2016-2017 Curriculum Blueprint
Grade: 10
Course: English 2 & English 2 Honors
Quarter 3: Writing a Literary Analysis (Collection 5: Absolute Power)
Test Item Specifications: 10th Grade
Lexile Band: 980L
Approximate Time
Frame:
9 Weeks
Quarter Overview
By the end of Quarter 3, students will be able to apply the skills they have learned about analyzing literature from close reading to an unfamiliar prompt resulting in the
product of a literary analysis (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. Consider using the CPT Option 1 if you have yet to cover poetry analysis, as
the Required Summative Assessment is a literary analysis that includes poetry. There are additional resources for poetry in the Optional Texts and Additional
Resources sections. 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 human ambition. 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 are chosen 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)
Analyzing the Model: Literary Analysis
(Performance Assessment, pp. 65-96)
Analytical Essay
Multimedia Presentation
LAFS.910.RL.1.1; LAFS.910.W.1.2; LAFS.910.W.3.9
LAFS.910.RL.1.1; LAFS.910.W.1.2; LAFS.910.W.3.9;
LAFS.910.SL.2.5
LAFS.RL.1.1; LAFS.RL.1.2; LAFS.RL.1.3; LAFS.RL.2.4;
LAFS.910.RL.3.9; LAFS.910.RI.1.3; LAFS.910.RI.2.5;
LAFS.910.W.1.2; LAFS.910.W.2.5; LAFS.910.W.3.9
*This task walks students through the process of
writing a literary analysis by having them examine and
evaluate the elements of different pieces of literature.
This collection focuses on human ambition and our
eternal quest for power. In his speech “Why Read
Shakespeare?” Michael Mack argues that if you don’t
see yourself in Macbeth’s ambition, you’re either
misreading the play or misreading yourself. Review
the texts in this collection, including Shakespeare’s
Macbeth. Take notes on Macbeth’s character traits
and compare them to traits revealed in other texts
you’ve read. Synthesize your ideas by writing an
analysis that explains how one aspect (trait) of
Macbeth’s character represents a universal human
trait.
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See HMH P. 313-315 for planning details
 See HMH P. 316 for rubric
This collection focuses on human ambition and our
eternal quest for power. In his speech “Why Read
Shakespeare?” Michael Mack argues that if you don’t
see yourself in Macbeth’s ambition, you’re either
misreading the play or misreading yourself. Review
the texts in this collection, including Shakespeare’s
Macbeth. Then choose a central character and
identify and explore how one aspect of that
character’s personality represents a universal human
trait. This may take the form of a poster, Prezi,
PowerPoint, etc.
Possible Rubrics: http://mbf.blogs.com/files/visualpresentation-rubric.pdf
http://www.qcsd.org/Page/379
Required Summative Assessment
Performance Assessment: Literary Analysis p.125
After reading three texts – a biography of Edgar Allan Poe, his poem The Raven, and an essay explaining Poe’s writing process, write a literary analysis of The Raven in
which you explain how the poem represents the “human thirst for self-torture” as Poe proclaimed. Support your discussion with evidence from the texts.
LAFS.910.RI/RL.1.1; LAFS.RI.2.5; LAFS.RL.1.2; LAFS.RL.1.3; LAFS.RL.2.4; LAFS.910.W.1.2; LAFS.910.W.3.9
LDC Template Task IE3
Informative/Explanatory Rubric
Learning Goals
Sample Questions
Note: Sample Essential Questions appear at the beginning of each Collection
Reading: Students will be able to:
 Analyze text in order to provide evidence of how the text explicitly uses details
Reading:
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to support key ideas.
Draw inferences from the text in order to understand how textual analysis is
developed.
Cite strong and thorough textual evidence to support the text (explicit and
inferred).
Analyze how the theme or central idea of a text emerges, is shaped and refined
by specific details.
Interpret how the text supports key ideas or themes with specific details.
Compose an objective summary of the text that includes how the central idea
emerges, is shaped and is refined by specific details.
Analyze how a change in one element shapes another.
Determine meanings of words and phrases as they relate to meaning or tone.
Determine the figurative and connotative meanings of words and phrases as
they are used in the text.
Analyze the cumulative impact of specific word choices on meaning or tone.
Analyze how an author’s choice of plot structure, order of events or
manipulation of time creates an effect of mystery, tension, or surprise.
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How can I provide the best proof from the text to support meaning of the text?
How can I summarize the text by using the details related to the theme?
How does the interaction between the characters move the plot or contribute to
theme?
How does the author’s use of specific types of figurative language and connotation
affect the meaning of the text?
How does the text structure help me understand the text?
Why does the structure of the text matter?
How can the author’s choice to structure the text create different effects in the
text?
Writing:
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How can I use information to express an idea?
How can I use domain-specific vocabulary to express ideas accurately?
How can I use evidence to support my purpose?
Writing: Students will be able to:
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Determine the appropriate formatting, graphics, and multimedia to aid
comprehension.
Analyze key ideas and details as evidence of understanding text.
Write informative/explanatory texts that examine/convey complex ideas,
concepts, and information.
Write informative/explanatory texts that include relevant and sufficient facts,
extended definitions, concrete details, quotations, examples, and other
information appropriate to the knowledge of the topic.
Write informative/explanatory texts that include formatting, graphics, and
multimedia when useful to aiding comprehension.
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
from Why Read Shakespeare? by Michael Mack
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Argument
Lexile: 980L
HMH TE: p. 203A
Focus Standards: LAFS.910.RI.1.1; 2.5; 2.6; 3.8; LAFS.910.SL.2.4
Sample Assignments
from Why Read Shakespeare? p. 203
Pre-teaching: As the Key Learning Objective for reading this selection is to have
students analyze the use of rhetoric in an argument, please see the additional
resources section for ideas on how to introduce this concept prior to reading the
text. Students should take notes (Cornell Focused Note-Taking) to which they
return and interact as they read the selection.
Tracing and Evaluating Arguments (RI.3.8): Students will identify claims and
supporting evidence (using Thinking Map, note taking, or the Odell Resources
located in the resource section).
Analyzing the Text (RI.1.1; RI.2.4; RI.2.5; RI.2.6; RI.3.8): Questions 1-4 “Analyzing
the text” on HMH p. 208. Consider posting the questions around the room in a
“chat station” format.
Speaking Activity: Argument (RI.1.1; RI.2.4; RI.2.5; RI.2.6; RI.3.8; SL.2.4): In his
speech to college freshmen, Mack presents his opinion on the value of reading
Shakespeare. Evaluate how successfully he appeals to his audience by writing and
delivering a brief speech of his effectiveness. Time Saving Suggestion: Have
students record their speeches using an electronic device. In pairs, students take
turns watching and reviewing their partner’s speech. Students may also deliver
their speeches live. (HMH Performance Task p.208) Possible Rubric
The Tragedy of Macbeth by William Shakespeare
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Drama
Lexile: N/A
HMH TE: 210A
Focus Standards: LAFS.910.RL.1.1; 1.2; 1.3; 2.5
The Tragedy of Macbeth, p. 213
*Pre-teach-Shakespearean Dramatic Conventions (RL.2.5): Review
Shakespearean Drama: “Characteristics of Shakespearean Tragedy” on HMH p.
210 and “The Language of Shakespeare” on HMH p. 211-212. *Also consider using
video in “Additional Resources” to introduce supernatural elements in
Shakespeare.
*Pre-teach- Characterization (RL.1.3): Review Direct and Indirect Characterization.
Consider this brief video that introduces the STEAL method.
Close Read of Act I (RL.1.1; RL.1.2; RL.1.3): Students will annotate text, paying
particular attention to characterization (direct and indirect) made through
inference. *This is an opportunity to introduce students to the kind of annotating
and inferencing they will do throughout the drama. HMH Close Reader p. 72-96.
Characterization (RL.1.3): Students will choose (or teacher will assign) a central
character and students will trace characterization of this individual throughout the
play. This should include cited text evidence and student inferences. This may take
the form of a double entry journal, Thinking Map, graphic organizer, etc.
Analyze Character and Theme (RL.1.2; RL.1.3): Review how character
development connects to theme. HMH p. 290.
Writing Activity: Argument (RL.1.1; RL.1.2; RL.1.3; W.1.1): Is Macbeth a tragic
hero? Students will refer to the introductory essay on Shakespearean Drama, and
explore, in writing, which characteristics of a tragic hero Macbeth embodies,
supporting their view with details from the text (HMH Performance Task p. 291).
from Macbeth on the Estate by Penny Woolcock
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Film
Lexile: N/A
HMH TE: p. 293A
Focus Standards: LAFS.910.RL.1.1; 2.5; 2.6; 3.7; 3.9; SL.2.4
from Macbeth on the Estate p.293
Analyze Representations (RL.3.7): Students should identify elements that are
emphasized or omitted from the film and their impact on mood and tone (using
Thinking Map, Focused Note-Taking, etc.)
Analyzing the Media (RL.1.2; RL.3.7): Questions 1-3 “Analyzing the Media” on
HMH p. 294. Again, consider posting the questions as chat stations around the
room, allowing students to work in small groups.
Speaking Activity: Argument (RL.1.2; RL.3.7; SL.2.4): How effective was this
modern resetting of Macbeth in expressing key themes of Shakespeare’s play?
Discuss your thesis in a short speech. Time Saving Suggestion: Have students post
their writing online (ex. Schoology) for students to review and make constructive
commentary. Or, have students get into small groups to present their speeches
while being reviewed by their groupmates (HMH Performance Task p.294).
Class Novel of Choice
Optional Contributing Texts
Selected texts from Close Reader (Teacher Choice)
 from The Tragedy of Macbeth by William Shakespeare
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Drama
Lexile: N/A
HMH TE: 292B
Focus Standards: LAFS.910.RL.1.1; 1.2; 1.3; 2.4
Selected texts from Textbook (Teacher Choice)
 from Holinshed’s Chronicles by Raphael Holinshed
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The Macbeth Murder Mystery by James Thurber
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History
Lexile: 1630
HMH TE: p. 295A
Focus Standards: LAFS.910.RL.1.1; 1.2; 1.3; 2.4; 2.5; 2.6; 3.9
Short Story
Lexile: 580
HMH TE: p. 301A
 Focus Standards: LAFS.910.RL.1.1; 2.4; 3.9
5 p.m., Tuesday, August 23, 2005 by Patricia Smith
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Poem
Lexile: N/A
HMH TE: p. 309A
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Focus Standards: LAFS.910.RL.1.1; 1.2; 1.3; 2.4; 2.5
Additional Resources Specific to Standards
Introducing Supernatural Elements in Shakespeare (Video)
Identifying Fallacious Reasoning (Interactive Whiteboard Lesson): HMH TE p.
209a (Accessible via HMH online platform)
Analyze Argument and Rhetoric (Level Up Tutorial): HMH TE p. 209a (Accessible
via “Analyzing Arguments” Level Up Tutorial on HMH online platform)
Video to help students determine theme and main idea in poetry:
http://study.com/academy/lesson/interpreting-a-poems-main-idea-theme.html
For teachers: A strategy for teaching the identification of themes:
https://www.youtube.com/watch?v=9H6GCe7hmmA
Student Checklist for Evidence Based Claims Criteria (version 1):
http://odelleducation.com/wp-content/uploads/2014/01/EBC-CriteriaChecklist-I-G11-12.pdf
Student Checklist for Evidence Based Claims Criteria (version
http://odelleducation.com/wp-content/uploads/2014/01/EBC-CriteriaChecklist-II-G11-12.pdf
2):
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For additional poetry choices to scaffold up to the RSA, consider pulling
poems from the following links:
https://www.poetryfoundation.org/features/articles/detail/70069
http://www.weareteachers.com/24-must-share-poems-for-middle-school-andhigh-school/
SOAPStone (various options available online)
http://www.readwritethink.org/files/resources/30738_analysis.pdf TP-CASTT