English Language Arts, Grade 12 Module 3
Researching Multiple Perspectives to Develop a Position, Teacher Set
Paths to College and Career
1. Edition June 2019
Wiley & Sons Ltd
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Paths to College and Career is a new, comprehensive English Language Arts curriculum for grades 6 to 12 built from the ground up over a three-year period to address the Common Core State Standards (CCSS) for English Language Arts and Literacy. It reflects a deep understanding of the standards and assessments, and is written with a focus on the shifts in instructional practice and student experiences the standards require. It includes daily lesson plans, guiding questions, recommended texts, scaffolding strategies, and other classroom resources.
Paths to College and Career provides teachers, schools, and districts with a concrete and practical ELA instructional program that engages students with compelling and complex texts. At each grade level, Paths to College and Career delivers a yearlong curriculum that develops all students' ability to
* read closely and engage in text-based discussions,
* build evidence-based claims and arguments,
* conduct research and write from sources, and
* expand their academic vocabulary.
Paths to College and Career's instructional resources address the needs of all learners, including students with disabilities, English language learners, and gifted and talented. The curriculum is flexible, user friendly, engaging, and purposefully built to prepare students for career, college, and life.
In Module 3 of Grade 12, students engage in an inquiry-based, iterative research process that serves as the basis of a culminating research-based argument paper. Building on work with evidence-based analysis in Modules 1 of 2 in Grade 12, students use a seed text to surface and explore issues that lend themselves to multiple positions and perspectives. This module fosters students' independent learning by decreasing scaffolds in key research lessons as students gather and analyze research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which serves as the early foundation of what will ultimately become their research-based argument paper.