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Last updated: 3/25/2014
ELA Grade 10 Module 1
Subject
Grade
Module
Suggested Timeline
English Language Arts
10
1
6-8 weeks
Grade Level Summary
In tenth grade, students analyze various forms of literature, including fiction, non-fiction, and other mediums on a variety of levels including theme development,
author’s assumptions and beliefs, complex development, point of view, and its impact on meaning and text structure and rhetoric while using textual evidence and
their own life experiences. In addition, students create their own writing samples using academic vocabulary, sufficient facts, concrete details, quotations, and
other information with an awareness of projected audience knowledge. They make important connections and distinctions, using varied transitions to link major
sections of the text and provide description and evidence in their pieces of writing to create a cohesive and coherent whole in all writing. Students also initiate and
engage in meaningful collaborative discussion on grade-level topics heightened by their ability to reason, provide evidence, and evaluate the views of others while
exploring their own beliefs and assumptions.
Grade Level Modules
Module 1: Rhetorical Devices Influence the Audience
Module 2: Knowledge and Experience Shape Perspective
Module 3: The Importance of Influential Relationships
Module 4: Mirrors: Seeing Ourselves Through the Eyes of Others
Module 5: Constrained Perspectives
Module Title
Module 1: Rhetorical Devices Influence the Audience
Module Overview
In this module, reading, writing, speaking, and listening are framed around the big idea of interpreting diverse perspectives. This module addressed the essential
question: How does the speaker, through the rhetorical devices he or she uses, influence the views and opinions of his or her audience? Students read from, and
write to, informational texts as well as classic and contemporary literature. Students engage in class discussions involving the informational text and literature to
interpret diverse perspectives.
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Students apply a broad range of reading, writing, speaking, and listening skills. Students address how a speaker influences the views and opinions of his or her
audience. Key outcomes include citing strong and thorough textual evidence to support analysis of a text; analyzing how an author’s choices create a desired
effect; analyzing how an author transforms text elements in a written work; evaluating the use of rhetorical devices in speeches; and presenting information,
findings, and supporting evidence appropriate to purpose, audience, and task.
Module Objectives
At the end of this module, students will be able to independently use their learning to:
Cite strong and thorough textual evidence to support analysis of a text
Analyze how an author’s choices create a desired effect
Analyze how an author transforms text elements in a written work
Evaluate the use of rhetorical devices in speeches
Present information, findings, and supporting evidence appropriate to purpose, audience, and task
Focus Standards Addressed in this Module
CC.1.3.910.B -
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an
author’s explicit assumptions and beliefs about a subject.
CC.1.3.910.E -
Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect.
CC.1.3.910.H -
Analyze how an author draws on and transforms themes, topics, character types, and/or other text elements from source material in a specific work.
CC.1.5.910.B -
Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
CC.1.5.910.D -
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure
that the presentation is appropriate to purpose, audience, and task.
Important Standards Addressed in this Module
CC.1.3.910.C -
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CC.1.3.910.D -
Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
CC.1.3.910.G -
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
CC.1.4.910.J -
Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses to
link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.
CC.1.5.910.A -
Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
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Misconceptions
Proper Conceptions
The term "cite" implies that a specific citation format (i.e. APA, MLA, etc.)
The term “cite” implies that students should cite evidence from a text, giving
should be utilized.
credit to the source (i.e., “The author states...”).
Concepts
Competencies
Text Analysis
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences and conclusions based on an author’s explicit
assumptions and beliefs about a subject.
Text Analysis
Text Structure
Analyze how an author’s choices concerning how to structure a text, order events
within it and manipulate time create an effect.
Critical Listening
Purpose, Audience and Task
Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning; ensure that the
presentation is appropriate to purpose, audience, and task.
Vocabulary
Explicit assumption
Manipulation of time
Complex character
Point of view
Varied transitions
Concluding statement
Important connections and
distinctions
Collaborative discussion
Concisely
Logically
Assessments
The assessments below include summative assessment examples (Formative assessment examples are located in the "Suggested Strategies to Support Design
of Coherent Instruction"). Assessments in this module address author's purpose, central idea of text, drawing evidence from text, and argumentative writing.
After students have read the short passage, have them respond to multiple choice questions that focus on author's purpose, central idea of text, and drawing
evidence from text.
Text for the following Multiple Choice Assessment: JuliusCaesarSpeeches.pdf
Multiple Choice Assessment: ELA Grade 10 Module 1 MC Assessment.docx
LDC Task
The Literacy Design Collaborative (LDC) writing task offers an opportunity for students to write an argumentative essay based upon William Shakespeare's Julius
Ceasar.
LDC Task 4: How do speakers employ language and utilize resources to effectively communicate a message? After reading Julius Caesar by William
Shakespeare, write an essay that compares Brutus’ speech with Marc Antony’s speech (Act III, Scene II) and argues the effectiveness of the rhetorical devices
used in each. Be sure to support your position with evidence from the texts. (Argumentation/Comparison) CC.1.5.9–10.B
Argumentative Scoring Rubric
Conventions Scoring Rubric
Current Lexile Band 9-10: 960L–1115L CCSS Lexile Stretch Band: 1050L–1335L. Lexiles may be found at http://www.lexile.com and you may refer to the
Appendix A of the Common Core State Standards. (Lexile for Julius Caesar: N/A)
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Suggested Strategies to Support Design of Coherent Instruction
Charlotte Danielson's Framework for Teaching: Domain 3 Instruction
Reading Literature
Thematic based module essential question: How does the speaker, through the rhetorical devices he or she uses, influence the views and opinions of his or her
audience? This module will focus on reading literature. This module was designed to reflect one extended text and three to five short texts of literature.
The selected text for the summary assessment allows students to focus on rhetorical devices and how the devices influence the views and opinions of the
audience. In the excerpt from Julius Caesar both Brutus and Antony aim to persuade their audience to follow their cause.
Text Selection
In selecting additional texts for this module, teachers may consider selections based upon how author's use rhetorical devices to communicate an influential
message. The following are suggested texts which may be interchanged with texts in this module. Your current texts may also suffice.
Sophocles. Oedipus Rex
Ibsen, Henrik. A Doll’s House
Williams, Tennessee. The Glass Menagerie
Ionesco, Eugene. Rhinoceros
Fugard, Athol. Master Harold...and the boys
Biography of Julius Caesar
Writing Tasks
Writing tasks for this module will focus on argument. Students should write four to six analyses focusing on argument in this module. They should continue to
develop and convey understanding through routine writing. Students write one to two narratives to convey experiences, events or procedures.
Formative Assessments
Formative assessments may include the following: Ticket out the Door, Partner Share, Compass Summary.
Speaking and Listening
Students will initiate and engage in meaningful collaborative discussion framed around the big idea of interpreting diverse perspectives from their informational text
and literature selections. Students may engage in Socratic seminar debating how rhetorical devices influence the audience. Citing strong and through text
evidence to support their point of view is another key point in this module that may be addressed through Socratic seminar.
Language Mechanics
Language usage and mechanics will be progressively incorporated throughout this module. Remember -- once skills are taught in a mini-lesson, students are
expected to edit their work, paying attention to these elements before publication.
Differentiation
Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it
will take to modify that instruction so that each learner comes away with understandings and skills that offer guidance to the next phase of learning. (The
Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. 1999)
The following list represents various methods for differentiation that could be employed by teachers. They are organized by content, process and product.
Content
Full text
Excerpts of speeches
Audio File/Books
Graphic organizers/Study Guides
Process
Flexible Grouping
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Practical Examples
Video
Graphic Organizers
Tiered Assignments
Real World Application
Web quests
Curriculum compacting
Reading and writing conferences with the teacher
Reciprocal teaching opportunities within groups and the class as a whole
Re-teaching and / or pre-teaching
Leveled, guided reading
Modeling
Chunking the reading material or reading process
Chunking for the writing process with explicit graphic organizers
Product
LDC tasks are crafted from the most fundamental levels of difficulty (Level 1) to additional demands to a “next step-up” skill or cognitive demand (Level 2) to
a task in which writers are asked to make connections and use background knowledge (Level 3)
Independent student projects
Menu of tiered assignments pertaining to specific material
Multi-modal activities
Supplemental opportunities for student choice in both reading and writing
Interdisciplinary Connections
In core content courses, there is also a focus on literacy standards. The document below allows educators to analyze the comparison of literacy standards across
the curriculum; it displays the ELA focus standards as green and the important standards as yellow for this module. This document comparatively aligns the PA
Core Literacy Standards for ELA, history and social studies, and science and technical subjects. For cross curricular purposes, educators can compare discipline
literacy standards listed below to the focus and important standards for the ELA module.
10th grade ELA Reading Standards Side by Side Module 1.doc
Additional Resources
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Created By
Amy Martell, IU17 - Northeast Bradford School District
Anthony Gabriele, Wissahickon School District
Stacy Minahan, North Schuylkill School District
Sharon Leonard, PaTTAN
Theresa Hartman, Haverford Township
Emily Dickey, Waynesboro Area School District
Ryan Devlin, Brockway Area High School
Lindsey O’Shane-Shimrack, Mohawk Area School District
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