EAST ALLEN COUNTY SCHOOLS
Bundle 1
Grade 10
Language Arts
Narrative
Big Idea: Understanding
Enduring Understandings
Essential Questions
How are themes developed and how does it impact a text?
An author uses theme and plot to increase a reader’s understanding.
Context clues can help readers understand unfamiliar words.
What techniques does an author use in order to impact a reader’s
understanding?
Phrases and clauses add detail and variety to writing.
How do classroom discussions expand our knowledge of a topic?
The sharing of ideas promotes the writing process.
Why would the suggestions and ideas of others be a benefit in the process of
writing?
What benefits would be gained from using the ideas and suggestions of others in
the writing process?
RI.2
RI.3
RL.2
W.3
L.1
L.4. a
CC/Learning Targets
SL.1.a
SL.1.b
SL.1.c
10.4.1
Core Vocabulary
analysis
central idea
parallel structure
reflection
sequence
Links to Technology
-Narrative (app)
-Dictionary/thesaurus (app)
Bundle Performance Task(s)
Stories like The Race to Save Apollo 13 and a Memoir from Night are examples of biographical narratives. A biographical narrative is a personal account of
something that actually happened in a person’s life. Students will read examples of personal narratives from the textbook and the internet and then write a narrative
essay based on an actual event in their own lives making sure to include details, structure, point of view, dialogue, and content vocabulary. Students should submit
a rough draft, edit, and revise their writing before submitting a final draft. The classroom will become a news studio where students will present their narrative in the
form of a newscast. Students may also use the Smartboard to include a visual element in their presentation such as pictures, power point, prezi, or Imovie. A
possible assessment rubric is provided in the Appendix under Curriculum for each Performance Task.
Grade 10
LA Bundle 1
Quarter 1
Aug.-Sept.
Language Arts
G10 - Bundle 1
CC/Learning Targets
RI.2
RI.3
(10.2.4)
RL.2
(10.3.2)
(10.3.5)
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.
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.
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.
Resource of Ideas
-Best Practices Toolkit pp. D11, D56, D32-33
- Plot Development Definition
- Plot Storyboards
-Literature:
-“Harrison Bergeron” pp. 32-43
-“A Eulogy for Dr. Martin Luther King Jr.” pp. 892-895
-Best Practices Toolkit pp. B11, B32, D44-45
- Argument Analysis
- Persuasive Language
Evidence of Learning
-Class/Small Group Discussion
-Flow chart/graphic organizer
-Written Summary
-Quiz/ Test
-Class/ Small Group Discussion
-Observational Notes
-Written Reflection/ Response
-Literature:
-“Tolerance” pp. 448-453
-“I Acknowledge Mine” pp. 604-615
-Best Practices Toolkit pp. D32-33
- Theme Definition
- Theme
-Literature:
-“The Man in the Water” pp. 352-359
-“Do not weep, maiden, for war is kind” pp. 442-447
-The Outsiders by S.E. Hinton
-20,000 Leagues Under the Sea by Jules Verne
-Class Discussion to Identify
Theme
-Small Group Discussion of Detail
Supporting Theme
-Written Summary
-Quiz/ Test
Language Arts
W.3
(10.4.3)
(10.5.1)
G10 - Bundle 1
Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
-Best Practices Toolkit pp. B13, B34, C19
a. Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or multiple
point(s) of view, and introducing a
narrator and/or characters; create a
smooth progression of experiences or
events.
-Literature: pp. 828-835, pp. 940-947, pp. 264-271
b. Use narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines, to develop
experiences, events, and/or characters.
c. Use a variety of techniques to
sequence events so that they build on
one another to create a coherent whole.
d. Use precise words and phrases,
telling details, and sensory language to
convey a vivid picture of the
experiences, events, setting, and/or
characters.
e. Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of
the narrative.
- Narrative Writing
- Teaching Narrative Writing
Language Arts
L.1
(10.6.1)
(10.6.2)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a.
Use parallel structure.
b.
L.4
(10.1.2)
Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey
specific meanings and add
variety and interest to writing or
presentations.
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.
SL.1
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.
Initiate and participate effectively in a
range of collaborative discussions (oneon-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics,
texts, and issues, building on others’
ideas and expressing their own clearly
G10 - Bundle 1
-Parallel Structure
- Parallel Structure - Usage
- Grammar Phrases
- Grammar Phrases II
-Literature:
-“Everyday Use” pp. 44-57
-“A Marriage Proposal” pp. 242-259
-Language Network pp. 64-79(grammar phrases), pp. 379-380
(parallelism)
-Class Discussion
-Writing Samples/ Rubric
-Writing Conferences
-Observational Notes
-Personal Evaluation
-Peer Evaluation
-Quiz/Test
-Grammar (app)
-Best Practices Toolkit pp. E16-18
- Context Clues
-Literature:
-“To Build a Fire” pp. 74-93
-“The Possibility of Evil” pp. 186-201
-Language Network pp. 530-533
- Classroom Discussion
-Literature:
-“Doing Nothing is Something” pp. 578-585
-Class discussion
-Reflective writing/analysis
-Rubric
Language Arts
and persuasively.
a.
Come to discussions prepared,
having read and researched
material under study; explicitly
draw on that preparation by
referring to evidence from texts
and other research on the topic
or issue to stimulate a thoughtful,
well-reasoned exchange of
ideas.
b.
Work with peers to set rules for
collegial discussions and
decision-making (e.g., informal
consensus, taking votes on key
issues, presentation of alternate
views), clear goals and
deadlines, and individual roles
as needed.
-“Use of Animals in Biomedical Research” pp. 618-627
-Language Network pp. 530-533
c.
10.4.1
Propel conversations by posing
and responding to questions that
relate the current discussion to
broader themes or larger ideas;
actively incorporate others into
the discussion; and clarify, verify,
or challenge ideas and
conclusions.
Organization and Focus:
Discuss ideas for writing with
classmates, teachers, and other writers
and develop drafts alone and
collaboratively.
G10 - Bundle 1
-Group Brainstorming
- Running Brainstorming Sessions
- Literature
-“The Johnstown Flood” pp. 100-110
-Peer evaluation
-Writing conferences
-Personal evaluation
-Editing checklist
Language Arts
G10 - Bundle 1
-“The Acts of King Arthur and His Noble Knights” pp. 1030-1043
-Language Network pp. 308, 557
-Brainstorming (app)
-Brainstorming II (app)
Correlating Learning Targets
RI.10
RL.3
RL.4
RL.5
RL.10
W.4
W.5
W.9
W.10
L.2.c
L.4.c
L.6
10.3.4
10.3.7
10.3.9
10.3.12
10.3.13
10.5.7
Teacher Notes
All embeded apps included in this curriculum are free.
Additional teacher/student resources available in ITunes U course