![]() ![]() CCS Standards: Writing W a-f 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. RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in 2ģ each account. ![]() Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Analyze how an 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. CCS Standards: Reading Informational Text RI RI RI 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. Standards for This Unit College and Career Readiness Anchor Standards for Reading None. Generate and respond to questions in scholarly discourse. Paraphrase and quote relevant evidence from a text. Independently preview text in preparation for supported analysis. Engage in productive evidence-based conversations about text. Annotate texts to support comprehension and analysis. 1Ģ Literacy Skills & Habits Read closely for textual details. ![]() 21) develops and refines one of Alvarez s ideas in A Genetics of Justice. For the End-of-Unit Assessment, students craft a multi-paragraph response analyzing how the sentence No flies fly into a closed mouth (par. 15) in order to determine how Alvarez develops this claim in the first fifteen paragraphs of the essay. For the Mid-Unit Assessment, students analyze Alvarez s claim that had ruled her imagination most of her life, (par. By examining two very different texts alongside one another, students develop the critical skill of analysis across texts, in order to understand how an author s choices about tone and structure can create divergent approaches to the same issue. In both settings, students learn to articulate analysis backed by ample references to the text, while also learning to engage in a safe, critical dialogue with peers. In this unit, students also focus on strengthening their writing as well as building their skills for civil and productive conversation. Students encounter Alvarez s evocation of the struggle to memorialize the horrors of the Trujillo dictatorship in the Dominican Republic in A Genetics of Justice alongside Mark Memmott s more journalistic approach to the topic in Remembering To Never Forget, in order to consider how authors present details to develop different portrayals of Trujillo. 1 Unit Overview No flies fly into a closed mouth Text(s) Number of Lessons in Unit A Genetics of Justice by Julia Alvarez Remembering To Never Forget by Mark Memmott 10 Introduction In this unit, students engage with Julia Alvarez s autobiographical essay, A Genetics of Justice, continuing to build skills for close reading and analysis as well as developing their understanding of the concept of human rights as represented in literary nonfiction. ![]()
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