build on one another and towards a logical conclusion. +e sure to use details
from the text in developing your narrative.