• Grade 11 Literacy Module 2 World War II


    Subject: English/Language Arts and Social Studies
    Grade: 11
    Timeline: 3-4 Weeks
    Module Title: World War II

    Module Overview: 
    America’s involvement in World War II resulted in the formation of the United Nations, the invention of nuclear weapons, and the US emerging as the most powerful nation in the world. However, these changes did not come easily.  The American people came together to transform the American economy into the most productive and efficient in the world.  American ideologies were tested and new cultural and societal norms emerged. Through extended reading and writing, students will examine key events and the impact World War II had on our American society.

    Module Task:
    At the end of this module the students will complete the following task:
     
    English/Language Arts     
    What challenges did Japanese Americans experience during and after World War II? After reading nonfiction and historical fiction, write an essay in which you describe the challenges Japanese Americans faced during this period. Support your discussion with evidence from the text/s.
     
    Social Studies:
    What were the causes of America entering into war with Japan during World War II? After reading informational texts, write an essay in which you describe the historical and political events that led to war with Japan. Support your discussion with evidence from the text/s.

    Focus Standards:
    RI.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
    RI.11-12.2 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
    RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
    RL.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.
    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.
    RL.11-12.10  By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. 
    W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
    W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
    W.11-12.10 Write 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 tasks, purposes, and audiences.


     Transfer Goals: 
    Students will be able to independently use their learning to:
    • Write as a process that documents and perfects thought using purpose, topic, and audience.
    • Consider historical context as essential to interpreting cause and effect.
    • Analyze the influence of social, cultural, political context and how these prepare on for participation as active, critical citizens in a Democratic society.

    Concepts - Students will know:
    English/Language Arts: cultural significance, opinion, voice, narrative, characterization, setting, tone, flashback, point of view, dialog, author's purpose, graphics, propaganda techniques, bias, interpret, summarize, argument/position, key/supporting details, compare/contrast, draw conclusion, anecdote, evaluate  
    Social Studies:  Selective Service, Tuskegee Airmen, cost-plus, Liberty Ship, disenfranchised, Rosie the Riveter, sunbelt, rationing, victory gardens, Great Migration, Zoot suits, Victory suit, E-bonds, Women's Air Corps, "Double V," Bracero Program, major hisotrical figures of this period
     
    Competencies -Students will be able to:
     
    READING:
    • Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    • Evaluate the characteristics of various genres (e.g. fiction and nonfiction forms of narrative, poetry, drama, and essay) to determine how the form relates to purpose
    • Develop new and unique insights based on extended understanding derived from critical examinations of text(s)
    • Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    • Analyze the impact of societal and cultural influences in texts
    • Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
    • Evaluate the relevance and reliability of information, citing supportive evidence in texts
    • Identify and evaluate essential content between and among various text types
    WRITING:
    • Develop topic-specific content that effectively and fully explains and supports the work by using details, facts, research, and/or examples (content)
    • Use proper conventions to compose in the standard form of the English language (conventions)
    • Translate rubric criteria and apply that knowledge to peer and self-assessment of writing
    • Develop complete paragraphs and multi-paragraph essays that have details and information specific to the topic and relevant to a well-defined focus
    • Cite all sources properly when quoting, paraphrasing or summarizing.
    • Synthesize information gathered from a variety of sources. Synthesize information gathered from a variety of sources.
    • Document sources of information, including references and works cited, using MLA style.
    • Develop a clear research question or thesis statement.
    • Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document. Follow the conventional style for the type of document and use page formats, fonts and spacing that contribute to the readability and impact of the document.
    • Apply the writing process to develop a piece of work (i.e. pre-write, draft, revise, edit, and publish). Revise writing by: examining how the questions of purpose, audience, and genre have been addressed; examining and improving style, word choice, sentence variety, and subtlety of meaning.

     Assessments:
     

    Teaching Task Rubric (Informative or Explanatory)

    Scoring Elements

    Not Yet

    Approaches Expectations

    Meets Expectations

    Advanced

    1

    1.5

    2

    2.5

    3

    3.5

    4

    Focus

    Attempts to address prompt, but lacks focus or is off-task.

     

    Addresses prompt appropriately, but with a weak or uneven focus.

     

    Addresses prompt appropriately and maintains a clear, steady focus.

    D: Addresses additional demands appropriately.

     

    Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.

    Controlling Idea

    Attempts to establish a controlling idea, but lacks a clear purpose.

     

    Establishes a controlling idea with a general purpose.

     

    Establishes a controlling idea with a clear purpose maintained throughout the response.

     

    Establishes a strong controlling idea with a clear purpose maintained throughout the response.

    Reading/ Research

    Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

     

    Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

     

    Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted.

     

    Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

    Development

    Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

     

    Presents appropriate details to support the focus and controlling idea.

     

    Presents appropriate and sufficient details to support the focus and controlling idea.

     

    Presents thorough and detailed information to strongly support the focus and controlling idea.

    Organization

    Attempts to organize ideas, but lacks control of structure.

     

    Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

     

    Maintains an appropriate organizational structure to address the specific requirements of the prompt.

     

    Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

    Conventions

    Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

     

    Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

     

    Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

     

    Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

    Content Understanding

    Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

     

    Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

     

    Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

     

    Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.












                                                                                                                                                                            



     
    Elements of Instruction:
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    Differentiation:
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    Interdisciplinary Connections:
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    Additional Resources / Games:
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