Stage 1 Desired Results

UNIT 1: Who Changes the World?

Pacing: 2-3 weeks

Stage 1 Desired Results

Established Goals:

CCSS.ELA-LITERACY:

RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone) 

W.9-10.2 -  Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2 - Demonstrate command of the conventions of standard English

Transfer

Students will be able to independently use their learning to….

• Recognize that change is constant in our world.
• Discern that those who catalyze change have distinctive characteristics/traits.

Meaning

Understandings

Students will understand…

• Rhetorical strategies (alliteration, anaphora, assonance, parallelism) are used to persuade or influence an audience 

• Sentence structure can have a strong impact on speaking and writing

Essential Questions

Students will keep considering…

• What is a change agent? 
• Who have been agents of change in history?
• What characteristics do change agents share?
• How has the vision of change agents impacted multiple aspects of human society?  
• What conditions cause change to occur?

Acquisition

Students will know…

• Contemporary and historical change agents in culture, politics, technology and business 

• A change agent is someone who acts as a catalyst for change (the act of making something different) within a group or organization  

• Characteristics of a change agent 

• Three constructs of change: activism, advocacy and influence and their definitions

Students will be skilled at…

• Utilizing parallel structure 

• Engaging in the Inquiry process

• Synthesizing information

• Using strategies (context clues, word study, and vocabulary) to determine the meaning of unfamiliar words 

• Evaluating sources for reliability and credibility 

• Developing evidence-based claims

• Identifying sentence types and structures  

• Collaborating with peers in discussions regarding individual inquiries and conclusions