Primary Source Exemplar: Progress, Conflict, and Outcomes (view)
Units included with this Open Author resource:
- Unit Overview
-
- Keywords:
- Evidence Based Claims, Social Change, Health, Nutrition, Informational Texts, Human Rights, Ambiguity in Text, Instructional Design, Ambiguities of Structure and of Meaning, English Language Arts, Text-Based Discussion, Primary Source Exemplar, ELA, Poetry Discussion, Lesson Plan Templates, Collective Effects
- Alignment:
- CCSS.ELA-Literacy.RL.9-10.1, CCSS.ELA-Literacy.RL.9-10.2, CCSS.ELA-Literacy.RL.9-10.4, CCSS.ELA-Literacy.RI.9-10.1, CCSS.ELA-Literacy.RI.9-10.4, CCSS.ELA-Literacy.RI.9-10.6, CCSS.ELA-Literacy.W.9-10.10, CCSS.ELA-Literacy.SL.9-10.1, CCSS.ELA-Literacy.RI.9-10.2, CCSS.ELA-Literacy.RI.9-10.8, CCSS.ELA-Literacy.W.9-10.1, CCSS.ELA-Literacy.SL.9-10.4, CCSS.ELA-Literacy.RI.9-10.3, CCSS.ELA-Literacy.W.9-10.1b, CCSS.ELA-Literacy.RH.9-10.3, CCSS.ELA-Literacy.RH.11-12.1, CCSS.ELA-Literacy.SL.9-10.1a, CCSS.ELA-Literacy.SL.11-12.2
- Lesson 1
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- Keywords:
- Informational Texts, Instructional Design, Lesson Plan Templates, Primary Source Exemplar
- Lesson 2
- Lesson 3
- Lesson 4
- Lesson 5
- Performance Task Assessment
Summary
This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.
- Subject:
- English Language Arts
- Level:
- Lower Primary, Upper Primary, Middle School, High School
- Material Type:
- Lesson Plan, Teaching/Learning Strategy
Standards
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Learning Domain: Reading for Literacy in History/Social Studies
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literature
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literature
Standard: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Literature
Standard: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Literacy in History/Social Studies
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading Literature
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading Literature
Standard: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading Literature
Standard: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Speaking and Listening
Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9���10 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Speaking and Listening
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience�۪s knowledge level and concerns.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Degree of Alignment: Not Rated (0 users)
Cluster: Craft and Structure.
Standard: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Degree of Alignment: Not Rated (0 users)
Cluster: Integration of Knowledge and Ideas.
Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Degree of Alignment: Not Rated (0 users)
Cluster: Range of Writing.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Text Types and Purposes.
Standard: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Degree of Alignment: Not Rated (0 users)
Cluster: Comprehension and Collaboration.
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Degree of Alignment: Not Rated (0 users)
Cluster: Comprehension and Collaboration.
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Cluster: Presentation of Knowledge and Ideas.
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Degree of Alignment: Not Rated (0 users)
Cluster: Comprehension and Collaboration.
Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Degree of Alignment: Not Rated (0 users)