12th Grade - Gateway 2

The instructional materials reviewed for Grade 12 meet the criteria that texts are organized around a topic/topics or themes to build students’ knowledge and their ability to read and comprehend and analyze complex texts proficiently.

Texts are organized into modules. There are four modules that explore a particular literary element or idea. Students’ ability to read and comprehend complex texts is supported by engaging in analysis, participating in evidence-based discussions, and writing to inform in the first two modules. In the third module, students learn the principles of research. In the last module, students study argumentation techniques to write their own arguments. Repeated reading for different purposes and to develop vocabulary with increasingly complex texts continues throughout the year.

Each module is divided into units. Each unit is entitled with a quotation from a text included as student reading. The quotation serves as the theme that builds students’ knowledge while enhancing their ability to read and comprehend complex texts proficiently. The texts are connected by cohesive topics throughout the modules. The units within the module focus on a theme that can be supported in the various texts and demonstrated in the tasks and activities. Students are given numerous opportunities to independently practice with the texts and to build understanding.

• In Module 1, students practice reading and writing personal narratives. Within Unit 1 of this module, students read The Autobiography of Malcolm X. In Unit 2, students read “Yellow Woman and a Beauty of the Spirit” by Leslie Marmon Silko. Both of these texts allow students to build their skills and knowledge on the topic through reading closely for textual details, analyzing the impact of the author’s style and content, and engaging in productive discussions.
• Module 2 focuses on “Exploring complex ideas through craft and structure.” Module 2 Unit 1’s theme is expressed through the following statement: “A free and enlightened state.” Students must read “Ideas Live On, “ “Civil Disobedience,” and Julius Caesar. Texts within this unit are cohesively connected and work to build toward completion of the End-of-Unit task where students discuss and respond to one of the three prompts:
  • Is democracy “the last improvement possible in government"?
  • What is the role and responsibility of government?
  • Who should have the power to make decisions in a society?
• In Module 3, students study the idea of researching multiple perspectives to develop a position. To address this concept, in Unit 1, students read Guns, Germs, and Steel by Jared Diamond as a springboard or seed text for conducting inquiry-based research. In Unit 2, students further explore researching from multiple perspective in order to write argumentatively using the following model texts: “Empowering Women in Smart Economics” by Ana Revenga and Sudhir Shetty, “Poverty Facts and Stats” by Anup Shah, “Evidence for Action: Gender Equality and Economic Growth” by John Ward, Bernice Lee, Simon Baptist, and Helen Jackson, “How Many Americans Live in Poverty?” by Pam Fessler, and “Human Capital Investment in the Developing World: An Analysis of Praxis” by Adeyemi O. Ogunade. Students build their knowledge and deepen their understanding of researching to include multiple perspectives.
• Module 4 focuses on “Analyzing the Interaction of Central Idea and Character Development.” The theme of this module addresses the following concept: “I continually find myself in the ruins of new beginnings.” The units are well-scaffolded to build towards the performance assessment task and the Unit 1 End-of-Unit task. Students are given two options. For instance, option 2 is an argumentative prompt that asks, “To what extent are individuals free to shape their own identities?” Students must use evidence from two texts they have read in the units. In order to be able to respond to this prompt, students closely read, collect, and organize evidence to support claims. Students are also given opportunities for independent practice with the texts.

The instructional materials reviewed for Grade 12 meet the criteria that materials contain sets of coherently sequenced higher order thinking questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.

In each lesson, text-based questions build from comprehension to deeper analysis questions exploring how the text works and what the text means. Students explore author’s craft, as well as key details. Students examine the effectiveness and impact of an author’s purpose, word choice, and use of figurative language, in order to derive meaning from texts. Key ideas, craft and structure are present within each question set. Question sets build upon one another to push students to higher order thinking. For example:

• In Module 1, Unit 2, Lesson 24, students read and annotate the text, The Autobiography of Malcolm X. Students answer questions, such as:
  • How have vivid pictures of experiences, events, setting, and /or character contributed to your experience reading The Autobiography of Malcolm X?
  • How does the use of precise words and phrases in the second example in each of the previous sets convey experiences, characters , or settings more effectively than the first example in each set?
  • What effect do the details in this example have on the reader?
• In Module 2, Unit 1, Lesson 7, students are asked, “What does Thoreau mean when he says that those who serve that state with the consciences resist it?” and “How does this sentence develop a central idea?”
• In Module 4, Unit 1, Lesson 13, students are asked a series of questions that build towards higher levels of analysis, such as:
  • To what does the phrase, "a dream of who I can be" (line 6) refer?
  • What choice does the speaker identify in Stanza 1? Why must the speaker make this choice?
  • What do the speaker’s statements in Stanza 3 suggest about why he does "live" (line 17)?
  • What central ideas emerge in Stanzas 1-3?
  • How does the imagery in Stanza 5 relate to the imagery in Stanzas 1 and 4?
• In Module 4, Unit 1, Lesson 8, students are asked, “What does Blanche’s response to Stanley on page 156 imply about the meaning of the phrase ‘interfere with your privacy’ in his context?” and “How do Blanche’s monologues on pages 156 and 157 impact Stanley’s reactions to her?”

The instructional materials reviewed for Grade 12 meet the criteria that materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts.

Materials contain text-dependent questions that support student analysis across the text. The questions provided are scaffolded and offer opportunities to raise the level of rigor in the classroom through deeper analysis and textual evidence to justify students’ responses. The texts are organized in a manner that poses thought-provoking questions to students from the beginning to the end of the lesson. The questions also provide opportunities for each student to demonstrate these skills using one text or multiple texts. Module 3 focuses on research-based questions that extend beyond the classroom.

In Module 1, Unit 1, Lesson 18, students receive ongoing instruction in crafting narrative essays using The Autobiography of Malcolm X as a model for how to develop a sequence of events and create suspense. The following questions are presented to students:

• What can an author do to build suspense?
• Review pages 149-152 and identify how the author uses techniques to create suspense. How might an author sequence events to show growth in a character?
• Review pages 165-171 and identify specific ways in which the author sequences events to demonstrate Malcolm X’s growth.

In Module 2, Unit 1, Lesson 14, students are asked to review their homework assignment from the previous lesson which was to develop two to three discussion questions focused on how specific individuals, ideas, or events interact and develop over the course of the text in the Homework Accountability section. Teachers are given possible student questions such as, “How does Thoreau develop his claims about taxation? What criticism does Thoreau make of Webster in part 3, paragraph 16?” These text-dependent and text-specific questions are then posed to the class.

In Module 3, Unit 1, Lesson 1, students engage in focused annotations using the questions as follows about Guns, Germs, and Steel: “What historical factors prompt Yali to ask his questions about 'cargo'? Considering Diamond’s explanation of Yali’s question, what might 'disparities' mean? How is Yali’s question on page 14 relevant to a 'larger set of contrasts within the modern world'?"

In Module 4, Unit 2, Lesson 3, students are asked review their responses to the previous night’s homework assignment, in the homework accountability section, which states, “Read pages 410-420 of ‘The Overcoat’ and annotate for the development of central ideas. Students work in pairs to share annotations and justify their responses to the central ideas.” In the Reading and Discussion activity, students are asked to respond to a number of higher order questions that build from previous questions and discussions in this lesson. Some questions include:

• How do the events before and after the theft of Akaky Akakievich’s overcoat relate to two central ideas?
• What does Akaky Akakievich’s behavior on the way to the party suggest about his developing character?
• How does the new overcoat impact Akaky Akakievich’s relationship with his co-workers?
• How does Akaky Akakievich’s experience at the party and immediately afterward further develop two central ideas in the text?
• How does the interaction between Akaky Akakievich and the important person in this excerpt contribute to the development of a central idea?

Questions based on the text build knowledge across the individual text through text-dependent and text-specific questions.

The instructional materials reviewed for Grade 12 meet the criteria that the questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).

Each module includes a Module Performance Assessment that serves as a culminating task in which they demonstrate their knowledge of a topic through integrated skills. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups. Each unit also includes both a Mid-Unit Assessment and an End-of Unit of Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment.

In Module 1, students read and analyze two nonfiction personal narratives that serve as the basis for narrative writing instruction throughout the module. After analyzing authors’ use of style, structure, and content to develop complex ideas, experiences, and characters, students apply their understanding of these narrative techniques as they write personal narrative essays in response to a prompt. At the end of this module, students produce final drafts of their personal narratives suitable for use in the college application process. The Module 1 Performance Assessment requires students to prepare for and participate in a simulated college or career interview. As students work through the units, the Mid- and End-of-Unit Assessments provide feedback. For example,

• In the Unit 1 Mid-Unit Assessment, “Students write a multi-paragraph response to the following prompt: Determine the author’s purpose and analyze how the structure, style, and content contribute to the power or beauty of the text.”
• In the Unit 2 End-of-Unit Assessment, “Students write a multi-paragraph response to the following prompt: Analyze the effectiveness of the structure Silko uses in her exposition, including whether the structure makes points clear, convincing, and engaging.”
• In the Unit 3 End-of-Unit Assessment, students complete the final drafts of their narrative essays.

In Module 3, students engage in an inquiry-based, iterative research process that serves as the basis for a culminating research-based argument paper. During the research process, students gather and analyze information from vetted sources to establish a position of their own and generate a written evidence-based perspective about a specific problem-based question. Students create multimedia journal entries reflecting upon the research process. In the Module 3 Performance Assessment, students edit their multimedia journals into a 5–10 minute podcast narrating their research process and findings, which they present to an audience of peers, school leaders, and community members. As students work through the units, the Mid and End-of-Unit Assessments provide feedback. For example,

• In the Unit 1 Mid-Unit Assessment, students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text: Choose an excerpt from Guns, Germs, and Steel. Identify one of Diamond’s supporting claims; evaluate whether the evidence is relevant and sufficient and the reasoning is valid to support that claim.
• In the Unit 2 End-of-Unit Assessment, students are assessed on their final drafts of their research-based argument papers. The final draft should present a precise claim supported by relevant and sufficient evidence and valid reasoning. The draft should be well-organized, distinguish claims from alternate and opposing claims, and use transitional language that clearly links the major sections of the text and clarifies relationships among the claims, counterclaims, evidence, and reasoning. Finally, the draft should demonstrate control of the conventions of written language and maintain a formal style and objective tone.

The instructional materials reviewed for Grade 12 meet the criteria that materials contain a year long, cohesive plan of writing instruction and practice which support students in building and communicating substantive understanding of topics and texts.

Module 1 introduces expository/informational writing in a series of lessons intended to develop close reading habits paired with evidence-based writing. Modules 2 and 3 extend and deepen the expository/informational writing skills and habits. Module 4 is dedicated exclusively to argument writing. Most lessons end with a Quick Write, on-demand assessment, which provides the opportunity to respond to text, often following a text-based discussion in class. Quick Write activities in all instances act as major process writing assignments. Mid-unit and end-of-unit writing assignments allow extended writing. In Module 3 students research to support exploration of topics.

• In Module 2, Unit 1, Lesson 16, students are instructed to write a multi-paragraph response to the following prompt: “What does Thoreau mean by ‘a better government’?”
  • Teachers are then directed to distribute and review the End-of-Unit Text Analysis Rubric and Checklist.
  • Students are required to use the given rubrics to guide their written responses. However, no other instruction or direction for teachers or students is available to assist in the writing of this essay.

• In Module 3, Unit 1, Lesson 13, students complete a brief Quick Write which addresses the following prompt: “Explain how one of the author’s counterclaims contributes to the persuasiveness of the text.” For this writing task, students are required to provide evidence from their annotations of the text, Guns, Germs, and Steel.

• In Module 3, Unit 1, Lessons 25 and 26, students prepare presentations wherein they “refine and synthesize their claims and evidence” for their area of inquiry. Another example of students responding to a prompt includes the following: “Explain how you addressed the audience’s knowledge level, concerns, values, and possible biases in revising your presentation outline.”

• In Module 4, Unit 2, students are given a homework assignment where they are asked to review two writing prompts--narrative or argumentative--and select one for which they will write a response.
  • The narrative writing task asks students to compose a commentary on how the narrative choices made shape or reshape the character’s identity and explain how their choices impact the original text.
  • The argumentative writing task asks students to discuss the role of place or culture in creating an identity using textual evidence for support.
  • Additionally, students must take notes on their selected writing assessment to prepare for the Performance Assessment that they will complete the next day. Rubrics are available for student self-assessment. Again, there is no evidence of teacher or student guidance through the writing process except for the rubrics provided.

The instructional materials reviewed for Grade 12 meet the criteria that materials include a progression of focused, shared research and writing projects to encourage students to develop and synthesize knowledge and understanding of a topic using texts and other source materials.

Module 3 is dedicated to conducting a sustained research project. Students practice the skills and concepts of research throughout all modules via extension questions with each text. Students are presented with questions regarding historical figures in specific texts. Module 3 offers students the opportunity to synthesize their findings through a major process writing, a written argument.

Students examine mentor texts and determine qualities of well-researched, evidence-based writing. Students also develop their own line of inquiry and present their findings in a culminating task. Students also practice the research process through Accountable Independent Reading (AIR), which pushes students to discuss the text and relate it to with what they are doing within their personal lives; students must go outside of their regular assigned tasks to meet with a school librarian to identify a text that peeks their interest(s). Students synthesize knowledge gained through AIR with current assignments and projects.

Students are presented with graphic organizers that provide students a method of recording information, and rubrics make expectations for quality quite explicit. The use of rubrics encourages synthesis of knowledge and understanding of said topic(s). Overall, students will research an area of investigation by generating inquiry-based questions, evaluating sources (self-selected texts), analyzing the claims of authors, and developing their own claims and counterclaims throughout.

In Module 2, Unit 2, Lesson 17, students complete a homework assignment whereby they read Act 5, Scene 1, lines 1-71 of Julius Caesar. Students briefly research Octavius as a historical figure to identify three important facts about his relationship with Julius Caesar and Mark Antony.

In Module 3, Unit 1, Lesson 9, students focus on an area of investigation (a focus on specific aspects of an issue). Students explore the area of investigation through a pre-search activity to determine the availability of source materials and to identify multiple perspectives on the topic. Students explain how source materials are related to their area of investigation. In Module 3, Unit 1, Lesson 15, student generate specific inquiry questions for their chosen area of investigation. Students develop a research plan and vet their inquiry questions in a small group discussion before finalizing the questions. In Module 3, Unit 1, Lesson 27, students write an “an evidence-based perspective that synthesizes the evidence collection and research” completed in preceding lessons. In Unit 2 of this Module, students complete the writing project begun in Unit 1 by creating an outline, identifying and organizing claims, counterclaims, and evidence, engaging in the writing process (i.e., drafting), and writing cohesively within and between paragraphs.

The instructional materials reviewed for Grade 12 meet the criteria that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.

Students read independently and regularly for homework. Students’ independent reading is often completed as assigned homework. Students do have some opportunities to read independently in class. The reading assignments, inside and outside of class, often require that students annotate the lesson’s text. The assignments extend the day’s lesson or prepare students for the following day. This includes finding new words and using context clues to draw meaning. There is a Homework Accountability activity in the next day’s lesson following the assignment.

Additionally, students are assigned several nights a week to read their Accountable Independent Reading (AIR) text. AIR is an frequent daily expectation for homework; through protocols built into the lessons, students engage in accountable talk in pairs and with their teacher about their independent reading texts. In the Teacher Resource Book, teachers are instructed to use the school librarian or media specialist to help students locate quality high-interest texts. The accountability for independent reading can be seen in the follow-up activities which usually require students to share with a classroom or group what they have read.

In Module 2, Unit 2, Lesson 3, students are instructed to complete the following for homework: “Read Act 1.2, lines 188-224 of Julius Caesar and respond to the following questions: How does Caesar describe Cassius in lines 204-207? What do lines 204-217 suggest about the characters both Caesar and Cassius?” Furthermore, students are asked to read Act 1.2, lines 225-334 of Julius Caesar. Students should then box any unfamiliar words and define them. Students will demonstrate accountability the next day as they share responses with their groups.

In Module 4, Unit 2, in the homework section, students are to read and annotate pages 188-201 of The Namesake. Additionally, students are to respond briefly in writing to the following prompts: “How do the Gangulis’ various reactions to Ashoke’s death further refine one or more of the text’s central idea?” and “What draws Gogul to Bridget? What does this relationship suggest about Gogul’s state of mind?”