********** Academy Unit Planning

Class: English 11
Unit Title: Purposeful Reading

Priority Standard Addressed:

Ideas synthesized from informational texts serve a specific purpose.

Unit Objectives
Level 1:
a. Use Key Ideas and Details
to:
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. (CCSS: RI.11-12.1)
2. Determine two or more
central ideas of a text and
analyze their development
over the course of the text,
including how they interact
and build on one another to
provide a complex analysis;
provide an objective
summary of the text. (CCSS:
RI.11-12.2)
3. Analyze a complex set of
ideas or sequence of events
and explain how specific
individuals, ideas, or events
interact and develop over the
course of the text. (CCSS:
RI.11-12.3)
4. Designate a purpose for
reading expository texts and
use new learning to complete
a specific task (such as
convince an audience, shape

Level 2:
a. Use Key Ideas and Details
to:
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. (CCSS: RI.11-12.1)
2. Determine two or more
central ideas of a text and
analyze their development
over the course of the text,
including how they interact
and build on one another to
provide a complex analysis;
provide an objective
summary of the text. (CCSS:
RI.11-12.2)
3. Analyze a complex set of
ideas or sequence of events
and explain how specific
individuals, ideas, or events
interact and develop over the
course of the text. (CCSS:
RI.11-12.3)
4. Designate a purpose for
reading expository texts and
use new learning to complete
a specific task (such as
convince an audience, shape

Level 3:
a. Use Key Ideas and Details
to:
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. (CCSS: RI.11-12.1)
2. Determine two or more
central ideas of a text and
analyze their development
over the course of the text,
including how they interact
and build on one another to
provide a complex analysis;
provide an objective
summary of the text. (CCSS:
RI.11-12.2)
3. Analyze a complex set of
ideas or sequence of events
and explain how specific
individuals, ideas, or events
interact and develop over the
course of the text. (CCSS:
RI.11-12.3)
4. Designate a purpose for
reading expository texts and
use new learning to complete
a specific task (such as
convince an audience, shape

a personal opinion or
decision, or perform an
activity)
Predict the impact an
informational text will have on
an audience and justify the
prediction

a personal opinion or
decision, or perform an
activity)
Predict the impact an
informational text will have on
an audience and justify the
prediction

a personal opinion or
decision, or perform an
activity)
Predict the impact an
informational text will have on
an audience and justify the
prediction

b. Use Craft and Structure to:

1. Determine the meaning of
words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
how an author uses and
refines the meaning of a key
term or terms over the course
of a text (e.g., how Madison
defines faction in Federalist
No. 10). (CCSS: RI.11-12.4)
2. Use text features and
graphical representations to
complement comprehension
and enhance critical analysis
of a text
Analyze and evaluate the
effectiveness of the structure
an author uses in his or her
exposition or argument,
including whether the
structure makes points clear,
convincing, and engaging.
(CCSS: RI.11-12.5)

b. Use Craft and Structure to:

1. Determine the meaning of
words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
how an author uses and
refines the meaning of a key
term or terms over the course
of a text (e.g., how Madison
defines faction in Federalist
No. 10). (CCSS: RI.11-12.4)
2. Use text features and
graphical representations to
complement comprehension
and enhance critical analysis
of a text
Analyze and evaluate the
effectiveness of the structure
an author uses in his or her
exposition or argument,
including whether the
structure makes points clear,
convincing, and engaging.
(CCSS: RI.11-12.5)
c. Use Integration of
Knowledge and Ideas to:
1. Delineate and evaluate
the reasoning in seminal U.S.
texts, including the
application of constitutional
principles and use of legal
reasoning (e.g., in U.S.
Supreme Court majority
opinions and dissents) and
the premises, purposes, and
arguments in works of public
advocacy (e.g., The
Federalist, presidential
addresses). (CCSS: RI.1112.8)

2. Analyze seventeenth-,
eighteenth-, and nineteenthcentury foundational U.S.
documents of historical and
literary significance (including
The Declaration of
Independence, the Preamble
to the Constitution, the Bill of
Rights, and Lincolns Second
Inaugural Address) for their
themes, purposes, and
rhetorical features. (CCSS:
RI.11-12.9)

Essential Questions:
Level 1:
a. Does a periodicals
headline affect an argument
differently?

Level 2:
a. Does a periodicals
headline affect an argument
differently?

Level 3:
a. Does a periodicals
headline affect an argument
differently?

b. When peoples ideas are

challenged, does their ego or
instinct respond first?

b. When peoples ideas are

challenged, does their ego or
instinct respond first?
c. What is the greatest
authoritative position from
which to write for a specific
purpose?
d. Describe an authors belief
that you can cite from the
text. Why do you suppose the
author holds that belief? Do
you share that same belief?
Why or why not?

Understandings:
Students will understand...
Level 1:
1. Pharmacists require the
ability to compare and
synthesize ideas from

Level 2:
1. Pharmacists require the
ability to compare and
synthesize ideas from

Level 3:
1. Pharmacists require the
ability to compare and
synthesize ideas from

informational texts to prevent

unnecessary deaths.

informational texts to prevent

unnecessary deaths.

informational texts to prevent

unnecessary deaths.

2. Mechanics use
informational texts when
making repairs to assess the
sufficiency of a specific
fixing function.

2. Mechanics use
informational texts when
making repairs to assess the
sufficiency of a specific
fixing function.
3. Air quality commissioners
depend and must discern
many research texts to make
difficult and specific
decisions.
4. Trusted Web sites are
used to seek out visual and
multimedia representations of
printed text to enhance
understanding.