Semester 2: 6 Weeks
Central Text
Selections
Grade 10 – English 2 Honors (Advanced) Collection 6 – Hard-Won Liberty
EQ: What constitutes true freedom?
Close Reader
Selections
Anchor Text:
Argument: “Letter from
Birmingham Jail” by Martin Luther
King Jr. 1190L, p.319
LG: Analyze argument in a seminal
document.
Historically, to what extent do individuals go in order to obtain freedom?
Close Reader:
Speech: Speech at the March
on Washington by Josephine
Baker p. 340c
Memoir: from Revolution 2.0 by
Wael Ghonim 1100L, p. 341
LG: Analyze evidence and ideas in a
functional document.
Argument: from Letter to Viceroy,
Lord Irwin 1210L, p. 351
LG: Analyze an argument and
rhetoric and compare accounts in
different mediums.Documentary
Film: from Gandhi: The Rise to
Fame by BBC p. 359
LG: Analyze an argument and
rhetoric and compare accounts in
different mediums.
Short Story: The Briefcase by
Rebecca Makkaii 860L, p. 361
LG: Analyze interactions between
character and theme in a short
story.
Poem: Cloudy Day by Jimmy
Santiago Baca p. 373
LG: Analyze how a poem’s shift in
tone contributes to its theme.
Reading Focus
Seminal Document
Allusion
Parallelism
Counterargument
Analyze Rhetoric
Analyze Ideas
Analyze Evidence
Idea Development
Theme
Character
Tone
Additional
Suggested
Resources
Formative and
Summative
Assessments
Writing Focus
Personification
Online Selection
Tests
Comparison
Research
Analysis
Personal Letter
Kylene Beers on Reading, Discussing, and Writing
Teengagement
Intertextual Unit:
“Conflict”
Listening & Speaking
Focus
Close Reader:
Short Story: “Bile” by Christine
Lee Zilka p. 372c
Print Version
Language Focus
(grammar, vocabulary, syntax)
HRW.com teacher presentations on foundations
grammar skills
Speech: Research
Discussion
Golden Novel:
Night
(Novel will be
assessed in QBA2
Exam)
Performance
Task: Write an
Argument p. 377
Performance
Task:
Argumentative
Essay Rubric
p. 380
Context Clues
Colons
Denotations
Connotations
Semicolons
Academic Vocabulary
1.
2.
3.
4.
5.
comprehensive (comprehensively, comprehension)
equivalent ( equivalence, equivalently)
incentive (disincentive, incentivize)
innovate (innovation, innovator, innovative)
media (medium)
Extensions - Secondary Gifted Resources
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Analyzing Themes in Seminal Documents
Integrate Information Sources
Synthesize Sources
Analyze Tone: Interactive Whiteboard Lesson:
Word Choice and Tone

Analyze Author’s Choices: Text
StructureVocabulary Strategy: Denotations and
Connotations: WordSharp Interactive Tutorial:
Denotative and Connotative MeaningsRespond
In Discussions: Interactive Lesson
Strategies for Gifted Learners - FL Gifted Frameworks
Interventions ESE Accommodations - ELL Strategies - ELL Accommodations
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Analyze Argument in a Seminal Document: Level
Up Tutorial: Analyzing Arguments
Analyze Evidence and Author’s Ideas: Level Up
Tutorial: Informational Text
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Analyze Accounts in Different Mediums: Level
Up Tutorial: Primary and Secondary Sources
Analyze Character and Theme: Level Up Tutorial:
Theme
Analyze Theme and Tone: Level Up Tutorial
Thematic Connections – Collection 6
Connection: Both Baca and King
wrote from prison for an
audience. Baca’s poetry was
more personal, while King’s
letter was intended to promote
social justice. Even though both
were imprisoned, both felt
empowered through writing.
Cloudy Day by Jimmy Santiago
Baca This autobiographical poem
describes Baca’s feelings of being
imprisoned. He learns to
endure, and feels stronger from
his experience, as if he has
everything even though he has
nothing. (Perhaps because he
learned to write?)
Letter from Birmingham
Jail" by Martin Luther King,
Jr. The author argues
against criticism that
peaceful protest against
racism in Birmingham is
both "untimely" and
"unwise".
Hard-Won Liberty
Revolution 2.0 by Wael
Ghonim During the protests in
Egypt, this author created a
functional document that
explains the reasons for
protests and the methods for
peaceful protest.
.
EQ: What constitutes
true freedom?
Connection: Both texts describe men who
are imprisoned. The chef escapes, but he
stole an identity so he is not really free.
Baca accepts his imprisonment, and feels
the experience is somewhat positive.
The Briefcase by Rebecca
Makkai A chef, who has been
imprisoned for serving food
to underground government
resistors, escapes a chain
gang and steals the identity
of a professor (who is falsely
imprisoned in his place).
Connection: Both texts discuss the
necessity to protest when conditions
are inadequate. Ghonim advocates
for protest on the part of the
Egyptians because of poverty, illegal
arrests, crime, and a corrupt
government. MLK advocates for
protest because of the denial of
rights and inhumane treatment.
Connection: Both texts focus on the
necessity of freedom from oppressive
rule. Both Ghonim and Ghandi view
nonviolent protest as essential to further
their cause and obtain freedom for their
people.
Connection: Both texts deal
with an oppressive
government that denies rights
to its citizens, and shows how
people respond differently to
that oppression. Some
become criminals (The
Briefcase), while others use
peaceful protest (Ghandi).
Letter to Viceroy and
Ghandi: The Rise to Fame
(BBC film) Ghandi writes to
a British official, informing
him of his plans to protest
oppressive British rule of
the Indian people through
civil disobedience. The film
shows the protest
Thematic Connections-Collection 6