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 * //PBL Instructional Unit: Problem Selection //**

**//English //**

**//Eleventh Grade //**

//**Many people believe that slavery ended hundreds of years ago. Others think that slavery is still in existence today. You have been invited to deliver a speech at the White House in front of hundreds of delegates, officials, students from area high schools, and the First Family. In addition, this event will be televised. Before you begin your speech, consider the following: **//

1) What is slavery?

2) What would be considered as slavery? Does slavery go beyond the cotton fields, whips, and chains?

3) Read and view literature pieces that support your position.

4) Support your position with specific examples and details.

Logistics Unit Title: Is Slavery in Existence Today? Grade Level: 11th Grade Subject: English- The American Experience Duration: 3 days

Problem: Many people believe that slavery ended hundreds of years ago. Others think that slavery is still in existence today. You have been invited to deliver a speech at the White House in front of hundreds of delegates, officials, students from area high schools, and the First Family. In addition, this event will be televised. Before you begin your speech, consider the following:

1) What is slavery?

2) What would be considered as slavery? Does slavery go beyond the cotton fields, whips, and chains?

3) Read and view literature pieces that support your position.

4) Support your position with specific examples and details. After careful investigation, researching, and reading selected literature pieces, students will determine whether they believe slavery exist in America today?  **__Technology Standard:__**

1) Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

2) Research and Innovation Fluency Students apply digital tools to gather, evaluate, and use information.

3) Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriatedigital tools and resources.

Content Standards: 2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. 3. The student will produce, analyze, or evaluate effective communication.

Prerequisite Skills: 1. Understanding of analyzing literature. 2. Reasoning and critical thinking skills. 3. Computer literate. 4. Understanding of the writing process. 5. Researching and library skills. 6. Be familiar with documenting using MLA. 7. All skills and competencies reviewed in English II.

Objectives, Outcomes, or Framing Question: a.The student will recognize text structures (e.g., episodic and generalization/principle) and analyze their effect on theme, author’s purpose, etc.) (DOK 3)

b. The student will interpret textual evidence of details, organization, and language to predict, draw conclusions, or determine author’s purpose. (DOK 3)

c. The student will analyze or evaluate text, including but not limited to textual criticism, to synthesize responses for summary, précis, and explication. (DOK 3)

d. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres to recognize patterns and connections. (DOK 4) e. The student will analyze works of literature to evaluate them as responses to the events of the historical period in which they were written. (DOK 3)

f. The student will recognize and evaluate persuasive techniques such as propaganda and bias in different media. (DOK 3)

g. The student will apply understanding of text and electronic text features to assess the validity and to determine the appropriateness of sources (e.g., MAGNOLIA). (DOK 3)

h. The student will utilize, analyze, or evaluate the composing process (e.g., planning, drafting, revising, editing, publishing). (DOK 3)

1) Planning: • Determine audience  • Determine purpose  • Generate ideas  • Address prompt/topic  • Organize ideas  • Compose a clearly stated thesis

2) Drafting: • Formulate introduction, body, and conclusion  • Create paragraphs  • Use various sentence structures  • Use paraphrasing for reports and documented papers

3) Revising: • Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]  • Add and delete information and details (for audience, for purpose, for unity)  • Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.)  • Use available resources (reference materials, technology, etc.)

4) Editing: • Proofread to correct errors  • Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.)

5) Publishing: • Proofread final document  • Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall, etc.)

i. The student will produce a personal composition in the narrative mode. (DOK 3)

j. The student will compose responses to literature in the informative mode clearly expressing a main idea thoroughly developed by relevant supporting details, which are well elaborated and sufficient in number. (DOK 3)

k. The student will compose formal persuasive texts, providing evidence as support. (DOK 3)

l. The student will compose documented texts (e.g., MLA, APA). (DOK 2)

m. The student will compose functional documents (e.g., college applications, resumes, PowerPoint presentations). (DOK 3)

n. The student will compose personal statements. (DOK 2)