SYRACUSE CITY SCHOOL DISTRICT
Revised: 10/7/2016
Grade 10 Unit 05
Acts of Courage – Our True Identity at Work
Reading Literature Standards: 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.9
Reading for Information Standards: 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9
Embedded Speaking & Listening Standards: SL.9.1a,c,d, SL.9.2, SL.9.3, SL.9.4, SL.9.6
Language Standards: L.9.4, L.9.5, & L.9.6
Unit Overview
This culminating unit requires students to engage in text and non-text source analysis. Through in-depth
examination of various literary, informational, and non-text sources, students will develop a deeper
understanding of broader perspectives as they pay particular attention to points of view, theme, and cultural
influences that exist in different mediums on the same topic. Students will learn how to evaluate and analyze
non-text sources in comparison to literary and informational texts. While previously emphasized standards are
embedded, the primary focus is on the analysis of non-text and historical documents.
Page 1
Concept 1
Embedded Standards
Outcome(s):
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









Readers explain how a theme emerges and is shaped using textual
evidence.
Readers analyze how characters actions/choices advance the plot
and/or develop the theme.
Readers will analyze the importance word choice has on the
meaning and tone of a text.
Readers will know how an author’s choice of structure creates an
effect of tension and/or surprise.
Readers will draw on their literary experiences to analyze point of
view or cultural experience(s) from a text
Readers will determine and trace the central idea of informational
text and provide specific details that support it.
Readers will identify how an author develops his/her analysis and the
connections that are made between his/her points.
Readers will analyze the importance word choice has on the tone &
meaning on different informational texts.
Readers will analyze how the author develops an idea or claim in
specific sections of a given text
Readers will examine the author’s point of view and how he/she uses
rhetoric to advance the purpose
Readers will examine an author’s arguments and/or claims to
determine the strength of the given arguments and/or claims
Teaching Point(s):
5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.6, 5.7, 5.12, 5.13, 5.14, 5.15, 5.16,
5.17, & 5.18
CCLS:
RL.10.2, RL.10.3, RL.10.4, RL.10.5, & RL.10.6
RI.10.2, RI.10.3, RI.10.4, RI.10.5, RI.10.6, & RI.10.8
Embedded Writing Assessment #1:
click here
Concept 2
Analyzing Different
Mediums
Concept 3
Analyzing Author’s Words
Concept 4
Examining Themes in
Historical Documents,
Primary Sources, and
Secondary Sources
Outcome(s):

Readers will
examine a key
scene or
character in
different
mediums and
will identify
critical
elements that
are included
and that are
absent

Readers will
examine
multiple
mediums of a
subject and
identify unique
details from
each account
Outcome(s):

Readers will examine
author’s words to determine
how the work is
transformed.
Outcome(s):

Readers will examine
historical documents,
primary and secondary
sources and identify
and analyze a given
theme
Teaching
Point(s):
5.7, 5.15, 5.16
Teaching Point(s):
5.8, 5.9, 5.11, 5.12
Teaching Point(s):
5.17 & 5.18
CCLS:
RL.10.7
RI.10.7
Embedded
Writing
Assessment #2:
click here
CCLS:
RL.10.9
CCLS:
RI.10.9
Embedded Writing
Assessment #3:
click here
Embedded Writing
Assessment #4:
click here
Page 2
CCLS
Coded Standard
RL.10.2, The following standards are embedded within this unit:
Concept Elaboration
RL.10.2:
 Understand that theme can be applied to
RL.10.3,
RL.10.2:
various texts as opposed to a lesson
RL.10.4,
DETERMINE a theme or central idea of a text and
learned by one character in one book
RL.10.5
ANALYZE
in
detail
its
development
over
the
course
of
the

Have
a sophisticated bank of possible
&
text,
including
how
it
emerges
and
is
shaped
and
refined
themes
RL.10.6
by specific details; PROVIDE an objective summary of text
 Examine a text through different points of
view
RL.10.3:
 Recognize the origins of a specific theme
ANALYZE how complex characters (e.g., those with
within a text
multiple or conflicting motivations) DEVELOP over the
 Locate/recognize subsequent examples of
course of a text, INTERACT with other characters, and
developing theme
ADVANCE the plot or DEVELOP the theme.
 Distinguish between an objective and
subjective summary
RL.10.3:
RL.10.4:
 Be able to use a variety of strategies to
DETERMINE the meaning of words and phrases as they are
analyze complex characters
used in the text, including figurative and connotative

Be able to identify and understand
meaning; ANALYZE the cumulative impact of specific
complex characters
word choices on meaning and tone (e.g., how the
 Be able to identify and examine
language evokes a sense of time and place; how it sets a
motivations
formal or informal tone).
 Be able to identify and examine
RL.10.5:
conflicting motivations
ANALYZE how an author's choices concerning how to
 Be able to identify and understand the
structure a text, order events within it (e.g., parallel plots),
following concepts:
and manipulate time (e.g., pacing, flashbacks) create
-Theme
such effects as mystery, tension, or surprise.
-Plot
 Be able to identify, explain, analyze how
RL.10.6
complex characters:
ANALYZE a particular point of view or cultural experience
o develop over the course of the text
reflected in a work of literature from outside in the United
o interact the with other characters
States, drawing on a wide reading of world literature
o advance the plot
o develop the theme
RL.10.4:
 Be able to define:
- Figurative Meaning
- Connotative Meaning
- Tone
 Be able to differentiate between figurative and
connotative meaning
 Be able to implement strategies for identifying
unfamiliar vocabulary within a sentence (e.g.,
Page 3
Assessment Questions
N/A
CCLS
Coded Standard
Concept Elaboration
Assessment Questions
context clues)
 Be able to define the concept of "cumulative
impact"
 In addition, students must be able to differentiate
between the impact that a word has on the
meaning of a work and how all the words'
meanings impact the meaning of a work
 Be able to understand how language has
changed and evolved over time
 Be able to define and differentiate between:
-Formal Tone
-Informal Tone
RL.10.5:
 Be able to define:
o Structure
o Flashback
o Sequence
o Parallel Plots
o Pacing
 Be able to understand how various aspects of the
structure of a text create effects such as mystery,
tension and surprise.
 Be able to define:
o Mystery
o Tension
o Surprise
 Be able to identify and understand how the order
of events and time affects a text.
 Be able to analyze how an author's choices
create effects such as mystery, tension or surprise
RL.10.6
 Identify and differentiate between different points
of view
 Identify and differentiate between different
perspectives
 Read a variety of texts with different points of view
on the same subject
 Understand different cultures and points of view
through examining different textual themes and
concepts
Analyze
the
representation
of
a
subject
or
a
key
scene
in

Dissect a portion or idea to understand why it is
RL.10.7
N/A
two different artistic mediums, including what is
significant
Page 4
CCLS
RL.10.9
RI.10.2,
RI.10.3,
RI.10.4,
RI.10.5,
RI.10.6
&
RI.10.8
Coded Standard
emphasized or absent in each treatment.
a. Analyze works by authors or artists who
represent diverse world cultures.
Concept Elaboration
Assessment Questions
 Examine a scene or topic that is portrayed using
different mediums to understand perspective
 Develop an understanding that different cultures
may portray the same thing differently
 Develop knowledge about different cultures
Analyze how an author draws on and transforms source
 Understand the literary technique of allusion
N/A
material in a specific work (e.g., how Shakespeare treats
 Identify the literary technique of allusion
a theme or topic from Ovid or the bible or how a later
 Understand why an author uses allusion within a
author draws on a play by Shakespeare).
text
 Understand the impact allusion has on a text or
topic
The following standards are embedded within the unit:
RI.10.2:
N/A
● Be able to define and identify the central idea
RI.10.2:
● Be able to identify specific, supporting details
● Be able to recognize the origins of a specific
DETERMINE a central idea of a text and ANALYZE its
development over the course of the text, including how it
central idea within a text
emerges and is shaped and refined by specific details;
● Be able to locate/recognize subsequent examples
PROVIDE an objective summary of text.
of developing central idea
● Be able to distinguish between an objective and
RI.10.3:
subjective summary
Analyze how the author unfolds and analysis or series of
RI.10.3:
ideas or events, including the order in which the points
 Identify and analyze the order in which points are
are made, how they are introduced and developed, and
made
the connections that are drawn between them.
 Identify and analyze how events or series of ideas
are:
RI.10.4:
- introduced
DETERMINE the meaning of words and phrases as they are
- developed
used in a text, including figurative, connotative, and
 Identify and analyze the connections made
technical meanings; ANALYZE the cumulative impact of
between points, events, and/or series of ideas
specific word choices on meaning and tone (e.g., how
RI.10.4:
the language of a court opinion differs from that of a
 Be able to define:
newspaper).
○ Figurative Meaning
○ Connotative Meaning
RI.10.5:
○ Technical Meaning
ANALYZE in detail how an author’s ideas or claims are
○ Tone
developed and refined by particular sentences,
● Be able to analyze:
paragraphs, or larger portions of a text (e.g., a section or
○ Figurative Meaning
chapter).
○ Connotative Meaning
○ Technical Meaning
RI.10.6
○ Tone
Determine an author’s point of view or purpose in a text
Page 5
CCLS
Coded Standard
Concept Elaboration
Assessment Questions
and analyze how an author uses rhetoric to advance that
● Be able to differentiate between figurative,
point of view or purpose.
connotative, and technical meaning
● Be able to implement strategies for identifying
RI.10.8:
unfamiliar vocabulary within a sentence (e.g.,
DELINEATE and EVALUATE the argument and specific
context clues)
claims in a text, ASSESSING whether the reasoning is valid
● Be able to define the concept of "cumulative
and the evidence is relevant and sufficient; IDENTIFY false
impact"
statements and fallacious reasoning.
○ In addition, students must be able to
differentiate between the impact that a
word has on the meaning of a work and
how all the words' meaning impact the
meaning of the work
● Be able to differentiate meanings of different
types of texts (e.g., newspaper vs. court
document)
RI.10.5:
● Be able to identify author’s ideas or claims
● Be able to identify development of an author’s
ideas or claims
● Be able to analyze how author’s ideas or claims
are developed
● Be able to analyze how author’s ideas or claims
are refined
● Be able to support analysis with text-based
evidence
RI.10.8:
● Be able to identify arguments in a text
● Be able to identify claims in a text
● Be able to determine if text based evidence is
sufficient and relevant using examples
● Be able to evaluate text based arguments and
claims using other sources of evidence (e.g., texts
and multimedia sources)
● Be able to identify vocabulary and text
 Examine two different accounts on the same
RI.10.7 Analyze various accounts of a subject told in different
mediums (e.g., a person’s life story in both print and
subject
multimedia), determining which details are emphasized in
 Identify weak and strong reasoning within different
each account.
accounts
 Examine weak and strong reasoning within
different accounts
 Determine which details are important and/or
emphasized within different accounts
Page 6
CCLS
Coded Standard
Concept Elaboration
Assessment Questions
 Recognize and differentiate between historical
N/A
RI.10.9 ANALYZE seminal U.S. documents of historical and literary
significance (e.g., Washington’s Farewell Address, the
documents, primary, and secondary sources
Gettysburg Address, Roosevelt’s Four Freedoms speech,
 Identify and comprehend cross-curricular themes
King’s “Letter from Birmingham Jail”), including how they
such as power, economics, and conflict
address related themes and concepts.
 Synthesize historical context (e.g., events, people,
etc.) with relevant texts; explain the relationships,
a. READ, ANNOTATE, and ANALYZE informational texts on
causes and effects of given texts on history
topics related to diverse and non-traditional cultures and
 Comprehend and critically analyze historical
viewpoints.
documents through close reading while exploring
the literary significance of the documents (related
themes and concepts).
 Read, annotate, and analyze informational texts
related to diverse cultures, topics, and viewpoints
 Understand, as well as compare and contrast,
differing cultures and viewpoints through textual
themes and concepts
Embedded Language Standards
10.1: Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking.
10.2: Demonstrate a command of the conventions of standard English capitalization, punctuation, and spelling when writing.
10.4: 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.
10.5: Demonstrate understanding of figurative language, world relationships, and nuances in word meanings.
10.6: 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.
Embedded Speaking and Listening Standards
10.1: Initiate and participate effectively in a range of collaboration discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 10 topics, texts, building on others’ ideas and expressing their own clearly and persuasively.
10.4: 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.
Embedded Writing Standards
10.9: Draw information from literary or informational texts to support analysis, reflection, and research
10.10: 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.
Page 7
Recommended Literary Texts
Recommended Informational Texts
Anchor Texts for Literature Circles
The Kite Runner – Housseini
All Quiet on the Western Front - Remarque
Articles Related to Courage
Making a Difference: Acts of Courage and Compassion – click here
Boston Marathon Massacre Reveals Portraits in Courage – click here
The man in the hat at Boston Marathon finish line: Carlos Arredondo didn't set
Quotes
out to be hero – click here
“I learned that courage was not the absence of fear, but the triumph Acid attacks, poison: What Afghan girls risk by going to school – click here
over it. The brave man is not he who does not feel afraid, but he who Afghan Girls, Scarred by Acid, Defy Terror, Embracing School – click here
10 revolutionary acts of courage by ordinary people – click here
conquers that fear.” Nelson Mandela
Document Deep Dive: Rosa Parks’ Arrest Records (Article & Primary
Document) – click here
“When I was a boy and I would see scary things in the news, my
After 9/11, one man's journey from loss to love – click here
mother would say to me, "Look for the helpers. You will always find
September 11th Remembered – click here
people who are helping.” Mr. Fred Rogers
Nelson Mandela Inaugural Speech – click here
Robben Island: A Monument to Courage - To visit the brutal prison that held
“This life makes no room for cowards.” - ― C. JoyBell C.
Mandela is haunting, yet inspiring - click here
Behind the Scenes: Tank Man of Tiananmen – click here
Poetry & Song Lyrics
Courage – Ann Sexton – click here
Our Deepest Fear - Inspirational Poem by Marianne Williamson – click
here
Sister Rosa – click here
Rosa Sat – click here
Non-Text Sources:
Top 10 Most Courageous Moments in Family Films – click here
Courage at the Greensboro Lunch Counter – click here
Courage II at the Greensboro Lunch Counter – click here
Tank Man Photograph – click here
Tiananmen Massacre – Tank Man – Video (sync to 1:11 43 – 1:14 08) – click here
"Gandhi at his Spinning Wheel" - Margaret Bourke-White, 1946 – click here
Rosa Parks Cleveland Ave – click here
Rosa Parks at the Police Station – click here
Page 8
Nelson Mandela in Prison – click here
9/11 Father Mychael Judge Carried from Ground Zero – click here
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●
●
Big Ideas
Readers can extract real world significance through poetry,
music, art and informational text
Readers understand that the unavoidable decisions a person
must make can have profound consequences
Readers understand that place and time have a significant
impact on human reaction to an event
Vocabulary
Seminal
Address
Historical Significance
Allusion
Standard/
Outcome
The following standards
are embedded within the
unit:
RL.10.2
Readers trace theme and
provide textual evidence
as support
RL.10.3
Readers analyze how
characters
actions/choices advance
the plot and/or develop
the theme.
RL.10.4
Readers will analyze the
importance word choice
has on the meaning and
tone of the text
Teaching Points
(Lesson Objectives)
5.1 Readers track the
development of a
theme over the course
of a text by looking
closely at textual
evidence
5.2 Readers analyze
what motivates a
character to say and do
the things he/she does
and how it advances
the plot or adds to the
theme by:
-making inferences using
textual evidence
-highlighting specific
chunks of text as
evidence
5.3 Readers will
determine the meaning
of words and phrases by
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●
●
●
●
●
Essential Questions
By discovering and reflecting on instances of courage displayed in
various genres, how do I forge connections to my own experiences?
What are catalysts for courage?
How does courage define my character?
In the face of adversity, what qualities cause some people to prevail
over struggles in the environment while others fail?
Anchor Charts
Annotating Chart
Theme Chart
Allusion
POSERS
SOAPSToneS
Checks for Understanding
Scaffold and Supports
Instructional Resources &
Tools
Question Stems for
Assessing: click here
Graphic Organizer
“What is the person
saying?”
“What is the person
doing?”
Then, Think Pair Share
Two Column Chart
Graphic Organizer:
Left Side: Character’s
actions/quotes
Right Side: Effect it has on
the plot and/or theme
Sentence Starters:
“The following character_____
said/did this and it affected
the plot by…”
“The character____
behaves/says/does
…because…”
Website for Instructional
Resources, Games,
Strategies, Graphic
Organizers for High School
ELA teachers: click here
Students will analyze
phrases in ____________ in a
Two Column Chart.
Sentence Starters:
“The author says…and
means…I know this
Annotation Codes Chart
(see resources)
Page 9
Where does the author begin
developing the theme?
Kagan Cooperative
Learning by Dr. Spencer
Kagan & Miguel Kagan
Standard/
Outcome
RL.10.5
Readers will know how an
author’s choice of
structure creates an effect
of tension and/or surprise.
Teaching Points
(Lesson Objectives)
differentiating between
literal and figurative
meanings by analyzing
how words are used in a
text.
RL.10.6
Readers will draw on their
literary experience to
analyze point of view or
cultural experience from a
text
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1c
SL.10.1d
SL.10.4
Checks for Understanding
“Meaning” and “Clues”
Students will analyze a
poem or song (see nontext sources) to identify
figurative devices and
explain what it suggests to
readers
Scaffold and Supports
because…”
“I’m noticing a pattern in
these words…; they all…”
“When I read this
passage it makes me
think…”
Instructional Resources &
Tools
Meaning and Tone Table
(Pg. 74) click here
Vocabulary in Context
Table/Graphic Organizer
(pg. 73) click here
Three Column Chart:
Column 1: Word(s)
Column 2: Definition
Column 3: Figurative meaning
Close Reading and/or Read
Aloud-Think Aloud to highlight
figurative language and its
impact.
5.4 Readers understand
that authors use literary
techniques related to
time to establish a
setting. They do this by
noticing how the author
uses flashback,
anecdote, figurative
language, imagery, and
dialogue.
5.5 Readers will
understand and make
connections with
historical and/or cultural
experience by reading
and annotating articles
related to courage
Ticket Out the Door
Choose a literary element
used by Anne Sexton in
“Courage” or in “Our
Deepest Fear” by
Marianne Williamson.
Show how she uses the
element to develop the
poem
Readers will chart examples of
how Sexton & Williamson use
flashback, anecdote,
figurative language, imagery
and dialogue
Use “Every Day Use”
(Glencoe) to review and
teach flashback,
anecdote, figurative
language, imagery and
dialogue
Define cultural experience.
Identify examples and
non-examples for the
provided text.
Sentence Starters “In the text….an example of a
cultural/historical experience
that has influenced the text
is…”
Characteristics of
Historical/Cultural Time
Period Chart
Question to consider:
What aspect of the time
period in which the author
was writing could influence
his work?
Think-Pair-Share
1. What are some
characteristics of the time
Page 10
“It can be seen….”
“Characteristics of the time
period can be seen…..”
Annotation Anchor Chart
(see Resources)
Standard/
Outcome
RL.10.7
Readers will examine a
key scene or a character
in different mediums and
identify critical elements
that are included and/or
are absent.
Teaching Points
(Lesson Objectives)
5.6 Readers will examine
the authors historical
and/or cultural
experience by
highlighting identified
cultural influences within
a given text
5.7 Readers will analyze
the representation of
key scenes by
identifying similarities
and differences in
different artistic
mediums
Embedded Speaking &
Listening Standards:
SL.10.2
RL.10.9
Readers will examine
author’s words to
determine how the work is
transformed.
Embedded Speaking &
Listening Standards:
SL.10.2
5.8 Readers will examine
the use of allusion by
reading articles related
to courage and draw
connections between
the texts.
Checks for Understanding
period in which the article
was written?
2. What current events
were occurring in the
world?
3. How could the
characteristics and events
influence the authors
work?
Cite textual evidence of
historical/cultural
experiences within one of
the articles related to
Courage
Quick Write:
What are
similarities/differences in
key scenes portrayed
throughout the
photographs of Rosa Parks
& President Obama? Read
“Rosa Sat” describe how
this poem connects the
two photographs?
What impact does one
have over the other?
Does it impact tone? Why
do you think the artist
chose this portrayal?
Quick Write:
How does the example(s)
of allusion connect with
the larger world?
How do journalists draw on
and transform allusion
within news articles?
Page 11
Scaffold and Supports
Instructional Resources &
Tools
T-Chart
Left – Side – Textual Evidence
Right Side – Why is it a
historical or cultural influence
Venn Diagram and Concept
Map
T-Chart:
Left Side-Textual Evidence
Right Side-Why is it a
historical/cultural
influence?
Chunk the Text:
Pull out a quote/example and
have students explain why it is
an example of allusion?
-orGive the explanation of why it
is an allusion and have
students find the textual
“Rosa Sat”
Photograph of Rosa Parks
on Cleveland Ave bus
Photograph of President
Obama sitting on
Cleveland Ave bus
Close Reading: click here
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
SL.10.3
The following standards
are embedded within the
unit:
RI.10.2:
Readers will determine
and trace the central idea
of informational text and
provide specific details
that support it.
RI.10.3
Readers will identify how
an author develops his/her
analysis and the
connections that are
made between his/her
points.
RI.10.4
Readers will analyze the
importance word choice
has in the tone & meaning
on different informational
texts.
RI.10.5
Readers will analyze in
detail how text structures
support and develop the
main idea and the
purpose of the text.
RI.10.6
Readers will examine the
author’s point of view and
how he/she uses rhetoric
to advance the purpose.
Scaffold and Supports
Instructional Resources &
Tools
evidence to support it.
5.9 Readers will identify
and analyze textual
evidence of where a
central idea emerges
and develops by:
-identifying themes
-identifying patterns
-highlighting textual
evidence in chunks of
text
5.10 Readers will
examine the order in
which points are made
to determine:
-how points are made
and developed by
examining textual
evidence
-connections that are
made between texts by
identifying how points
are made and
developed
Discussion:
What is the central idea of
this article? How does it
relate to Acts of Courage
and one’s personal
identity? How does the
author develop and
support this central idea?
Provide examples of
textual evidence.
Graphic Organizer/Bell
Ringer/Ticket Out the Door
5.11 Readers will
recognize the impact of
an author’s word choice
by examining different
informational texts by
analyzing figurative,
connotative, and
technical meanings
Possible Writing Activity:
Think/Ink/Pair/Share about:
-What the central idea is
-How the central idea is
affected and/or
developed by the tone
5.12 Readers will identify
and examine examples
rhetoric by highlighting
specific chunks of text
and asking “How do the
Quick Write/Ticket out the
Door:
Using textual evidence,
explain how the author’s
use of rhetoric affects the
-
-
List points that the
author is trying to
make
Textual evidence that
supports each point
Impact order of points
has on this text
-how this relates to our
true identity at work
Sentence Starters:
“The central idea of the article
is…”
The central idea of the article
relates to courage
because…”
The author starts discussing the
central idea of… at the point
where…”
Strategic Reading in the
Content Areas By Rachel
Billmeyer
Timeline:
Students are given specific
textual evidence (out of order)
that supports the points the
author is making. They are
asked to organize the
information in a way that best
supports that point.
Shades of Meaning
Strategy
From 50 Content Area
Strategies for Adolescent
Literacy
By Rachel Billmeyer
Question Stem:
“The author makes the
point….This connects with our
true identity at work
because….”
Sentence Starter:
-“The author uses the
word…because…”
Stop and Think Chart
Pg. 67 click here
Page 12
Mark Up the Text:
-underline examples of rhetoric
-circle examples of how it
affects the text
See “Recommended
Informational Text” section
above
See “Recommended
Informational Text” section
above
Literacy Strategies for
Vocabulary Development
Strategies to Engage the
Mind of the Learner
By Rachel Billmeyer
See “Recommended
Informational Text” section
above
Rhetoric Graphic
Organizer/Table (pg. 81):
click here
See “Recommended
Standard/
Outcome
RI.10.8 Readers will
examine an author’s
arguments and/or claims
to determine the strength
of the given arguments
and/or claims
Embedded Speaking &
Listening Standards:
SL.10.1a
SL.10.1c
SL.10.1d
SL.10.3
SL.10.4
SL.10.6
Teaching Points
(Lesson Objectives)
examples of rhetoric
advance the plot?”
5.13 Readers will
describe and evaluate
the argument and
claims in a given text by
determining if there is
enough strong evidence
or if the evidence is false
5.14 Readers will
evaluate the argument
and claims in a text by
determining if there is
valid reasoning and if
the evidence provided
in the text is relevant
and sufficient, also
recognizing if there is
false information or
claims in the text.
Checks for Understanding
Scaffold and Supports
arguments or claims the
author is making.
Turn & Talk
What argument does the
author of “Act of Courage
Stopped 20th 9/11
Hijacker” make?
Use textual evidence to
validate whether his
argument is valid
Class Discussion:
Readers will describe and
evaluate the argument
and claims in a given text
by determining if there is
enough strong evidence or
if the evidence is false
RI.10.7
Readers will examine
multiple mediums of a
subject and will identify
unique details from each
account
5.15 Readers will analyze
the key
elements/details/points
to analyze by
comparing two (or
more) different mediums
on the same subject.
Quick Write:
Cite elements, details,
and/or points that must be
included in order to
thoroughly analyze
different mediums on the
same subject.
RI.10.7
Readers will examine
multiple mediums of a
5.16 Readers will analyze
the representation of the
courage by examining
Stop & Jot
How are acts of courage
represented in print
Page 13
Instructional Resources &
Tools
Informational Text” section
above
Sentence Starters:
“The author is making the
argument that…evidence of
this can be seen…”
There is (not) enough
evidence to support the
argument…This can be
seen…”
Online Resources:
Evaluating Arguments
Provide students the articles:
“Acid attacks, poison: What
Afghan girls risk by going to
school” – click here
“Afghan Girls, Scarred by Acid,
Defy Terror, Embracing School”
– click here
Reading Opposing
Perspectives to Form and
Opinion Strategy from
Strategies that Work p. 137139
Writing/Discussion Prompt:
Do you agree or disagree with
the author? Use evidence
from the article to support your
answer. Discuss why
arguments are valid or invalid.
Possible Activities:
Look at two different accounts
of the same subject and
complete the following
graphic organizer:
Left column: What must be
included in order to keep the
same meaning?
Right column: what can be
excluded or changed without
changing the meaning?
Use the Tank Man Photograph
first and then present the
video of Tiananmen Square –
See “Recommended
Informational Text” section
above
Tips for Teaching Visual
Literacy for the Common
Core: click here
Different Mediums
Table/Graphic Organizer
(pg. 68): click here
Tips for Teaching Visual
Literacy for the Common
Core: click here
Standard/
Outcome
subject and will identify
unique details from each
account
Embedded Speaking &
Listening Standards:
SL.10.2
Teaching Points
(Lesson Objectives)
different mediums (print
and multimedia)
Checks for Understanding
Scaffold and Supports
compared to photography
& multimedia video?
Tank video (synched to 1:1143
– 1:14 08)
RI.10.9 Readers will
examine historical
documents, primary and
secondary sources and
identify and analyze a
given theme
Embedded Speaking &
Listening Standards:
SL.10.2
5.17 Readers will analyze
characteristics of Acts of
Courage by examining
historical documents
Close Reading:
“I Have Been To the
Mountaintop” – MLK
 What words does MLK
use to convince his
audience of his strong
moral character
 Why does MLK refer to
FDR’s speech when he
says “We have nothing
to fear but fear itself”?
 Identify how MLK grabs
the audiences’
attention by using
everyday scenarios as
well as in depth
metaphors in order to
get his message across.
RI.10.9 Readers will
examine historical
documents, primary and
secondary sources and
identify and analyze a
5.18 Readers can
evaluate the
effectiveness of seminal,
U.S. historical, and
literary documents that
Students will closely
examine
Courage at the
Greensboro Lunch
Counter – click here and
What does the video of TANK
MAN suggest to you about his
identity at work
Page 14
SOAPStoneS (mnemonic
device)
SPEAKER:
Who or what delivers the
message of the passage?
OCCASION:
Where and when was the
speech produced
AUDIENCE:
For whom was the document
produced? Who is it targeted
towards?
PURPOSE:
Why was the speech
produced?
SUBJECT:
What is the main topic of the
speech?
TONE:
What feeling or attitude does
the speech express?
SIGNIFICANCE:
What is the historical
significance of the document?
Use evidence from the
document and one other
source outside the document
to justify your evidence based
response.
POSERS: (Posters/Photographs)
PEOPLE:
What types of people do you
see in the photo?
OBJECTS:
Instructional Resources &
Tools
Different Mediums
Table/Graphic Organizer
(pg. 68): click here
See informational and nontext sources above
See Literary, Informational,
and Non-text resources
above
Standard/
Outcome
given theme
Teaching Points
(Lesson Objectives)
address a similar theme
or concept.
Checks for Understanding
Courage II at the
Greensboro Lunch
Counter – click here
What do you already know
about the subject(s) of the
photo?
How do you think the
events that were going on
during this time might have
affected the
photographer?
Compare and contrast the
content of the two
photographs to the
Greensboro Lunch article
news article – click here
Scaffold and Supports
Instructional Resources &
Tools
What objects do you see in
the photo?
SETTINGS:
What is the setting of the
photo? Where do you think it
is?
ENGAGEMENT:
What action(s) do you see
people in the photo doing?
RELATIONSHIPS:
How are the people in the
photo related or connected to
one another?
SUMMARIZE:
What is the subject of the
photo? What is the historical
significance of the photo(s)?
Embedded Writing Prompts:
Option # 1: Examine “10 Revolutionary Acts of Courage by Ordinary People” and answer the following using textual evidence from the informational
sources above: “Is the Act of Courage a conscience choice for the person who commits it?”
Option # 2: How is courage reflected in different mediums? What factors influence these specific portrayals of courage? Choose 2-3 sources from
the unit to analyze. (One must be a non-print source.) Use textual evidence to support your analysis.
Page 15