unit: 1 social responsibility and man’s search for · pdf fileunit: 1 social...

Unit: 1 Social Responsibility and Man’s Search for Meaning

Grade 10 X Q1 Q2 Q3 Q4

Common Core Standards: RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL4: 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).

RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. RI 10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI 2; Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Transfer: Students will be able to independently use their learning to . . .

discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

examine how a central idea is developed and how details in the text influence and add to a central idea.

provide a summary free of personal opinions.

examine how an author builds an opinion or a study with key details, based on how the ideas are introduced, sequenced, and developed.

determine the figurative, connotative, and technical meanings of words and phrases as they are used in a text

consider the significant influence of the author’s word choice

on the text’s tone or overall understanding, understand that an author’s word choice is selective and deliberate, recognize that words influences the tone and meaning of text.

determine what an author’s purpose or point of view is in a text

examine how the language is used effectively including any persuasive techniques the author might use to influence readers.

identify theme in text

summarize stories, dramas and poems

examine how word choice contributes to setting, tone, and theme

comprehend different types of literature

recognize and produce strong, well-supported written arguments.

discuss read and researched material referring to evidence from texts and other information to stimulate exchange of ideas.

W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W5: Develop and strengthen writing as needed by planning,revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

S&L1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ideas and expressing their own clearly and persuasively.

S&L2; Integrate multiple sources of information presented in diverse media or formats (e.g.,visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

S&L6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

L1: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies.

collaborate with peers to set rules for collegial discussions and decision-making.

propel thoughtful conversations clarifying, verifying, or challenging ideas and conclusions.

respond thoughtfully to diverse perspectives considering evidence and reasoning presented.

evaluate the credibility and accuracy of sources.

demonstrate knowledge of when formal English is appropriate.

use punctuation including semicolons and colons, parallel sentence structure appropriately.

Identify phrase and clause types appropriately.

spell correctly.

grow their vocabularies, understanding word meanings and nuances of words

Meaning

Understandings: Students will understand that . . . ● reading comprehension entails a fuller use of a text’s meaning,

using its evidences (taking into account their ambiguities and logic), and ability to summarize.

● a text’s central idea and analysis of its development through the shaping of the details is essential in creating a summary.

● meanings of words and phrases are both denotative and connotative, and that diction determines the tone.

● theme and setting in literature. ● word choice contributes to time, place, tone, and atmosphere. ● effective arguments must have support and should be tailored to

the appropriate audience, purpose, and context. ● relevant evidence is needed to support a point and actively

engage in meaningful and well-reasoned conversation. ● reliable sources rather than questionable ones from diverse

media or formats contribute to effective persuasion. ● they need a strong command of grammar and usage

conventions, vocabulary, and knowledge of language. ● The necessity of using context clues, noticing patterns of word

changes, and using dictionaries and thesauruses will improve written and spoken communication.

Essential Question(s):

How do theme, setting, and word choice affect tone and atmosphere?

How can literature evoke an emotional response?

identify theme in text summarize stories, dramas and poems

examine how word choice contributes to setting, tone, and theme comprehend different types of literature

What elements come together to create an effective argument?

What is the most effective way to organize a written argument?

How can collaboration and discussion improve expression?

How does adaptability in response to technological changes improve expression of ideas?

How can using accurate, integrated sources improve my communication?

How can formal or informal English expression affect the effectiveness of my communication?

How can improved understanding of language usage and conventions impact my reading, writing, speaking, listening, and viewing?

How can I utilize new vocabulary acquisition?

Acquisition

Students will know:

conventions impact my reading, writing, speaking, listening, and viewing

to utilize new vocabulary acquisition?

how an author’s use of words and phrases determines the tone of the text

how to develop a central idea by creating supporting evidence.

what makes a good summarization.

the appropriate methods for developing effective argumentation for a specific audience, purpose, and context, using the revision and editing process.

how to effectively participate in collaborative discussion.

how to integrate diverse sources.

when formal rather than informal English is appropriate.

how to employ proper parallel structure.

the conventions of standard English grammar and usage.

Students will be skilled at demonstrating:

the ability to recognize the author’s method of developing theme, setting, and tone.

how to use words and phrases to create a tone.

how to use evidence in a text to support the central idea.

how to trace the development of the text’s central idea.

how to summarize the text.

identifying and following the process of gathering information necessary to introduce and develop claims in effective written argumentation

expressing their own ideas with credibility.

determining whether to use formal or informal English.

demonstrating command of punctuation marks, phrase an clause identification, and parallel structure.

newly acquired vocabulary and incorporate it into their speaking and writing.

transferring knowledge of word stems into their working vocabulary

Essential Vocabulary:

setting, connotative meaning, theme, tone, figurative meaning

logic, tone, inference, deductive and inductive reasoning, supportive detail, evidence, fact, opinion, denotative meaning, connotative meaning,

summary, fact, opinion, rhetoric, deductive and inductive reasoning, faulty logic, pathos, ethos, logos,

collaborative, diverse, persuasively, media, formats, credibility, quantitatively, relevant, reliable, questionable, integrate, collegial, and formal, parallel structure, noun, verb, adjectival, adverbial, participial, prepositional, absolute, phrase, clause, semicolon, comma, thesaurus, and

etymology

IT Standards: HS.RP.1 Design project-based products that address global

problems.

HS.TT.1 Use technology and other resources for assigned

tasks.

IT Strategies:

Searching current international issues/events

Learning how to use google docs, prezi, glogster

Presentation techniques/Public speaking strategies

Unit Title: Quarter A Grade: 10th Subject: English/Language Arts

STAGE 2

Understandings: ● theme and setting in literature. ● word choice contributes to time,

place, tone, and atmosphere ● reading comprehension entails a

fuller use of a text’s meaning, using its evidences (taking into account their ambiguities and logic), and ability to summarize.

● a text’s central idea and analysis of its development through the shaping of the details is essential in creating a summary.

● meanings of words and phrases are both denotative and connotative, and that diction determines the tone.

● How do evidences support the central idea of a text?

● What is the impact of an author’s word choice on meaning and tone?

● effective arguments must have support and should be tailored to the appropriate audience, purpose, and context.

● relevant evidence is needed to support a point and actively engage in meaningful and well-reasoned conversation.

● reliable sources rather than questionable ones from diverse media or formats contribute to effective persuasion.

Revised Blooms

Creating: Can the student create new product or point of view?

assemble, construct, create,

design, develop, formulate &

write.

Evaluating: Can the student justify a stand or decision?

appraise, argue, defend, judge, select, support, value & evaluate

Analyzing: Can the student distinguish between the different parts?

appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question & test.

Applying: Can the student use the information in a new way?

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use & write.

Understanding: Can the student explain ideas or concepts?

classify, describe, discuss, explain, identify, locate, recognize, report, select, translate & paraphrase

Remembering: Can the student recall or remember the information?

define, duplicate, list, memorize, recall, repeat, reproduce & state

Formative Assessments

(Evidences)

● artwork depicting setting (ex: map of the lodge/the river/Canadian border- “On The Rainy River”

● take a stand and justify it from an editorial in a newspaper.

● Student will read an excerpt from a courtroom drama’s “closings”/www.procon.org

● and show the weaknesses of each of the lead counsels’ arguments

● letter to the editor and create an opposing argument, keeping the tone used and following the letter’s logical progression

● application of terms in class discussion

● concept map of informational text’s purpose, audience, context

● letters to companies in support of or in protest of their products

● persuasive travel

Summative Assessment

Group presentation incorporating word choice, music, and artwork to deliver a sense of setting and theme for a project of a chosen piece of literature (ex: “On The Rainy River” sing creations)

Student will dramatize a court trial. Students will take the roles of court personnel making sure all elements needed for a solid presentation and logical progression are clearly covered.

Student will write an essay about the central ideas and supporting evidences of the two sides in a publicized current event.

As members of a debate team, students will choose a position on a controversial and socially relevant topic and prepare and present persuasive language and evidence to convince an audience.

Student production of editorial based on timely subject matter considering audience, purpose and context. Write an argumentative essay on a

http://www.procon.org/

http://www.procon.org/

● They need a strong command of grammar and usage conventions, vocabulary, and knowledge of language.

● The necessity of using context clues, noticing patterns of word changes, and using dictionaries and thesauruses will improve written and spoken communication.

Essential Questions: How do theme, setting, and word

choice affect tone and atmosphere?

How can literature evoke an emotional response?

How do evidences support the central idea of a text?

What is the impact of an author’s word choice on meaning and tone?

How will my listening and actively participating in evaluation of speakers affect my own personal speaking skills?

How can I improve my speaking by considering purpose, audience, and task?

How can digital media improve my effectiveness?



brochures ● Vocabulary and stem

games (quizlet.com/ WWtW)

● WWtW vocabulary quizzes

● Internet grammar activities

● Grammar & Style workbook lessons

● Examining pieces of writing to assess use of grammar and conventions( ACT English weekly practice)

school-related controversial topic.

Create a scenario where the student is working as a media correspondent covering the Olympics or another large event. Write reports of the observed events incorporating neologisms and stems to make the reports authentic and rich in vocabulary. Reports should evidence command of language conventions and punctuation application.

WWtW vocabulary tests

Stage 3

Approximate number of days spent on unit: 20 days or 4.5 weeks

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self -Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources: - “The Moment Before the Gun Went Off” by Nadine Gordimer - “On the Rainy River” by Tim O’Brien - “Like the Sun” by R.K. Narayan - Night excerpt (Chapter 3) by Elie Wiesel - Oprah interview with Elie Wiesel - “Montgomery Boycott” excerpt by Coretta Scott King - MLK speeches from Montgomery bus boycotts - “Beyond Books” chapter from No Turning Back: My Summer with Daddy King by Rev. Gurdon Brewster - “The Sun Witness” by Nurunessa Choundhury - “Masque of the Red Death” by Edgar Allen Poe - “Man’s Search for Meaning “ by Viktor Frankl - “Song of Survival” by Helen Colijn - “I Never Saw Another Butterfly” [Terezin concentration camp] - Chinua Achebe’s analysis of Heart of Darkness - “The Second Coming” by W.B. Yeats - excerpts from Things Fall Apart by Chinua Achebe - National Geographic images - Contagion movie clips - EOC Coach text - Word Within the Word (WWtW) -- lists 31-35 for review, lists 36 and forward - bellringers: ACT reading and English, WWW, EOC reading and writing - daily grammar mini-lessons

Strategies: - close reading - collaborative Annotations - zoom In = focus on small chunks of text at a time, reveal more (Heart of Darkness, Night, “Man’s Search for Meaning”) - Think Aloud/Brainstorm - Read Aloud - Second Draft Reading - Speak the Text (MLK speech) - Ask about it = video response graphic organizer - gallery walk (Vietnam War/WW2) - the 4 C’s (connections, challenge, concepts, changes) - “Is this Legit”- speech evidences activity - graffiti - sticky note annotation - chunking Activity (MLK speech_ - fishbowl Seminar = discussion in 2 circles (Things Fall Apart)

Quarter B: Heritage Unit

Grade 10 Q1 Q2 Q3 Q4

Common Core Standards: RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Mus e des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RI 1: Cite strong and thorough textual evidence to support analysis of the text says explicitly as well as inferences drawn from the text. RI 6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI 7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. S&L3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. S&L4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. S&L5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L1: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. L2: Demonstrate command of the conventions of standard English

Transfer: Students will be able to independently use their learning to . . .

draw inferences from text. determine point of view. reflect on works from outside of the United States. analyze a subject in two different types of mediums. cite textual evidence that is convincing and complete to support their

ideas. examine how the language is used effectively, especially considering

any persuasive techniques the author might use to influence readers. judge what details are emphasized in each account/media. write narratives clearly and concisely to create vivid characters and

logical sequence of events write narratives, either real or imagined, that incorporate the elements

of fiction writing and ???? use varied technologies that allow for impactful and meaningful

presentations to an array of audiences understand the process of writing and allocate sufficient time for each

step through the process. actively participate rather than listen passively. communicate information and evidence as a speaker with focus on

purpose, audience, and task. use digital media in order to create a purposeful effect. use punctuation including semicolons and colons, parallel sentence

structure appropriately. identify phrase and clause types appropriately. spell correctly. grow their vocabularies, understanding word meanings and nuances

of words to expand steadily their repertoire of words and phrases.

capitalization, punctuation, and spelling when writing. L4: Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies.

Meaning

Understandings: Students will understand that . . .

literature reveals cultural experience. inferences can be drawn from text as well as analyzing the text for

what it explicitly says authors prove their points through use of evidence that support their

claim as well as refutations of others’ claims. authors use different rhetorical devices to argue their points. some points are not explicit and they will need to infer. the different accounts of an event might lead to different cn

clusions points effective narratives follow a unifying sequence of events and a

recognizable point of view through which the writer uses an economy of words that are pungent and impactful to create a story that draws in its reader and involves the reader in the story.

evaluation of reasoning and evidence are vital to the legitimacy of both speaking and listening.

interest is created through strategic use of media. they need a strong command of grammar and usage conventions,

vocabulary, and knowledge of language. the necessity of using context clues, noticing patterns of word

changes, and using dictionaries and thesauruses will improve written and spoken communication.

Essential Question(s):

How does literature help me to understand cultures outside of the United States?

How do authors use evidence to make their claims? How can author bias or varying accounts of an event affect

interpretation? In reading or viewing, how does evidence support a claim? How does the attention of the writer correlate to the interest of the

reader of narrative writing? In what way does the presentation medium effect the impact of

narrative writing? How will my listening, and actively participating in evaluation of

speakers affect my own personal speaking skills? How can I improve my speaking by considering purpose, audience,

and task? How can digital media improve my effectiveness? How can improved understanding of language usage and

conventions impact my reading, writing, speaking, listening, and viewing?


Acquisition

Students will know: how to analyze the same subject in different mediums. that literature can explain cultural differences. how to find the main point/claim the rhetorical devices

Students will be skilled at: drawing inferences from text. analyzing works from different cultures. determining the point of view in a text pointing out key pieces of evidence

the process of writing the elements of narrative writing how to format, create, edit, and share their writing using available

technology how to present and evaluate information. how to make presentations effective through incorporation of digital

media. how to employ proper parallel structure. the conventions of standard English grammar and usage. newly acquired vocabulary and incorporate it into their speaking and

writing.

pointing out rhetorical devices and their effects on the audience

comparing/contrasting different accounts of a subject, analyzing for effectiveness according to the author’s purpose creating and developing believable characters implementing Web 2.0 technology to convey their writing to various

audiences allocating varied time allotments for components of the writing

process identifying fallacy and rhetoric in speaking and listening. improving audience understanding through use of digital media

demonstrating command of punctuation marks, phrase, and clause identification, and parallel structure.

transferring knowledge of word stems into their working vocabulary.


inferences, mediums, cultural experience purpose, rhetoric, allusion, logos, pathos, ethos, repetition, evidence,

claim, point of view

point of view: 1st person, 2nd person, 3rd person limited and omniscient; plot, exposition, narrative hook, rising action, falling action, climax, resolution, characterization, flashback, chronological order, foreshadowing

point of view, rhetoric, fallacious, distorted, concisely, logically, reasoning, substance, purpose, task, legitimacy, passively, strategic

parallel structure, noun, verb, adjectival, adverbial, participial, prepositional, absolute, phrase, clause, semicolon, comma, thesaurus, and etymology

IT Standards: HS ????

IT Strategies:

????

Unit Title: Quarter B Grade: 10th Subject: English/Language Arts

STAGE 2

Understandings: literature reveals cultural

experience. inferences can be drawn from

text as well as analyzing the text for what it explicitly says

Authors prove their points through use of evidence that support their claim as well as refutations of others’ claims.

Authors use different rhetorical devices to argue their points.

Some points are not explicit and they will need to infer.

The different accounts of an event might lead to different conclusions/points.

Effective narratives follow a unifying sequence of events and a recognizable point of view through which the writer uses an economy of words that are pungent and impactful to create a story that draws in the reader and involves him or her vicariously in the story

evaluation of reasoning and evidence are vital to the legitimacy of both speaking and listening.

interest is created through strategic use of media

They need a strong command of grammar and usage

Revised Blooms




write.












(Evidences)

● cultural experience discussion

● diversity awareness experiment

● art ● Critique the author and

decide if the author uses more explicit or implicit points, decide which are needed more

● Distinguish by highlighting different passages of a speech to show the rhetorical strategies (allusion, ethos, pathos, logos, etc.)

● infer what will happen next with think/pair/share

● exit ticket or learning log to recall what you covered the day before

● Identify character traits that make characters relatable.

● Evaluate various print and non- print texts to analyze character development.

● Apply these traits to student writing as it relates to narrative writing.

● Have students classify


create literature projects representing key scenes in different artistic mediums.

write a new poem (based off one non-fiction piece we have read) to show the theme or tone.

write and Illustrate scenes from a non-fiction biographical/autobiographical account to create a comic strip or movie storyboard incorporating technology like Windows Movie Maker, Prezi, or www.animoto.com.

personal narrative that is NOT only written but has visuals/media to enhance

personal narrative in which the concepts of character development through various presentation mediums are applied

evaluate print and non print media and evaluate the effectiveness of the author by analyzing character development.

Working as a group, develop an informative presentation analyzing the speech for

conventions, vocabulary, and knowledge of language.

The necessity of using context clues, noticing patterns of word changes, and using dictionaries and thesauruses will improve written and spoken communication.

Essential Questions:

How does literature help me to understand cultures outside of the United States?

How can I better draw inferences from literature?

How do authors use evidence to make their claims?

How can author bias or varying accounts of an event affect interpretation?

In reading or viewing, how does evidence support a claim?

How does the attention of the writer correlate to the interest of the reader of narrative writing?

In what way does the presentation medium affect the impact of narrative writing?

How will my listening, and actively participating in evaluation of speakers affect my own personal speaking skills?

How can I improve my speaking by considering purpose, audience, and task?

How can digital media

characters as believable or unbelievable based upon writer attention and character development and difference in presentation medium.

● Appraisal and evaluation of famous speeches

● Compare and contrast findings and evidences from multiple media outlets

● development of a presentation using a digital media program with which the student has no previous experience.

● examining pieces of ● writing to assess use of

grammar and conventions ● writing practice with

newly-acquired vocabulary

● writing neologisms

● analogies ● punctuation practice

activities ● sample student writing ● vocabulary and stem

games (quizlet.com/ WWtW)

● WWtW vocabulary quizzes

● Internet grammar activities

● Grammar & Style workbook lessons

● Examining pieces of writing to assess use of grammar and conventions

rhetoric and evidence. Also, include digital media: pictures, maps, charts, and/or illustrations that would have made the speech more effective.

Create a scenario where the student is working as a media correspondent covering the Olympics or another large event. Write reports of the observed events incorporating neologisms and stems to make the reports authentic and rich in vocabulary. Reports should evidence command of language conventions and punctuation application.

WWtW vocabulary quizzes/tests

improve my effectiveness?



(ACT English weekly practice)

Stage 3









Resources:

ActivBoard

Literary texts

Informational texts

Internet for cultural research

DVDs/excerpts

“I Am Offering This Poem” by Jimmy Santiago Baca (pgs. 395-396)

“Everyday Use” by Alice Walker

“Ode to a Lizard” by Pablo Neruda

“Catch the Moon” by Judith Ortiz Cofer (pgs. 63 -)

“Two Kinds” by Amy Tan (pgs. - )

daily grammar mini-lessons from the Grammar & Style workbook (EMC materials Exceeding the Standards)

The Word Within the Word

Strategies:

close reading

collaborative Annotations

zoom In = focus on small chunks of text at a time, reveal more

think aloud/brainstorm

read aloud

second draft reading

speak the text

ask about it = video response graphic organizer

the 4 C’s (connections, challenge, concepts, changes)

“Is This Legit”- speech evidences activity

graffiti

sticky note annotation

chunking activity

fishbowl seminar (discussion in 2 circles)

student-led cultural discussion

diversity research

cultural presentation (Guest speaker)

peer evaluations

inferring what happens next

creating

distinguishing differences/categorizing

peer writing groups to create and edit writings of themselves and others

critiquing

Quarter C: Positive Change & Research unit

Grade 10 Q1 Q2 Q3 Q4

Common Core Standards: RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL 9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RI 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI 7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

W2: Write informative/explanatory texts to examine and convey complex idea, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W7: 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. W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches

Transfer: Students will be able to independently use their learning to . . . Study and analyze characters in literature. Identify how an author uses structure to develop effect. See how literature builds on past literature. Cite textual evidence that is convincing and complete to Support their ideas. Examine how the language is used effectively, especially considering any persuasive techniques the Author might use to influence readers. Should be able to judge what details are emphasized in each

account/media. Introduce a topic and organize complex ideas, concepts, and

information for various audiences, purposes and contexts. Determine which facts, quotes, pieces of information to use for both

short and longer term projects in order to create a unified written product

Discuss read and researched material referring to evidence from texts and other information to stimulate exchange of ideas.

Collaborate with peers to set rules for collegial discussions and decision-making.

Propel thoughtful conversations clarifying, verifying, or challenging ideas and conclusions.

Respond thoughtfully to diverse perspectives considering evidence and reasoning presented.

Evaluate the credibility and accuracy of sources. Demonstrate knowledge of when formal English is appropriate. Write and edit work so that it conforms to the guidelines in a style

manual such as MLA. Interpret figures of speech (e.g., euphemism, oxymoron) in context

and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations.

effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W9: Draw evidence from literary or informational texts to

support analysis, reflection, and research. S&L1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. S&L2: Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source. S&L6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Meaning

Understandings: Students will understand that . . .

Characters develop theme and understanding.

The author’s structure or the story allows him to manipulate plot and time.

Authors prove their points through use of evidence that support their claim as well as refutations of others’ claims.

Authors use different rhetorical devices to argue their points.

Some points are not explicit and they will need to infer.

The different accounts of an event might lead to different conclusions/points.

Topic development requires research, evaluation of information,

Essential Question(s): How do authors use characters to develop and move texts? How are multiple themes developed in a work? How do authors use evidence to make their claims? How can author bias or varying accounts of an event affect

interpretation? In reading or viewing, how does evidence support a claim? How do students determine important and credible sources and

evidence when researching a topic? What are the most effective methods of evaluating, synthesizing, and

organizing information?

selection, organization, and synthesis

Recognizing credible sources and importance of information is essential to producing informative texts that are useful and credible

Use of technology to collaborate and produce is necessary

Relevant evidence is needed to support a point and actively engage in meaningful and well-reasoned conversation.

Reliable sources rather than questionable ones from diverse media or formats contribute to effective persuasion.

Language functions in various forms— reading, speaking, and listening.

Style manuals are necessary for writing.

Accumulating vocabulary is necessary to various modes of communication.

How do students integrate their own language with that of their sources in order to produce written products that fulfill their purpose?

How can collaboration and discussion improve expression? How does adaptability in response to technological changes improve

expression of ideas? How can using accurate, integrated sources improve my

communication? How can formal or informal English expression affect the

effectiveness of my communication? How does knowledge of language improve comprehension and

writing? How can accumulating vocabulary improve my communication? How can following a style manual improve my writing?

Acquisition

Students will know: how to analyze the author’s craft and discern how he is able to move

the story along how to find the main point/claim the rhetorical devices how to research and evaluate information appropriate to topic how to synthesize information how much information should be included from sources in order to

fulfill the purpose of the assignment or task how to effectively participate in collaborative discussion. how to integrate diverse sources. when formal rather than informal English is appropriate. how to navigate and utilize style manuals to improve written

communication. how to transfer newly acquired vocabulary into writing, speaking, and

listening.

Students will be skilled at: identifying the way an author uses characters, time, and emotion to

tell the story. determining the point of view in a text pointing out key pieces of evidence pointing out rhetorical devices and their effects on the audience comparing/contrasting different accounts of a subject, analyzing for effectiveness according to the author’s purpose producing appropriate informational texts using research and other informational texts as sources choosing and incorporating necessary information into an organized

piece of writing expressing their own ideas with credibility. determining whether to use formal or informal English. writing documents that follow a set style format. understanding literal and figurative word meanings.


characterization, motivation, flashback, foreshadowing, conflict purpose, rhetoric, allusion, logos, pathos, ethos, repetition, evidence,

claim, point of view synthesis, credible, plagiarism, introduction, development,

conclusion, formal, objective, unified, relevant, reliable, analysis,

IT Standards: HS ????

IT Strategies:

????

reflection, organization, source citation collaborative, diverse, persuasively, media, formats, credibility,

quantitatively, relevant, reliable, questionable, integrate, collegial, and formal

MLA Handbook, Turabian’s Manual for Writers, figurative language, euphemism, oxymoron, context, nuance, connotation, and denotation

Unit Title: Quarter B Grade: 10th Subject: English/Language Arts

STAGE 2

Understandings: characters develop theme and

understanding.

the author’s structure of the story allows him to manipulate plot and time.

authors prove their points through use of evidence that support their claim as well as refutations of others’ claims.

authors use different rhetorical devices to argue their points.

some points are not explicit and they will need to infer.

the different accounts of an event might lead to different conclusions/points.

topic development requires research, evaluation of information, selection, organization, and synthesis

recognizing credible sources and importance of information is essential to producing informative texts that are useful and credible

how much information should be included from sources in order to fulfill the purpose of the assignment or task

relevant evidence is needed to support a point and actively engage in meaningful and well-reasoned conversation.

reliable sources rather than questionable ones from diverse media or formats contribute to effective persuasion.

Revised Blooms




write.












(Evidences)

● Character profile ● Venn diagram for opposing characters ● Distinguish by highlighting different passages of a speech to show the rhetorical strategies (allusion, ethos, pathos, logos, etc.) ● Infer what points are being made with Think/Pair/Share ● Analyze political cartoons for claim and rhetorical device used ● Research and Note-Taking Activities ● Quiz – Determining Credibility of Sources ● Class Discussion ● Short Writing Assignments ● Talk show style interviews ● Debate—individual and team ● Letters to companies in support of or in protest of their products ● Persuasive brochures ● vocabulary and stem games (quizlet.com/ WWtW) ● WWtW vocabulary quizzes ● Internet grammar activities ● Grammar & Style workbook lessons ● Examining pieces of writing to assess use of grammar and conventions (ACT English weekly practice)


Develop and deliver a presentation showing how a story is character-driven

Write a new poem (based off one non-fiction piece we have read) to show the theme or tone.

Write and Illustrate scenes from non-fiction biographical/autobiographical account to create a comic strip or movie storyboard incorporating technology like Windows Movie Maker, Prezi, or www.animoto.com.

Students will use various resources of digital and print text to produce a full-length piece of informational writing for a specified audience and purpose.

Students will use digital media to present findings to specified audience.

Using reliable sources and diverse media, investigate an “Aha Moment” from history or current events. Create a class presentation that explains the details of the event, and the evidence that supports positive or negative change stemming from the “Aha Moment.” Also include evidence that supports the longevity of the “Aha Moment.”

WWtW vocabulary quizzes/tests

http://www.animoto.com/

Language functions in various forms— reading, speaking, and listening.

Style manuals are necessary for writing.

Accumulating vocabulary is necessary to various modes of communication.

Essential Questions: How does the author use

characters to develop and move the story?

How do authors use evidence to make their claims?

How can author bias or varying accounts of an event affect interpretation?

In reading or viewing, how does evidence support a claim?

How do students determine important and credible sources and evidence when researching a topic?

What are the most effective methods of evaluating, synthesizing, and organizing information?

How do students integrate their own language with that of their sources in order to produce written products that fulfill their purpose?

How can collaboration and discussion improve expression?

How does adaptability in response to technological changes improve expression of ideas?

How can using accurate, integrated sources improve my communication?

How can formal or informal English expression affect the

● Analogies ●

effectiveness of my communication?

How does knowledge of language improve comprehension and writing?

How can accumulating vocabulary improve my communication

How can following a style manual improve my writing?

Stage 3









Resources:

ActivBoard

Literary texts

Informational texts

Internet for cultural research

DVDs/excerpts of films (fiction and non-fiction)

Terms and explanation of process for writing a research paper

Guidelines for synthesis

Samples and guidelines of credible sources

Samples of research components (outline, Works Cited, etc.)

Sources

Computer & printer

Style manuals

Sample of diverse media

daily grammar mini-lessons from the Grammar & Style workbook (EMC materials Exceeding the Standards)

The Word Within the Word

Strategies:

close reading

collaborative annotations

zoom In = focus on small chunks of text at a time, reveal more

think aloud/brainstorm

think/pair/share

read aloud

second draft reading

speak the text

ask about it = video response graphic organizer

the 4 C’s (connections, challenge, concepts, changes)

“Is This Legit”- speech evidences activity

graffiti

sticky note annotation

chunking activity

fishbowl seminar (discussion in 2 circles)

student-led cultural discussion

peer evaluations

inferring what happens next

creating

distinguishing differences/categorizing

peer writing groups to create and edit writings of themselves and others

critiquing

research

cultural presentation (guest speakers Dr. Zohara Boyd and Dr. Peter Pechauer from ASU???)

Individual Research of Student-selected topics related to

Holocaust

Group Assessment and Collaboration

Folder Checks for Established Deadlines

Digital Media Productions and Presentations

Hook with choices

Equip students with skills to explore and experience collaborative, collegial discussions

Revisions and refining of communication

Peer evaluations

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