SYRACUSE CITY SCHOOL DISTRICT Grade 11 Unit 02 Reading for Information Persecution

Revised: 4/7/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade 11 Unit 02 Reading for Information
Persecution
Reading Standards: RI.11.1, RI.11.2, RI.11.3, RI.11.4, RI.11.5, RI.11.8
Unit Overview
This analyzing Informational Text unit is designed to support students as they analyze and navigate informational texts. This unit provides
teachers with thoughtful, explicit, and logically sequenced teaching points which will support the development of daily lesson plans
and instruction designed to meet the needs of diverse learners. Through the use of a variety of informational texts that address current
issues as well as issues aligned to grade level content curriculum, students will develop the skills necessary to comprehend and analyze
increasingly complex levels of informational texts. Teachers will provide explicit instruction and guided practice opportunities for
students addressing the learning standards for the reading of informational text. This unit emphasizes specifically the students’ ability to
determine a central idea in a text and analyze its development over the course of a text, analyze how an author organizes and
supports the ideas in a text from the sentence to the chapter level, determine author’s point of view and/or purpose in a text, and
evaluate claims in text for validity and effectiveness. Finally, students will be expected to produce an original piece of argument writing
that demonstrates their ability to examine a current social issue and present a clearly organized argument supported with evidence
gathered through the effective selection, organization, and analysis of relevant sources.
Implementation Dates:
Reading Unit: November 9 –December 11, 2015
Writing Unit: December 14 – 23, 2015
1
Concept 1
Concept 2
Concept 3
Concept 4
Outcome(s):

Readers quote
from the text to
support facts and
ideas.

Readers create a
list of different
types of
questions.
Outcome(s):

Readers analyze
central ideas and
how they interact
and build on one
another.
Outcome(s):

Readers analyze a
complex set of ideas
or events by focusing
on the interaction
and development of
specifics.
Outcome (s):
Outcomes (s):

Readers determine 
Readers analyze the
multiple meanings
structure of the
of words within a
author’s argument.
text.

Readers evaluate

Readers analyze
the extent to which
how meaning is
the structure makes
refined within a text.
the argument clear
and convincing
Teaching Points:
2.1-2.2
Teaching Points:
2.3
Teaching Points:
2.4
Teaching Points:
2.5-2.6
CCLS:
(RI.11.1)
CCLS:
(RI.11.2)
CCLS:
(RI.11.3)
CCLS:
(RI.11.4)
CCLS:
(RI.11.5)
CCLS:
(RI.11.8)
*Embedded Writing
Assessment #1:
1. Students will cite a
fact and an inference
in informational text to
determine an area for
further exploration
(e.g., the student cites
a key fact and an
inference point from
an editorial that
prompts interest
to become more
involved in a cause).
*Embedded Writing
Assessment #2:
2. Using a complex
informational text,
identify the central
ideas and explain
how they interact
and build on one
another.
*Embedded Writing
Assessment #3:
3. Describe the
development of a
complex set of ideas or
events in a sample
informational text. . Cite
evidence from the text.
*Embedded Writing
Assessment #4:
4. Locate a word or
words in an
informational text that
have multiple meanings
and analyze how those
meanings impact the
text overall.
*Embedded Writing
Assessment #4:
5. Analyze an author’s
argument in an
informational text and
explain why the
argument is clear and
convincing or not. Be
sure to cite evidence
from the text.
*Embedded Writing
Assessment #4:
6. Analyze one of the U.S.
seminal texts (close read)
and evaluate how the
author(s) utilized
constitutional principles
and legal reasoning to
purport their
argument/cause.
2
Concept 5
Teaching Points:
2.7-2.8
Concept 6
Outcomes (s):

Readers delineate
and evaluate the
reasoning in
fundamental U. S.
texts.

Readers delineate
and evaluate the
application of
constitutional
principles and use of
legal reasoning in
fundamental U. S.
texts.

Readers delineate
and evaluate the
premises, purposes
and arguments in
works of public
advocacy.
Teaching Points:
2.9-2.11
CCLS
Coded Standard
RI.11.1
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.
a)DEVELOP factual, interpretive, and evaluative
questions for further exploration of the topic(s).
RI.11.2
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.
Concept Elaboration
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Assessment Questions
Cite the evidence
Examine key ideas and details
Allow for multiple or alternate
interpretations
Analyze what text says explicitly
Understand that explicit evidence leads to
inference
Employ factual, interpretative and
evaluative questioning
Create a list of questions
Categorize the questions
Objectively summarize the text
Identify and articulate the central ideas of
a text
Track the development of multiple central
ideas
Analyze main ideas and how they interact
and build on one another
1A) Identify and briefly discuss two main
ideas in the article “Microchips
Everywhere: A Future Vision” using one
specific quote from the article and
inferences you have made to support
each main idea.
1B) Generate an original question (not
mentioned in the text) for further
investigation of one of the main ideas.
RI.11.3
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.

Trace the interactions and connections
between individuals, ideas, or events.
3) The author of this article presents
arguments both for and against the use
of RFID tags. In your response, analyze
how these ideas develop and interact
over the course of the article.
RI.11.4
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).
●
●
Determine the meanings in the text
Distinguish between literal and figurative
meaning
Recognize that authors use and refine
meanings over the course of a text
Analyze how meanings are used and
refined
2A) Define the word “sniffer” as it is used
in the article and reference two
examples the author uses.
RI.11.5
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
●
●

●
●
Identify how specific structures are
designed to support the genres
Analyze structure
Assess the use of elements in the
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2B) How does the figurative meaning of
the word “sniffer” contribute to the
overall understanding of the main
ideas?
engaging.
●
●
●
RI.11.8
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).
●
●
●
●
●
exposition or argument
Identify details that support the argument
Evaluate the effectiveness of the author's
argument
Assess the degree to which structure
makes points clear, convincing and
engaging
Delineate the reasoning in the text
Evaluate the reasoning in seminal U.S.
texts
Distinguish the different types of seminal
texts
Map and evaluate the use of
constitutional principles and legal
reasoning, where present
Identify and evaluate premises, purposes,
and arguments in public advocacy
documents
Assessed throughout the unit
Spiraled Reading Standards: RI.11.10, RI.11.11
Embedded Writing Standards
W.11.1
● Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore
and inquire into areas of interest to formulate an argument.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.11.9
● Draw evidence from literary or informational texts to support analysis, reflection, and research.
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a. Apply grades 11–12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., "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 Case majority opinions and dissents]
and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
Embedded Speaking and Listening Standards:
SL.11.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11-12 topics, texts, and issues, building on others; ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as
needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word
choice, points of emphasis, and tone used.
Embedded Language Standards:
L.11.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content,
choosing flexible from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of
a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception,
conceivable).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary.)
L.11.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
L.11.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
*Language Standards/Vocabulary Strategies Resources: click here
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Assessment Links
Unit Assessment (Modified Unit Assessment for Beginner ELL)
Rubrics and Scoring Guide Links
Unit Assessment Rubric
Recommended Texts
Narrative Texts
 Incidents in the Life of a Slave Girl by Harriet Ann Jacobs
Poetry
 I Sing the Body Electric by Walt Whitman (Chapter 7 and 8) –
click here
 Song of Myself by Walt Whitman (Chapter 6) – click here
 On Being Brought from Africa to America by Phillis Wheatley –
click here
Articles:
 Teaching with Documents: The Amistad Case click here
 A Mother’s Letter to Lincoln: click here
 Surveying Emancipation: click here
 New York Times: Times Topics Slavery - click here
 Modern Slavery: click here
 History in Focus: Articles on Slavery: click here
 The Life That Shaped Mark Twain's Anti-Slavery Views: click here
U.S. Documents
● The Emancipation Proclamation, January 1, 1863 - click here
● The Gettysburg Address, November 19, 1863 - click here
● 13th Amendment to the U.S. Constitution: Abolition of Slavery
January 31, 1865 - click here
● Lincoln’s 2nd Inaugural Address – click here
Multi-Media
● Slavery by Another Name, PBS Documentary - click here
● The Underground Railroad, History Channel - click here
Big Ideas
Rhetorical devices affect the understanding of informational
texts.
 Fundamental freedoms can be impacted by others.
Vocabulary
 rhetoric and rhetorical devices
 advocacy
 delineate
 constitutional principles
 proponent
 connotative
 seminal
 factual
 premise
 interpretive
 evaluative

Essential Questions
How do rhetorical devices impact our understanding of
informational texts?
● How are our fundamental freedoms impacted by others?
Anchor Charts
Questioning Chart (factual, interpretative & evaluative)
Rhetorical Devices Chart
●
6
Standard/
Outcome
RI.11.1
Readers quote from
the text to support
facts and ideas.
Readers create a list
of different types of
questions.
Teaching Points
(Lesson Objectives)
2.1 Readers demonstrate
understanding of explicit
and inferred meaning by
citing strong and thorough
textual evidence.
2.2 Readers explore topics
further by developing
factual, interpretive and
evaluative questions.
Embedded Speaking
& Listening Standards:
SL.11.1a-d
RI.11.2
Readers analyze
main ideas and how
they interact and
build on one another.
Possible Questions for Discussion:
 Cite specific quotes and explain
what the author is attempting to
relate (small or large group
discussion).
Possible Activities:
Written (Quick Write or
Annotation):
 Describe and highlight important
facts from the text citing evidence
that makes explicit connections.
Use those connections to infer
deeper meaning of the text.
Using a Reader’s Notebook,
develop an array of questions that
explore the informational text.
Possible Questions for Discussion:
 How does the author develop the
main ideas over the course of the
text?
 How do the main ideas interact in
the text?
Possible Activities:
Written:
 Provide a written summary of an
informational text, describing the
central ideas and detailing the
development and interaction of
these central ideas.
Scaffolds and Supports
Instructional Resources &
Tools
Informational Text Hot
Tips for Teachers
Provide additional visuals
for struggling readers.
When possible, allow them
extra time with the
materials.
Developing Questions

2.3 Readers analyze main
ideas by tracking their
development and
interaction.
Embedded Speaking
& Listening Standards:
SL.11.1a-d
RI.11.3
Readers analyze a
complex set of
ideas or events by
focusing on the
interaction and
development of
Checks for Understanding
2.4 Readers will focus on the
interaction and
development of specific
individuals, ideas or events.
Possible Activities:
Cooperative:
 Think-Pair-Share: Discuss the
interactions of ideas or events in
an informational text.
Then….
Written:
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Provide Graphic Organizers Graphic Organizers
Sentence starters…
The author is trying to
say…..
The reason the author
wrote the text is…..
Graphic Organizers
Encourage struggling
readers to annotate,
chart and use sticky
notes as they read.
Allow struggling students
Standard/
Outcome
Teaching Points
(Lesson Objectives)
specifics.
Embedded
Speaking &
Listening Standards:
SL.11.1a-d
RI.11.4
Readers determine
multiple meanings of
words within a text.
Checks for Understanding

Quick Write: Describe how the
individuals, ideas or events in an
informational text are related and
analyze their development.
Scaffolds and Supports
Instructional Resources &
Tools
to solidify their thinking
with graphic organizers.
Model this with them.
Possible Questions for Discussion:
 What does the word mean?
 Is that the figurative meaning or
connotative meaning?
 What does the word literally mean
Readers analyze how
or what does the word imply?
meaning is refined
Possible Activities:
within a text.
Written:
2.6 Readers analyze how the
 Annotation: (Teacher chooses the
Embedded Speaking meaning of words is refined
repeated/multiple meanings word).
in
a
text
by
tracing
the
Have students highlight the
& Listening Standards:
changes
in
meaning
over
sentences in which the word is
SL.11.1a-d
the course of the text.
used, and annotate the meaning
for that sentence in the margin.
Embedded Language
 Everybody Writes: Write two or
Standards:
three sentences specifically
L.11.4,
explaining how the meaning of the
L.11.5,
word changes throughout the text.
L.11.6
Teach Like a Champion
Doug Lemov
RI.11.5
Readers analyze the
structure of the
author’s argument.
Understanding Form &
Function in Informational
Texts
Readers evaluate the
extent to which the
structure makes the
argument clear and
convincing
2.5 Readers distinguish
among figurative,
connotative and technical
meanings by analyzing how
they are used within a text.
2.7 Readers analyze the
author’s argument by
identifying each of the
points the author makes
throughout the text.
2.8 Readers evaluate the
effectiveness of the
argument by examining
which of the author’s
specific points are clear and
convincing.
Possible Activities:
Visual:
 Color marking/Think Pair Share:
Choose two colors to highlight the
text. Use one color to highlight
specific words and phrases that
support the author’s argument. Use
the second color to highlight words
and phrases that are represent the
opposing viewpoint.

T Chart: On one side of the chart list
8
Helpful Handouts
click here
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Scaffolds and Supports
Instructional Resources &
Tools
the specific points of the author’s
arguments (from color marking
above). Then on the other side of
the chart briefly explain what
makes that point clear, convincing
and engaging.
RI.11.8
Readers delineate
and evaluate the
reasoning in
fundamental U. S.
texts.
Readers delineate
and evaluate the
application of
constitutional
principles and use of
legal reasoning in
fundamental U. S.
texts.
Readers delineate
and evaluate the
premises, purposes
and arguments in
works of public
advocacy.
2.9 Readers delineate and
evaluate the reasoning in
the seminal U. S. text
Possible Questions for Discussion:
 Why is this work critical to American
history?
 How did this work influence the
course of history?
2.10 Readers map and
 What was the author’(s) intent?
evaluate the use of
 What might the author think about
constitutional principles and
today’s society? Use evidence
legal reasoning, where
from the text to support your
present in the seminal texts
assertion.
Possible Activities:
(Teacher predetermines the
section of text students are
2.11 Readers identify and
delineating).
evaluate the premises,
 Small groups: Determine the course
purposes and arguments in
of reasoning (and/or constitutional
works of public advocacy
principles) in the work. Assign a
number between 1 and 5 to
indicate the strength of the logic
and reasoning in the work.

Take a Stand: Students each
choose the strongest argument in
the piece, and write it on one side
of an index card. Then, they write a
concern on the other side. Have
students randomly share their index
cards during the Take a Stand
activity.
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Tackling U.S. Seminal
Documents: click here
Teach Like a Champion
Doug Lemov
Evaluating Primary
Sources
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