SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Grade 10, 2nd Quarter, Unit 2
Author’s Craft and Narrative Writing
Overview
Number of Instructional Days: 20 (1 day = 40 minutes)
In this unit, while reading literature, students will determine the meaning of words and phrases as they
are used in the text, including figurative and connotative meanings. They will interpret figures of speech
in context and analyze their role in the text. Also, they will analyze nuances in the meaning of words
with similar denotations. They will analyze the cumulative impact of specific word choices on meaning
and tone. Students will also analyze how an author’s choices concerning how to structure a text, order
events within it, and manipulate time, create such effects as mystery, tension, or surprise. Finally, they
will 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.
Following this analysis of the author’s craft in literature, students will apply their understanding by
writing narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. They should engage the reader by setting out a
problem, establishing one or multiple points of view, and introducing a narrator and/or character.
Students will make use of narrative techniques such as dialogue, pacing, description, reflection, and
multiple plot lines. They will use a variety of techniques to sequence events and create a coherent
whole through the use of precise words and phrases, telling details, and sensory language. Finally, they
will provide a conclusion that reflects on what is experienced over the course of the narrative.
CONCEPTS TO BE USED AND SKILLS TO BE LEARNED
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DETERMINE a text’s theme and ANALYZE its development throughout the text.
ANALYZE author’s choices concerning structure creates mood.
ANALYZE a particular point of view or cultural experience reflected in a work of literature from
outside the United States
DRAW on a wide reading of world literature
WRITE a narrative to develop real/imagined events by incorporating all narrative elements.
USE effective technique, well- chosen details and well -structured events.
ENGAGE and ORIENT the reader.
SET out a problem, situation or observation.
ESTABLISH one or multiple points of view.
INTRODUCE a narrator or characters.
USE narrative techniques to DEVELOP experiences, events or characters
USE a variety of techniques to sequence events so they build on one another.
USE precise words and phrases, telling details and sensory language
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
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CONVEY a vivid picture of the experiences, events, setting and /or characters
PROVIDE a conclusion that follows from and REFLECT(s) on what is experienced, observed or
resolved over the course of the narrative
DEMONSTRATE understanding of figurative language and nuances of words.
INTERPRET figures of speech and ANALYZE their role in the text.
ANALYZE nuances in the meaning of words with similar denotations.
ESSENTIAL QUESTIONS
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How does a story’s structure and style contribute to the overall meaning?
How are fictional texts products of or indicative of the time in which they were written?
How do figurative language and nuances in word meanings enhance comprehension?
How does a writer effectively incorporate narrative techniques to convey a personal or
imaginary experience?
Written Curriculum
The following standards are the focus of this unit of study:
RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.
RL.9-10.6. 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.
W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
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.
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.
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
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.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-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 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.
c. 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.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
L.9-10.5. 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.
The following standards reinforce the unit of study focus standards:
RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
W.9-10.4. 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.)
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate
the argument and specific claims in a text, assessing whether the reasoning is valid and
the evidence is relevant and sufficient; identify false statements and fallacious
reasoning”).
L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Use parallel structure.*
b. 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.
L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA
Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Standards that Recur through many/all of the Units of Study:
RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the
high end of the grades 9–10 text complexity band independently and proficiently.
W.9-10.10. 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.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.
Clarifying the Standards
RL-RL.9-10.4 Before grade 9, students will determine the meaning of words and phrases as they are
used in text, including figurative and connotative meanings; analyze the impact of specific word choices
on meaning and tone, including analogies or allusions to other texts. In grade 9, students will
determine the meaning of words and phrases as they are used in text, including figurative and
connotative meanings; analyze the cumulative impact on word choices on meaning and tone. In grade
10, students will build on this skill in greater depth. By grade 11, students will begin to analyze the
impact of specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
RL.9-10.5 In grade 8, students compared and contrasted the structure of two or more texts and analyzed
how the differing structure of each text contributes to its meaning and style. By grades 9 and 10, the
focus shifts to analyzing how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise. In grade 11, the same skill becomes more finite fr students will have to
analyze author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to
begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
RL.9-10.6 - Before grade 9, students analyzed how differences in the points of view of the characters
and the audience or reader create such effects as suspense or humor. In grade 9, students analyze
point of view or cultural experience reflected in a work of literature from outside the United States,
drawing on a reading of world literature. In grade 10, students will build on this skill in greater depth.
By grade 11, students analyze a case in which grasping point of view requires distinguishing what is
directly stated from what is really meant.
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
W-W.9-10.3. In grade 8, students wrote narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured event sequences by engaging
and orienting the reader by establishing a context and point of view and introducing a narrator and/or
characters; organizing an event sequence that unfolds naturally and logically. They used narrative
techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or
characters, a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one
time frame or setting to another, and show the relationships among experiences and events, precise
words and phrases, relevant descriptive details, and sensory language to capture the action and convey
experiences and events and provide a conclusion that follows from and reflects on the narrated
experiences or events. By grades 9 and 10, students will use well-chosen details, establish one or
more multiple points of view and multiple plot lines, use more sophisticated techniques to create
unity and precise and sensory language to not only convey the experience/event, but also the setting
and characters. In grade 11 and 12, the most significant narrative element is for students to structure a
narrative to build towards a particular tone and outcome.
SL. SL.9-10.1 In grade 8 students engage in a range of discussions on grade 8 topics. In grade 10, they
initiate and participate effectively in a range of collaborative discussions on grades 9–10 topics, texts,
and issues, building on others’ ideas and expressing their own clearly and persuasively. They refer to
other research and propel conversations by responding thoughtfully to diverse perspectives. They also
summarize, justify their own views, and make new connections in light of evidence and reasoning
presented. In grade 11 students work with peers to promote civil, democratic discussions and decisionmaking. They synthesize comments, claims, and evidence made on all sides of an issue, resolve
contradictions and determine what additional information or research is required to deepen the
investigation or complete the task.
L-L.9-10.5 - Before grade 9, students will demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. They will interpret figures of speech in context. Use the
relationship between particular words to better understand each of the words. Distinguish among the
connotations (associations) of words with similar denotations. In grade 9, students will demonstrate
understanding of figurative language, word relationships, and nuances in word meanings. Interpret
figures of speech in context and analyze their role in the text. Analyze nuances in the meaning of
words with similar denotations. By grade 11, students demonstrate understanding of figurative
language, word relationships, and nuances in word meanings; interpret figures of speech in context and
analyze their role in the text; analyze nuances in the meaning of words with similar denotations.
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Resources
Narrative Writing
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can
be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts,
students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and
autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict
specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and
interior monologue that provide insight into the narrator’s and characters’ personalities and motives;
and to manipulate pace to highlight the significance of events and create tension and suspense. In
history/social studies, students write narrative accounts about individuals. They also construct event
models of what happened, selecting from their sources only the most relevant information. In science,
students write narrative descriptions of the step-by-step procedures they follow in their investigations
so that others can replicate their procedures and (perhaps) reach the same results. With practice,
students expand their repertoire and control of different narrative strategies.
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SORICO CONSORTIUM ELA CURRICULUM: Grade Ten
Text Exemplars
Novels and Novellas
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Of Mice and Men by John Steinbeck
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To Kill a Mockingbird by Harper Lee
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Black Boy by Richard Wright
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A Separate Peace by John Knowles
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Catcher in the Rye by John Salinger
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The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
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The Adventures of Huckleberry Finn by Mark Twain
Drama
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Raisin in the Sun by Lorraine Hansberry
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The Night Thoreau Spent in Jail by Robert E. Lee and Jerome Lawrence
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Our Town by Thorton Wilder
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Antigone by Sophocles
Informational Text
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Into the Wild by Jon Krakauer
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The Things They Carried by Tim O’Brien
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The Joy Luck Club by Amy Tan
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I Know Why the Caged Bird Sings by Maya Angelou
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