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Thursday, July 2

  1. page Grade 11 edited ... Module 4 NARRATIVE WRITING Unit 5 Unit 6 Unit 7 Older version of Grade 11
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    Module 4
    NARRATIVE WRITING
    Unit 5
    Unit 6
    Unit 7

    Older version of Grade 11
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    6:55 pm
  2. page Argument Writing edited ARGUMENT WRITING Organizational Tools CERCA {photo.JPG} CERCA Argument Chart Steps {CE…
    ARGUMENT WRITING
    Organizational Tools
    CERCA{photo.JPG}
    CERCA
    Argument Chart
    Steps
    {CERCA Argument chart.docx}
    Steps
    for an Argument Essay {Steps{Steps For An
    Argument Outline {Argument Outline.docx}
    Argument Essay Graphic Organizer {Argument Essay graphic organizer.docx}
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    6:53 pm
  3. file photo.JPG uploaded
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  4. page Argument Writing edited Grade 9 Grade 10 Grade 11 Grade 12 Resources for Articles SIRS Issues Researcher (See library…
    Grade 9
    Grade 10
    Grade 11
    Grade 12
    Resources for Articles
    SIRS Issues Researcher (See library for username and password)
    GALE Opposing Viewpoints in Context
    ARGUMENT WRITING
    Organizational Tools
    CERCA Argument Chart
    Steps for an Argument Essay {Steps For An Argument Essay.docx}
    Argument Outline {Argument Outline.docx}
    ...
    Book Review Outline {Book Review Outline.docx}
    APA Reference Page Rubric {APA reference page rubric.xlsx}
    Resources for Articles
    SIRS Issues Researcher (See library for username and password)
    GALE Opposing Viewpoints in Context

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    6:48 pm
  5. page Grade 11 Mod 4 edited Unit Four NARRATIVE WRITING Objectives In this unit, students read, discuss, and analyze li…
    Unit FourNARRATIVE WRITING
    Objectives
    In this unit, students read, discuss, and analyze literary texts, focusing on the authors’ choices in developing and relating textual elements such as character development, point of view, and central ideas while also considering how a text’s structure conveys meaning and creates aesthetic impact. Additionally, students learn and practice narrative writing techniques as they examine the techniques of the authors whose stories students analyze in the module.
    The texts in this unit develop complex characters who demonstrate conflicts between social conventions and the human psyche. The texts take up the ideas of freedom and boundaries, bravery and cowardice, sense of self and societal expectations.
    Students discuss the narrative writing techniques in W.11-12.3.a-e. Using the module texts as exemplars of narrative writing, students practice narrative writing techniques to produce a variety of text-based narrative writing. Narrative writing prompts draw inspiration from the texts, but allow for less structured narrative writing practice. Alternately, or in addition, students may also use the narrative writing skills they develop in relation to W.11-12.3.a-e as the basis for drafting a college essay. Students engage in every aspect of the writing process, from brainstorming, prewriting, drafting, and revising, to peer review, editing, and ultimately, publishing, as they craft final narrative writing pieces in the Performance Assessment.
    Common Core Standards
    CCS Standards: Reading—Literature. RL.11-12.2
    Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
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    c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
    d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
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    the narrative.
    W.11-12.3
    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    W11-12.3a
    Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

    Texts
    Group 1: The Emptiness of Conventional Expectations
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    Central Idea: alienation as a form of self-protection and coping with the phoniness of the adult world.
    J.D.Salinger’s “A Perfect Day for Bananafish” (short story)
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    the Rye by J.D. Salinger
    “I am a Rock” by Simon and Garfunkel (Lyrics used as a poem)
    Group 3: Foreignness and ‘The Other’
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    Performance Assessment
    Over the course of this unit, you have read and analyzed (enter your desired combination of texts).You have also studied effective narrative writing techniques, including crafting engaging introductions, applying narrative techniques to develop characters and events, developing a sequence of events that demonstrate a coherent narrative whole, revising for precise/sensory language, and crafting conclusions that effectively follow from the narrative provided. For this assessment, craft a 1–3 page narrative writing piece in response to the following prompt:
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    essay prompts: o
    Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
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    you learn? o Reflect
    Reflect
    on a
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    decision again? o Describe
    Describe
    a place
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    to you? o Discuss
    Discuss
    an accomplishment
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    or family.
    Narrative Writing Checklist {5.pdf}

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    6:44 pm
  6. page Grade 11 edited ... READING CLOSELY AND ANALYZING THE USE OF RHETORIC TO SUPPORT A CLAIM Module 3 ENGAGING IN I…
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    READING CLOSELY AND ANALYZING THE USE OF RHETORIC TO SUPPORT A CLAIM
    Module 3
    ENGAGING IN INQUIRY-BASEDITERATIVEINQUIRY-BASED ITERATIVE PROCESS FOR
    Module 4
    NARRATIVE WRITING
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    6:37 pm
  7. page Grade 11 edited ... CLOSE READING AND TEXTUAL ANALYSIS Module 2 ... CLOSELY AND ANALYZINGTHE ANALYZING THE …
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    CLOSE READING AND TEXTUAL ANALYSIS
    Module 2
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    CLOSELY AND ANALYZINGTHEANALYZING THE USE OF
    Module 3
    ENGAGING IN INQUIRY-BASEDITERATIVE PROCESS FOR RESEARCH
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    6:37 pm
  8. page Grade 11 edited ... ENGAGING IN INQUIRY-BASEDITERATIVE PROCESS FOR RESEARCH Module 4 NARRATIVE WRITING Unit …
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    ENGAGING IN INQUIRY-BASEDITERATIVE PROCESS FOR RESEARCH
    Module 4
    NARRATIVE WRITING
    Unit 5
    Unit 6
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    6:36 pm
  9. page Grade 11 edited ... Module 1 CLOSE READING AND TEXTUAL ANALYSIS Unit 1 Module 2 ... CLOSELY AND ANALYZING…
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    Module 1
    CLOSE READING AND TEXTUAL ANALYSIS
    Unit 1
    Module 2
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    CLOSELY AND ANALYZING
    THE
    ANALYZINGTHE USE OF
    ...
    A CLAIM
    Unit 1

    Module 3
    ENGAGING IN INQUIRY-BASED
    ITERATIVE
    INQUIRY-BASEDITERATIVE PROCESS FOR RESEARCH
    Unit 1
    Unit

    Module
    4
    The Individual in American Society
    Novels/Drama
    Short Stories/Poems
    Nonfiction/Informational Texts

    NARRATIVE WRITING

    Unit 5
    Oppression and Prejudice in America
    Oppression and Prejudice in America

    Unit 6
    American Illusion vs. American Reality
    Novels/Drama

    Unit 7
    Search for Meaning in America
    Novels/Drama
    Short Stories/Poems
    Nonfiction/Informational Texts

    Older version of Grade 11
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    6:34 pm

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