Curriculum planning chart 3 Generative Topic (Blythe et al, 1998):

Concept* ("The student will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) How does language act as a form of cultural capital? Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How can I use language to accomplish specific goals? Literacy CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Social Studies CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. Standard

Subject: Persuasion and Power

Assessment (How will you have evidence that they know it?) Presentation of persuasive essay that utilizes rhetorical devices Participation in daily paragraph writings and class discussions Weekly vocabulary words incorporated in sentences Ability to identify elements of the rhetorical triangle in Julius Caesar, analyzing the effectiveness of speeches by different characters Summative assessment on major themes of the play Facts ("The students will know") The means of pathos, ethos, and logos That language is a form of cultural capital Skills ("The students will be able to")

Name: Summer Beckley

Problems to pose ("Guiding questions" or "unit questions") What makes language powerful? How could you apply a better understanding of persuasive langauge to a situation in your life? Paragraph practice Vocabulary work Class discussions Readers Theater reading of Julius Caesar Presentation by the Lantern Theater about Shakespearean language Visit to see Lantern Theaters production of Julius Caesar Presentations of persuasive essays Activities:

Identify points in history when language has been used as a form of power Identify areas in their own lives when language has been used as a form of power

* It is important to note that the concept might remain the same across subjects (e.g., the concept on the math curriculum table might be the same as the concept on the social studies curriculum table), OR it might be different.