Asbury Park School District
Course Title: English 2
Curriculum Area: English Langauge Arts
Length of Course:
New Course
Full Year
Credits: 10
XX
X
Half Year
Revision
X
Course Pre-Requisites: Successful completion of English 1
Course Description:
The grade 10 English course has been redesigned to reflect Pre-AP rigor. These Pre-AP courses will provide students
with strategies and tools they need to engage in active, high-level learning to develop the skills, habits of mind, and
concepts they need to succeed in advanced placement courses in preparation for college.
Pre-Advanced Placement (Pre-AP) classes give the students the opportunity to practice (at the appropriate level) skills
that will enable them to be successful in the AP classes taken their 12th grade year. Pre-AP classes will expose students
to the type of expectations and activities required by the AP program. Pre-AP classes lay the foundation for success not
only in the upper level English classes, but also ultimately in college course work itself.
Successful Pre-AP/AP students are typically task oriented, proficient readers who are able to set priorities with regard to
time and responsibilities. Parent support of the program also plays a key role in the success of these students.
Research has proven that reading comprehension is the best indicator of future success in upper-level studies and
college courses. The only way for that skill to develop is through consistent practice; therefore, Pre-AP/AP English
courses require students to read many works of literature each year.
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Asbury Park School District
Course Philosophy:
In APSD, we believe:
All students can perform at rigorous academic levels. This expectation should be reflected in curriculum and instruction
throughout the school so that all students are consistently being challenged to expand their knowledge and skills. All
students should be encouraged to accept the challenge of a rigorous academic curriculum through enrollment in college
preparatory programs and AP courses.
We can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of
knowledge as early as possible. The middle and high school years can provide a powerful opportunity to help all
students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning.
It is important to have recognized standards for college-preparatory or college-level academic work. While every student
is different and every teacher has unique strengths and a unique style, common expectations in terms of topics,
concepts, and skills benefit all students.
All students should be prepared for and have an opportunity to participate successfully in college. Equitable access to
higher education must be a guiding principle for teachers, counselors, administrators, and policymakers. Equity means
more than offering the same opportunities; it means a willingness to do whatever is necessary to help prepare a wide
variety of students with different needs, different backgrounds, and different abilities.
Schools should make every effort to ensure that AP and other college level classes reflect the diversity of the student
population. Barriers—however unintentional or complex—that limit access to demanding courses for all students should
be eliminated, particularly those for underrepresented ethnic, racial, and socioeconomic groups.
Adapted from
www.apcentral.collegeboard.com
Course Goals:
The goal of this course is to help students increase their ability to read critically, understand the conventions of literary
discourse, develop a greater appreciation of classic literature and write insightfully with grammatical mastery using
professional computer formats. Students will be expected to use advanced critical and abstract thinking, focusing on
meaning and application of literary themes.
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Asbury Park School District
Unit 1
Unit Duration:
Who Am I? Voices of Modern Culture
26 days
Anchor Standard (ELA)
Reading
Key Ideas and Details
CCRA.R.1
CCRA.R.2
CCRA.R.3
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4
CCRA.R.5
CCRA.R.6
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
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Asbury Park School District
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
CCRA.W.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.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning
and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Knowledge of Language
CCRA.L.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.
CCRA.L.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context
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Asbury Park School District
CCRA.L.5
CCRA.L.6
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately general academic and domain specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to the comprehension or
expression.
Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
The aim of this unit is to help students realize that they are multi-voiced and multicultural. At the center of this unit is
the student and his or her relation to language and culture. Students consider their own positions as speakers within a
culture and think about how their voices are shaped by aspects of culture, including personal heritage, family and local
traditions, personal experience, and education. Students investigate the voices of writers who discuss questions of self
perception, cultural experiences, and voice in their works. The goal is for students to see themselves as users of
language, with voices of their own that are similar to those of the writers whose works they are reading, thereby
allowing them to make connections with literature and its writers.
Unit Goals:
• To examine a variety of voices writers and speakers use and the reasons they use them(audience, purpose,
context, and genre)
• To apply analytical, critical, creative, and reflective strategies to published, personal, and peer-generate text
• To develop effective speaking and listening skills that build capacity for effective communication
Standard(s)
Reading Literature
RL10.1.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.10.2.
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
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Asbury Park School District
of the text.
RL.10.3.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
RL.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.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.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 RL.9-10.7. 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).
Writing
W.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.
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.
W.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.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.
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Asbury Park School District
W.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.10.9.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “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]”).
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”).
W.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.
Speaking and Listening
SL.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.
SL.10.2.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL.10.3.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
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Asbury Park School District
SL.10.4.
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.
SL.10.6.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated
or appropriate.
Language
L.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.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.
L.10.4.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 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).
L.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.
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Asbury Park School District
L.10.6.
•
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
• 8.1.E. Effective use of digital tools assists in
gathering and managing information
•
Interdisciplinary Standard(s)
Visual and Performing Arts
1.4 Visual and performing arts; All students
demonstrate proficiency in the following content
knowledge and skills for their required area of
specialization in DANCE, MUSIC, THEATRE, or VISUAL
ART
o 1.4.10.A.3 Develop informed personal
responses to an assortment of artworks across
the four arts disciplines (dance, music, theatre,
and visual art), using historical significance,
craftsmanship, cultural context, and originality
as criteria for assigning value to the works
Essential Question(s)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
How can cultural experiences shape, impact or influence our perception of the world?
How does voice function in and beyond the contexts of writing?
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 special types of figurative language and connotation of 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 elects in the text?
How can the point of view from a multicultural perspective influence the story?
How can I use appropriate details and organization to express a real or imagined event?
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12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
How can I use appropriate techniques to express the event more electively?
Why do I write?
How does the writing process make me a better writer?
How can technology be used as a tool to write, publish, and/or collaborate?
How can I use evidence to support my purpose?
Why is it important to write regularly?
Why is it important to adopt the routine of research, reflection, and revision?
Why is it important to write for different reasons and different audiences?
How are my conversation skills dependent on the makeup of the group?
What contributions can I make to the conversation when I’m prepared and engaged?
How can diverse perspectives change the conversation?
How do I evaluate the credibility of information presented in diverse media formats?
How do I decide if the speaker’s point of view influences the presentation of evidence?
How does the way I organize my presentation affect how my audience hears and understands the message?
Why do I need to think about the audience and purpose each time I speak?
How do I decide when to use formal or informal English when speaking?
Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
How can I convey my ideas effectively through word choice and punctuation?
How does my language change based on the situation and audience?
What resources can I use to write and edit for a particular writing style?
How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
How do I show I know how to use words accurately and effectively?
What strategies will I use to learn and use words that are special to the things I study?
Enduring Understandings
1.
2.
3.
4.
5.
6.
We read to develop as people and citizens in our global society.
We make interpretations and draw conclusions both from what we read and experience in life.
A good writer uses the writing process electively.
A good writer expresses and produces his ideas in ways that connect to the reader.
A good communicator is able to express ideas electively and listen actively.
The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, TTaught, or A-Assessed in this unit by marking E, T, A on
Check all that apply.
the line before the appropriate skill.
st
21 Century Themes
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Asbury Park School District
X
X
21 s t Century Skills
Creativity and Innovation
Global Awareness
T,E,A
Environmental Literacy
T,E,A
Critical Thinking and Problem
Solving
Health Literacy
T,E,A
Communication and
Collaboration
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
Information Literacy
T,E,A
Accountability, Productivity and
Ethics
T,E,A
Media Literacy
T,E,A
Life and Career Skills
Student Learning Targets/Objectives
1.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze in detail its development over the course of
the text.
3. Provide an objective summary of the text.
4. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings.
5. Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place and informal tone).
6. 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.
7. Analyze a particular point of view reflected in a work of literature from outside the United States,
drawing on a wide reading of world literature.
8. Analyze a cultural experience reflected in a work of literature from outside the United States, drawing
on a wide reading of world literature.
9. 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).
10. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured events.
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Asbury Park School District
11. When writing narratives, 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.
12. When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
13. When writing narratives, use a variety of techniques to sequence events so that they build on one
another to create a coherent whole.
14. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
15. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative.
16. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
17. 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.
18. 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.
19. Draw evidence from literary texts to support analysis, reflection, and research; apply grade 9 Reading
standards to literature (e.g., “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]”)
20. 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.
21. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 9 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
22. Come to discussions prepared, having read and researched material under study.
23. 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.
24. Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
25. Evaluate a speaker’s point of view and reasoning.
26. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate; present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning.
27. Demonstrate effective organization, development, substance, and style are appropriate to purpose,
audience, and task.
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28. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
29. Use parallel structure when reading and writing.
30. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking through the use of various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute).
31. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.
32. Use a colon to introduce a list or quotation.
33. Spell correctly.
34. Apply knowledge of language to understand how language functions in different contexts.
35. 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.
36. Apply knowledge of language to comprehend more fully when reading or listening.
37. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 10 reading and content, choosing flexibly from a range of strategies.
38. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
39. Demonstrate understanding of figurative language.
40. Demonstrate understanding of word relationships and nuances in word meanings.
41. Analyze nuances in the meaning of words with similar denotations.
Assessments
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Graphic organizers
o Notetaking
o Quickwrites
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Unit Assessment (Springboard Created)
o Model Curriculum Unit Assessment
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Asbury Park School District
•
Other Evidence
• E A 1: Artistic Representation of Culture
• E A 2: Presenting my Two Voices
• Writing Workshop 1: The Writing Process
• Writing Workshop 3: Poetry
•
•
•
•
•
•
Portfolio
Embedded Assessment 1: Artistic Representation of Culture [RI.10.3, W.10.3, W.10.4, W.10.5, W.10.6,
W.10.8, W.10.9, W.10.10, L.10.1b, L.10.2, L.10.3]
Embedded Assessment 2: Presenting my Two Voices [RI.10.3, W.10.3, W.10.4, W.10.5, W.10.10, SL.10.2,
SL.10.3, SL.10.4, SL.10.4, L.10.1a-b, L.10.2, L.10.3]
Writing Workshop 3-Poetry Analysis[RL.10.1, RI.10.1, RI.10.3, W.10.3, W.10.4, W.10.5, W.10.10, L.10.1b,
L.10.2, L.10.3]
Unit Reflection [L.10.4a, L.10.6]
SOAPSTone Analysis [RL.10.1, RL.10.4, RL.10.5, W.10.9a]
TP-CASTT Analysis [RL.10.4, RL.10.5, RL.10.10, RI.11.3, RI.10.4, W.10.2]
Differentiated Activities
literature circles based on lexile levels, create a newspaper with articles exploring
Enrichment
the different cultures in the classroom, write a research paper on the culture
depicted in core novel, vocabulary enrichment.
support strategies including: provide extended time, highlight key language
concepts, provide background information, identify and develop key vocabulary
through the use of word walls, predictograms, word sort, semantic mapping,
concept frames and a variety of graphic organizers; use techniques such as KWL
or think/pair/share to activate and/or build background knowledge and
experience; provide literacy scaffolds such as framed sentences and paragraphs;
partner ELL learners with strong English speakers; utilize technology and a variety
of resources to promote understanding including: multiple texts at different
reading levels, Internet, audio books, video, pictures; reteach concepts/content in
ELL
mini lessons; offer a variety of resources, grouping arrangements, assignments
and tasks; use various strategies to build background knowledge, make
connections and encourage communication; embed a variety of learning
strategies into instruction; allow students to demonstrate understanding in many
ways
Intervention
Learning American English Online
Colorin Colorado - A bilingual site for educators of ELLs.
Model Curriculum ELL Scaffold
support strategies including: literature circles based on lexile levels, provide
extended time, provide visual time, provide background knowledge, use charts
and graphics, use a variety of graphic organizers; provide individual instruction
based on skill deficiencies, provide additional vocabulary resources, and utilize
technology to promote understanding, provide audio books; reteach
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concepts/content in mini lessons; offer a variety of resources, grouping
arrangements, assignments and tasks; use various strategies to build background
knowledge, make connections and encourage communication; embed a variety of
learning strategies into instruction
Teaching and Learning Actions
Instructional Strategies
Teaching
o Activate Prior Knowledge (Assimilating prior knowledge)
o Chunking the Text
o Shared Reading
o Think-Pair-Share
o Vocabulary Notebook (Seeking meaning of unknown vocabulary)
o Learning Logs
o Word Walls
o Read Aloud
o Paired Reading (Fiction-Nonfiction Pairing)
o Guided Writing
o Visual Prompts
o Auditory Prompts
o Quickwrite
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o KWL Chart
o Close Reading (Using anchor questions with “signposts” for contrasts &
contradiction; Aha Moments; Tough Questions; words of the wiser;
again& again; and memory moment)
o Summarizing/Paraphrasing
o Graphic Organizers
o Brainstorming
o Rereading (Rereading to clarify information)
o Generating Questions (Making connections and responding to text)
o Note Taking
o Double-Entry Journal
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Activities
o
o
o
o
o
o
o
o
o
SOAPSTone
TP-CASTT
Predicting (Making and revising predictions)
Diffusing
Visualizing
Thinking Aloud
Vocabulary notebook
Margin notes
Writing process using six-traits
•
Learning Focus Activity: 1.1 Previewing the Unit, 1.2 Class Culture Quilt
[S.L.12.1, L.10.1,L.10.2, L.10.6]
•
Anticipatory Activity: 1.2, Class Culture Quilt, 1.16, [RL.10.2, RL.10.5,
RL.10.7, RL.10.10, R.I.10.1, W.10.3, S.L.10.2, L.10.1, L.10.3]
Poetry Analysis: 1.2, Class Culture Quilt 1.8, Culture and Literature, 1. 9,
Circles of Influence, 1.10, What Gives Writing a Voice?, 1.16, Voices
Against Stereotypes, 1.8 Culture and Literature [RL.10.1, RL.10.2, RL.10.3,
RL.10.4, RL.10.5, RL.10.7, RL.10.10, RI.10.1, W.10.2, W.10.3,
W.10.9,W.10.10, SL.10.2, SL.10.6, L.10.3, L.10.4, L.10.5, L.10.6]
o Comparing and contrasting the use of rhyme, rhythm, sound,
imagery, and other literary devices to convey a message and elicit
the reader’s emotion.
o Complete a DIDLS (diction-imagery-detail-language-syntax)
analysis
o Written Comparison of painting and poetry
o Examine Symbolism
•
•
Independent Reading Activity: 1. 4 Aspects of Culture: Introducing
Outside Reading , 1.10, What Gives Writing a Voice? [RL.10.1, RI.10.1,
RI.10.2, RI.10.8]
o Answer text-dependent questions, make predictions, inferences,
draw conclusions, and connect prior knowledge to support
reading comprehension
o Text Annotation
o Explain the relationships between and among elements of
literature: characters, plot, setting, tone, point of view, and
theme
•
Grammar and Usage Activities: 1.15 Punctuating Personality [L.10.1,
L.10.2, L.10.3, L.10.4, L.10.5, L.10.6]
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o
o
o
o
o
Anaphora: 1.9
Parallelism: 1.9, 1.11
Examining Syntax: 1.4, 1.13
Reciprocal Pronouns: 1.5
Punctuation: 1.15 (asterisk, exclamation mark, comma, question
mark, colon, semicolon, dash, slash, square brackets)
•
Close Reading Passage Analysis: 1.2, Analyze the cultural or social
function of a literary text, 1.3, Contemplating Culture , 1 4 Aspects of
Culture: Introducing Outside Reading, 1 5 Components of Effective
Communication,1.6 1 6 What Contributes to Our Perception of the
World?,1.7 1 7 Culture and Art,1.8 1 8 Culture and Literature,1.9 1 9
Circles of Influence [RL.10.1, RL.10.4, RL.10.5, RL.10.7, W.10.9a]]
o Analyze the cultural or social function of a literary text
o Complete a SOAPSTone (subject-occasion-audience-purposespeaker-tone) analysis
o Explain the relationship between the author’s style and literary
effect
o Summary and Voice Activity
•
Written Comparison of painting and poetry: 1.7 Culture and Art[RL.10.7]
•
View a movie using a viewing Guide:1.11 Analyzing Components of Voice
[RL.10.7]
•
In-text Vocabulary Activities [RL.10.4, RL.10.4, L.10.3, L.10.4a-d]
L.10.4]
o Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words. [Use context, structure,
and connotations to determine meanings of words and phrases.
o Discriminate between connotative and denotative meanings and
interpret the connotation.
o Identify literary and classical allusions and figurative language in
text.
o Identify the characteristics that distinguish literary forms.
o Explain the relationships between and among elements of
literature: characters, plot, setting, tone, point of view, and
theme.
o Explain the relationship between the author’s style and literary
effect.
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•
Develop narrative writings for a variety of audiences and purposes.
[W.10.3, W.10.4, W.10.5, W.10.6]
o Use elements of the writing process to compose a text in which
students
o Plan a first draft by selecting a genre to convey meaning to
multiple audiences
o Determine an appropriate topic, and develop a thesis
o Revise drafts to improve style, sentence variety, and rhetorical
strategies
o Clarify meaning to enhance intended effect on purpose, audience,
and genre
o Edit drafts for grammar, mechanics, and spelling
o Revise the final draft in response to feedback from readers and
publish work for appropriate audiences
•
Make and deliver planned oral presentations independently and in small
groups. [SL.10.1, SL.10.2, SL.10.3, SL.10.4, SL.10.6]
o Fishbowl Discussions
o Group work and discussion on themes
o Compare/Contrast Activities/Discussions
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others.
o Assume shared responsibility for collaborative work.
•
Writing Workshop 1 (before EA 1) [W.9.4, W.9.5, W.9.6]
o Use elements of the writing process to compose a text in which
students
o Plan a first draft by selecting a genre to convey meaning to multiple
audiences
o Determine an appropriate topic, and develop a thesis
o Structure ideas in a sustained, persuasive way
o Revise drafts to improve style, sentence variety, and rhetorical
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strategies
Clarify meaning to enhance intended effect on purpose, audience,
and genre
o Edit drafts for grammar, mechanics, and spelling
o Revise the final draft in response to feedback from readers and
publish work for appropriate audiences
Embedded Assessment 1: Artistic Representation of Culture [RI.10.3,
W.10.3, W.10.4, W.10.5, W.10.6, W.10.8, W.10.9, W.10.10,
L.10.1b, L.10.2, L.10.3]
Embedded Assessment 2: Presenting my Two Voices [RI.10.3, W.10.3,
W.10.4, W.10.5, W.10.10, SL.10.2, SL.10.3, SL.10.4, SL.10.4,
L.10.1a-b, L.10.2, L.10.3]
Writing Workshop 3-Poetry Analysis[RL.10.1, RI.10.1, RI.10.3, W.10.3,
W.10.4, W.10.5, W.10.10, L.10.1b, L.10.2, L.10.3]
Unit Reflection [L.10.4a, L.10.6]
Make and deliver planned oral presentations independently and in small
groups. [SL.10.4, SL.10.6]
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others.
o Assume shared responsibility for collaborative work.
o
Experiences
•
•
•
•
•
Resources
Key Terms
Tier 3
style, syntax, imagery, tone, voice, diction, symbol, connotation, denotation, word
choice, theme, anaphora, summarize, close read, complex sentence, periodic
sentence, reciprocal pronoun, perspective
Tier 2
close reading, annotate, summarize, paraphrase, skim, scan, brainstorm, draft,
predict/prediction, visualize, narrative essay, writing process, metacognitive
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markers, canvases, quilting, artifact, drawing board, mosaic, culture, subculture,
stereotypes, cultural norms, diversity, assimilation, perception, unique,
entangled, alien, eloquence
Readings
Poetry: “My Mother Pieced Quilts,” by Teresa Paloma Acosta
Memoir: Excerpt from” Funny in Farsi” by Firoozeh Dumas
Poetry: “Theme for English B,” by Langston Hughes
Poetry: “Where I’m From,” by George Ella Lyon
Poem: “Legal Alien,” by Pat Mora
Monologue: “Brace Yourself,” by Debbie Lamedman
Monologue: “The Crush,” by Debbie Lamedman
Monologue: “The Job Interview,” by Debbie Lamedman
Monologue: “The Date,” by Debbie Lamedman
Monologue: “Off the Court,” by Debbie Lamedman
Monologue: “Dinner Guest,” by Debbie Lamedman
Poem: “Sure You Can Ask Me a Personal Question,”by Diane Burns
Independent Reading Literature Circles
The Joy Luck Club by Amy Tan Lexile 930L
The Freedom Writers by Erin Gruwell Lexile 900L
I Know Why the Caged Bird Sings by Maya Angelou 1070L
Always Running by Luis Rodriguez 890L
The Kite Runner by Khaled Hosseini 840L
House on Mango Street by Sandra Cisneros 870L
Supporting Text
Supplemental Materials
Art, Music, Media
Teacher Resource Links
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH by The College Board
Film: Clips from Grease, directed by Randal Keisler
Photography by Gordon Parks, Dorothea Lang
Painting by Norman Rockwell, Salvador Dali
Common Core Standards - The Common Core State Standards provide a
consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them.
Model Curriculum - The purpose of providing a “model” is to assist districts and
schools with implementation of the Common Core State Standards and New
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Jersey Core Curriculum Content Standards by providing an example from which to
work and/or a product for implementation.
Springboard - Educators have online access to textbook content. In addition,
teachers also have online access to: Customizable assessments and reports to
inform instruction, Correlations to state standards, the Common Core State
Standards and the rigorous College Board standards and A peer-to-peer online
professional learning "community” where teachers and administrators can
exchange ideas, share best practices and get expert advice.
Ted-ed TED-Ed is a free educational website for teachers and learners. We are a
global and interdisciplinary initiative with a commitment to creating lessons
worth sharing. Our approach to education is an extension of TED’s mission of
spreading great ideas. Within the growing TED-Ed video library, you will find
carefully curated educational videos, many of which represent collaborations
between talented educators and animators nominated through the TED-Ed
platform. This platform also allows users to take any useful educational video, not
just TED's, and easily create a customized lesson around the video. Users can
distribute the lessons, publicly or privately, and track their impact on the world, a
class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school
notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
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• XtraNormal – Online movie creator
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
Student Resource Links
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
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Unit: 2
Unit Duration:
Cultural Conversations
25 days
Anchor Standard (ELA)
Reading
Key Ideas and Details
CCRA.R.1
CCRA.R.2
CCRA.R.3
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4
CCRA.R.5
CCRA.R.6
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
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others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
CCRA.W.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.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning
and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Knowledge of Language
CCRA.L.3
CCRA.L.4
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.
Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context
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CCRA.L.5
CCRA.L.6
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately general academic and domain specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to the comprehension or
expression.
Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
The aim of this unit is to guide students’ explorations of culture and its components—families, ethnicities, genders,
races, and subgroups. The goal is to help students understand how those components shape their perceptions of the
world as individuals and members of different groups. Students examine a variety of texts that range from personal
reflections to short stories and consider films and art as well. The texts explore the concepts of cultural identity and
conflict. Students also write about cultural conflict and synthesize information from multiple texts in thoughtful
arguments. By studying a variety of cultures and perspectives, students learn to connect to their own lives, reflect on
their own cultural identities, and better understand interrelationships of multiple cultures in American society.
Unit Goals:
• To recognize how we define ourselves as individuals through our interactions with external cultural forces
• To understand and apply basic elements of arguments
• To recognize the role that culture plays in defining ourselves as individuals
• To identify and understand significant cultural conversations within a variety of media sources
• To apply appropriate conventions and elements of synthesis essays
Standard(s)
Reading Informational Text
RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it
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emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.10.3 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.
RI.10.4 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).
RI.10.5 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).
RI.10.6 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.
Writing
W.10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
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focusing on addressing what is most significant for a specific purpose and audience.
W.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.10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 9 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”).
W.10.10Write 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.
Speaking and Listening
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
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.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence
SL.10.4 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.
SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
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Language
L.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.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.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.
L.10.4 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).
L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension.
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•
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
• 8.1.E. Effective use of digital tools assists in
gathering and managing information
Interdisciplinary Standard(s)
Essential Question(s)
1. How do external factors affect one’s sense of identity?
2. How do we synthesize multiple sources of information into a cohesive argument?
3. How can I prove what I have learned from the text?
4. How can the sequence of events and connections to the main points used by the author help me understand the
text?
5. How can I learn the meaning of words and phrases in the text?
6. How can the use of figurative, connotative and technical meanings help me understand the meaning of the text
7. How does word choice and special language impact tone and mood in the text?
8. How does an author’s idea or claim contribute to the whole text?
9. How can I the use of rhetoric impact the author’s point of view?
10. How can I use domain-special vocabulary to express ideas accurately?
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11. How can I use information to express an idea?
12. Why do I write?
13. How does the writing process make me a better writer?
14. How can technology be used as a tool to write, publish, and/or collaborate?
15. How can I use evidence to support my purpose?
16. Why is it important to write regularly?
17. Why is it important to adopt the routine of research, reflection, and revision?
18. Why is it important to write for different reasons and different audiences?
19. How are my conversation skills dependent on the makeup of the group?
20. What contributions can I make to the conversation when I’m prepared and engaged?
21. How can diverse perspectives change the conversation?
22. How do I evaluate the credibility of information presented in diverse media formats?
23. How do I decide if the speaker’s point of view influences the presentation of evidence?
24. How does the way I organize my presentation affect how my audience hears and understands the message?
25. Why do I need to think about the audience and purpose each time I speak?
26. How do I decide when to use formal or informal English when speaking?
27. Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
28. Why is it important for me to know and follow the rules of standard English mechanics for writing?
29. How can I convey my ideas effectively through word choice and punctuation?
30. How does my language change based on the situation and audience?
31. What resources can I use to write and edit for a particular writing style?
32. How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
33. What strategies will I use to learn and use words that are special to the things I study?
34. How can technology be used as a writing resource tool?
Enduring Understandings
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1. We read to develop as people and citizens in our global society.
2. We make interpretations and draw conclusions both from what we read and experience in life.
3. A good writer uses the writing process electively.
4. A good writer expresses and produces his ideas in ways that connect to the reader.
5. A good communicator is able to express ideas electively and listen actively.
6. The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, TTaught, or A-Assessed in this unit by marking E, T, A on
Check all that apply.
the line before the appropriate skill.
21 s t Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
X
Environmental Literacy
T,E,A
Critical Thinking and Problem
Solving
Health Literacy
T,E,A
Communication and
Collaboration
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
Information Literacy
T,E,A
Accountability, Productivity and
Ethics
T,E,A
Media Literacy
T,E,A
Life and Career Skills
Student Learning Targets/Objectives
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1.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2.
Determine the central idea of a 10th grade text.
3.
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
4.
Provide an objective summary of the text.
5.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points
are made.
6.
Analyze how the author unfolds an analysis or series of ideas or events, including how they are introduced and
developed, and the connections that are drawn between them.
7.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
8.
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).
9.
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).
10.
Determine an author’s point of view or purpose in a text.
11.
Analyze how an author uses rhetoric to advance that point of view or purpose.
12.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, of content.
13.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective organization of content; introduce a topic; organize complex ideas,
concepts, and information to make important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
14.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective analysis of content.
15.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
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16.
Use appropriate and varied transitions to link the major sections of the text and create cohesion.
17.
Clarify the relationships among complex ideas and concepts.
18.
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
19.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
20.
Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
21.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
22.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
23.
Focus on addressing what is most significant for a specific purpose and audience when writing
24.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
25.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
26.
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.
27.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 10 topics, texts, and issues.
28.
Build on others’ ideas and express their own clearly and persuasively while taking part in collaborative
discussions.
29.
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.
30.
Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas.
31.
Actively incorporate others into discussions; and clarify, verify, or challenge ideas and conclusions.
32.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally).
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33.
Evaluate the credibility and accuracy of each source of information presented in diverse media or formats.
34.
Evaluate a speaker’s point of view and reasoning.
35.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning.
36.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
37.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
38.
Use various types of clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings
and add variety and interest to writing or presentations.
39.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
40.
Use a colon to introduce a list or quotation.
41.
Spell correctly.
42.
Apply knowledge of language to understand how language functions in different contexts.
43.
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.
44.
Apply knowledge of language to comprehend more fully when reading or listening.
45.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10
reading and content, choosing flexibly from a range of strategies.
46.
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.
47.
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine, verify, or clarify its precise meaning, its part of speech,
or its etymology.
48.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level.
Assessments
•
Diagnostic
o Standards-based assessment
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•
•
•
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Graphic organizers
o Notetaking
o Quickwrites
o Journal entries
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Model Curriculum Unit Assessment
Other Evidence
• Embedded Assessment 1: Writing about a Cultural Conflict (Writing Workshop 9)
• Embedded Assessment 2: Writing a Synthesis Paper (Writing Workshop 8)
• Unit Reflection
Portfolio
• Embedded Assessment 1: Writing about a Cultural Conflict [RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4,
W.10.5, SL.10.2]
• Embedded Assessment 2: Writing a Persuasive Essay [RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4,
W.10.5, SL.10.2, L.10.3]
• Unit Reflection [L.10.4a, L.10.6]
• SOAPStone Analysis [RL.10.1, RL.10.4, RL.10.5, W.10.9a]
Differentiated Activities
literature circles based on lexile levels, write a compare and comparison essay
Enrichment
exploring the different cultures in the textbook, write a research paper on the
culture depicted in core novel, vocabulary enrichment.
support strategies including: provide extended time, highlight key language
concepts, provide background information, identify and develop key vocabulary
through the use of word walls, semantic mapping, concept frames and a variety of
graphic organizers; use techniques such as KWL or think/pair/share to activate
and/or build background knowledge and experience; provide literacy scaffolds
such as framed sentences and paragraphs; partner ELL learners with strong
English speakers; utilize technology and a variety of resources to promote
ELL
understanding including: multiple texts at different reading levels, Internet, audio
books, video, pictures; reteach concepts/content in mini lessons; offer a variety of
resources, grouping arrangements, assignments and tasks; use various strategies
to build background knowledge, make connections and encourage
communication; embed a variety of learning strategies into instruction; allow
students to demonstrate understanding in many ways
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Intervention
Learning American English Online
Colorin Colorado - A bilingual site for educators of ELLs.
Model Curriculum ELL Scaffold
support strategies including: literature circles based on lexile levels, provide
extended time, provide visual time, provide background knowledge, use charts
and graphics, use a variety of graphic organizers; provide individual instruction
based on skill deficiencies, provide additional vocabulary resources, and utilize
technology to promote understanding, provide audio books; reteach
concepts/content in mini lessons; offer a variety of resources, grouping
arrangements, assignments and tasks; use various strategies to build background
knowledge, make connections and encourage communication in a group setting
Teaching and Learning Actions
Instructional Strategies
Teaching
o Activate Prior Knowledge (using critical and divergent thinking and
assimilating prior knowledge to draw conclusions)
o Chunking the Text
o Shared Reading
o Think-Pair-Share
o Vocabulary Notebook
o Learning Logs
o Word Walls
o Read-Think Aloud
o Paired Reading
o Guided Writing
o Direct instruction and modeling of appropriate grammar
o Use task-based activities
o
o
o
Visual Prompts
Auditory Prompts
Quickwrite
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o OPTIC
o Close Reading
o Summarizing/Paraphrasing
o Graphic Organizers
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Activities
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Brainstorming
Rereading (to clarify information)
Generating Questions based on text based strategies
Note Taking
Double-Entry Journal
SOAPSTone
SIFT
TP-CASTT
Sketching
Predicting (Making and revising predictions)
Diffusing
Visualizing
Thinking Aloud
Vocabulary notebook (Seeking meaning of unknown vocabulary)
Margin notes
•
Learning Focus Activity: 2.1 Previewing the Unit, 2.14 Colliding Worlds
[S.L.10.2, L.10.1,L.10.2, L.10.6]
Anticipatory Activity: 2.2, Introduction to Family and Tradition [RL.10.2,
RL.10.5, RL.10.7, RL.10.10, R.I.10.1, W.10.3, S.L.10.2, L.10.1, L.10.3]
•
•
Written Comparison of painting and culture: Reading Art: An Artistic
Perspective on Family[RL.10.1, RI.10.1, RI.10.2, RI.10.7, RI.10, W.10.10,
L.10.1]
o To write an interpretative paragraph based on student generated
questions (OPTIC)
o To identify the techniques and subject matter of a piece of art To
cite artwork detail as textual evidence
o To recognize art as an integral part of culture
•
Poetry Analysis: 2.10 Parents and Children [RL.10.1, RI.10.3, W.10.1]
o To examine the causes of conflict between parents and children
in a poetry
o To analyze text to identify and evaluate words and phrases that
convey conflict
o To create a found poem
•
Independent Reading Activity: Literature circles [RL.10.1, RI.10.1, RI.10.2,
RI.10.8]
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o
o
o
Answer text-dependent questions, make predictions, inferences,
draw conclusions, and connect prior knowledge to support
reading comprehension
Text Annotation
Explain the relationships between and among elements of
literature: characters, plot, setting, tone, point of view, and
theme
•
Grammar and Usage Activities: [L.10.1, L.10.2, L.10.3, L.10.4, L.10.5,
L.10.6]
o Grammatical Phrases:2.8
o Sentence Variety:2.8
o Verbal Phrases: 2.15
o Types of Sentences: 2:15
o Punctuation: 2.15 (Quotations)
•
Close Reading Passage Analysis: 2.3 Reading Art: An Artistic Perspective
on Family 2.4 Thanksgiving: Changes in Perspective 2.5 Family
Perspectives: Neighbors, 2.8 Marriage Is an Arrangement, 2 .14 Colliding
Worlds, 2.15 Struggling with Identity, Rethinking Persona 2. 16, A Father’s
Plea, Evaluating a Cultural Argument 2.17, Why Choose Humor?, 2.18 A
Family Perspective on Heritage [RL.10.1, RL.10.2,RL.10.4, RL.10.5, RL.10.6,
RL.10.9, RI.10.1, RI.10.2, RI.10.3, RI.10.5, RI.10.6, RI.10.10, W. 10. 8,
W.10.9b, SL.10, L.10.1, L.10.4, L.10.4, L.10.5b, L.10.6]
o To understand changes in perspective over time
o To analyze tone and diction
o To examine how both internal changes and external changes can
affect perspective on experiences.
o To identify tone and find textual evidence to support opinion
o Complete a SOAPStone (subject-occasion-audience-purposespeaker-tone) analysis
o To introduce satire and its purpose
o To analyze how literary devices and figurative language achieve a
specific effect
o To define vocabulary in context
o To identify the attitudes, perspectives, and beliefs of the narrative
persona
o To analyze how an author’s persona relates to audience and
purpose
o To identify allusions and connect them to the writer’s purpose
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o
To uncover the ideas, issues, and values in a text through Socratic
Seminar
•
Analyzing film for conflict: 2.6 Theatrical and Cultural Elements in Film,2.7
Football Versus Family,2.9 Conflicting Expectations,2.11 Soccer
Culture[RL.10.1, R.L.10.4, R.I.10.1, R.I.10.2, R.I.10.3, W.10.1a-d. W.10.2,
W.10.4, W.10.8, W.10.10, L.10.6]
o To analyze filmmakers’ use of theatrical elements, such as
costumes, props, and sets, for particular effects
o To identify common cultural elements that characterize cultural
identity
o To analyze and compare personal, social, cultural, and historical
perspectives
o To examine the relationship between internal and external
conflicts
o To identify how theatrical and cultural elements reinforce key
conflicts and themes
•
Make and deliver planned oral presentations independently and in small
groups: 2.16 A Father’s Plea: Evaluating a Cultural Argument, 2. 17 Why
Choose Humor? [R.I.10.1, R.I.10.2, R.I.10.3, R.I.10.5, R.I.10.10, SL.10.1,
SL.10.2, SL.10.3, SL.10.4, SL.10.6]
o Fishbowl Discussions
o Group work and discussion on themes
o Compare/Contrast Activities/Discussions
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others
o Assume shared responsibility for collaborative work
•
Writing Workshop 8,9 (before EA 1, EA 2) [W.10.4, W.10.5, W.10.6]
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Use elements of the writing process to compose a text in which
students
o Plan a first draft by selecting a genre to convey meaning to multiple
audiences
o Determine an appropriate topic, and develop a thesis
o Structure ideas in a sustained, persuasive way
o Revise drafts to improve style, sentence variety, and rhetorical
strategies
o Clarify meaning to enhance intended effect on purpose, audience,
and genre
o Edit drafts for grammar, mechanics, and spelling
o Revise the final draft in response to feedback from readers and
publish work for appropriate audiences
Embedded Assessment 1: Writing about a Cultural Conflict [RI.10.1,
RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4, W.10.5, SL.10.2]
Embedded Assessment 2: Writing a Synthesis Paper [RI.10.1, RI.10.2,
W.10.1, W.10.2, W.10.3, W.10.4, W.10.5, SL.10.2, L.10.3]
Unit Reflection [L.10.4a, L.10.6]
Make and deliver planned oral presentations independently and in small
groups. [SL.10.4, SL.10.6]
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others.
o Assume shared responsibility for collaborative work.
o
Experiences
•
•
•
•
Resources
Key Terms
Tier 3
allusion, audience, clarity, coherence, collaboration, colon usage, consensus,
credibly, cultural perspective, cultural conflict, digital media, editorial,
argumentative essay, expository, narrative, parallel structure, parenthetical
citation(MLA) pronoun types, quality, semicolon usage, synthesize, thesis
statement, works cited, syntax, diction, symbol, connotation, denotation, internal
conflict, external conflict, protagonist, transition, satire, humor, exaggeration,
irony, understatement, figurative language, hyperbole, metaphor, simile, imagery
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Tier 2
adolescence, circumstances, Pandora’s box, mythic, mesmerizing, intoning,
unintelligible, explicit, implicit, juxtaposition, cultural stereotypes, inequalities,
contemporary, graduate, resume, matrimony, norms, depiction, eccentricity,
cacophony, sentry, philosophizing, theatrical elements, diversity, assimilation,
anoint, consolation, provocative, pharaohs, indelible, ancestral reconciliation
Readings
• Essays: “Thanksgiving: A Personal History,” by Jennifer New “Us and Them,” by
David Sedaris “Where Worlds Collide,” by Pico Iyer “An Indian Father’s Plea,” by
Robert Lake Excerpt from Dave Barry Does Japan, by Dave Barry “Going to Japan,”
from Small Wonder, by Barbara Kingsolver
• Article: “Matrimony with a Proper Stranger,” by Miguel Helft
• Poem: “Father and Son,” by Tomasz Jastrun
• Memoir: Excerpt from Hunger of Memory, by Richard Rodriguez
• Short Story: “Everyday Use,“ by Alice Walker
Independent Reading Literature Circles
The Joy Luck Club by Amy Tan Lexile 930L
The Freedom Writers by Erin Gruwell Lexile 900L
I Know Why the Caged Bird Sings by Maya Angelou 1070L
Always Running by Luis Rodriguez 890L
The Kite Runner by Khaled Hosseini 840L
Supporting Text
Supplemental Materials
Art, Music, Media
Teacher Resource Links
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH by The College Board
Film: Bend It Like Beckham, directed by Gurinder Chadha, 2003; or other
appropriate film that relates directly to the unit.
Art: “The Builders, The Family” and “This Is a Family Living in Harlem,” by Jacob
Lawrence
Common Core Standards - The Common Core State Standards provide a
consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them.
Model Curriculum - The purpose of providing a “model” is to assist districts and
schools with implementation of the Common Core State Standards and New
Jersey Core Curriculum Content Standards by providing an example from which to
work and/or a product for implementation.
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Springboard - Educators have online access to textbook content. In addition,
teachers also have online access to: Customizable assessments and reports to
inform instruction, Correlations to state standards, the Common Core State
Standards and the rigorous College Board standards and A peer-to-peer online
professional learning "community” where teachers and administrators can
exchange ideas, share best practices and get expert advice.
Ted-ed - TED-Ed is a free educational website for teachers and learners. We are a
global and interdisciplinary initiative with a commitment to creating lessons
worth sharing. Our approach to education is an extension of TED’s mission of
spreading great ideas. Within the growing TED-Ed video library, you will find
carefully curated educational videos, many of which represent collaborations
between talented educators and animators nominated through the TED-Ed
platform. This platform also allows users to take any useful educational video, not
just TED's, and easily create a customized lesson around the video. Users can
distribute the lessons, publicly or privately, and track their impact on the world, a
class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school
notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
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Student Resource Links
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
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Asbury Park School District
Unit 3
Unit Duration:
Community
30 days
Anchor Standard (ELA)
Reading
Key Ideas and Details
CCRA.R.1
CCRA.R.2
CCRA.R.3
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4
CCRA.R.5
CCRA.R.6
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
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others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
CCRA.W.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.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning
and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Knowledge of Language
CCRA.L.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.
CCRA.L.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context
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clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCRA.L.6 Acquire and use accurately general academic and domain specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to the comprehension or
expression.
Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
The aim of this unit 3 is to explore culture by examining what happens to a community when outsiders try o influence it.
As students read and analyze Chinua Achebe’s novel Things Fall Apart, they will learn about the Ibo culture, make
comparisons to their own culture, and consider the novel’s characters and their responses to the cultural change.
Although the unit is primarily a novel study, students will also have the opportunity to conduct research and present
their findings in a group presentation. They will also have opportunities to refine their academic writing skills. Two
poems and an interview with Chinua Achebe complement the novel. By the end of this unit, students should become
more proficient in close reading, formal writing, literary analysis, research, and communication.
Unit Goals:
• To analyze character relationships and motivations in literary works
• To apply academic writing skills to literary analyses
• To research and make connections between one’s culture and cultures of other times and places
• To define and apply appeals and devices of rhetoric
Standard(s)
Reading Literature
RL10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.10.2. 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.
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RL.10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of
a text, interact with other characters, and advance the plot or develop the theme.
RL.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.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.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 RL.9-10.7. 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).
Writing
W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.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.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
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dynamically.
W.10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 9 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”).
W.10.10Write 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.
Speaking and Listening
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
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.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence
SL.10.4 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.
SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
Language
L.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
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(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to
writing or presentations.
L.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.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.
L.10.4
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).
L.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.
L.10.6
•
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension.
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
•
Interdisciplinary Standard(s)
Visual and Performing Arts
1.4 Visual and performing arts; All students
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information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
• 8.1.E. Effective use of digital tools assists in
gathering and managing information
demonstrate proficiency in the following content
knowledge and skills for their required area of
specialization in DANCE, MUSIC, THEATRE, or VISUAL
ART
o 1.4.10.A.3 Develop informed personal
responses to an assortment of artworks across
the four arts disciplines (dance, music, theatre,
and visual art), using historical significance,
craftsmanship, cultural context, and originality
as criteria for assigning value to the works
Essential Question(s)
1. How can an author use a work of fiction to make a statement about culture?
2. How might the cultural fabric of a community be stretched or altered when it encounters new ideas and
members?
3. Why is it important for a reader to note specific textual evidence when formulating insights about a work?
4. How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages?
5. How does the structure of a text and use of language contribute to understanding literature?
6. How does description and point of view contribute to a literary work?
7. How does diction, including connotative and denotative meanings, contribute to an author's intent?
8. How can I use relevant reasons to write an argument to support a claim?
9. How can I use credible information to support my claims and counterclaims in an argument?
10. Why do writers need to use an objective tone when writing in an argumentative style?
11. Why do I write?
12. How does the writing process make me a better writer?
13. How can I use evidence to support my purpose?
14. Why is it important to write regularly?
15. Why is it important to adopt the routine of research, reflection, and revision?
16. Why is it important to write for different reasons and different audiences?
17. How are my conversation skills dependent on the makeup of the group?
18. What contributions can I make to the conversation when I’m prepared and engaged?
19. How can diverse perspectives change the conversation?
20. How do I evaluate the credibility of information presented in diverse media formats?
21. How do I decide if the speaker’s point of view influences the presentation of evidence?
22. How does the way I organize my presentation affect how my audience hears and understands the message?
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23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Why do I need to think about the audience and purpose each time I speak?
How do I decide when to use formal or informal English when speaking?
Why is it important for me to know and follow the rules of standard English mechanics for writing?
Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
How can I convey my ideas effectively through word choice and punctuation?
How does my language change based on the situation and audience?
What resources can I use to write and edit for a particular writing style?
How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
How do I show I know how to use words accurately and effectively?
What strategies will I use to learn and use words that are special to the things I study?
How can technology be used as a writing resource tool?
Enduring Understandings
1. We read to develop as people and citizens in our global society.
2. We make interpretations and draw conclusions both from what we read and experience in life.
3. A good writer uses the writing process electively.
4. A good writer expresses and produces his ideas in ways that connect to the reader.
5. A good communicator is able to express ideas electively and listen actively.
6. The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, TTaught, or A-Assessed in this unit by marking E, T, A on
Check all that apply.
the line before the appropriate skill.
21 s t Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
X
Environmental Literacy
T,E,A
Critical Thinking and Problem
Solving
Health Literacy
T,E,A
Communication and
Collaboration
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
Information Literacy
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T,E,A
Accountability, Productivity and
Ethics
T,E,A
Media Literacy
T,E,A
Life and Career Skills
Student Learning Targets/Objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Determine the central idea of a 10th grade text.
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.
Analyze how the author unfolds an analysis or series of ideas or events, including how they are introduced and
developed, and the connections that are drawn between them.
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).
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).
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.
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.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
When writing arguments, introduce precise claim(s) and distinguish the claim(s) from alternate or opposing
claims.
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14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
When writing arguments, create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
When writing arguments, develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that that anticipates the audience’s knowledge level and
concerns.
When writing arguments, use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
When writing arguments, establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
When writing arguments, provide a concluding statement or section that follows from and supports the
argument presented.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
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.
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.
Draw evidence from informational texts to support analysis, reflection, and research. Apply grades 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”).
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.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Focus on addressing what is most significant for a specific purpose and audience when writing
Use technology, including the Internet, to produce, publish, and update individual or shared writing products.
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 when writing an argument.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 10 topics, texts, and issues.
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33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
Build on others’ ideas and express their own clearly and persuasively while taking part in collaborative
discussions.
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.
Propel conversations by posing and responding to questions that relate the current discussion to broader
themes or larger ideas.
Actively incorporate others into discussions; and clarify, verify, or challenge ideas and conclusions.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally).
Evaluate the credibility and accuracy of each source of information presented in diverse media or formats.
Evaluate a speaker’s point of view and reasoning.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use various types of clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings
and add variety and interest to writing or presentations.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
Use a colon to introduce a list or quotation.
Spell correctly.
Apply knowledge of language to understand how language functions in different contexts.
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.
Apply knowledge of language to comprehend more fully when reading or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10
reading and content, choosing flexibly from a range of strategies.
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.
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine, verify, or clarify its precise meaning, its part of
speech, or its etymology.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension.
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Assessments
•
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Graphic organizers
o Notetaking
o Quickwrites
o Journal entries
o Classwork assignments
Summative
o Portfolio essay assignments
o Research Assignment
o Projects
o Unit Assessment (Springboard Created)
o Model Curriculum Unit Assessment
Other Evidence
o E A 1: : Researching and Reflecting on Community
o E A 2: : Writing a Literary Analysis Essay
o Writing Workshop 8: Open-Ended Writing Prompt 1: Persuasive Writing
o Unit Reflection
•
•
•
•
•
Portfolio
Embedded Assessment 1: Researching and Reflecting on Community [RL.10.1, RL.10.2, RL.10.3, RI.10.1,
RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4, W.10.5, SL.10.2]
Embedded Assessment 2: Writing a Literary Analysis [RL.10.1, RL.10.2, RL.10.5, RL.10.6, RI.10.1, RI.10.2,
W.10.1, W.10.2, W.10.3, W.10.4, W.10.5, SL.10.2, L.10.3]
Writing Workshop 8:Open-Ended Writing Prompt 1: Making Community Decisions [RI.10.1,RI.10.2, W.10.1ae, W.10.9b, W.10.10, L.10.5, L.10.6]
Unit Reflection [L.10.4a, L.10.6]
SOAPStone Analysis [RL.10.1, RL.10.4, RL.10.5, W.10.9a]
Differentiated Activities
literature circles based on lexile levels, write an argumentative essay demanding
Enrichment
change in our community, write a research paper on the culture depicted in core
novel, vocabulary enrichment.
support strategies including: provide extended time, highlight key language
concepts, provide background information, identify and develop key vocabulary
ELL
through the use of word walls, semantic mapping, concept frames and a variety of
graphic organizers; use techniques such as KWL or think/pair/share to activate
and/or build background knowledge and experience; provide literacy scaffolds
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such as framed sentences and paragraphs; partner ELL learners with strong
English speakers; utilize technology and a variety of resources to promote
understanding including: multiple texts at different reading levels, Internet, audio
books, video, pictures; reteach concepts/content in mini lessons; offer a variety of
resources, grouping arrangements, assignments and tasks; use various strategies
to build background knowledge, make connections and encourage
communication; embed a variety of learning strategies into instruction; allow
students to demonstrate understanding in many ways
Intervention
Learning American English Online
Colorin Colorado - A bilingual site for educators of ELLs.
Model Curriculum ELL Scaffold
support strategies including: literature circles based on lexile levels, provide
extended time, provide visual time, provide background knowledge, use charts
and graphics, use a variety of graphic organizers; provide individual instruction
based on skill deficiencies, provide additional vocabulary resources, and utilize
technology to promote understanding, provide audio books; reteach
concepts/content in mini lessons; offer a variety of resources, grouping
arrangements, assignments and tasks; use various strategies to build background
knowledge, make connections and encourage communication in a group setting
Teaching and Learning Actions
Instructional Strategies
Teaching
o Activate Prior Knowledge (using critical and divergent thinking and
assimilating prior knowledge to draw conclusions)
o Chunking the Text
o Shared Reading (reading to clarify information)
o Think-Pair-Share
o Vocabulary Notebook (seeking meaning of unknown vocabulary
o Learning Logs
o Word Walls (seeking meaning of unknown vocabulary)
o Read-Think Aloud
o Paired Reading
o Guided Writing
o Direct instruction and modeling of appropriate grammar
o Use task-based activities
o
o
o
Visual Prompts
Auditory Prompts
Quickwrite
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Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o Close Reading
o Summarizing/Paraphrasing
o Graphic Organizers
o Brainstorming
o Rereading (to clarify information)
o Generating Questions based on text based strategies
o Note Taking
o Double-Entry Journal
o SOAPSTone
o TP-CASTT
o Researching
o Predicting (Making and revising predictions)
o Diffusing
o Visualizing
o Thinking Aloud
o Vocabulary notebook (Seeking meaning of unknown vocabulary)
o Margin notes
Activities
•
Learning Focus Activity: 3.1 Previewing the Unit, [S.L.10.2, L.10.1,L.10.2,
L.10.6]
•
Anticipatory Activity: 3.2, [RL.10.2, RL.10.5, RL.10.7, RL.10.10, R.I.10.1,
W.10.3, S.L.10.2, L.10.1, L.10.3]
o an introduction to folk tales and proverbs,
o a review of pronunciation guides for some challenging African
vocabulary students encounter in Things Fall Apart.
•
Poetry Analysis: 3 21 Poetic Connections [RL.10.1, RI.10.3, W.10.1]
o To examine the causes of conflict between parents and children
in a poetry
o To analyze text to identify and evaluate words and phrases that
convey conflict
o To create a found poem
•
Grammar and Usage Activities: [L.10.1, L.10.2, L.10.3, L.10.4, L.10.5,
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L.10.6]
o
o
o
o
o
o
Grammatical Phrases:3.8
Sentence Variety:3.14
Verbal Phrases: 3.15
Types of Sentences: 3:15
Punctuation(semicolons, colons): 3.21
Grammatical Clauses(independent, dependent, noun relative,
adverbial): 3.12
•
Novel Analysis: 3.5 In the Beginning, 3.6 Culture Wheel,3.7 Charting Fears
and Feelings,3.8 A Man of Prestige,3.9 Okonkwo’s Family,3.10 Character
Responses 3.11 An Ibo Tableau,3.12 Understanding a Pivotal Chapter,3.13
A Matter of Civility[RL.10.1, RL.10.2,RL.10.4, RL.10.5, RL.10.6, RL.10.9,
RI.10.1, RI.10.2, RI.10.3, RI.10.5, RI.10.6, RI.10.10, W. 10. 8, W.10.9b,
SL.10, L.10.1, L.10.4, L.10.4, L.10.5b, L.10.6]
o To understand characterization
o To analyze plot and story progression
o To examine how both internal changes and external changes of
character
o To identify tone and find textual evidence to support opinion
o Complete a SOAPStone (subject-occasion-audience-purposespeaker-tone) analysis
o To analyze how literary devices and figurative language achieve a
specific effect To define vocabulary in context
o To identify the attitudes, perspectives, and beliefs of the narrative
persona
o To analyze how an author’s persona relates to audience and
purpose
o To identify allusions and connect them to the writer’s purpose
o To uncover the ideas, issues, and values in a text through Socratic
Seminar
•
Film: Things Falls Apart: Compare and Contrast [RL.10.1, R.L.10.4, R.I.10.1,
R.I.10.2, R.I.10.3, W.10.1a-d. W.10.2, W.10.4, W.10.8, W.10.10, L.10.6]
o To analyze filmmakers’ use of theatrical elements, such as
costumes, props, and sets, for particular effects
o To identify common cultural elements that characterize cultural
identity
o To analyze and compare personal, social, cultural, and historical
perspectives
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o
o
To examine the relationship between internal and external
conflicts
To identify how theatrical and cultural elements reinforce key
conflicts and themes
•
Make and deliver planned oral presentations independently and in small
groups:3.13, Matter of Civility, 3.14 Multiple Roles and Responses, 3.15
Acts of Violence, 3.16 Gender Views in the Novel, 3.17 Is Okonkwo a
Tragic Hero? [R.I.10.1, R.I.10.2, R.I.10.3, R.I.10.5, R.I.10.10, SL.10.1,
SL.10.2, SL.10.3, SL.10.4, SL.10.6]
o Fishbowl Discussions
o Group work and discussion on themes
o Compare/Contrast Activities/Discussions
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others
o Assume shared responsibility for collaborative work
•
Open-Ended Writing Prompt 1: Making Community Decisions [W.10.4,
W.10.5, W.10.6]
o Use elements of the writing process to compose a text in which
students
o Plan a first draft by selecting a genre to convey meaning to multiple
audiences
o Determine an appropriate topic, and develop a thesis
o Structure ideas in a sustained, persuasive way
o Revise drafts to improve style, sentence variety, and rhetorical
strategies
o Clarify meaning to enhance intended effect on purpose, audience,
and genre
o Edit drafts for grammar, mechanics, and spelling
o Revise the final draft in response to feedback from readers and
publish work for appropriate audiences
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Experiences
•
•
•
•
•
Embedded Assessment 1: Researching and Reflecting on Community
[RL.10.1, RL.10.2, RL.10.3, RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3,
W.10.4, W.10.5, SL.10.2]
Embedded Assessment 2: Writing a Literary Analysis [RL.10.1, RL.10.2,
RL.10.5, RL.10.6, RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4,
W.10.5, SL.10.2, L.10.3]
Writing Workshop 8/Open-Ended Writing Prompt 1: Making Community
Decisions [RI.10.1,RI.10.2, W.10.1a-e, W.10.9b, W.10.10, L.10.5, L.10.6]
Unit Reflection [L.10.4a, L.10.6]
Debate on community--Make and deliver planned oral presentations
independently and in small groups. [SL.10.4, SL.10.6]
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others.
o Assume shared responsibility for collaborative work.
Resources
Key Terms
Tier 3
allusion, audience, clarity, coherence, collaboration, colon usage, consensus,
credibly, cultural perspective, cultural conflict, digital media, editorial,
argumentative essay, expository, narrative, parallel structure, parenthetical
citation(MLA) pronoun types, quality, semicolon usage, synthesize, thesis
statement, works cited, syntax, diction, symbol, connotation, denotation, internal
conflict, external conflict, protagonist, antagonist, plot, setting, rising action,
climax, falling action, resolution, tragic hero, grammatical clauses, parable,
parallel structure, figurative language, hyperbole, metaphor, simile, imagery
Tier 2
orator, ultimatum, vibrant, plaintive, capricious, malevolent, imperious, trill, sisal,
machete, incipient ,emissary ,cowries, luxuriant, abomination, contemptible,
ancestral, haggard, improvident, prowess, impending, proverbs, uncanny,
revered, tentative, valediction, plait, disembodied, calabashes, disquieting,
kindred, grandees, reveled, repentant, feign, valor, effeminate, harbingers,
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devoid, audacity, plantains, entrails, specious, resignation, pestle, manifest,
coiffure, impenetrably, delectable, benumbed, approbation, eloquent, discern,
tremulous, plumage, vigor, sediment, profound , mortars, inadvertent
Readings
 Novel: Things Fall Apart, by Chinua Achebe
 Poems:
“Prayer to the Masks,” by Léopold Sedar Senghor
“The Second Coming,” by William Butler Yeats
 Interview: “An African Voice,” by Katie Bacon or multiple interviews found
online may be used.
Supporting Text
Supplemental Materials
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH by The College Board
http://quizlet.com/2710401/things-fall-apart-characters-vocabulary-and-plotflash-cards/
http://www.webenglishteacher.com/achebe.html
Things Fall Apart directed by Mario Van Peebles
Art, Music, Media
Common Core Standards - The Common Core State Standards provide a
consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them.
Model Curriculum - The purpose of providing a “model” is to assist districts and
schools with implementation of the Common Core State Standards and New
Jersey Core Curriculum Content Standards by providing an example from which to
work and/or a product for implementation.
Teacher Resource Links
Springboard - Educators have online access to textbook content. In addition,
teachers also have online access to: Customizable assessments and reports to
inform instruction, Correlations to state standards, the Common Core State
Standards and the rigorous College Board standards and A peer-to-peer online
professional learning "community” where teachers and administrators can
exchange ideas, share best practices and get expert advice.
Ted-ed - TED-Ed is a free educational website for teachers and learners. We are a
global and interdisciplinary initiative with a commitment to creating lessons
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worth sharing. Our approach to education is an extension of TED’s mission of
spreading great ideas. Within the growing TED-Ed video library, you will find
carefully curated educational videos, many of which represent collaborations
between talented educators and animators nominated through the TED-Ed
platform. This platform also allows users to take any useful educational video, not
just TED's, and easily create a customized lesson around the video. Users can
distribute the lessons, publicly or privately, and track their impact on the world, a
class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school
notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
Student Resource Links
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
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•
•
•
•
•
•
•
•
•
Livebinders – Organization of online resources (a digital three ring binder)
Wordle and Tagxedo – Student created “word clouds”
60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
Make Beliefs Comix – Student created comic strips
StoryBird – Art Inspired Digital Storytelling
Prezi – Student created presentations
Voki – Online avatar and movie creator
XtraNormal – Online movie creator
Wikis
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Unit 4
Justice
Unit Duration:
26 Days
Anchor Standard (ELA)
Reading
Key Ideas and Details
CCRA.R.1
CCRA.R.2
CCRA.R.3
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4
CCRA.R.5
CCRA.R.6
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
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others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
CCRA.W.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.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning
and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English
when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Knowledge of Language
CCRA.L.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.
CCRA.L.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context
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clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCRA.L.6 Acquire and use accurately general academic and domain specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to the comprehension or
expression.
Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
The aim of unit is to explore the nature of justice through nonfiction, drama, music, and artwork from various cultures.
Students’ understanding of voice and of argumentation continues to expand as they take responsibility for presenting
their cases in an issue of justice. By this time, students should be prepared to work independently to choose an issue, a
message, a genre, and an audience. Students continue to develop teamwork skills as they collaborate on a written text
for a performance Embedded Assessment. Students will also continue to develop writing skills as they compose a
narrative essay and a persuasive essay.
Unit Goals:
• To examine perspectives of justice across cultures and over time
• To recognize effective elements of persuasion
• To create a persuasive piece and a narrative piece
• To rehearse and present a dramatic interpretation
Standard(s)
Reading Literature
RL10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.10.2. 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.
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RL.10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the theme.
RL.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.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.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.
RL.10.7. 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 RL.9-10.7. 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).
RL.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).
RL.10.10 By the end of grade 10, 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.
Writing
W.10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
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e.
W.10.3
Provide a concluding statement or section that follows from and supports the argument presented.
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.
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.
W.10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.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.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.10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.
W.10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
W.10.9a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and
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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]”).
W.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.
Speaking and Listening
SL.10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) 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.SL.10.2 Integrate multiple sources of information
presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.
SL.10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence
SL.10.4 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.
SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
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presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
Language
L.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.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.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.
L.10.4 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
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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).
L.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.
L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension.
•
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
• 8.1.E. Effective use of digital tools assists in
gathering and managing information
Interdisciplinary Standard(s)
Social Studies
6.1 All students will acquire the knowledge and skills
to think analytically about how past and present
interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and
skills enable students to make informed decisions that
reflect fundamental rights and core democratic values
as productive citizens in local, national, and global
communities.
Essential Question(s)
1. What is the nature of justice?
2. How does one construct a persuasive argument?
3. Why is it important for a reader to note specific textual evidence when formulating insights about a work?
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4. How do authors use literary/rhetorical devices and nuances of language to convey specific thematic messages?
5. How does the structure of a text and use of language contribute to understanding literature?
6. How does description and point of view contribute to a literary work?
7. How can the point of view from a multicultural perspective influence the story?
8. How can different artistic mediums of a key scene be represented differently?
9. How does an author use original sources as a pattern for a particular text?
10. How does diction, including connotative and denotative meanings, contribute to an author's intent?
11. How can I use relevant reasons to write an argument to support a claim?
12. How can I use credible information to support my claims and counterclaims in an argument?
13. Why do writers need to use an objective tone when writing in an argumentative style?
14. Why do I write?
15. How does the writing process make me a better writer?
16. How can I use evidence to support my purpose?
17. How can I use information to express an idea?
18. How can I use domain-special vocabulary to express ideas accurately?
19. Why is it important to write regularly?
20. Why is it important to adopt the routine of research, reflection, and revision?
21. Why is it important to write for different reasons and different audiences?
22. How are my conversation skills dependent on the makeup of the group?
23. What contributions can I make to the conversation when I’m prepared and engaged?
24. How can diverse perspectives change the conversation?
25. How do I evaluate the credibility of information presented in diverse media formats?
26. How do I decide if the speaker’s point of view influences the presentation of evidence?
27. How does the way I organize my presentation affect how my audience hears and understands the message?
28. Why do I need to think about the audience and purpose each time I speak?
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29. How do I decide when to use formal or informal English when speaking?
30. Why is it important for me to know and follow the rules of standard English mechanics for writing?
31. Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
32. How can I convey my ideas effectively through word choice and punctuation?
33. How does my language change based on the situation and audience?
34. What resources can I use to write and edit for a particular writing style?
35. How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
36. How do I show I know how to use words accurately and effectively?
37. What strategies will I use to learn and use words that are special to the things I study?
38. How can technology be used as a writing resource tool?
Enduring Understandings
1. We read to develop as people and citizens in our global society.
2. We make interpretations and draw conclusions both from what we read and experience in life.
3. A good writer uses the writing process electively.
4. A good writer expresses and produces his ideas in ways that connect to the reader.
5. A good communicator is able to express ideas electively and listen actively.
6. The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, TTaught, or A-Assessed in this unit by marking E, T, A on
Check all that apply.
the line before the appropriate skill.
21 s t Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
Environmental Literacy
T,E,A
Critical Thinking and Problem
Solving
Health Literacy
T,E,A
Communication and
Collaboration
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X
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
Information Literacy
T,E,A
Accountability, Productivity and
Ethics
T,E,A
Media Literacy
T,E,A
Life and Career Skills
Student Learning Targets/Objectives
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2. Determine a theme or central idea of a text.
3. Determine a theme or central idea of a text and analyze in detail its development over the course of the text.
4. Provide an objective summary of the text.
5. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the theme.
6. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings.
7. Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place and informal tone).
8. 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.
9. Analyze a particular point of view reflected in a work of literature from outside the United States, drawing on a
wide reading of world literature.
10. Analyze a cultural experience reflected in a work of literature from outside the United States, drawing on a
wide reading of world literature.
11. 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).
12. 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).
13. By the end of grade 10, 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.
14. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured events.
15. When writing narratives, engage and orient the reader by setting out a problem, situation, or observation,
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16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
When writing narratives, use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.
When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
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.
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.
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem and narrow or broaden the inquiry when appropriate.
Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
when writing.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively and assess the usefulness of each source in answering the research question.
Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
Draw evidence from literary texts to support analysis, reflection, and research; apply grade 10 Reading
standards to literature (e.g., “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]”).
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.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
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.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking
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32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
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.
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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate; present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning.
Demonstrate effective organization, development, substance, and style are appropriate to purpose, audience,
and task.
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.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use parallel structure when writing or speaking.
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.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing; use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.
Use a colon to introduce a list or quotation.
Spell correctly when writing narratives.
Apply knowledge of language to understand how language functions in different contexts.
Apply knowledge of language to make effective choices for meaning or style.
Apply knowledge of language to comprehend more fully when reading or listening.
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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10
reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a
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52.
53.
54.
55.
56.
57.
58.
sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
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.
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).
Demonstrate understanding of figurative language.
Demonstrate understanding of word relationships and nuances in word meanings.
Analyze nuances in the meaning of words with similar denotations (e.g., as a noun, book denotes the object
“book”, as a verb, when you book something such as a hotel room or ticket).
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level.
Assessments
•
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Graphic organizers
o Notetaking
o Quickwrites
o Journal entries
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Unit Assessment (Springboard Created)
o Model Curriculum Unit Assessment
Other Evidence
• E A 1: Composing a Persuasive Text
• E A 2: Creating a Living Tableau
• Writing Workshop: Open Ended Writing Prompt #4
• Unit Reflection
•
Portfolio
Embedded Assessment 1:Composing a Persuasive Text [RL.10.1, RL.10.2, RL.10.3, RI.10.1, RI.10.2, W.10.1,
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•
•
•
W.10.2, W.10.3, W.10.4, W.10.5, SL.10.2]
Writing Workshop 4: Open-Ended Writing Prompts 4: Expository Writing [RI.10.1,RI.10.2, W.10.1a-e, W.10.9b,
W.10.10, L.10.5, L.10.6]
SOAPStone Analysis [RL.10.1, RL.10.4, RL.10.5, W.10.9a]
Unit Reflection [L.10.4a, L.10.6]
Differentiated Activities
literature circles based on lexile levels, students will read several non-fiction texts
Enrichment
and discuss justice and injustice, students will write editorials on justice,
vocabulary enrichment.
support strategies including: provide extended time, highlight key language
concepts, provide background information, identify and develop key vocabulary
through the use of word walls, semantic mapping, concept frames and a variety of
graphic organizers; use techniques such as KWL or think/pair/share to activate
and/or build background knowledge and experience; provide literacy scaffolds
such as framed sentences and paragraphs; partner ELL learners with strong
English speakers; utilize technology and a variety of resources to promote
understanding including: multiple texts at different reading levels, Internet, audio
books, video, pictures; reteach concepts/content in mini lessons; offer a variety of
ELL
resources, grouping arrangements, assignments and tasks; use various strategies
to build background knowledge, make connections and encourage
communication; embed a variety of learning strategies into instruction; allow
students to demonstrate understanding in many ways
Intervention
Learning American English Online
Colorin Colorado - A bilingual site for educators of ELLs.
Model Curriculum ELL Scaffold
support strategies including: literature circles based on lexile levels, provide
extended time, provide visual time, provide background knowledge, use charts
and graphics, use a variety of graphic organizers; provide individual instruction
based on skill deficiencies, provide additional vocabulary resources, and utilize
technology to promote understanding, provide audio books; reteach
concepts/content in mini lessons; offer a variety of resources, grouping
arrangements, assignments and tasks; use various strategies to build background
knowledge, make connections and encourage communication in a group setting
Teaching and Learning Actions
Instructional Strategies
Teaching
o Activate Prior Knowledge (using critical and divergent thinking and
assimilating prior knowledge to draw conclusions)
o Chunking the Text
o Shared Reading (reading to clarify information)
o Think-Pair-Share
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o
o
o
o
o
o
o
o
Vocabulary Notebook (seeking meaning of unknown vocabulary
Learning Logs
Word Walls (seeking meaning of unknown vocabulary)
Read-Think Aloud
Paired Reading
Guided Writing
Direct instruction and modeling of appropriate grammar
Use task-based activities
o Visual Prompts
o OPTIC
o RAFT
o Auditory Prompts
o Quickwrite
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o Socratic Seminar
o Close Reading
o RAFT
o OPTIC
o Summarizing/Paraphrasing
o Graphic Organizers
o Brainstorming
o Rereading (to clarify information)
o Generating Questions based on text based strategies
o Note Taking
o Double-Entry Journal
o SOAPSTone
o Researching
o Predicting (Making and revising predictions)
o Diffusing
o Visualizing
o Thinking Aloud
o Vocabulary notebook (Seeking meaning of unknown vocabulary)
o Margin notes
Activities
•
Learning Focus Activity: 4.1 Previewing the Unit, [S.L.10.2, L.10.1,L.10.2,
L.10.6]
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•
Anticipatory Activity: 4.2, [RL.10.2, RL.10.5, RL.10.7, RL.10.10, R.I.10.1,
W.10.3, S.L.10.2, L.10.1, L.10.3]
o an introduction to folk tales and proverbs,
o a review of pronunciation guides for some challenging African
vocabulary students encounter in Things Fall Apart.
•
Close Reading Passage Analysis: 4 .3 What Is Justice?, 4. 4 Justice and
Culture, 4 .5 International Justice, 4.6 Arguing for Justice, 4.7 Legal Justice
4.9 Justice and Moral Reasoning, 4.10 Conflicts in Justice [RL.10.1,
RL.10.2, RL.10.3, RL.10.4, RL.10.5, RL.10.7, W.10.9a]]
o Analyze the Justice in a literary text
o Complete a SOAPStone (subject-occasion-audience-purposespeaker-tone) analysis
o Explain the relationship between the author’s style and literary
effect
o Summary and Voice Activity
Grammar and Usage Activities: [L.10.1, L.10.2, L.10.3, L.10.4, L.10.5,
L.10.6]
o Prepositional Phrases:4.4
o Active/ Passive Voice:4.7
o Colon/semicolon
o Parallel structure
•
•
Drama Analysis: Antigone 4.15, 4.16, 4.17, 4.18, 4.19 [RL.10.1,
RL.10.2,RL.10.4, RL.10.5, RL.10.6, RL.10.9, RI.10.1, RI.10.2, RI.10.3, RI.10.5,
RI.10.6, RI.10.10, W. 10. 8, W.10.9b, SL.10, L.10.1, L.10.4, L.10.4, L.10.5b,
L.10.6]
o To understand characterization
o To analyze plot and story progression
o To examine how both internal changes and external changes of
character
o To identify tone and find textual evidence to support opinion
o Complete a SOAPStone (subject-occasion-audience-purposespeaker-tone) analysis
o To analyze how literary devices and figurative language achieve a
specific effect To define vocabulary in context
o To identify the attitudes, perspectives, and beliefs of the narrative
persona
o To analyze how an author’s persona relates to audience and
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o
o
purpose
To identify allusions and connect them to the writer’s purpose
To uncover the ideas, issues, and values in a text through Socratic
Seminar
•
Film: Julius Caesar,4.10, 4.11 [RL.10.1, R.L.10.4, R.I.10.1, R.I.10.2, R.I.10.3,
W.10.1a-d. W.10.2, W.10.4, W.10.8, W.10.10, L.10.6]
o To analyze filmmakers’ use of theatrical elements, such as
costumes, props, and sets, for particular effects
o To identify common cultural elements that characterize cultural
identity
o To analyze and compare personal, social, cultural, and historical
perspectives
o To examine the relationship between internal and external
conflicts
o To identify how theatrical and cultural elements reinforce key
conflicts and themes
•
Socratic Seminar: 4.8 Civil Disobedience: Make and deliver planned oral
presentations independently and in small groups: [R.I.10.1, R.I.10.2,
R.I.10.3, R.I.10.5, R.I.10.10, SL.10.1, SL.10.2, SL.10.3, SL.10.4, SL.10.6]
o Drama games
o Group work and discussion on themes
o Compare/Contrast Activities/Discussions
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others
o Assume shared responsibility for collaborative work
•
Open-Ended Writing Prompt 4: Expository Prose [W.10.4, W.10.5, W.10.6]
o Use elements of the writing process to compose a text in which
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o
o
o
o
o
o
o
Experiences
students
Plan a first draft by selecting a genre to convey meaning to multiple
audiences
Determine an appropriate topic, and develop a thesis
Structure ideas in a sustained, persuasive way
Revise drafts to improve style, sentence variety, and rhetorical
strategies
Clarify meaning to enhance intended effect on purpose, audience,
and genre
Edit drafts for grammar, mechanics, and spelling
Revise the final draft in response to feedback from readers and
publish work for appropriate audiences
•
Vocabulary Notebook [L.10.4, L.10.6, R.I.10.4, R.L.10.4]
• In-text Vocabulary Activities
• Use structural analysis of roots, affixes, synonyms, antonyms, and
cognates to understand complex words
• Use context, structure, and connotations to determine meanings
of words and phrases
• Discriminate between connotative and denotative meanings and
interpret the connotation
•
Embedded Assessment 1:Composing a Persuasive Text [RL.10.1, RL.10.2,
RL.10.3, RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4, W.10.5,
SL.10.2]
Embedded Assessment 2: Creating a Living Tableau [RL.10.1, RL.10.2,
RL.10.5, RL.10.6, RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4,
W.10.5, SL.10.2, L.10.3]
Writing Workshop 4: Open-Ended Writing Prompts 4: Expository Writing
[RI.10.1,RI.10.2, W.10.1a-e, W.10.9b, W.10.10, L.10.5, L.10.6]
Unit Reflection [L.10.4a, L.10.6]
SOAPStone Analysis [RL.10.1, RL.10.4, RL.10.5, W.10.9a]
W.10.1a-e, W.10.9b, W.10.10, L.10.5, L.10.6]
Mock Trial --Make and deliver planned oral presentations independently
and in small groups. [SL.10.4, SL.10.6]
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
•
•
•
•
•
•
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o
o
o
o
o
Give impromptu responses to questions about presentation.
Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
Use a variety of strategies to listen actively.
Summarize and evaluate information presented orally by others.
Assume shared responsibility for collaborative work.
Resources
Key Terms
Tier 3
allusion, audience, clarity, coherence, collaboration, colon usage, consensus,
credibly, cultural perspective, cultural conflict, digital media, editorial,
argumentative essay, expository, narrative, parallel structure, parenthetical
citation (MLA) pronoun types, quality, semicolon usage, synthesize, thesis
statement, works cited, syntax, diction, symbol, connotation, denotation, internal
conflict, external conflict, protagonist, antagonist, plot, setting, rising action,
climax, falling action, resolution, tragic hero, grammatical clauses, parable,
parallel structure, figurative language, hyperbole, metaphor, simile, imagery
logos, ethos, pathos, audience, hook, thesis, rhetorical question, genre, passive,
active
Tier 2
sated, senile, sententiously, swagger, transcends, waver, deference, malicious,
somber, transgress, wrath, calamity, recoils, defile, abate, erudite, probity,
saccharine, shoal, zest, abhor, cavil, pique, tenet, justice, injustice, chorus,
arbitrary, scaffold, belligerent, adhere, proponent, punishment, rehabilitation
ethics, morality Judge, jury, lawyers, witnesses, prosecutor, defendant, victim
rules, codes, constitution, prerogative, proxy, xenophobic , emancipation
Drama:
Readings
Julius Caesar, by William Shakespeare
OR
Antigone, by Sophocles
Editorials: “Time to Assert American Values,” from The New York Times
“Comment,” by Pat Lancaster
Articles:
“Rough Justice,” by Alejandro Reyes
“An Immodest Idea,” by Anna Mulrine
“Germany Divided Over Hijab,” by Andreas Tzortzis
“An Unfair Dress Code?” “Guernica Returned to Spain,” from The History
Channel Web site
“Nona Gaye Gathers Artists for Anti-AIDS Tribute,” by B.E. Gilbert
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Proclamation: “Declaration of the Rights of the Child,” by the United Nations
Speeches:
“Statement on International Children’s Day,” by President Nelson
Mandela Excerpt from “On Civil Disobedience,” by Mohandas Gandhi
Excerpt from “One Word of Truth Outweighs the World,” by Alexander
Solzhenitsyn
Essays:
“School’s Out for Summer,” by Anna Quindlen
“Kohlberg’s Six Stages of Moral Reasoning” by Lawrence Kohlberg
Testimony: “Religious Expression,” by Nashala Hearn
Letter: Excerpt from “Letter from Birmingham Jail,” by Dr. Martin Luther King, Jr.
Expository Comic: Excerpt from Making Comics, by Scott McCloud
Oedipus by Sophocles
Supporting Text
Supplemental Materials
Art, Music, Media
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH by The College Board
Art: “Guernica,” by Pablo Picasso
Photo Essay: “Children Behind Bars,” by Steve Liss (or other photo essay)
Song: “What’s Going On?” by Marvin Gaye and by Artists Against AIDS Worldwide
(optional) *Note the article suggested in Springboard is blocked in the system
Film: The Color of Justice, 1997 directed by Jeremy Kagan
Common Core Standards - The Common Core State Standards provide a
consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them.
Teacher Resource Links
Model Curriculum - The purpose of providing a “model” is to assist districts and
schools with implementation of the Common Core State Standards and New
Jersey Core Curriculum Content Standards by providing an example from which to
work and/or a product for implementation.
Springboard - Educators have online access to textbook content. In addition,
teachers also have online access to: Customizable assessments and reports to
inform instruction, Correlations to state standards, the Common Core State
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Standards and the rigorous College Board standards and A peer-to-peer online
professional learning "community” where teachers and administrators can
exchange ideas, share best practices and get expert advice.
Ted-ed TED-Ed is a free educational website for teachers and learners. We are a
global and interdisciplinary initiative with a commitment to creating lessons
worth sharing. Our approach to education is an extension of TED’s mission of
spreading great ideas. Within the growing TED-Ed video library, you will find
carefully curated educational videos, many of which represent collaborations
between talented educators and animators nominated through the TED-Ed
platform. This platform also allows users to take any useful educational video, not
just TED's, and easily create a customized lesson around the video. Users can
distribute the lessons, publicly or privately, and track their impact on the world, a
class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school
notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
Student Resource Links
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
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Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
• Wikis
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Unit 5
Unit Duration:
Building Cultural Bridges
25 Days
Anchor Standard (ELA)
Reading
Key Ideas and Details
CCRA.R.1
CCRA.R.2
CCRA.R.3
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Writing
Text Types and Purposes
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen
details and well-structured event sequences.
Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
CRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
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others.
Research to Build and Present Knowledge
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
CCRA.W.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.
Speaking and Listening
Comprehension and Collaboration
CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning
and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate.
Language
Conventions of Standard English
CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Knowledge of Language
CCRA.L.3
CCRA.L.4
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.
Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
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CCRA.L.5
CCRA.L.6
appropriate.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately general academic and domain specific words and phrases sufficient for
reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to the comprehension or
expression.
Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in
many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying
circumstances and within varying levels of text complexity. There are ELA standards that demand much more
instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but
there are many ways that students acquire skills. The standards will have SLOs written to address the level and
expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit;
however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should
validate a teacher’s knowledge of how students are progressing on a much more frequent basis.
In Unit 5, students apply various viewing strategies to interpret how documentary film directors use filmmaking
conventions to present their subjects. In particular, students study director Davis Guggenheim’s Academy Awardwinning film, An Inconvenient Truth. The film establishes the unit’s focus on environmental issues as the source of
cultural conflict. The unit immerses students in a collaborative research project, guiding them through the process of
documenting, evaluating, and citing sources. The unit also builds on the skills of structuring and presenting arguments,
practiced in previous units; here, however, the focus shifts to considering conflicting points of view to present solutions
to complex problems. In addition, at the end of the unit, students reflect on their academic abilities and review past
works as readers, writers, researchers, collaborators, and speakers. This backward glance leads to an assessment of their
goals and the formulation of plans through which to achieve them.
Unit Goals:
• To examine how nonfiction texts (both print and nonprint) construct our perceptions of what is true
• To analyze how writers and speakers use evidence to impact the persuasiveness of claims
• To examine how perceptions of writers’ or speakers’ ethics affect the texts’ or authors’ credibility
• To explore complex issues or problems from multiple perspectives and work with peers to present
solutions
• To reflect on academic strengths and identify areas for further development
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Standard(s)
Reading Literature
RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.10.2 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.
RL.10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of
a text, interact with other characters, and advance the plot or develop the theme.
RL.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.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.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.
Reading Informational Text
RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.10.2 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.
RI.10.3 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.
RI.10.4 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).
RI.10.5 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).
RI.10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and
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multimedia), determining which details are emphasized in each account.
RI.10.9 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.
RI.10.10By the end of grade 10, read and comprehend literary nonfiction in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Writing
W.10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d.
Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from and supports the argument presented.
W.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.
d.
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
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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.
W.10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
W.10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
W.10.9 a.
b.
Apply grade10 Reading standards to literature (e.g., “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]”).
Apply grades 9 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”).
W.10.10Write 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.
Speaking and Listening
SL.10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
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.
SL.10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence
SL.10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
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follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
Language
L.10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a.
b.
Use parallel structure.
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.10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a.
b.
c.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.
Use a colon to introduce a list or quotation.
Spell correctly.
L.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.
L.10.4 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).
L.10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
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writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension.
•
Technology Standard(s)
8.1 Educational Technology All students will use digital
tools to access, manage, evaluate, and synthesize
information in order to solve problems individually
and collaboratively and to create and communicate
knowledge.
o 8.1.A. The use of technology and digital tools
requires knowledge and appropriate use of
operations and related applications.
o 8.1.B. The use of digital tools and media-rich
resources enhances creativity and the
construction of knowledge.
o 8.1.C. Digital tools and environments support
the learning process and foster collaboration
in solving local or global issues and problems.
o 8.1.D. Technological advancements create
societal concerns regarding the practice of
safe, legal, and ethical behaviors.
• 8.1.E. Effective use of digital tools assists in
gathering and managing information
Interdisciplinary Standard(s)
Social Studies
6.1 All students will acquire the knowledge and skills
to think analytically about how past and present
interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and
skills enable students to make informed decisions that
reflect fundamental rights and core democratic values
as productive citizens in local, national, and global
communities.
Essential Question(s)
1. How do cultural differences contribute to conflicts over environmental issues?
2. What is the value of self-reflection to prepare for one’s future?
3. How can the sequence of events and connections to the main points used by the author help me understand the
text?
4. How can I learn the meaning of words and phrases in the text?
5. How can the use of figurative, connotative and technical meanings help me understand the meaning of the text
6. How does word choice and special language impact tone and mood in the text?
7. How does an author’s idea or claim contribute to the whole text?
8. How can I the use of rhetoric impact the author’s point of view?
9. How can I use domain-special vocabulary to express ideas accurately?
10. How can I use information to express an idea?
11. Why do I write?
12. How does the writing process make me a better writer?
13. How can technology be used as a tool to write, publish, and/or collaborate?
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14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
How can I use evidence to support my purpose?
Why is it important to write regularly?
Why is it important to adopt the routine of research, reflection, and revision?
Why is it important to write for different reasons and different audiences?
How are my conversation skills dependent on the makeup of the group?
What contributions can I make to the conversation when I’m prepared and engaged?
How can diverse perspectives change the conversation?
How do I evaluate the credibility of information presented in diverse media formats?
How do I decide if the speaker’s point of view influences the presentation of evidence?
How do I decide when to use formal or informal English when speaking?
Why is it important for me to know and follow the rules of standard English grammar when I write or speak?
Why is it important for me to know and follow the rules of standard English mechanics for writing?
How can I convey my ideas effectively through word choice and punctuation?
How does my language change based on the situation and audience?
What resources can I use to write and edit for a particular writing style?
How do I know which strategy to use to make meaning of words or phrases I don’t recognize or know?
What strategies will I use to learn and use words that are special to the things I study?
How can technology be used as a writing resource tool?
Enduring Understandings
1. We read to develop as people and citizens in our global society.
2. We make interpretations and draw conclusions both from what we read and experience in life.
3. A good writer uses the writing process electively.
4. A good writer expresses and produces his ideas in ways that connect to the reader.
5. A good communicator is able to express ideas electively and listen actively.
6. The way we use language influences how others perceive us.
In this unit plan, the following 21st Century themes and skills are addressed.
Indicate whether these skills are E-Encouraged, TTaught, or A-Assessed in this unit by marking E, T, A on
Check all that apply.
the line before the appropriate skill.
21 s t Century Themes
21 s t Century Skills
X
Global Awareness
T,E,A
Creativity and Innovation
Environmental Literacy
T,E,A
Critical Thinking and Problem
Solving
Health Literacy
T,E,A
Communication and
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Collaboration
X
Civic Literacy
T,E,A
Collaboration
Financial, Economic, Business, and
Entrepreneurial Literacy
T,E,A
Information Literacy
T,E,A
Accountability, Productivity and
Ethics
T,E,A
Media Literacy
T,E,A
Life and Career Skills
Student Learning Targets/Objectives
1.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2.
Determine a theme or central idea of a text and include how it emerges and is shaped and refined by specific
details.
3.
Determine a theme or central idea of a text and provide an objective summary of the text.
4.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of
a text, interact with other characters, and advance the plot or develop the theme.
5.
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).
6.
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 it sets a
formal or informal tone).
7.
Analyze how an author’s choices concerning how to order events within a text (e.g., parallel plots), create such
effects as mystery, tension, or surprise.
8.
Analyze how an author’s choices concerning how to manipulate time in a text (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise.
9.
Analyze a cultural experience reflected in a work of literature from outside the United States, drawing on a wide
reading of world literature.
10.
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats
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a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
11.
By the end of grade 10, 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.
12.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
13.
Determine the central idea of a 10th grade text.
14.
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
15.
Provide an objective summary of the text.
16.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points
are made.
17.
Analyze how the author unfolds an analysis or series of ideas or events, including how they are introduced and
developed, and the connections that are drawn between them.
18.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
19.
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).
20.
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).
21.
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.
22.
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.
23.
By the end of grade 10, read and comprehend literary nonfiction in the grades 9–10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
24.
Write narratives to develop real or imagined experiences or events using well-chosen details.
25.
When writing narratives, engage and orient the reader by setting out a problem, situation, or observation,
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establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
26.
When writing narratives, create a smooth progression of experiences or events.
27.
When writing narratives, use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
28.
When writing narratives, use a variety of techniques to sequence events so that they build on one another to
create a coherent whole.
29.
When writing narratives, use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
30.
When writing narratives, provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative
31.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
32.
When writing arguments, introduce precise claim(s) and distinguish the claim(s) from alternate or opposing
claims.
33.
When writing arguments, create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.
34.
When writing arguments, develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that that anticipates the audience’s knowledge level and
concerns.
35.
When writing arguments, use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
36.
When writing arguments, establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
37.
When writing arguments, provide a concluding statement or section that follows from and supports the
argument presented.
38.
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
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39.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into
the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
40.
Apply grade 10 Reading standards to literature (e.g., “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]”)
41.
Apply grade 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”).
42.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
43.
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.
44.
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.
45.
Actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
46.
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.
47.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
48.
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.
49.
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.
50.
Use parallel structure when writing and speaking.
51.
Use various types of clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings
and add variety and interest to writing or presentations.
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52.
Spell correctly when writing narrative and argumentative texts.
53.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 10
reading and content, choosing flexibly from a range of strategies; 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.
54.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade10
reading and content, choosing flexibly from a range of strategies; identify and correctly use patterns of word
changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
55.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension.
Assessments
•
•
•
•
Diagnostic
o Standards-based assessment
Formative
o Reading Guide
o Class discussions
o Chapter quizzes
o Graphic organizers
o Notetaking
o Quickwrites
o Journal entries
o Classwork assignments
Summative
o Portfolio Essay Topics
o Research Assignment
o Projects
o Unit Assessment (Springboard Created)
o Model Curriculum Unit Assessment
Other Evidence
• • Embedded Assessment 1: Presenting a Solution to an Environmental Conflict
• • Embedded Assessment 2: Presenting My Portfolio
• Unit Reflection
Portfolio
• Embedded Assessment 1: Presenting a Solution to an Environmental Conflict [RI.10.1, RI.10.2, W.10.1, W.10.2,
W.10.3, W.10.4, W.10.5, SL.10.2]
• Embedded Assessment 2: Presenting My Portfolio [RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4, W.10.5,
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SL.10.2, L.10.3]
• Unit Reflection [L.10.4a, L.10.6]
Differentiated Activities
Enrichment
ELL
Intervention
literature circles based on lexile levels, independent science fiction novel with
reading guide,
support strategies including: provide extended time, highlight key language
concepts, provide background information, identify and develop key vocabulary
through the use of word walls, semantic mapping, concept frames and a variety of
graphic organizers; use techniques such as KWL or think/pair/share to activate
and/or build background knowledge and experience; provide literacy scaffolds
such as framed sentences and paragraphs; partner ELL learners with strong
English speakers; utilize technology and a variety of resources to promote
understanding including: multiple texts at different reading levels, Internet, audio
books, video, pictures; reteach concepts/content in mini lessons; offer a variety of
resources, grouping arrangements, assignments and tasks; use various strategies
to build background knowledge, make connections and encourage
communication; embed a variety of learning strategies into instruction; allow
students to demonstrate understanding in many ways
Learning American English Online
Colorin Colorado - A bilingual site for educators of ELLs.
Model Curriculum ELL Scaffold
support strategies including: literature circles based on lexile levels, provide
extended time, provide visual time, provide background knowledge, use charts
and graphics, use a variety of graphic organizers; provide individual instruction
based on skill deficiencies, provide additional vocabulary resources, and utilize
technology to promote understanding, provide audio books; reteach
concepts/content in mini lessons; offer a variety of resources, grouping
arrangements, assignments and tasks; use various strategies to build background
knowledge, make connections and encourage communication in a group setting
Teaching and Learning Actions
Instructional Strategies
Teaching
o Activate Prior Knowledge (using critical and divergent thinking and
assimilating prior knowledge to draw conclusions)
o Chunking the Text
o Shared Reading
o Think-Pair-Share
o Vocabulary Notebook
o Learning Logs
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o
o
o
o
o
o
Word Walls
Read-Think Aloud
Paired Reading
Guided Writing
Direct instruction and modeling of appropriate grammar
Use task-based activities
o
o
o
Visual Prompts
Auditory Prompts
Quickwrite
Learning
o Marking the Text
o Think-Pair-Share
o Skimming/Scanning
o SMELL
o Close Reading
o Summarizing/Paraphrasing
o Graphic Organizers
o Brainstorming
o Rereading (to clarify information)
o Generating Questions based on text based strategies
o Note Taking
o Double-Entry Journal
o Predicting (Making and revising predictions)
o Diffusing
o Visualizing
o Thinking Aloud
o Vocabulary notebook (Seeking meaning of unknown vocabulary)
o Margin notes
Activities
•
Learning Focus Activity: 5.1 Previewing the Unit, 2.14 Colliding Worlds
[S.L.10.2, L.10.1,L.10.2, L.10.6]
•
Anticipatory Activity: 5.2, Introduction to Family and Tradition [RL.10.2,
RL.10.5, RL.10.7, RL.10.10, R.I.10.1, W.10.3, S.L.10.2, L.10.1, L.10.3]
•
Close Reading Passage Analysis: 5.9 Whose Truth Is True?, 5.10 Why Do
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Reasonable People Disagree?, 5.11 Exploring One Conflict Together, 5.12
A World of Conflicts, 5.13 What’s at Stake? [ RL.10.9, RI.10.1, RI.10.2,
RI.10.3, RI.10.5, RI.10.6, RI.10.10, W. 10. 8, W.10.9b, SL.10, L.10.1, L.10.4,
L.10.4, L.10.5b, L.10.6]
o To analyze how cultural values contribute to cultural conflicts
o To examine how refutation through attacks on another’s claims
supports a position
o To uncover the ideas, issues, and values in a text through Socratic
Seminar
o To activate prior knowledge regarding culture
o To examine how culture and values are inherently linked
o To analyze a model of a cross-cultural agreement
•
Analyzing film for cultural conflicts: 5.3 Reel or Real?, 5.5 Previewing The
11th Hour, 5.4 That’s Just the Way It Is [RL.10.1, R.L.10.4, R.I.10.1,
R.I.10.2, R.I.10.3, W.10.1a-d. W.10.2, W.10.4, W.10.8, W.10.10, L.10.6]
o To analyze filmmakers’ use of theatrical elements, such as
costumes, props, and sets, for particular effects
o To identify common cultural elements that characterize cultural
identity
o To analyze and compare personal, social, cultural, and historical
perspectives
o To examine the relationship between internal and external
conflicts
o To identify how theatrical and cultural elements reinforce key
conflicts and themes
•
Grammar and Usage Activities: [L.10.1, L.10.2, L.10.3, L.10.4, L.10.5,
L.10.6]
o Anaphora
o Quotations
o Parallel structure(5.9)
o Dependent clauses
o Subordinate clauses
o Dialogue (5.9)
Preparation for Embedded Assessment 2: Make and deliver planned oral
presentations independently and in small groups: 5.15 Mapping
Expectations, 5.16 Reading the Signs, 5.17 Off to See the Wizard, 5.18
Plotting My Course [R.I.10.1, R.I.10.2, R.I.10.3, R.I.10.5, R.I.10.10, SL.10.1,
•
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SL.10.2, SL.10.3, SL.10.4, SL.10.6]
o Use relevant details to support main ideas.
o Use grammatically correct language, including vocabulary
appropriate to the topic, audience, and purpose.
o Use verbal and nonverbal techniques for presentation.
o Evaluate impact and purpose of presentation.
o Credit information sources.
o Give impromptu responses to questions about presentation.
o Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
o Use a variety of strategies to listen actively.
o Summarize and evaluate information presented orally by others
o Assume shared responsibility for collaborative work
•
Experiences
•
Writing Workshop 6, 10 (before EA 1, EA 2) [W.10.4, W.10.5, W.10.6]
o Use elements of the writing process to compose a text in which
students
o Plan a first draft by selecting a genre to convey meaning to
multiple audiences
o Determine an appropriate topic, and develop a thesis
o Structure ideas in a sustained, persuasive way
o Revise drafts to improve style, sentence variety, and rhetorical
strategies
o Clarify meaning to enhance intended effect on purpose, audience,
and genre
o Edit drafts for grammar, mechanics, and spelling
o Revise the final draft in response to feedback from readers and
publish work for appropriate audiences
Embedded Assessment 1: Presenting a Solution to an Environmental
Conflict, Cultural Conflict, or Societal Problem: (Writing Workshop
10:Reasearch) [RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4, W.10.5,
SL.10.2, SL.10. 3]
•
Embedded Assessment 2: Presenting My Portfolio (Writing Workshop 6:
expository prose)[RI.10.1, RI.10.2, W.10.1, W.10.2, W.10.3, W.10.4,
W.10.5, SL.10.2, SL.10.3, SL.10.4, SL.10.5, L.10.3]
•
Presentation for Embedded Assessment 2: Make and deliver planned oral
presentations independently and in small groups. [SL.10.4, SL.10.6]
o Include definitions to increase clarity.
o Use relevant details to support main ideas.
o Illustrate main ideas through anecdotes and examples.
o Use grammatically correct language, including vocabulary
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o
o
o
o
o
o
•
appropriate to the topic, audience, and purpose.
Use verbal and nonverbal techniques for presentation.
Evaluate impact and purpose of presentation.
Credit information sources.
Give impromptu responses to questions about presentation.
Give and follow spoken directions to perform specific tasks,
answer questions, or solve problems.
Use a variety of strategies to listen actively.
Unit Reflection [L.10.4a, L.10.6]
o Summarize and evaluate information presented orally by others.
o Assume shared responsibility for collaborative work.
Resources
Key Terms
Tier 3
allusion, audience, clarity, coherence, collaboration, colon usage, consensus,
credibly, cultural perspective, cultural conflict, digital media, editorial,
argumentative essay, expository, narrative, parallel structure, parenthetical
citation(MLA) pronoun types, quality, semicolon usage, synthesize, thesis
statement, works cited, syntax, diction, symbol, connotation, denotation, internal
conflict, external conflict, protagonist, transition, satire, humor, exaggeration,
irony, understatement, figurative language, hyperbole, metaphor, simile, imagery,
dialogue, narration, theme, diegetic sound, non-diegetic sound, juxtaposition,
Logical appeal, Emotional appeal, Ethical appeal
Tier 2
comprehend, documentary, objectivity, subjectivity, juxtaposition, corporate,
audience, astute, jurisdiction, tyrannical, negligible, tolerance
Readings
• Essays:
“Science a la Joe Camel,” by Laurie David
“There Is No ‘Consensus’ on Global Warming,” by Richard Lindzen
“The Moral Flaws of Al Gore’s An Inconvenient Truth,” by Glenn
Easterbrook
• Declaration: Excerpt from “Millennium Declaration” by the United Nations
• Articles:
“A Roaring Battle over Sea Lions,” by Bill Hewitt
“A Stay of Execution for Sea Lions at Bonneville Dam,” by the Humane
Society of the United States
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Supporting Text
Supplemental Materials
Art, Music, Media
Deconstructive Standards
Common Core Standards and Strategies Flip Chart
Notice &Note: Strategies for Close Reading by Kylene Beers and Robert Probst
The AP Vertical Teams Guide for ENGLISH by The College Board
• Song and Video: “I Need to Wake Up,” from An Inconvenient Truth, by Melissa
Etheridge
• Films:
The Day After Tomorrow, directed by Roland Emmerich, 2004
Global Warming 101, from National Geographic Web site, 2006
Life in the Freezer: The Big Freeze, directed by Alastair Fothergill, 1993
March of the Penguins, directed by Luc Jacquet, 2005
An Inconvenient Truth, directed by Davis Guggenheim, 2006
“Gasland”
Common Core Standards - The Common Core State Standards provide a
consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them.
Model Curriculum - The purpose of providing a “model” is to assist districts and
schools with implementation of the Common Core State Standards and New
Jersey Core Curriculum Content Standards by providing an example from which to
work and/or a product for implementation.
Teacher Resource Links
Springboard - Educators have online access to textbook content. In addition,
teachers also have online access to: Customizable assessments and reports to
inform instruction, Correlations to state standards, the Common Core State
Standards and the rigorous College Board standards and A peer-to-peer online
professional learning "community” where teachers and administrators can
exchange ideas, share best practices and get expert advice.
Ted-ed TED-Ed is a free educational website for teachers and learners. We are a
global and interdisciplinary initiative with a commitment to creating lessons
worth sharing. Our approach to education is an extension of TED’s mission of
spreading great ideas. Within the growing TED-Ed video library, you will find
carefully curated educational videos, many of which represent collaborations
between talented educators and animators nominated through the TED-Ed
platform. This platform also allows users to take any useful educational video, not
just TED's, and easily create a customized lesson around the video. Users can
distribute the lessons, publicly or privately, and track their impact on the world, a
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class, or an individual student.
www.Empower.com
www.Edu.symbaloo.com
www.Centerforlearning.org
www.newslea.com
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Edmodo - Provides a safe and easy way for your class to connect and
collaborate, share content, and access homework, grades and school
notices.
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
• StoryBird – Art Inspired Digital Storytelling
• Prezi – Student created presentations
• Voki – Online avatar and movie creator
• XtraNormal – Online movie creator
www.Empower.com
www.Edu.symbaloo.com
QUIZLET
Student Resource Links
Web 2.0 Tools
• Glogster – Student Created Digital Posters
• Wall Wisher – Collaborative digital bulletin board
• Type with Me – Students can type on the same document from different
computers in real time
• Bubbl - Digital brainstorming
• Livebinders – Organization of online resources (a digital three ring binder)
• Wordle and Tagxedo – Student created “word clouds”
• 60 Second Recap – anticipatory and review activities for literature – lead
into student created recaps
• Make Beliefs Comix – Student created comic strips
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Asbury Park School District
•
•
•
•
•
StoryBird – Art Inspired Digital Storytelling
Prezi – Student created presentations
Voki – Online avatar and movie creator
XtraNormal – Online movie creator
Wikis
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Scope and Sequence Overview:
1
2
3
4
5
6
7
8
9
15
16
17
18
Unit 1: Who Am I? Voices of Modern Culture
10
11
12
13
14
Unit 2: Cultural Conversations
19
20
21
Unit 3:Community
22
23
24
25
26
27
33
34
35
36
Unit 4:Justice
28
29
30
31
32
Unit 5:Building Cultural Bridges
Submitted by: _CHRISTINE DEMARSICO___________________________________
Date: August 9, 2013
Curriculum and Instruction Administration: __________
_____________________ ________________________
Approved
Board of Education:
Approved
Date:
Date: _____________________