The New Illinois Learning Standards for English Language Arts Incorporating the Common Core

Leyden High School District 212 chose the following for their Priority Standards for English III

*As a self-contained English III teacher, special education teachers are expected to use the
same standards and texts as the general education population. Although I am not teaching in
the classroom this year, this was a subject I taught at Leyden for 10 of my last 12 years. In my
current role as a facilitator, I do not work directly with lesson plans and common core standards.

Semester 1: CC.11-12.R.I.6 Craft and Structure: Determine an authors point of view or

purpose in a text in which the rhetoric is particularly effective, analyzing how style and
content contribute to the power, persuasiveness, or beauty of the text.

Using Patrick Henrys Speech to the Virginia Convention (determined by the gen. ed. English
teachers)

Integration of Global Education:

will recognize perspectives of the patriots and the loyalists who were voting for
Students
or against the Revolutionary War, but they will also take into account the perspectives of
the enslaved Africans and the Native Americans and how this impacted them as well.

Students will investigate the world making connections with a recent situation, Brexit,
where a vote was made for a country to exit the European Union. What does that mean
for Britain and what does that mean for the rest of the EU?

Students will communicate ideas from the 4 perspectives studied for the Revolutionary
War vote and also for Brexit.
Specific Lesson Plan Modifications for Global Competencies:

Students will analyze the components of Patrick Henrys speech (praise opponents,
state why you must speak now, set up a dichotomy, mention an allusion, state what you
have tried to do about the injustice, state a rhetorical question, state the opponents
point-of-view, counter opponents with examples, write a call to action, write a final
dichotomy).

Students will develop an understanding of persuasive writing and speaking and how it
can be used to influence major decisions in the world.

Students will read examples and watch videos of speeches for and against the exit of
Great Britain from the European union and analyze their effectiveness.

Students will skype with a school in Great Britain to discuss their understanding of the
situation and their opinions of the outcome.

Informal Outcome Assessments:

Students, in small groups, will be able to create a group presentation on google slides
using the components of Patrick Henrys speech from the perspectives of the 4 groups:
Native Americans, Enslaved Africans, Loyalists and Patriots.

Students will present their projects to the class and to the self-contained U.S. History
classes which meet the same period.

Students will take a vote to determine which presentation was most effective and be able
to explain why it was most effective.

Students will discuss in small groups, what the consequences of the effective speeches
could mean for each group represented (loyalists, patriots, Native Americans, and
enslaved Africans).

Students will participate in a Socratic Seminar as it relates to Brexit which includes notes
and summary of the points discussed and a reflection component. They will also vote to
see if Great Britain should have exited or remained in the EU and be able to justify their
decision.

Semester 2:
CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more
sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.

ivil
Using The Gettysburg Address and the Civil War and excerpts from Thoreaus, C
Disobedience connecting to the Civil Rights Movement (determined by the gen. ed. English
teachers)

Integration of Global Education:

Students will recognize perspectives of the Union and Confederacy and of the Jim Crow
South and will be encouraged to develop empathy for the perspectives.

Students will investigate the world through the research of topics and people during the
Civil Rights Movement and todays nonviolent protests.

Students will communicate ideas through the use of technology.

Students will work collaboratively to determine a local issue in the school or community
and determine a way to take action to effect change (media campaign with posters,
youtube video, flyers--student voice and choice--to be determined)

Students will recognize that this collaboration in the classroom can extend beyond the
local and into the national and global communities.

Specific Lesson Plan Modifications for Global Competencies:

Students will analyze the Lincolns speech and word choices to determine if it was an
effective speech.

Students will gain knowledge by examining visual and textual sources about the Civil
Rights Movement by conducting research on topics/people of the Civil Rights Movement
(Emmitt Till, Medgar Evers, Gov. Ross Barnett, Birmingham Bombing, Jim Crow Laws,
Bus Boycott)

Students will gain knowledge of nonviolent conflict in the world through the exploration of
https://www.nonviolent-conflict.org/ keeping in mind the question of: Who has the power?

Informal Outcome Assessments:

 Students will share their research findings (8-10 facts) on the Civil Rights Movement on
Thinglink.

Students will convey their concerns and find their voice with a student determined school
or local issue through a campaign they determine through brainstorming and informed
options (such as glogster, twitter, a blog).

Students will answer questions on an edpuzzle to a video related to nonviolent conflict

and work in small discussion groups to consider what the conflict is and discuss the
situation as well as the pros and cons of the nonviolent conflict.