Semester 2: 6 Weeks
Central Text
Selections
Anchor Text:
Poem: “We grow accustomed to
the Dark” by Emily Dickinson, p.
156
Poem:
“Before I got my eye put out” by
Emily Dickinson, p. 157
LG: Identify and compare poetic
structure across two poems as well
as paraphrase and summarize ideas
Anchor Text:
Science Essay:
“Coming to Our Senses” by Neil
deGrasse Tyson, 1310L, p. 161
LG: Analyze the development of
ideas in nonfiction
Short Story:
“The Night Face Up” by Julio
Cortazar, 1210L, p. 171
LG: Cite textual evidence and
analyze how an author uses parallel
plots, tone, pace, and
foreshadowing to create tension.
Grade 10 –– English 2 Intensive Language Arts- Collection 4 – How We See Things
EQ:
How do one’s senses and perceptions influence the way one experiences
the world? B: How do an author’s choices influence a reader’s perspective and
insights? (Scientific, emotional, or subjective)
Close Reader
Selections
Close Reader:
Reading Focus
Poems: “The Trouble with
Poetry” by Billy Collins, p. 160b Poetic Structure
Poem: “Today” by Billy Collins, Paraphrase
Rhetorical Questions
p. 160b (Teacher’s Edition)
Close Reader:
Book Review: “Every Second
Counts” by Matilda Batters,
p.170c (TE)
Point of View
Reading Log
ACHIEVE 3000
Kylene Beers Discussion Terms
ACHIEVE Tracking
Sheet
Listening & Speaking
Focus
Teengagement
Language Focus
Writing Conventions
Using Reference Sources
Parallel Structure
Adverbial Clauses
Prefixes
Blank Knowledge Rating
Chart
Performance
Task A:
Present a Speech,
p. 193
Task A:
Present a Speech
Rubric, p. 196
Intertextual Unit:
“Change”
Performance
Task B:
Write a Short Story,
p. 197
Golden Novel:
Night
Task B:
Write a Short Story
Rubric, p. 200
(grammar, vocabulary, syntax)
Close Reader:
Science Writing: “Whale Sharks
Discussion
Use Geometry to Avoid
Comparison
Sinking” by ScienceDaily,
p.188c (TE)
Formative and
Summative
Assessments
Online Selection
Tests
Essay
Cite Evidence
Analysis
Research
HMH Research and Writing Help
Tone
Central Ideas
Foreshadowing
Parallel Plots
Pace
Compare/Contrast
Anecdote
(to be assessed on
QBA2 exam)
Poem:
“Musee des Beaux Arts” by W.H.
Auden, p. 189
Academic Vocabulary
Painting:
“Landscape with the Fall of Icarus”
by Pieter Breughel the Elder, p. 191
LG: Analyze representations in
different mediums
1.
2.
3.
4.
5.
differentiate (differentiation, undifferentiated)
incorporate (incorporation, incorporated)
mode (modus operandi)
orient (orientation, disoriented)
perspective (perspectival, perspicacious)
Extensions


Additional
Suggested
Resources
Writing Focus
Anchor Text:
Math Essay: from The Math Instinct
by Keith Devlin, 1210L, p. 183
LG: Determine meaning and
analyze ideas

Print Version
Interactive Whiteboard Lesson: Determine
Figurative Meanings
Analyze How Authors Develop Ideas
Analyze Point of View: Background (Level Up
Tutorial>Conducting Research)




Interventions
Organize Ideas in Writing
Evaluate a Speaker
Determine A Theme
Interactive Whiteboard Lesson: Form in Poetry



Analyze Author’s Choices: Poetic Structure (Level
Up Tutorial > Elements of Poetry)
Analyze Development of Ideas
Interactive Graphic Organizer: Main Idea and
Details Chart



Cite Textual Evidence: Level Up Tutorial (Reading
for Details)
Determine Meaning and Analyze Idea: Level Up
Tutorial (Main Idea and Supporting Details
Analyzing Representations in Different Mediums
Thematic Connections for Collection 4
Our view of the world depends not only on our five senses but also on technology and surprising insights.
“The question is not what you look at, but what you see.” Henry David Thoreau
Connection: Dickinson’s poems and Auden’s
poem, along with Breughel’s painting are
connected because the ploughman in the
poem and painting are blind, and Dickinson
writes about being blind. However, in
Dickinson’s poem being blind sharpens other
senses, but in Auden’s poem and Breughel’s
painting the human is so focused on
something else, he is blind but does not seem
to have any other senses sharpened.
Text 5
Text 1
Dickinson Poems:
We grow accustomed to the
Dark/Before I got my eye
put out
In both poems Dickinson
uses visual imagery to
describe sight and the
adaption to loss of sight
Connection: In both texts the authors praise the
advantages of sight but go on to discuss how
dependence on eyesight limits us and that loss
of sight can be overcome or transcended. They
conclude that people can “see” more with other
senses, perceptions, and skills. In “We grow
accustomed to the Dark,” Dickinson says people
become accustomed to midnight (darkness) and
learn to walk straight in it. In text 2, de Grasse
Tyson says not using our eyes brings us to our
senses.
Focus on sight
Text 2
Poem, Musee des Beaux Arts
AND Painting, Landscape with
the Fall of Icarus
de Grasse Tyson's Science Essay
When Icarus falls into the ocean,
nobody notices or cares. People
turn a blind eye and life goes on.
Life doesn't stop because
something terrible happens.
Just as the ant in Text 4 doesn't
use sight to find its way home,
people often do not "see" or
percieve what goes on around
them.
This text talks about the wonders
our five senses perceive,
particularly vision, but also talks
about transcending our five
senses and how our eyes are
inadequate at seeing everything.
Math, science, and technology
help us to "see" our world better.
Focus on sight
Connection: Among these three works, there is a connection,
and that is the lack of perception through vision. The ant
knows the direction of home without vision, which is
important to survival because he must find food and return
with it. The ploughman in both the poem and the painting
does not perceive Icarus’ fall because he is focused on
plowing the field so he can harvest food which supports life.
They are both so concerned with survival they are blind to
the world around them.
"Coming to our Senses"
Connecting Theme:
Perception
1.insight or intuition gained by
perceiving
2.awareness or consciousness
3.the process by which an organism detects and interprets
information from the external
world by means of their sensory receptors
Essential Question:
How do one's senses and
perceptions influence the
way one experiences the
world?
"The Math Instinct"
In this essay, we are shown
how the sense of direction, aka
"Dead Reckoning" is used to
navigate one's way home,
rather than sight.
Focus is on a skill, a sense of
direction.
Text 3
Cortazar's short story
Text 4
Keith Devlin's math essay
Connection: In text 2, de Grasse Tyson says that we
must rely upon more than just our eyes to perceive our
world. In text 3, the main character relies heavily on his
sense of smell, rather than his sense of sight to perceive
the physical world around him. Both texts show how
senses other than sight can guide us to an awareness of
the physical world around us.
The Night Face Up
Connection: In both of these
texts a sense other than eye
sight helps individuals to
interpret their physical world.
Also, in both texts there is an
interesting twist. At the end of
The Night Face Up, we aren’t
sure which situation the main
character is facing is the dream
or the reality. In The Math
Instinct, the individual with the
sense of direction is not human,
it is an ant! So both texts
provide interesting viewpoints.
A guy has a motorcycle
accident and is recovering in a
hospital where he dreams he
is being hunted by Aztecs to
be captured and used as a
sacrifice. We are left to
ponder what is the dream and
what is the reality.
Focus on smell.
Thematic Connections-Collection 4