2016-2017 Curriculum Blueprint
Grade: 10
Course: English 2 & English 2 Honors
Quarter 2: Writing to Argue From Close Reading (Collection 1: Ourselves and Others, supplemented with texts from
Collection 6)
Approximate Time
Frame:
9 Weeks
Test Item Specifications: 10th Grade
Lexile Band: 1170L – 1420L
Quarter Overview
By the end of Quarter 2, students will be able to apply the skills they have learned about writing to argue from close reading to an unfamiliar prompt resulting in the
product of an argumentative essay (this is the Required Summative Assessment). The summative assessment, in the Performance Assessment consumable, could be
given over 1 – 2 days at the end of the quarter, depending on the flexibility of your scheduling. The Common Performance Tasks are intended to address the standards
of the quarter while offering choice for students and teachers. A teacher could also assign Common Performance Tasks for scaffolding purposes. These tasks would be
completed near the end of the quarter, and prior to the Required Summative Assessment. The Common Performance Tasks may be tweaked by grade level teams
during PLC time. Flexibility is granted in order to address specific student, class, and school needs. The Priority Texts for this quarter focus on the topic of how we
interact with other people, which should help students build topical vocabulary. The Sample Assignments were chosen to give teachers examples of tasks that support
the standards necessary for students to demonstrate proficiency or approach mastery with the Common Performance Tasks and Summative Assessment; however,
these are not meant to be the only assignments for the quarter. The Sample Assignments can be tweaked and/or additional assignments can be created by grade level
PLCs. Should additional texts be needed/desired, it is recommended that these also maintain a focus on the relationship of human beings and the natural world, with
the Focus Standards of the quarter in mind.
* Study and application of vocabulary and grammar are meant to be taught in conjunction with what our students are reading and writing. As such, please utilize the
resources and standards found in the HMH Collections. For testing purposes, there should be a greater emphasis on LAFS.910.L.1.1, 1.2, 3.4, & 3.5.
Common Performance Task (Option 1)
Common Performance Task (Option 2)
Common Performance Task (Option 3)
Argumentative Essay
Argumentative Speech
Mock Debate
LAFS.910.RI.1.1; LAFS.910.RI.1.2; LAFS.910.RI.2.4;
LAFS.910.RI.2.6; LAFS.910.W.1.1; LAFS.910.W.2.5;
LAFS.910.W.3.9
LAFS.910.RI.1.1; LAFS.910.RI.1.2; LAFS.910.RI.1.3;
LAFS.910.RI.2.4; LAFS.910.RI.2.5; LAFS.910.RI.3.7;
LAFS.910.W.1.2; LAFS.910.W.2.5; LAFS.910.W.3.9
LAFS.910.RI.1.1; LAFS.910.RI.1.2; LAFS.910.RI.1.3;
LAFS.910.RI.2.4; LAFS.910.RI.2.5; LAFS.910.RI.3.7;
LAFS.910.W.1.2; LAFS.910.W.2.5; LAFS.910.W.3.9
Students should complete pp.3-8 individually to analyze the
model of writing a text-based argumentative essay. Then,
students should work through pp. 9-19 to create a cohesive
plan for writing. Finally, students will complete the entire
process of reading, planning, and writing an argumentative
essay (pp.21-32).
After reading either “from Texas v. Johnson”/ “American
Flag Stands for Tolerance” OR “Letter from Birmingham
Jail”/ “from Letter to Viceroy, Lord Irwin,” focusing on
rhetorical strategies, students should choose which author
they feel supported their argument the best by delineating
and evaluating the arguments and specific claims in the
texts, assessing whether the reasoning is valid and the
evidence is relevant and sufficient. They must also identify
false statements and fallacious reasoning.
After studying rhetorical devices used in the priority texts,
students should work with a partner to plan for and
engage in a debate that incorporates similar rhetorical
devices (with possible integration of popular 2016
campaign platforms with teacher discretion). This could
take the form of a live classroom debate or could be prerecorded. Students then write a reflective Constructed or
Extended Response in which they identify the rhetorical
strategies they utilized and analyze their effectiveness.
*This task walks students through the process of integrating
information from multiple sources and writing to argue
logically through synthesizing information presented in
different formats.
Rubric: FSA Argumentative Rubric
*See HMH Performance Assessment workbook
p.1-32
Students present their analysis in the format of a speech.
*Use HMH p.41-44 for process and rubric
Required Summative Assessment
Performance Assessment: Task 1, Research Simulation p. 99
After reading three articles about government regulation of food and drink, write an argumentative essay in which you take a position on whether this type of regulation
is fair. Your argument must be supported with evidence from the texts.
LAFS.910.RI.2.6; 3.8; LAFS.910.W.1.1a-e; LAFS.910.W.3.9
LDC Template Task A4
FSA Argumentative Rubric
Learning Goals
Sample Questions
Note: Sample Essential Questions appear at the beginning of each Collection
Reading: Students will be able to:
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Identify the author’s ideas or claims.
Delineate the argument and specific claims in a text.
Evaluate argument or specific claims in a text.
Assess the validity of reasoning and the relevance and sufficiency of the
evidence that supports it.
Distinguish between fallacious and valid reasoning.
Analyze how an author uses a portion of the text to develop or refine an idea or
claim.
Identify and define rhetoric.
Analyze the author’s use of rhetoric.
Analyze the rhetorical techniques the author uses to express his/her point of
view or purpose.
Support their analysis with examples.
Reading
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How does author’s ideas or claims contribute to the whole text?
How can the use of rhetoric impact the author’s point of view?
How does locating incorrect claims in an argument help determine the outcome?
Writing
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How can I use relevant reasons to write an argument to support a claim?
How can I use credible information to support my claims and counterclaims in an
argument?
Why do writers need to use an objective tone when writing in an argumentative
style?
How can I use evidence to support my purpose?
Writing: Students will be able to:
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Analyze a substantive topic or text to determine if it is suitable for a written
argument.
Determine methods to introduce precise claim(s) and distinguish the claim(s)
from alternate or opposing claims.
Select an organizational structure that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
Write an argument creating an organization that establishes clear relationships
among claim(s) and counterclaims daily, supported by evidence.
Write an argument to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence that introduces
precise claims and distinguishes them as alternate or opposing.
Cite textual evidence to support analysis of explicit text.
Cluster of Standards
* Utilize the Deconstructed Standards document for vertical alignment, full standard, standards-based question stems, and examples of unpacking the standard into
specific skills as you progress through the course of the year.
Reading
Writing
Speaking & Listening
Language
LAFS.910.RL.1.2 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.
LAFS.910.RL.2.6 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.
LAFS.910.RL.3.7 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 “Musée
des Beaux Arts” and Breughel’s Landscape with
the Fall of Icarus).
LAFS.910.RI.1.1 Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text.
LAFS.910.RI.1.2 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.
LAFS.910.RI.1.3 Analyze how the author unfolds
an analysis or series of ideas or events, including
the order in which the points are made, how
they are introduced and developed, and the
connections that are drawn between them.
LAFS.910.RI.2.4 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).
LAFS.910.RI.2.5 Analyze in detail how an
author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or
chapter).
LAFS.910.RI.2.6 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.
LAFS.910.RI.3.7 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.
LAFS.910.W.1.1 Write arguments to support
claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and
distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and
relevant evidence, using accurate, credible
sources and demonstrating an understanding of
the topic or text.
c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from and supports the argument
presented.
LAFS.910.W.2.5 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.)
LAFS.910.W.3.8 Gather relevant information
from multiple print and digital sources, using
search terms effectively; assess the credibility
and accuracy of each source; and quote or
paraphrase the data and conclusions of others
while avoiding plagiarism and following a
standard format for citation.
LAFS.910.W.3.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a. Apply grade 8 Reading standards to literature
(e.g., “Analyze how a modern work of fiction
draws on themes, patterns of events, or
character types from myths, traditional stories,
or religious works such as the Bible, including
describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is sound and the
evidence is relevant and sufficient; recognize
when irrelevant evidence is introduced”).
LAFS.910.SL.1.2 Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each
source.
LAFS.910.SL.1.3 Evaluate a speaker’s point of
view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.
LAFS.910.SL.2.4 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.
LAFS.910.SL.2.5 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.
LAFS.910.L.3.4 Determine or clarify the meaning
of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and
content, choosing flexibly from a range of
strategies. a. Use context (e.g., the overall
meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word
changes that indicate different meanings or
parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy). c. Consult
general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word
or determine or clarify its precise meaning, its
part of speech, or its etymology. d. Verify the
preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
LAFS.910.L.3.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings. a. Interpret figures of
speech (e.g., euphemism, oxymoron) in context
and analyze their role in the text. b. Analyze
nuances in the meaning of words with similar
denotations.
LAFS.910.RI.3.9 Analyze seminal U.S. documents
of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg
Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including
how they address related themes and concepts.
Priority Texts
Sample Assignments
Pre-teach - Argumentative Essay Strategies: Reuniting Students with the
Argumentative FSA Rubric (W.1.1): Review essay components and processes. Suggestion:
Use FSA essay exemplars to re-teach/review the parts of an argumentative essay. Use a “passing”
essay (score of 8-10) to teach appropriate strategies. Use a low scoring essay to asses learning by
having students “fix” errors using the FSA Argumentative Rubric as a guide. Use this link to find
writing samples: http://achievethecore.org/category/330/student-writingsamples?filter_cat=504&sort=dlc
Pre-teach-Rhetorical Devices (RI.2.6): Review Rhetorical Devices. Consider the following
videos: https://www.youtube.com/watch?v=hKfdrWZkeG0
https://www.youtube.com/watch?v=DWACpDlqK3s
Pre-teach-Tracing and Evaluating Arguments (RI.3.8): Review Tracing and Evaluating
Arguments. Suggestion: incorporate Thinking Maps or graphic organizers (see the Odell organizers in
additional resources).
from Texas v. Johnson Majority Opinion by William J. Brennan & American Flag
Stands for Tolerance by Ronald J. Allen
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Court Opinion/Newspaper Editorial
Lexile: 1420L/1170L
HMH TE: p. 15A
Focus Standards: LAFS.910.RI.1.1; 1.3; 2.4; 3.8
Texas v. Johnson p.15
Tracing and Evaluating Arguments (RI.3.8): Students will identify claims and supporting
evidence (using Thinking Map, note taking, etc.)
Analyzing the Text (RI.1.1; RI.1.3; RI.2.4; RI.2.5; RI.3.9): Questions 1-5 “Analyzing the
text” on HMH p. 17.
Writing Activity: Comparison (RI.1.1; RI.1.2; RI.3.9): The Supreme Court determines
whether official actions follow the Constitution. In Texas v. Johnson, the Court’s ruling centered on
the First Amendment. In a Constructed Response, compare the two documents. Be certain to
identify concepts that are discussed in both documents, noting how each document addresses them.
Support your points with examples from both texts. (HMH Performance Task p.17)
American Flag Stands for Tolerance p.18
Tracing and Evaluating Arguments (RI.3.8): Students will identify claims and supporting
evidence (using Thinking Map, note taking, etc.)
Analyzing the Text (RI.1.1; RI.1.3; RI.2.4; RI.3.8): Questions 1-5 “Analyzing the text” on
HMH p. 22.
Writing Activity: Analysis (RI.1.1; RI.2.4; RI.3.8; W.1.2): Beginning with the examples on
p.21, analyze the differences in meaning and tone between the Texas v. Johnson court opinion and
the newspaper editorial discussing the decision. Students may work in pairs or small groups for this
activity. Individually, students write a one-page analysis of the differences in tone between the two
texts. The analysis must conclude with an explanation as to how the tone of each text fits the context
for which it was written (an Extended Response would work well for this) (HMH Performance Task
p.22)
Letter from Birmingham Jail by Martin Luther King Jr.
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Argument
Lexile: 1190L
HMH TE: 319A
Focus Standards: LAFS.910.RI.1.1; 1.2; 3.8; 3.9
Letter from Birmingham Jail p.319
Tracing and Evaluating Arguments (RI.3.8): Students will identify claims and supporting
evidence (using Thinking Map, note taking, etc.)
Analyzing the Text (RI.1.1; RI.1.2; RI.3.8; RI.3.9): Questions 1-7 “Analyzing the text” on
HMH p. 338.
Writing Activity: Comparison (RI.1.1; RI.1.2; RI.2.5; RI.2.6; RI.3.8; RI.3.9; W.1.2):
Seminal U.S. texts often center on the themes of rights and freedom. Compare the ideas in King’s
letter with those in President Franklin Roosevelt’s seminal “Four Freedoms” speech, focusing on a
comparison of how each author developed his ideas, citing particular sentences or phrases from the
texts. (See page R22) (HMH Performance Task p.338)
from Letter to Viceroy, Lord Irwin by Mohandas K. Gandhi
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Argument
Lexile: 1210L
HMH TE: p. 351A
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Focus Standards: LAFS.910.W.1.2; 3.9
from Letter to Viceroy, Lord Irwin p.351
Tracing and Evaluating Arguments (RI.3.8): Students will identify claims and supporting
evidence (using Thinking Map, note taking, etc.)
Analyzing the Text (RI.1.1; RI.1.3; RI.2.4; RI.2.5; RI.2.6; RI.3.8): Questions 1-6
“Analyzing the text” on HMH p. 357.
Writing Activity: Analysis (RI.1.1; RI.1.2; RI.2.5; RI.2.6; RI.3.8; RI.3.9; W.1.2): Using
the format of a Constructed Response, students will evaluate the overall strength of Gandhi’s
argument. The first paragraph, the evaluation, will focus on an analysis of the strength of his claims,
reasons, evidence, and rhetoric. It must include evidence from the text. In the second paragraph,
students address why this argument failed to persuade the Viceroy to change the conditions
imposed on the Indian people or even to respond to Gandhi. (HMH Performance Task p.357)
(Reference p.356 – Analyze Argument and Rhetoric)
Optional Contributing Texts
Selected texts from Close Reader (Teacher Choice)
 The Wife’s Story by Ursula K. Le Guin
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from the Universal Declaration of Human Rights by UN Commission on
Human Rights
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Short Story
Lexile: 880
HMH TE: p. 12b
Focus Standards: LAFS.910.RL.1.1; 1.3; 2.5
Public Document
Lexile: N/A
HMH TE: p. 24B
Focus Standards: LAFS.910.RI.1.1; 1.2; 2.4; 3.9
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from Towards a True Refuge by Aung San Suu Kyi
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Speech
Lexile: 1490
HMH TE: p. 24F
Focus Standards: LAFS.910.RI.1.1; 2.4
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Selected texts from Textbook (Teacher Choice)
The Lottery by Shirley Jackson
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Short Story
Lexile: 1140
HMH TE: p. 25A
Focus Standards: LAFS.910.RL.1.1; 1.3; 2.5; & LAFS.SL.1.1
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Without Title by Diane Glancy
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Poem
Lexile: N/A
HMH TE: p. 39A
Focus Standards: LAFS.910.RI.1.1; 1.2; 2.4; 2.5
Additional Resources Specific to Standards
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Identifying claims and supporting evidence handout
Forming Evidence-Based Claims
Writing Evidence-Based Claims
Evidence-Based Claims Checklist