2016-2017 Curriculum Blueprint
Grade: 10
Course: English 2 & English 2 Honors
Quarter 1: Writing to Inform/Explain From Close Reading (Collection 2: The Natural World)
Approximate Time
Frame:
Test Item Specifications: 9th / 10th Grade
Lexile Band: 1020 – 1310L
9 Weeks
Quarter Overview
By the end of Quarter 1, students will be able to apply the skills they have learned about writing to inform and explain to an unfamiliar prompt resulting in the product
of an informative essay (this is the Required Summative Assessment). The summative assessment, in the Performance Assessment consumable, could be given over 1 –
2 days at the end of the quarter, depending on the flexibility of your scheduling. The Common Performance Tasks are intended to address the standards of the quarter
while offering choice for students and teachers. A teacher could also assign Common Performance Tasks for scaffolding purposes. These tasks would be completed
near the end of the quarter, and prior to the Required Summative Assessment. The Common Performance Tasks may be tweaked by grade level teams during PLC time.
Flexibility is granted in order to address specific student, class, and school needs. The Priority Texts for this quarter focus on the topic of our relationship with the
natural world, which should help students build topical vocabulary. The Sample Assignments were chosen to give teachers examples of tasks that support the
standards necessary for students to demonstrate proficiency or approach mastery with the Common Performance Tasks and Summative Assessment; however, these
are not meant to be the only assignments for the quarter. The Sample Assignments can be tweaked and/or additional assignments can be created by grade level PLCs.
Should additional texts be needed/desired, it is recommended that these also maintain a focus on the relationship of human beings and the natural world, with the
Focus Standards of the quarter in mind.
* Study and application of vocabulary and grammar are meant to be taught in conjunction with what our students are reading and writing. As such, please utilize the
resources and standards found in the HMH Collections. For testing purposes, there should be a greater emphasis on LAFS.910.L.1.1, 1.2, 3.4, & 3.5.
Common Performance Task (Option 1)
Common Performance Task (Option 2)
Common Performance Task (Option 3)
Informative Essay
Research Project and Multimedia Presentation
Panel Discussion
LAFS.910.RI.1.1; LAFS.910.RI.1.2; LAFS.910.RI.1.3;
LAFS.910.RI.2.4; LAFS.910.RI.2.5; LAFS.910.RI.3.7;
LAFS.910.W.1.2; LAFS.910.W.2.5; LAFS.910.W.3.9
LAFS.910.W.1.2; LAFS.910.W.2.4; LAFS.910.W.3.7;
LAFS.910.W.3.8; LAFS.910.W.3.9; LAFS.910.SL.1.2
LAFS.910.W.1.2; LAFS.910.W.3.9; LAFS.910.SL.1.1
Students should complete p.35-42 individually to
analyze the model of writing a text-based informative
essay. Then, students should work through p.44-52 to
create a cohesive plan for writing. Lastly, students will
complete the entire process of reading, planning, and
writing an informative essay (p.55-64).
*See HMH Performance Assessment workbook
p.34-64
Choose three of the texts you have read that illustrate
ways in which humans interact with the natural world.
Identify one aspect of the interactions between
humans and nature represented in the three chosen
texts, and conduct additional research about it. Create
a presentation that develops your central finding
about our relationship with nature. This may take the
form of a photo essay, Prezi, PowerPoint, etc.
Rubric; Alternative Rubric
HMH Performance Task P. 83
Look back at the texts and consider what we learn
about ourselves through our experience with nature.
Then, choose three texts from this collection,
including “My Life as a Bat.” Identify the ideas
expressed about human nature by each of the three
writers. What similarities and differences do you
find? Explore these connections through annotated
notes. Then, participate in a panel discussion with
two or three classmates. This could take the form of
a live class discussion or a recorded podcast.
Students should follow up with the Text-Centered
Discussion Checklist (located in Additional
Resources).
HMH Performance Task P. 87
Rubric HMH P.90
Required Summative Assessment
Performance Assessment: Task 2, Research Simulation p. 113
LAFS.910.W.1.2; LAFS.910.W.3.9; LAFS.910.RI.1.1; LAFS.910.RI.1.3
After reading three articles about historic leaders, you will write an informative essay in which you explain how these people exhibit characteristics of great leaders.
Support your discussion with evidence from the texts.
LDC Template Task IE3
FSA Informative/Explanatory Rubric
Learning Goals
Sample Questions
Note: Sample Essential Questions appear at the beginning of each Collection
Reading: Students will be able to:
Reading
 Identify strong and thorough textual evidence
 What textual evidence did you identify to support your analysis of the text?
 Discuss details the text uses to support textual analysis
 What inferences can you draw from your analysis of the text?
 Analyze text in order to provide evidence of how the text explicitly uses
details to support key ideas
 What statement(s) or action(s) lead to a shift in advancement in the events
of the story?
 Draw inferences from the text in order to understand how textual
analysis is developed
 What is revealed about the character by events or dialogue?
 Analyze how characters change over the course of the text
 How are the character motivations developed over the course of the text?
 Analyze how the characters’ conflicts, motivations, and interactions
 How does the structure of the text contribute to its meaning?
advance the plot or theme
 How does the author order the events? What is the effect?
 Analyze how an author’s choice of plot structure, order of events or
manipulation of time creates an effect of mystery, tension, or surprise
Writing
 What information will you provide in the preview following the topic/thesis
Writing Students will be able to:
statement?
 Determine the appropriate formatting, graphics, and multimedia to aid
 What facts/details/examples/quotations help to develop your topic?
comprehension.
 Is your tone objective?
 Write informative/explanatory texts that use effective selection,
 What evidence can you draw from the passage to support your analysis or
organization, and analysis of content.
position?
 Identify key ideas and details that provide evidence to support
 What conclusions can you make based on the text(s)?
conclusions about text accessed through research.
Cluster of Standards
* Utilize the Deconstructed Standards document for vertical alignment, full standard, standards-based question stems, and examples of unpacking the standard
into specific skills as you progress through the course of the year.
Reading
Writing
Speaking & Listening
Language
LAFS.910.RI.1.1 Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text.
LAFS.910.RI.1.2 Determine a central idea of a
text and analyze its development over the
course of the text, including how it emerges and
is shaped and refined by specific details; provide
an objective summary of the text.
LAFS.910.RI.1.3 Analyze how the author unfolds
an analysis or series of ideas or events, including
the order in which the points are made, how
they are introduced and developed, and the
connections that are drawn between them.
LAFS.910.RI.2.4 Determine the meaning of
words and phrases as they are used in a text,
including figurative, connotative, and technical
meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from
that of a newspaper).
LAFS.910.RI.2.5 Analyze in detail how an
author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or
chapter).
LAFS.910.RI.2.6 Determine an author’s point of
view or purpose in a text and analyze how an
author uses rhetoric to advance that point of
view or purpose.
LAFS.910.RI.3.7 Analyze various accounts of a
subject told in different mediums (e.g., a
person’s life story in both print and multimedia),
determining which details are emphasized in
each account.
LAFS.910.RL.1.1 Cite strong and thorough
textual evidence to support analysis of what the
text says explicitly as well as inferences drawn
from the text.
LAFS.910.RL.1.2 Determine a theme or central
idea of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text.
LAFS.910.RL.1.3 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.
LAFS.910.W.1.2 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 wellchosen, 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).
LAFS.910.W.2.4 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.)
LAFS.910.W.2.5 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. (Editing for conventions
should demonstrate command of Language
standards 1–3 up to and including grades 9–10
on page 54.)
LAFS.910.W.3.7 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.
LAFS.910.W.3.8 Gather relevant information
from multiple authoritative print and digital
LAFS.910.SL.1.1 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, wellreasoned 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.
LAFS.910.SL.1.2 Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each
source.
LAFS.910.L.3.5a 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.
LAFS.910.RL.2.4 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).
LAFS.910.RL.2.5 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.
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.
LAFS.910.W.3.9 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”).
Priority Texts
Sample Assignments
*Pre-teach-Informative Essay Strategies: Reuniting Students with the
Informative FSA Rubric (W.1.2): Review essay components and processes.
Suggestion: Use FSA essay exemplars to re-teach/review the parts of an
informative essay. Use a “passing” essay (score of 8-10) to teach appropriate
strategies. Use a low scoring essay to asses learning by having students “fix” errors
using the FSA Informative Rubric as a guide.
Called Out by Barbara Kingsolver
OR
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Essay
Lexile: 1180L
HMH TE: p. 51A
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Focus Standards: LAFS.910.RI.1.1; 1.2; 2.4; 2.5
*Pre-teach-Determine Central Idea: Objective Summaries (RI.1.2): Review
Objective Summaries “Determine Central Idea” on HMH p. 55 and/or “Analyze
Development of Ideas” on HMH p.167
*Pre-teach- Determine Word Meanings (RI.2.4): Review Figurative, Connotative,
and Technical language
Called Out p. 51
Analyzing the Text (RI.1.1; RI.1.2; RI.2.4; RI.2.5): Questions 1-3, 5-6 “Analyzing
the text” on HMH p. 56.
Speaking Activity: Analysis (RI.1.1; RI.1.2; RI.2.4; RI.2.5; SL.1.1): Kingsolver’s essay
uses figurative, connotative, and technical language to give readers new
perspectives on the desert ecosystem. Which kind of language is most effective in
communicating scientific information to a general audience? Discuss this topic
with a small group of classmates. (HMH Performance Task p.56)
Coming to Our Senses by Neil deGrasse Tyson
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Science Essay
Lexile: 1310L
HMH TE: p. 161A
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Focus Standards: LAFS.910.RI.1.2; 1.3; & LAFS.910.SL.1.1a
My Life as a Bat by Margaret Atwood
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Short Story
Lexile: 1020L
HMH TE: p. 71A
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Focus Standards: LAFS.910.RL.1.1; 2; LAFS.910.W.1.2; 3.7; 3.9; LAFS.910.SL.1.1; 1.2; 1.3; 2.4
Carry by Linda Hogan
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Poem
Lexile: N/A
HMH TE: p. 79A
Focus Standards: LAFS.910.RL.1.1; 1.2; 1.3; 2.4; 2.5; & LAFS.910.W.2.4
OR
When I Heard the Learn’d Astronomer
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Poem
Lexile: N/A
HMH TE: p. 59A
Focus Standards: LAFS.910.RL.1.1; 1.2; 2.4; 2.5; & LAFS.910.W.2.4
Coming to Our Senses p. 161
Analyzing the Text (RI.1.1; RI.1.2; RI.1.3; RI.2.4; RI.2.5; RI.2.6): Questions 1-8
“Analyzing the text” on HMH p. 168.
Speaking Activity: Discussion (RI.1.1; RI.1.2; RI.1.3; RI.2.4; RI.2.5; RI.2.6; SL.1.1a):
In lines 102-143, Tyson imagines how our world and our history might be different
if we had been born with the super senses that scientific tools now give us. Review
this section. Then, in a small group, discuss how the author presents this idea,
inviting the reader to imagine life with super senses. Discuss how this technique
helps shape the author’s central idea. Write an extended response of the
discussion, including all relevant points. (HMH Performance Task p.168)
My Life as a Bat p. 71
Analyze Language (RL.1.1; RL.1.2; RL.1.3; RL.2.4; W.1.2; W.3.9): After reading “My
Life as a Bat,” find examples of figurative language and sensory images used by
Atwood. In a constructed response, analyze what the use of figurative language
suggests about her view of human nature. Be sure to cite textual evidence. (HMH
Analyzing the Text #6 p.76)
Carry p. 79
Analyze Text (RL.1.1; RL.1.2; RL.1.3; RL.2.4; RL.2.5; W.2.4): After reading Carry,
answer the Analyzing the Text questions #1-7. *This is a way to scaffold poetry
analysis. (HMH Analyzing the Text p. 82)
*Additional Analysis: Discussion (SL.1.1; SL.2.4; W.1.2): Read Carry. Then, in small
groups, discuss the choices the poet made in her use of water imagery and how
these images develop throughout the poem. (HMH Performance Task p.82)
When I Heard the Learn’d Astronomer p.59
Analyze Text (RL.1.1; RL.1.2; RL.1.3; RL.2.4; RL.2.5; W.2.4): After reading “When I
Heard the Learn’d Astronomer,” answer the Analyzing the Text questions #1-4.
*This is a way to scaffold poetry analysis. (HMH Analyzing the Text p. 60)
*Additional Analysis: Comparison (RI.2.6; W.1.2): Read “When I Heard the
Learn’d Astronomer.” Then, write a paragraph that similarly contrasts two ways of
looking at something in your world. Think of a place, event, or idea that people
view in different ways. Create a T-chart to brainstorm details about the opposing
view of the subject. Then, write a paragraph that explores the contrasting views,
describing the view you hold last. (HMH Performance Task p.60)
Optional Contributing Texts
Selected texts from Close Reader (Teacher Choice)
 Starfish and Sea Stars by Lorna Dee Cervantes and Barbara Hurd (resp.)
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•
•
•
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Poem and Essay
Lexile: N/A and 1210
HMH TE: p. 58B
Focus Standards: LAFS.910.R.1.1; LAFS.910.R.1.2; LAFS.910.R.2.4
The Seventh Man by Haruki Murakami
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•
•
•
Short Story
Lexile: 910
HMH TE: p. 78B
Focus Standards: LAFS.910.RL.1.1; LAFS.910.RL.2.4; LAFS.910.RL.2.5
Additional text from textbook (Teacher Choice)
 Hope for Animals and Their World by Jane Goodall
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•
•
•
Argument
Lexile: 1300
HMH TE: p. 61A
Focus Standards: LAFS.910.RI.1.1; LAFS.910.RI.1.2; LAFS.910.RI.1.3;
LAFS.910.RI.2.4; LAFS.910.RI.2.5; LAFS.910.RI.2.6
For additional texts that are topically based, access the following link:
https://www.commonlit.org
(you will have to create a free account)
Additional Resources Specific to Standards
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Approaching the Text (Questions): http://odelleducation.com/wpcontent/uploads/2013/04/Questioning-Texts.pdf
Approaching the Text (Analyzing): http://odelleducation.com/wpcontent/uploads/2013/04/Analyzing-Details.pdf
Guiding Questions for Close Reading: http://odelleducation.com/wpcontent/uploads/2013/04/Guiding-Questions-Handout.pdf
Checklist for Close Reading: http://odelleducation.com/wpcontent/uploads/2013/04/Reading-Closely-Checklist.pdf
Text-Centered Discussion Checklist: http://odelleducation.com/wpcontent/uploads/2012/08/TCD-Checklist.pdf