Curriculum Guide

Grade 11 – Reading, Writing, and Communicating Standard 4.1

Standard: 4.1 Self-designed research provides insightful information, conclusions, and possible solutions.

Related Colorado Department of Education Units:

The Power of Story – Instructional Unit (Concepts: In content – Text, literature, topic, source, definition, bias, logic, narrative, In reading - Analysis, theme, word
meaning, objective, subjective, facts, audience, point of view, characterization, plot, In writing - Development, theme, objective, details, audience, pacing, dialogue,
tone)
Developing a New Perspective (Concepts: In content – Evaluate, sources, inquiry, integration, media, data, fairness, quality, values, diversity In reading - Research,
purpose, audience, logic, bias, text, analysis, argument, In writing - Evaluate, revision, clarity, audience, logic, claims, evidence, inference, feedback)
Researching Our World: Gathering and evaluating information (Concepts: In content – Logic, argument, reason, intellectual humility, flexibility/ open-mindedness,
critique, assess reasoning, premises, purposes, public advocacy, principles, exposition, claims, evidence, In reading - Analyze, question, evaluate, delineate, point of
view, infer, clarify, accuracy, fairness, depth, breadth, logic, precision, In writing - Supporting information/explanation, reasoning, evidence, claims, organization, syntax,
references)

Essential Questions - 21st Century Skills and Readiness Competencies (District):
1. How do you determine the credibility of an online source?
2. How can subjective viewpoints be used in research?
3. Why is it important to recognize personal bias when researching?
Evidence Outcomes (District):
a. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
b. Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance
on any one source and following a standard format for citation.
c. Evaluate and revise research questions for precision and clarity.
d. Evaluate quality, accuracy, and completeness of information and the bias,
credibility and reliability of the sources.
e. Document sources of quotations, paraphrases, and other information, using a
style sheet, such as that of the Modern Language Association (MLA) or the
American Psychological Association (APA).
f. Draw evidence from literary or informational texts to support analysis, reflection,
and research.
g. Apply grades 11–12 Reading standards to literature (e.g., Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
works of American literature, including how two or more texts from the same
period treat similar themes or topics).
h. Apply grades 11–12 Reading standards to literary nonfiction (e.g., Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and the premises, purposes, and arguments
in works of public advocacy, such as The Federalist or presidential addresses).

Academic Vocabulary (District): Assessment (District):

bias Informal Checks for Understanding: Accuracy and thoroughness of student notes,
inquiry study guides, and graphic organizers will demonstrate informal evidence of concept
over-reliance processing.
subjective
synthesis Observation/Dialogue: Teacher observation and monitoring of the frequency and
quality of student contributions to discussion and the sophistication of student
responses to critical questioning will serve as informal evidence of concept processing
and skill development.

Quiz/Test: Formally measured evidence of outcomes and overall standard

achievement will be established via quizzes, unit tests, and benchmark tests.

Writing Prompts: Timed, in-class writing on specific themes and/or passage-related

prompts will be evaluated with rubrics for formal assessment of each student’s ability to
make meaning out of content and to assess individual progress as a writer. Writings
and associated rubrics will be maintained in a portfolio.

Performance Tasks/Projects: Student self-evaluation and peer evaluation will be

utilized for informal feedback on at least one activity per standard. Performance tasks
and projects will be formally assessed by the teacher using rubrics for holistic
evaluation.

 Rubric Generator
 Cornell Note-taking Template
 Freeology Graphic Organizers
 ACT Writing Rubric
 Multipurpose Graphic Organizers
 More Multipurpose Graphic Organizers

Suggested Activities/Strategies (District): Resources/Technology (District):

1. Examine 18th, 19th, and early 20th century foundational works of American  The US Constitution
literature, and determine how two or more texts from the same period treat similar  Federalist Papers
themes or topics.
2. Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court Case majority opinions and dissents).
3. Delineate and evaluate the reasoning of the premises, purposes, and arguments
in works of public advocacy (e.g., The Federalist, presidential addresses).
4. Visually display and properly cite data from multiple sources.
5. Examine and highlight evidence of bias in a newspaper or a news magazine
article. Provide concise rationales for your choices through metacognitive note-
taking.
6. Rewrite a biased article to be objective.
7. Select and view a documentary film that appears radically contrary to your
personal beliefs on a particular topic (e.g., you are a meat-eater and believe you
could never be vegetarian). Evaluate the film for evidence of bias and then
examine how your own biases may have influenced your acceptance of the points
made in the film.

 Federalist Papers
 18th Century
 19th Century
 20th Century
 Presidential Speeches
 Supreme Court
 Documentary Resource
 Colorado Newspapers
 Links to News Magazines and Journals by Topic