11th Grade - Gateway 2

The materials reviewed for Grade 11 meet the criteria for Indicator 2a. 

The materials include texts that are connected by a grade-appropriate cohesive theme or topic. In each unit, the first lesson, Explore the Theme Overview, introduces the theme or topic. This one-day lesson includes instruction where students set goals, preview and analyze the theme or topic, and review the Essential Question. They may also engage in a poll, create a concept map, and analyze art, images, or quotations related to the theme or topic. Texts build knowledge and the ability to comprehend and analyze complex texts across a school year. While students engage with the texts in each unit to explore the theme’s or topic’s Essential Question, they also build skills in vocabulary and standards-based reading analysis of craft and structure and author’s style. Texts at various complexity levels help build comprehension across the school year.

Texts are connected by a grade-appropriate cohesive topic/theme/line of inquiry. Texts build knowledge and the ability to read and comprehend complex texts across a school year. Examples include, but are not limited to, the following:

• Each of the seven units includes a variety of texts to illustrate and develop the theme or topic and Essential Question. Themes include:  “Who Influences You?,” “What Differences Can National Parks Make?,” “How Do Our Choices Define Us?,” “Where is the Water?,” “How Does Power Corrupt?,” “What Is Your Path?,” and “What is the Spirit of the People of the United States?” Each unit contains seven to nine grade-appropriate modules connected by a cohesive topic/theme/line of inquiry. 

• In Unit 1, the topic is “Who Influences You?” and the Essential Question is “How do our connections to heritages and families determine our values, beliefs, and identities?” Students read four texts related to the theme. In “Beauty: When the Other Dancer Is the Self” by Alice Walker, students journal, cite evidence to write about literary texts, appreciate the author’s craft of setting, analyze point of view, characters, and narrative techniques, draft a paragraph, and build their vocabulary. In “My Beloved World” by Sonia Sotomayor, students journal, determine the theme and author’s message, appreciate the author’s craft of theme and audience-appropriate language, draft a paragraph, and build their vocabulary. In “The Way to Rainy Mountain” by N. Scott Momaday, students journal, analyze imagery, draft a paragraph, and build their vocabulary. In “The Secret to a Long Life I Cocce” by William Giraldi, students journal, analyze the author’s choice of words and images, draft a paragraph, and build vocabulary. Five additional texts are available in the Read Across Genre section.

• In Unit 3, the theme is “How Do Our Choices Define Us?” and the Essential Question is “How can we resolve tensions created by values in conflict with each other?” Students read four texts, all short stories, related to the theme. In “The Bet” by Anton Chekhov, students examine the true purpose of life, who has the right to bestow it and take it away, and how individual choices define individuals. In James Joyce’s “Evelin,” students explore the conflict between yearning for personal freedom and being bound by obligation to family. While reading “Anyone Can Do It” by Manuel Munoz, students explore the power of having the courage to make the choice to step into an unconventional or difficult role. In “Apollo” by Chimamanda Ngozi Adichie, students explore responsibility, kindness, and duty questions. Additional selections in the Read Across Genres section include two informational texts, two poems, and an audio reading of “Do Not Go Gentle Into That Good Night” by Dylan Thomas. As students listen, they complete a journal entry about why values come into tension with one another.

• In Unit 6, the theme is “What is Your Path?” and the Essential Question is “How can our past successes and failures inform our future plans?” Students read three texts related to the theme. In “Lin Manuel-Miranda Commencement Address,” students explore the challenges and opportunities they will find in their postsecondary pathways. In “Choosing a Major in College: What to Know” by Cole Claybourn, students learn four tips for selecting a major. In “Twelve Strategies for Writing the Perfect College Essay” by Pamela Reynolds,  students learn about the criteria and strategies for writing authentic college essays. While reading “How To Write a College Essay” by Kelly Mae Ross, Devon Haynie, and Josh Moody, students learn further strategies to prepare for their future by learning to write a compelling college essay. Additional selections are available in the Read Across Genres section, including four informational texts and a video, “How Should I Choose an Essay Topic to Write About?” by EducationUSA. As students view the video, they write a quick journal entry to the prompt, “Do you have skills related to your career path you can write about?”

The materials reviewed for Grade 11 meet the criteria for Indicator 2b. 

The materials include opportunities for students to analyze the key ideas, details, craft, and structure within texts, though opportunities across multiple texts are limited. The questions and tasks are sequenced and sufficient to help students analyze, though they follow a similar pattern across all units and grade levels. In each unit, as students read the texts in Modules 1-4, they complete the Student Guide worksheet, Apply Your Learning, where they practice either a key ideas and details task or a craft and structure task. These tasks include a Direct Instruction slideshow lesson on the standard, often an informational or literary reading passage from the text, and questions tied to the standard being addressed. The questions and tasks support students in understanding the content of the texts and prepare them to complete the culminating Your Portfolio writing task. 

For most texts, students analyze key ideas and details  (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 1, Module 1, students read “Beauty: When the Other Dancer is the Self” by Alice Walker. In the Student Guide, Apply Your Learning, Citing Evidence to Write About Literary Texts, students read the online slideshow, Citing Evidence to Write about Literary Texts, and read a passage from the text. Student instructions state: “Walker gives clues in this passage that reveal the conflict between the shame she feels about the way she looks and the face she chooses to show to the world. As you read, pay attention to the descriptive details about her cousin as well as what the feelings she writes explicitly. How do both details contribute to the message?” Students gather evidence and then answer the following questions, “What do the descriptive details about her cousin imply about how she may be feeling about her appearance? Why might she not show these feelings to others? Which of the author’s word choices and images serve as evidence of the anger she feels at her situation? How are these feelings and this experience impactful long-term on how she sees herself?”

• In Unit 3, Module 2, students read the online slideshow, Developing Characters in Fiction, and read “Eveline” by James Joyce. After reading in the Student Guide, Apply Your Learning, Developing Characters in Fiction, students complete a chart with questions, such as, “What are Eveline’s flaws? Find two examples from the story to show how Joyce reveals these through her behaviors, thoughts, and emotions. What motivates Eveline to change throughout this story? What are the internal factors (such as ambitions or fears) and external factors (such as opportunities or losses)? How does Joyce capture Eveline’s internal struggle for freedom? Find two examples from the story of Eveline’s conflicting thoughts and feelings about making change.”

• In Unit 6, Module 4, Students read “How to Write a College Essay” by Kelly Mae Ross, Devon Haynie, and Josh Moody. In the Student Guide, Apply Your Learning, Analyzing Connections within Informational Texts, students read and analyze several excerpts from the text in the graphic organizer provided. Students answer some questions, including, “At the start of the passage, how does the author connect the idea of using familiar writing processes with accepting imperfect first drafts? What do both ideas show about the mindset students should use to approach college essays?”

For most texts, students analyze craft and structure (according to grade-level standards). Examples include, but are not limited to, the following:

• In Unit 1, Module 4, students read the article “The Secret to a Long Life Is Bocce” by William Giraldi and read the online slideshow, The Impact of an Author’s Choices: Words and Images, to understand how authors use imagery. In the Study Guide, Apply Your Learning, The Impact of an Author’s Choices: Words and Images, students complete a chart with questions, such as 

  • “Trace the descriptive details in the opinion article. How does the author use emphasis strategies, such as adverbs and repetition, to describe the bocce ball community? 

  • Continue focusing on the descriptive details in the opinion article. How does the author use interpretation strategies, such as words with strong positive connotations, to describe the bocce ball community? 

  • How does the author use visualization and emotional appeals in their descriptions of the bocce ball community to create deeper meaning for the reader?” 

  In the Writing Lesson, students answer the question, “How does the author use descriptive details to convey their unique perspective on the value of bocce ball?” 

• In Unit 4, Module 1, students read “Water Shortages Must be Placed on the Climate-Change Agenda: This is Why” by Jay Famiglietti and Jose Ignacio Galindo. Students read the slideshow, Determining the Meanings of Words and Phrases, and read a passage from the text in which the authors illustrate the perspective of the World Economic Forum regarding groundwater withdrawals and replenishment rates. In the Student Guide, Apply Your Learning, Determining the Meanings of Words and Phrases, students complete a chart with the following instructions: “Reread the passage. Determine the denotation and connotation of words in the passage using context clues. How does the connotation of words reflect the perspective of the authors as well as the World Economic Forum?” The chart includes the following questions: 

  • “What is the connotation of the word ‘startling?’ 

  • What message do the authors convey about groundwater and its replenishment rates? 

  • Identify words with negative connotations about water shortages and the environment. What do these words indicate about the severity of this issue? 

  • Identify words in the passage that relate to humans’ role in the situation. What message do the authors convey?” 

• In Unit 7, Module 3, students read “What to the Slave Is the Fourth of July?” by Frederick Douglass and “Ain’t I a Woman” by Sojourner Truth. Students read the online slideshow, Understanding How Writer’s Choices Define Their Style, and apply the learning to evaluating the text versions of the speeches of Douglass and Truth. In the Student Guide, Apply Your Learning, Understanding How Writer’s Choices Define Their Style, students use the text versions of the speeches to evaluate the effects of a writer’s choices. Students answer the questions, 

  • “What elements of style contribute to the speech’s effect? 

  • Is the passive voice used purposefully? 

  • How do the verbs used to support the rhetorical situation? 

  • How might the rhetorical situation of each speech have driven the stylistic choices of the speaker?”

The materials reviewed for Grade 11 meet the criteria for Indicator 2c. 

The materials provide opportunities for students to analyze the integration of knowledge and ideas within individual texts and sometimes across multiple texts. In the Student Guide, Apply Your Learning task, standards related to Integration of Knowledge are practiced with a focused lesson using coherently sequenced, high-quality text-specific and/or text-dependent questions and tasks. Students use the questions and tasks to analyze the content of the text(s) and to prepare for the completion of the Your Portfolio writing task; however, there are limited opportunities for students to practice analysis. The questions and tasks are similar across units and grade levels. Students analyze these standards across multiple texts in each unit’s Read Across Genre module.

Most sets of questions and tasks support students’ analysis of knowledge and ideas. Examples include, but are not limited to, the following:

• In Unit 2, Module 1, students read “Is National Park Status Always a Good Thing?” by Stephanie Vermillion. After reviewing the online slideshow, Determining and Tracing a Central Idea Through Details, students answer questions about how the author shapes the argument with evidence in the Student Guide, Apply Your Learning, Determining and Tracing a Central Idea Through Details. Questions include 

  • “What does the data tell you about the issue? 

  • How does the data shape and strengthen the author’s argument? 

  • What does the expert opinion tell you about the issue? 

  • How does the opinion shape and strengthen the author’s argument?” 

  In the Student Guide, Write to Impress, students experiment with writing sentences and vary syntax for effect to answer the prompt, “How does the author use details and specific examples to appeal to the audience in this argument for and against national park designation?” Students cite evidence in the form of simple, compound, complex, and compound-complex sentences. In the Student Guide, Share Your Argument Builder, students complete a CERCA response to the prompt. Students document the claim, evidence, examples, reasoning, elaboration, and analysis explaining why they chose the evidence. 

• In Unit 5, Module 5, students compare the written text to a film production after reading Macbeth by William Shakespeare. They review the online slideshow, Compare and Contrast Literature in Different Mediums, and watch a clip from Joel Cohen’s 2021 adaptation of The Tragedy of Macbeth. In the Student Guide, student instructions state, “Review, Compare, and Contrast Literature in Different Mediums. Then, use the guiding questions below to compare elements in the text that the playwright intended with the choices that the actors, directors, and designers made in the film production.” In a chart, students record their evidence and answer questions, such as 

  • “Characters - Consider who the characters are and how they are directed to interact by the playwright. Do the characters in the film production appear and interact as you visualized them in the text? 

  • Setting - What is the setting of the scene as intended by the playwright? How is it different from the set in the film production?” 

  Another worksheet instructs students, “After discussing the text and the multimedia, find at least two pieces of evidence to explain how the elements that are unique to each genre affect the meaning.” Students complete a chart with evidence and reasoning for both the text and film version to answer the questions, “How do the details and interactions in the play illustrate the characters’ relationships, setting, and events in this scene? How do the actors’ choices (movement, delivery) and the film’s production elements (lighting, props, sound) convey the characters’ relationships, setting, and events?”

• In Unit 7, Module 8, Unit Reading Assessment and Reflection, students read two excerpts from Henry David Thoreau, “Excerpt from Walden” and “Excerpt from Civil Disobedience.” After reading, students respond to 13 multiple-choice questions, including: “Which statement best captures a central concept common to both Walden and ‘Excerpt from Civil Disobedience’? Which of the following statements best reflects Thoreau’s advice to his readers about living life to the fullest, as seen in ‘Excerpt from Walden’ and ‘Excerpt from Civil Disobedience’?”

Sets of questions and tasks provide opportunities to analyze across multiple texts as well as within single texts. Examples include, but are not limited to, the following:

• In Unit 2, Module 5, students read an infographic, “Five Reasons Why America’s Artic Should Remain Off-Limits to New Drilling for Oil and Gas,” by the World Wildlife Fund and an informational article with photos, “The Forgotten History of the US African American Coal Towns” by Stephen Starr. Students review the online slideshow, Understanding Visual Sources. In the Student Guide, Visualize Information, student instructions state, “After completing Understanding Visual Sources, take notes, describing what you notice about both texts, as well as what you can infer about the arguments as well as the ideas you challenge. Think about: What do I notice in the details? What does this make me think about? What argument is the text trying to make?” Students complete a chart to answer the questions about each source.

• In Unit 3, Module 6, Socratic Discussion, Spark Courageous Thinking, students use a variety of texts to analyze and discuss to answer the Essential Question for the Socratic Discussion, “How can we resolve tensions created by values in conflict with each other?” Students use the mentor texts “The Bet” by Anton Chekhov, “Eveline” by James Joyce, “Anyone Can Do It” by Manuel Munoz, and “Apollo” by Chimamanda Ngozi Adichie. Students also use poetry selections, “Blackberry-Picking” by Seamus Heaney and “The Gift” by Li-Young Lee. Students use the multimedia text “Do not go gentle into that good night” by Dylan Thomas and informational Texts “Why I Write” by George Orwell, and “A Vindication of the Rights of Women” by Mary Wollstonecraft. In the Student Guide, Prepare for the Discussion, students complete the chart with a response to the Essential Question using reasons, evidence, and counterargument notes. 

• In Unit 7, Module 5, Read Across Genres, students review the online slideshow, Using Texts to Understand Multiple Perspectives, and view Hamilton by Lin-Manuel Miranda and “American Is In the Heart” by Carlos Bulosan. After viewing, students answer multiple-choice questions about the general importance of reading multiple perspectives. In the Student Guide, Understand Multiple Perspectives, students complete a chart where they are instructed to “take notes, describing what you like about the ideas in both videos, as well as what opinions you agree with or ideas you challenge. Think about: What do I wonder about after reading? What am I curious about?”

The materials reviewed for Grade 11 meet the criteria for Indicator 2d. 

The materials include two culminating tasks for each unit: a speaking and listening task and a writing task that becomes part of the student’s portfolio. The materials include culminating tasks that integrate the topic/theme and readings from each unit in a process writing task at the end of each unit. Each unit includes a Your Portfolio module as the culminating writing task. Across the year, Your Portfolio tasks are varied, including personal narrative, short story, cause and effect essay, argument essay, personal statement, research paper, and literary analysis essay. Speaking and listening activities within these writing tasks are demonstrated through peer review of the essay during the writing process. In each culminating speaking and listening task, students participate in various speaking and listening activities as they explore each unit’s essential question(s) and knowledge. Student tasks are Socratic discussions, pitch decks, performances, debate games, and panel discussions. 

Culminating tasks are evident and varied across the year and they are multifaceted, requiring students to demonstrate mastery of several different standards (reading, writing, speaking, listening) at the appropriate grade level, and comprehension and knowledge of a topic or topics through integrated skills (reading, writing, speaking, listening). Examples include, but are not limited to, the following:

• In Unit 1, Modules 1-6, students read four narrative texts. The Essential Question is, “How do various factors shape who we become?” In Module 7, Your Portfolio, students process-write a personal narrative for the prompt, “Write about a personal moment when you realized the impact your family and heritage had on your individual beliefs and values.” In preceding lessons, students preview the informative writing rubric, read a sample exemplar of the narrative, and use the rubric to score it, as well as practice giving feedback by filling out a worksheet noting areas of success and areas that need growth in the exemplar. Guidance is provided for prewriting, including a graphic organizer to map the narrative. After writing the first draft, students meet with a peer and look for transitions in each other’s narratives. They also meet with another peer to share and listen to each other about what parts of the narrative need more development. Next, they work with a peer to edit each other’s draft before submitting. Finally, they reflect on their writing. 

• In Unit 2, Modules 1-6, students read four informational texts. The Essential Question is, “How should we prioritize the designation and care of national parks?” In Module 7, Your Portfolio, students process-write an argumentative essay for the prompt, “Based on your readings, what are the most pressing issues facing communities around the world in the ongoing debate about how to access clean water?” In preceding lessons, students preview the informative writing rubric, read a sample exemplar of the essay and use the rubric to score it, and practice giving feedback by filling out a worksheet noting areas of success and areas that need growth in the exemplar. Guidance is provided for prewriting, including a graphic organizer to map the essay. After writing the first draft of the essay, students meet with a peer and look for transitions in each other’s essays. They also meet with another peer to share and listen to each other about what parts of the essay need more development. Next, they work with a peer to edit each other’s draft before submitting the essay. Finally, they reflect on their writing. 

• In Unit 4, Module 7, students participate in a Panel Discussion. They begin by independently reviewing the Panel Discussion direct instruction slick deck. Then, they look at a list of texts they read throughout the unit that should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Plan Your Points graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “What role does water play in creating a sustainable planet?” After preparing, students move into the discussion. They may use sentence starters on the Build Knowledge Together handout if they need help. Once the discussion is over, teachers Conduct the Poll Again activity to see if students changed their minds throughout the discussion. Lastly, students answer questions to reflect on their discussion. 

• In Unit 5, Modules 1-5, students read Macbeth by Shakespeare. The Essential Question is, “What happens when we betray our own values and morals?” In Module 8, Your Portfolio, students process-write a ‘cause-and-effect essay’ to the prompt, “Choose either Macbeth or Lady Macbeth. Trace the sequence of choices and events that ultimately lead to your chosen character’s downfall. How did these events shape their tragic ends to come? Use specific lines and stage directions from the play to support your response.” In preceding lessons, students preview the informative writing rubric, read a sample exemplar of the essay, and use the rubric to score it, as well as practice giving feedback by filling out a worksheet noting areas of success and areas that need growth in the exemplar. Guidance is provided for prewriting, including a graphic organizer to map the essay. After writing the first draft of the essay, students meet with a peer and look for transitions in each other’s essays. They also meet with another peer to share and listen to each other about what parts of the essay need more development. Next, they work with a peer to edit each other’s draft before submitting the essay. Finally, they reflect on their writing. 

• In Unit 7, Module 6, students participate in a Socratic Discussion. Students begin by independently reviewing the Socratic Discussion direct instruction slick deck. Then, students look at a list of texts they read throughout the unit, which should be considered in their discussion. They use a few handouts in the Student Guide to prepare for discussion, including the Reflect on the Essential Question handout and the Prepare for the Discussion graphic organizer. In both these handouts, students consider their claims with supporting evidence from the unit’s texts to answer the essential question, “What do the foundational documents of the United States and the texts that have spoken to and for its people ever since reveal about the spirit of the nation?” After preparing, students move into the discussion. They may use sentence starters on the Build Knowledge Together handout if they need help. Once the discussion is over, teachers Conduct the Poll Again activity to see if students changed their minds throughout the discussion. Lastly, students answer questions to reflect on their discussion. 

The materials reviewed for Grade 11 meet the criteria for Indicator 2e. 

The materials provide writing instruction that aligns to the standards across the school year and meets the distribution required by the standards for argumentative, informative/explanatory, and narrative writing.  Each unit includes lessons and activities that follow a consistent pattern for developing students’ writing. The modules provide guidance and protocols for students to practice writing summaries and argumentative paragraphs with respect to the readings. Over the school year, students focus on writing an argumentative paragraph for the modules within each unit. Still, they also write full-length essays in the form of a personal narrative, an argument, a short story, a research paper, a cause-and-effect essay, a personal statement, and a literary analysis. Within each instruction unit, students have opportunities to engage in direct instruction slide decks focused on composition skills related to the culminating writing task for the unit. The Student Guide allows students to complete graphic organizers to develop and organize ideas, analyze student examples, and participate in revising and editing tasks to improve writing. Each unit provides mentor texts that emphasize different writing techniques for students to reference and learn techniques to apply in their writing. Guidance is provided for students as they practice and apply writing standards. The standards can be located in each Unit-At-a-Glance, Scope and Sequence, and Teacher Guide. The Teacher Guide includes Teach Academic Writing Skills, Show and Tell, and Model Your Thinking strategies to support the tasks, and additional materials found in the Resources tab of the platform provide guidance for implementing and monitoring students’ writing development. Each culminating writing assignment includes a final rubric to evaluate student writing.

Materials include writing instruction that aligns to the standards for the grade level and supports students’ growth in writing skills over the course of the school year. Examples include, but are not limited to, the following:

• In Units 2 and 7, argumentative writing is the culminating task in the Your Portfolio section. Students write an argumentative essay and a literary analysis essay, respectively.

• In Units 4 and 5, informational/explanatory writing is the culminating task in the Your Portfolio section. Students write a research paper and a cause-and-effect essay, respectively.

• In Units 1, 3, and 6, narrative writing is the culminating task in the Your Portfolio section. Students write a personal narrative, short story, and personal statement. 

• In all units, the Student Guide offers support in the form of a prewriting, drafting, and revising checklist, an informative writing rubric, a student model that students score using the rubric, and a worksheet to practice giving feedback to peers. The Student Guide includes a page with specific guidance for the writing task with instructions, the writing prompt, and notes on either collecting research or planning the writing task. Graphic organizers are provided to complete various tasks, such as goal-setting, mapping the task, gathering evidence, and proofreading evidence for mistakes and inconsistencies. For argumentative and informative/explanatory writing, the lesson, “Citing and Documenting Sources,” reviews citing sources, avoiding plagiarism, summarizing, paraphrasing, bibliography, and citation generators and style (MLA or APA). Lessons are provided to teach students how to use appropriate transitions, and then students are directed to pair with another writer to look for sentences that need transitions. Students share, edit, and reflect on their writing following guidance from additional worksheets in the Student Guide.

•  In Unit 1, Module 7, students write a personal narrative for the prompt, “Write about a moment when a relationship or experience with another person shifted your perspective and brought new insight into who you wanted to be.” Students read four informational texts in the first four modules to prepare for the final narrative. In the Student Guide, Unit Preview, Understanding, students read the purpose of narrative writing: “Artists and writers tell meaningful stories through images and descriptive language.” In Skills, students read about the skills they will practice: “Analyze story elements such as character and setting, Determine central ideas, and Synthesize information to create new understanding.” While reading the four texts, students complete tasks online that connect to their personal narrative: “Citing Evidence to Write About Literary Texts, Determining Theme and Author’s Message in a Personal Narrative, Analyzing Imagery in a Personal Narrative, Author’s Choices: Words and Images.” In Module 7, Choose Your Moment, Unit Review, the following list is provided: “Review the Concept Map from the beginning of the unit. Review all of the readings from the unit. Read through the moments you reflected upon in your Quick Journals. Review your Connect steps from each lesson.” In the drafting step, students complete Map Your Personal Narrative, and in the revising step, they complete Make It Vivid. The Teacher Guide includes a Show and Tell section that instructs teachers to model several techniques to begin a narrative. The teacher materials provide four types of ways to begin a narrative: Answer the questions directly, introduce characters, introduce setting, and introduce the dialogue. Examples are provided for each. 

• In Unit 4, Module 8, students write an informational/explanatory research paper related to multiple texts on food’s impact on the environment for the prompt: “Based on the readings and other research, what role does water play in creating a sustainable planet?” Students start the unit by setting a Personal SMART goal using the graphic organizer in the Student Guide. Students explore the theme, key issues, and essential questions, review the purpose of research writing, and review the final portfolio rubric. Students review the Informative Writing Rubric and the teacher guidance states, “Students may need help integrating evidence smoothly. They tend to fall in love with the writing they are reading and sometimes copy large tracts of text into their papers. Let them know that the quotes they can integrate into their own writing are effective and elegant, while the larger direct quotations worth integrating should be fewer. Anything longer than 2-3 sentences might call for a conversation with you. Have students complete or review Citing and Documenting Sources and leverage digital resources to complete the bibliography. Purdue’s Online Writing Lab is an excellent resource for tools and information in addition to the Direct Instruction provided.” In the first four modules of the unit, students read four informational texts and journals in the Before You Read section using a prompt in the Quick Journal graphic organizer in the Student Guide. In the Analyze section, students use the Share Your Argument Builder graphic organizer to answer the question, “How do the authors explain water shortages as a global challenge?” In the Write section, students use graphic organizers in the Student Guide to summarize the anchor text, Share Your Argument Builder. Students work online during the Develop step to plan an argument that answers the writing prompt. During the Draft step, students use their Argument Builder and notes from peer collaborations to write a CERCA paragraph that answers the writing prompt. In Module 5, students Read Across Genres. Using graphic organizers in the Student Guide, students Quick Journal for the question, “What steps are you willing to take to use water responsibly?” and evaluate informational texts using the Understanding a Topic through Multiple Texts graphic organizer. In Module 6, students Research Big ideas and complete multiple graphic organizers to Plan Your Research, including one to Create a Thesis Statement. In Module 7, students write the essay using pre-writing, writing, and revision tasks in the Student Guide and online. 

• In Unit 7, Module 7, students write a literary analysis essay for the prompt, “How do two former presidents, Barack Obama and George W. Bush, evoke and re-envision the spirit of the people as characterized in previous speeches in American History? Use your understanding of their rhetorical situation and evidence from these two texts and others in the unit to support your answer.” Students start the unit by setting a Personal SMART goal using the graphic organizer in the Student Guide. Students Explore the Theme, Essential Questions, review the purpose of a Literary Analysis, and review the rubric for the final portfolio task of writing an argumentative essay. In the first four Modules of the unit, students journal in the Before You Read section using a prompt in the Quick Journal graphic organizer in the Student Guide. In the Analyze section, students use the Write to Impress graphic organizer to respond to the writing prompt using text evidence. In the Write section, students use graphic organizers in the Student Guide to summarize the anchor text, Appreciate the Author’s Craft, and Share Your Argument Builder. Students work online during the  Develop step to plan an argument that answers the writing prompt. During the Draft section, students use their Argument Builder and notes from peer collaborations to write a CERCA paragraph that answers the writing prompt. In Module 5, students Read Across Genres. Using graphic organizers in the Student Guide, students Quick Journal about “how the hardships and successes of the founders may have shaped the spirit of the United States,” analyze the poetic structure of two poems through online tasks, and Analyze and Compare two related texts using graphic organizers in the Student Guide. In Module 6, students participate in a Socratic Discussion, and in Module 7, students complete the essay using pre-writing, writing, and revision steps in the Student Guide and online. Teacher materials provide direct instruction on Logical Fallacies while students are finalizing their evidence. Teacher materials provide three types of logical fallacies: circular reasoning, Ad Hominem, and slippery slope. Examples are provided. 

• Each Student Guide in the materials provides students with scaffolds and structures for writing practice. The Teacher Guide includes Teach Academic Writing Skills, Show and Tell, and Model Your Thinking strategies for the writing tasks, which provides teachers with support for modeling and scaffolding.  

Instructional materials include well-designed guidance, protocols, models, and support for teachers to implement and monitor students’ writing development. Examples include, but are not limited to, the following:

• In the Assessments tab, Writing Benchmarks are included for the beginning, middle, and end of the year. The stated purpose is “to personalize instruction for your students and track progress throughout the year.” Each benchmark test includes a text to read, ten multiple-choice questions to answer, and an argumentative writing prompt. Teacher directions state: “Assign lessons to introduce the CERCA framework and gain insight into student writing readiness. Evaluate completed student work and review results. Assign each student a personal growth focus.” In the Resources tab, training course videos show how to enter the rubric score. Benchmark summary reports in the Reports tab include performance by class, rubric category score, growth focus distribution by class, and individual student data. 

• In the Resources tab, implementation resources are available for teachers. Links are provided to Training Courses, the Help Center, the On-Demand Video Library, and a ThinkCERCA Blog. These links provide support from setup to assessment. 

•  The Writing section has three sections in the Direct Instruction and Skills Practice tab, including 50 Argument and 20 Narrative slideshows. The third section is Informative Texts. There are no slideshows for informational/explanatory writing. The Direct Instruction slideshows cover various writing topics, including comprehension questions at the end, and are referenced in the Teacher Guide in multiple lessons when appropriate to the writing task. Topics include but are not limited to The Purpose of Arguments, Identifying Parts of Written Arguments, The Impact of an Author’s Choices: Words, Integrating Evidence, Tone, Characteristics of Formal Style, Characters in Narrative Writing, Developing Events in Narrative Writing, Using Time as a Storytelling Tool, Transitions and Linking Words in a Narrative, Dialogue in Writing, Summarizing Informational Texts, Informative and Explanatory Writing, Developing Effective Paragraphs, and  Research Skills. Some of the slideshows are identical in Grades 6-12. The Skills Practice lessons offer various writing topics and lessons in interactive slideshows. The lessons are assigned online and include a mix of instructional slides and practice for the student, including matching definitions, highlighting text, and answering multiple-choice questions. Some of the topics include but are not limited to Organizing Arguments, Introductions in Arguments, Supporting Claims with Evidence, Conclusions in Arguments, Summarizing Informational Texts, and Citing Evidence to Support Analysis in Informational Texts.

• Under the Resources tab, Curriculum Resources, Writing, the materials include guidance documents on the following topics (not limited to): Feedback Guidance, Writing Revisions Strategies Toolkit, and Best Practices: Compare Writing. 

  • The Feedback Guidance document includes general guidance for using ThinkCERCA’s provided writing feedback banks across the three core writing types: argumentative, informational, and narrative. This document also links each feedback bank. 

  • The Writing Revision Strategies Toolkit document includes general guidance for teachers to provide student feedback on their writing. It links parts of the CERCA process and how teachers can respond to each student depending on their learning gap. The document also links a Personalized Growth Plan Document, which outlines and provides general guidance on the different settings teachers can use to give feedback (1:1, small group, whole class). This document also includes links to other resources for supporting students with specific action steps based on data from benchmark writing assessments. 

  • The Best Practices: Compare Writing document provides general guidance for a strategy teachers can use to support students in comparing two pieces of writing to analyze and evaluate the “techniques employed by writers.”

• In the Teacher Guide of each unit, guidance includes Support for English Language Learners, Support for Students with Exceptional Needs, and Support for Further Exploration and Thinking.

• In Unit 6, Module 7, Teacher Guide, instructional resources for personal narrative writing development are available. The Teacher Guide Pre-Writing guidance states: 

  • “Explain that the personal statement is useful for applying for programs, scholarships, jobs, and leadership positions. While it is a narrative, it has a persuasive and informational purpose. Like most writing in the real world, this is a text that brings all aspects of the writing together.

  • Instruct students to review the evaluation criteria for ‘Your Portfolio.’

  • Instruct students to complete the reading ‘Change Isn’t Risky, Being Stagnant Is’ by Chloe Karr and answer the Check questions.

  •  Explain that students will practice giving feedback about the Student Exemplar. 

  • Guide students in sharing one area of growth, a success, or an insight about the Student Exemplar draft.”

The materials reviewed for Grade 11 meet the criteria for Indicator 2g. 

The materials spend the majority of instructional time on tasks and assessment questions aligned to grade-level standards, including instruction delivered through online slideshows that students complete at their own pace, followed by short multiple-choice quizzes and PDF worksheets. Teachers have access to the Unit Planning Tools that provide support for guidance, planning, and explicit instruction for each unit, as well as a Teacher Guide for each unit. These include clarification of directions and notes to direct students into the online program or Student Guide, suggestions for teacher modeling of aspects of lessons, and opportunities to conduct think-alouds. Assessment questions are multiple-choice and only include reading standards. In other parts of the program, most standards are repeatedly addressed within and across the units to ensure students have multiple opportunities to demonstrate mastery of the standard; however, some standards are covered only once.

Over the course of each unit, most instruction is aligned to grade-level standards. Examples include, but are not limited to, the following:

• Each unit of instruction includes a Unit-At-a-Glance, a Teacher Guide, a Student Guide, a Diverse Learners Guide, and an Answer Key. While each module in the online portal is labeled with the primary standard focus, the explicit instruction is primarily provided as an independent lesson for students to complete, with guidance for teachers to provide follow-up support and/or connect the independent direct instruction lesson to other tasks within the module. The Unit-At-a-Glance overviews the skills addressed with key standards identified. The Teacher Guide includes a Skills Students Will Know, Understand, and Apply Section listing some of the unit's key standards. The units consistently include close reading and academic writing, which are facilitated through an online slide deck presentation labeled Direct Instruction. In the Student Guide, students have various activities aligned to the standards, but the connection to the standard is not directly labeled. Each module in the Student Guide contains the following lessons: Apply Your Learning, Appreciate the Author’s Craft, Draft Your Argument, Building Vocabulary, and Write to Impress; however, the standards are not identified with each activity.

• In Unit 2, Module 1, Apply Your Learning, Student Guide, students review the Direct Instruction slideshow, Determining and Tracing a Central Idea Through Details, then apply their learning to the task. Slides include the definition of the central idea, the difference between a topic and a central idea, where to find the central idea, how to look for evidence of the central idea, how to find evidence an author uses, and why it matters. In the five-question quiz, students read a passage and answer questions where they determine the central idea or evidence about the text. This task is aligned with standard RI.11-12.2. This same slideshow and quiz is used in Grade 12. In the Teacher Guide, the module overview states that “Teachers facilitate the Direct Instruction lesson, and students complete the assessment.” The teacher guidance states, 

  • “Lead students through the Direct instruction presentations prior to having students review them on their own and complete the assessments. A list of key academic terms for the unit is available in the Student Guide. Students may also record key definitions in their Vocabulary Notebooks. 

  •  Explain that understanding central ideas helps students grasp the key messages, which is essential for comprehension. 

  • Guide students in identifying details that support the central idea and distinguish between relevant and irrelevant information by analyzing text structure to engage more deeply with the text and draw informed and accurate conclusions. 

  •  Explain that students will learn how to introduce an argument effectively by understanding introductory methods, and how the inclusion of background information establishes context or relevance for the reader. 

  •  Explain that understanding the relationship between dependent and independent clauses and various sentence structures, such as simple, compound, complex, and compound-complex sentences, allows students to express their ideas with precision and sophistication.”

• In Unit 7, Module 4, students read “The Declaration of Independence” by the Founders and “Three Famous Speeches” by Abraham Lincoln and view the Direct Instruction slideshows for Understanding the Rhetorical Situation (RI.11-12.8), Writing an Analysis of a Rhetorical Situation (RI.11-12.8), and Understanding How a Writer’s Choices Define Their Style. In the Teacher Guide, the teacher instructs students to read the speeches and answer five multiple-choice questions. Following the reading, there is an Apply Your Learning section on Rhetorical Situations. The Teacher Guide includes a mini model teachers can use to model thinking for students: “This prompt asks me to trace the ways in which a selected component of the rhetorical situation impacts at least one other component in each speech. First, I will describe the one component that I select to evaluate in each text in 1-2 sentences. Next, I will identify which other components are driven or altered by the initial component I selected and describe the ways at least one other component is shaped by the component I selected. Finally, I will evaluate what does the component and the complete rhetorical situation reveal about the spirit of America at the time of the speeches.”

Over the course of each unit, the majority of questions and tasks are aligned to grade-level standards. Examples include, but are not limited to, the following:

• In Unit 2, Module 1, publisher materials list CCSS.RI.11-12.2 and W.11-12.1 as focus standards. During Apply Your Learning in the Student Guide, students review the Direct Instruction slideshow, Determining and Tracing a Central Idea through Details, read a passage from “Is National Park Status Always a Good Thing?” by Stephanie Vermillion, and answer the question: “How does the author use details and specific examples to appeal to the audience in this argument for and against national park designation?” Students complete this task by responding to the questions, “What does the data tell you about the issue? How does the data shape and strengthen the author’s argument? What does the expert opinion tell you about the issue? How does the opinion shape and strengthen the author’s argument?” (RI.11-12.2)  In Module 5, the Compare Argument task in the Student Guide provides a task related to integrating knowledge and ideas. Students compare two texts on National Parks by filling out a graphic organizer. For each text, they list the issue or shared concern, the rhetorical appeal(s) the author uses (ethos, pathos, or logos), the effect of rhetorical appeal(s) on [them], and answer, “Based on your analysis of the rhetorical appeals, which argument was more effective?” (RI.11-12.8)

• In Unit 4, Module 2, publisher materials list RI.11-12. 5 and W.11-12.2 as focus standards. During Apply Your Learning, students use the article “A Map of the Future of Water” by Jay Famiglietti to analyze structure in informational texts. Students answer the questions, “How does the map illustrating the changes in water mass help the author introduce the problem of access to fresh water? Why does Famiglietti include the data point graphics, and how do they help the reader better understand the problem? What large-scale solutions does Famiglietti provide for government, policymakers, and researchers? What individual solutions does he suggest as well? In your opinion, which data point, map, or example was the most effective at capturing the severity of water shortages around the world? Are you compelled to take any of the actions the author suggests?” (RI.11-12.5) In Module 3, publisher materials list RI.11-12.6 and W.11-2.2 as focus standards. In Apply Your Learning, students use the article “Why We Remember Floods and Forget Droughts” by Kim Beil to analyze the point of view and purpose of informational texts (RI.11-12.6). After reading a passage, students respond to the following questions, “Why do you think Beil chose to start with an anecdote? How does her personal story align with the message of the passage? What words or phrases does Beil use to describe the record of photographs of floods versus droughts? What does this show about the historical record of both conditions? How do Beil’s words and phrases show her point of view on how floods and droughts are recorded and why this is important for the future?” (RI.11-12.6)

Over the course of each unit, the majority of assessment questions are aligned to grade-level standards. Examples include, but are not limited to, the following:

• Materials include Writing Benchmark Assessments. Writing benchmarks are intended for the beginning, middle, and end of the school year. However, they are not referenced in the Teacher Guide. These benchmarks include two reading passages. Students are given a highlighter tool and instructed to “Use blue to mark sentences that help you in this assessment.” After reading, they answer eight multiple-choice questions about the passages. Then, they are prompted to write an argumentative essay in response to the reading passages: “Be sure your response includes a clear and precisely articulated argumentative claim supported by evidence from the texts and acknowledges opposing or alternate viewpoints. It should be logically organized and articulate clear relationships among the claims, counterclaims, reasons, and evidence. Use well-chosen language and be sure to apply appropriate grammar conventions (punctuation, spelling, etc.)”

• In Unit 1, Module 8, students take the Unit 1 Core Assessment online and read two passages, “Roughing It” by Mark Twain and “Amnesty” by Ilse Ackerman. The reading passages are followed by 15 multiple-choice questions aligned to grade-level standards. Questions require students to determine the theme, determine important details for a summary of the text, analyze figurative language, select evidence to support the analysis of a character, meaning of words and phrases, analyze the tone, and determine the central idea. Individual questions are not labeled by the standard being assessed. 

• In Unit 4, Module 9, Unit 4 Core Assessment, students read “Fleeing from the Weather” by Marcia Amidon Lusted and “What Plants Can Teach Us” by Rachel Brody. After reading, students answer 14 multiple-choice check questions. The questions require students to identify the central idea, define key terms, consider text structure, and determine the point of view of the texts. Individual questions are not labeled by the standard being assessed. 

By the end of the academic year, most standards are repeatedly addressed within and across units to ensure students master the full intent of the standard. Examples include, but are not limited to, the following:

• Standard W.11-12.1 is addressed multiple times in the program. In Unit 1, Module 4, students read “The Secret to a Long Life Is Bocce” by William Giraldi  and write a CERCA paragraph answering the writing prompt, “How does the author use descriptive details to convey their unique perspective on the value of Bocce ball?” Students state a claim, add reasons, evidence, reasoning, and a counterargument during this writing task. In Unit 5, Module 1, students read Macbeth: Act I by William Shakespeare and answer the prompt, “Compare and contrast your impressions of Macbeth’s values and morals at the beginning of the Act versus the end. How do Macbeth’s choices and actions throughout the act demonstrate the conflicted nature of his motivations?” In Unit 7, Module 3, students read “What to the Slave Is the Fourth of July?” by Frederick Douglass and “Ain’t I a Woman?” by Sojourner Truth and answer the prompt, “In the passages, which component of the rhetorical situation informs the strategic stylistic choices that the writers make in their arguments?”

• Standard RI.11-12.6 is addressed multiple times in the program. In Unit 2, Module 4, students read “Our National Parks Are in Trouble” by Jon Waterman. Students review the Analyzing Issues and Appeals Direct Instruction slideshow: “Take notes: The author chunks his argument into distinct ideas around his strong thoughts and feelings about the urgent issues affecting national parks that need attention. Answer the questions noting how the author relays his message effectively.” They answer questions as they read the text: “Beginning: The author begins the article with an appeal to readers about the issue. What is the issue the author wants you to understand? Why do you think he used this appeal to begin his argument? Middle: The author includes evidence that certain parks are not being maintained and that safety is an ongoing issue. How does this lead to questions about whether or not national parks are a governmental priority? What other issues does the author want you to understand? Look at the kinds of evidence he provides, including opinions, interviews, and first-hand accounts of his experiences. End: Evaluate the author’s ending. Do you agree or disagree that the issues he mentions are in urgent need of attention? How well does he make that case with the evidence he provided throughout the article? Does he provide adequate solutions to the issue?” In Unit 4, Module 3, students read “Why We Remember Floods and Forget Droughts” by Kim Biel. In the Apply Your Learning, Point of View and Purpose in Informational Texts, students review a passage from the text, then reflect on the author’s choices and purpose by answering the following prompts, “Why do you think Beil chose to start with an anecdote? How does her personal story align with the message of the passage? What words or phrases does Beil use to describe the record of photographs of floods versus droughts? What does this show about the historical record of both conditions? What words or phrases does Beil use to describe the record of photographs of floods versus droughts? What does this show about the historical record of both conditions?” 

• Other standards that are repeated at least two times in the program are RL.11-12.1, RL.11-12.4, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.7, RI.11-12.8, RI.11-12.9, W.11-12.1, W.11-12.2, W.11-12.3, W.11-12.4, W.11-12.9, W.11-12.10, L.11-12.2,  L.11-12.3, L.11-12.4, L.11-12.5, L.11-12.6, SL.11-12.1, and SL.11-12.4.

• Standards only addressed one time are L.11-12.1.A, L.11-12.2.B, L.11-12.4.A, L.11-12.4.B, L.11-12.4.C, and L.11-12.5.A.

The materials reviewed for Grade 11 meet the criteria for Indicator 2h. 

Each unit and module is accompanied by a Unit At-a-Glance that includes high-level pacing guides for a 50-minute or 90-minute class session. The pacing guides can also work with an online or a blended model. Task-specific timing guidance is found in the Teacher Guides. Tasks that are deemed essential are starred in the Unit-at-a-Glance document as well as the Teacher Guide. Most units are designed to be completed within 22-26 instructional days, so the seven units can reasonably be completed within a school year. Each unit includes complementary writing tasks that teachers can use to provide students with additional writing practice. The materials also provide Longer Works units, which are novel-centered and can be used to enhance units within the core curriculum. The provided optional Longer Work of Fiction novel study units are meaningful and follow the same pacing as a core unit. The publisher recommends these as optional units of study during a regular weekly choice period as independent exploration time, schoolwide WIN time, silent sustained reading, or at home independent reading.

Suggested implementation schedules and alternative implementation schedules align to core learning and objectives. Examples include, but are not limited to, the following:

• The Unit At-a-Glance includes a 50-minute Class Pacing Guide and a 90-minute Class Pacing Guide. The 50-minute Class Pacing Guide for one unit covers 22-26 days or blocks per unit, which would account for up to 182 school days to complete seven units. The 50-minute Class Pacing Guides include:

  • One block for previewing the unit theme and setting personal goals.

  • One block to explore the theme.

  • 12 to 16 blocks to read and analyze the texts for the unit. Individual core texts take three instructional blocks: Before you Read, Read and Analyze, and Write to a prompt.

  • Three to four blocks to read across genres. 

  • One to two blocks for an integrated speaking and listening activity, such as Socratic discussion, debate, etc.

  • Three to five blocks for the Your Portfolio process writing task.

  • One to two blocks for assessment and reflection.

• The Teacher Guide provides timing for each part of the lesson. Parts of lessons are labeled as “essential” in the Unit-At-a-Glance, Teacher Guide, and Module-At-a-Glance.

• Novel study units are optional choices and include a Unit Planner with 50-minute and 90-minute pacing guides. The 50-minute class schedule covers 31 blocks, and the 90-minute block schedule covers 18 blocks. 

Suggested implementation schedules can be reasonably completed in the time allotted. Examples include, but are not limited to, the following:

• In each unit, the Unit-At-a-Glance and Module at a Glance lays out the recommended schedule for the unit and identifies which lesson components are essential.

• In Unit 5, Module 7, the  Module-At-a-Glance states the estimated time is one to two 50-minute sessions (one 90-minute sessions). First, students complete the Before the Performance activities in preparation to perform a scene from William Shakespeare’s Macbeth. Then, students perform their scenes from the play and reflect. The suggested timing guidance for all tasks in the Teacher Guide totals 70 minutes; therefore, this module could be reasonably completed in two 50-minute sessions or one 90-minute session. 

• In Unit 7, Module 2, the  Module-At-a-Glance states the estimated time is three to four 50-minute sessions (one to two 90-minute sessions). Students complete a quick journal and vocabulary activity. Then, they read “Excerpts from and Letters About the Constitution of the United States of America” by Abigail Adams, Moses Seixas, and the Founders. Next, they complete the Check section, Raise Your Score, Pause and Reflect, and Apply Your Learning activities. Then, students summarize the text. Lastly, students plan and draft a CERCA response. The suggested timing guidance for all tasks in the Teacher Guide totals 147 minutes; therefore, this module could be reasonably completed in three 50-minute sessions or two 90-minute sessions. 

• As an added resource, the publisher provides teachers with a Class Planner and Pacing Calculator, which includes the following guidance:

  • “In the sheets that follow, you will find calculators that help you gauge the time it takes for your students to complete certain tasks.

  • We know each of the opportunities for learning that we provide takes time, and we want to empower you to make the most of your time by planning for your students’ needs efficiently and realistically.

  • Simply adjust the number of minutes per session and start recording your estimates or actual minutes spent on given tasks to gauge how long it takes your students to complete them. As they gain experience and practice, they will need less time, so consider adjusting throughout the year so you can plan carefully to meet your students’ needs.”

Optional tasks do not distract from core learning. Examples include, but are not limited to, the following:

• In the Unit Planning Tool, additional complementary writing prompts are provided as “practice options as students progress through the curriculum prior to the portfolio piece for each unit.” These prompts are aligned texts read in the unit. The Planning Tool includes student worksheets and graphic organizers to plan their writing as well as reflect on writing. There are no direct instruction notes for the teacher for these prompts. The teacher guidance says, “Make planning decisions based on schedule, your program, and your students’ needs. Use the complementary prompts to ensure appropriate levels of standards coverage in student experiences with the process of writing.”

• Optional Longer Works of Fiction novel studies for Grades 11 and 12 include Frankenstein by Mary Shelley and The Great Gatsby by F. Scott Fitzgerald. These units include a Unit-at-a-Glance, Teacher Guide, Student Guide, and Diverse Learner Guide in the same format as the Core ELAR.

• The publisher provides the Longer Works Units and some guidance on incorporating these units into the curriculum as part of the unit of instruction, independent reading, at-home enrichment, or schoolwide reading programs. 

• In each module throughout the program, there are “recommended” and “essential” tasks for each lesson. While the publisher suggests completing all activities in a lesson, the “recommended” tasks could be optional and cut when teachers are short on instructional time; however, cutting material repeatedly could affect the delivery of instruction essential to achieving grade-level standards.

Optional tasks are meaningful and enhance core instruction. Examples include, but are not limited to, the following:

• In each unit, complementary writing prompts are provided. Teachers are able to use these prompts to give students extra practice with different types of writing and standards. 

• Optional Longer Works of Fiction novel studies include similar tasks as core units. The novel studies are not intended to enhance core instruction but are a replacement for core instruction. The materials for The Great Gatsby by F. Scott Fitzgerald include eight modules that follow the same format as the Core ELAR units. In Module 1, Eight Ways The Great Gatsby Captured the Roaring Twenties—and Its Dark Side, students are introduced to how authors use real events to create conflict in fiction and learn about the topic by reading an article by Sara Pruitt for History.com and answering the prompt, “According to the article, how did Fitzgerald capture the decadence of the Roaring Twenties as he wrote The Great Gatsby? What characters, setting, and ideas were influenced by American society from this time period?” In Modules 2-5, students read the anchor text and complete Direct Instruction and Writing Lessons that follow a similar format as the Core ELAR units. In Module 6, Read Across Genres, students read and analyze poetry and informational text to understand ideas in fiction. In Module 7, Socratic Discussion, students learn about and prepare to participate in a Socratic discussion for the prompt, “What is the American Dream, and is it truly achievable?” In Module 8, Your Portfolio, students write a literary analysis essay for the prompt, “Analyze the setting, conflicts, and the characters in the novel that shape Jay Gatsby’s character as he pursued the American Dream. Citing evidence, which of these had the greatest impact on Gatsby’s success and downfall in that pursuit?” Module 9, Unit Reading Assessment and Reflection, which is found in the Core ELAR units, is not available in this unit.