English 10
Resource Document 2016 – 2017: Quarter 3
Unit 4: Crime and Punishment

Dates: January 3 – February 10, 2017
Essential Questions:
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How do authors portray crimes against humanity?
How do authors portray the effect of crime and punishment on the individual and society?
How are readers’ opinions about crime and punishment influenced by literature?
Unit 5: The Impact of Testing

Dates: February 13 – March 17, 2016
Essential Questions


How does testing impact a student’s education?
How does testing impact a student’s sense of self?
Standards covered in this quarter:
9-10.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text
9-10.RL.2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature including how they emerge and are
shaped and refined by specific details.
9-10.RL 2.4: Students are expected to build upon and continue applying concepts learned previously: Make predictions
9-10.RL.2.3: Analyze how dynamic 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.
9-10.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure a work of literature, order events within it (e.g., parallel episodes), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
9-10.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text.
9-10.RL.4.2: Analyze and evaluate how works of literary or cultural significance (American, English, or world) draw on themes, patterns of events, or character types
from myths, traditional stories, or religious works, including describing how the material is rendered new.
9-10.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the
text.
9-10.RN.2.2: Analyze in detail the development of two or more central ideas over the course of a text, including how they interact and build on one another to
provide a complex analysis.
9-10.RN.2.3: 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.
Indianapolis Public Schools
Curriculum and Instruction
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English 10
Resource Document 2016 – 2017: Quarter 3
9-10.RN.3.1: Students are expected to build upon and continue applying concepts learned previously.
 5.RN.3.1: Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem.
9-10.RN.3.2: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
9-10.RN.3.3: Determine an author’s perspective or purpose in a text, and analyze how an author uses rhetoric to advance that perspective or purpose.
9-10.RN.4.1: 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.
9-10.RV.2.1: Use context to determine or clarify the meaning of words and phrases.
9-10.RV.2.3: Analyze nuances in the meaning of words with similar denotations
9-10.RV.2.4: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate,
advocacy).
9-10.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple meanings.
9-10.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate
the effectiveness of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
9-10.RV.3.3: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
9-10.W 3.1: Write arguments in a variety of forms (see complete description in the Pacing Guide)
9-10.W.3.2: Write informative compositions on a variety of topics (see complete description in the Pacing Guide)
9-10.W.4: Apply the writing process (see complete description in the Pacing Guide)
9-10.W.6.1: Demonstrate command of English grammar and usage
9-10.W.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
9-10.SL.2.2: Examine, analyze, and reflect on ideas and support or refute points under discussion, by providing specific evidence from materials under study and
other resources
9-10.SL.2.3: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
9-10.SL.2.4: 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.
9-10.SL.2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal
views and understanding and make new connections in reference to the evidence and reasoning presented.
9-10.SL.3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted
evidence.
Suggested Texts Unit 4
 Antigone – PH page 750 & SB – page 286
 “A Problem” – PH page 233
 “The Censors” – PH page 376
 “Keep Memory Alive” – PH page 500
 “The Uprooting of a Japanese-American Family” – PH page 536
 “Danny Deever” – PH page 604
Indianapolis Public Schools
Other Options Unit 4
 Twelve Angry Men
http://www.umass.edu/legal/Hilbink/250/12Angry.pdf
 Of Mice and Men
http://www.kgbsd.org/cms/lib3/AK01001769/Centricity/Domain/664
/Of_Mice_and_Men_-_Full_Text.pdf
 “The Tell-Tale Heart” Edgar Allen Poe
Curriculum and Instruction
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English 10
Resource Document 2016 – 2017: Quarter 3
 “Conscientious Objector” – PH page 673
 “Auto Wreck” – PH page 722
 “Editorial: Time to Assert American Values” – SB page 210
 “Rough Justice” – SB page 212
 “Declaration of the Rights of the Child” – SB page 218
 “On Civil Disobedience” – SB page 248
 “Letter from Birmingham Jail” – SB page 250
Suggested Texts Unit 5:
 Writing for Assessment – Prentice Hall 307
 Composing a Persuasive Text – Springboard 272
 Persuasive Essay Unit – Prentice Hall 124
Indianapolis Public Schools
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
https://www.poemuseum.org/works-telltale.php
“The Cask of Amontillado” Edgar Allen Poe
http://xroads.virginia.edu/~Hyper/POE/cask.html
“A Hanging” George Orwell
http://orwell.ru/library/articles/hanging/english/e_hanging
Other Options Unit 5:
 Center for Public Education: Standardized tests and their impact on
schooling
http://www.centerforpubliceducation.org/MainMenu/Instruction/High-stakes-testing-and-effects-on-instruction-Ata-glance/Standardized-tests-and-their-impact-on-schooling-QA.html
 Research Article: Standardized Testing and the Impact on Classroom
Instruction
http://coe.unomaha.edu/moec/briefs/EDAD9550kokdevries.pdf
 NYTimes Article: To Really Learn, Quit Studying and Take a Test
http://www.nytimes.com/2011/01/21/science/21memory.html?page
wanted=all&_r=0
 ScienceDaily Article: Testing can be useful for students and teachers
http://www.psychologicalscience.org/index.php/news/releases/testi
ng-can-be-useful-for-students-and-teachers.html
 United Federation of Teachers Article: Testimony on the impact of
standardized testing on students
http://www.uft.org/testimony/testimony-impact-standardizedtesting-students
 ScienceDaily Article: Education: States' standardized tests have a
negative impact on parents' civic engagement
http://www.sciencedaily.com/releases/2014/04/140407130927.htm
 Short Story “Examination Day” by Henry Seslar
http://www.thebostonbachelor.com/2008/examination-day-byhenry-seslar/
 Article: Improving your Test Taking Skills by Ronald Boyd
http://pareonline.net/getvn.asp?v=1&n=2
Curriculum and Instruction
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English 10
Resource Document 2016 – 2017: Quarter 3
Supplemental Texts (Links to Articles and other online texts):
http://www.gutenberg.org
o For finding public domain texts
Teacher Resources to Support Standards/Themes Taught in this Quarter:
Crime and Punishment:
http://www.crimesofwar.org/a-z-guide/crimes-against-humanity/
http://www.un.org/en/holocaustremembrance/EWG_Holocaust_and_Other_Genocides.pdf
http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx
http://www.scholastic.com/teachers/article/civil-rights-movement-overview
Impact of Testing:
https://www.princeton.edu/~ota/disk1/1992/9236/923606.PDF
http://content.time.com/time/nation/article/0,8599,1947019,00.html
http://jalt.org/test/edw_1.htm
http://www.washingtonpost.com/wp-dyn/content/article/2006/11/13/AR2006111301007.html
(New resources for Q3 are listed at the top of each section.)
Reading Literature
http://imlovinlit.blogspot.com/2013/10/thursday-throw-down-4-citing-text.html (9-10.RL.2.1)
http://community.lessonplanet.com/t/practice-makes-perfect-citing-textual-evidence/1080 (9-10.RL.2.1)
Teaching_Theme_Across_Genre_Handout.pdf (9-10.RL.2.2)
Inferences for Advanced Readers.pdf (9-10.RL.2.1 and RN.2.1)
https://learnzillion.com/lessons/2284-gather-evidence-from-a-text-to-support-an-argument (9-10.RL.2.1 and RN.2.1)
https://www.teachingchannel.org/videos/teaching-about-textual-evidence(9-10.RL.2.1 and RN.2.1)
RL 2.1 Citing Textual Evidence Lesson.pdf (9-10.RL.2.1 and RN.2.1)
http://www.slideshare.net/es99.trish.turner/the-8-methods-of-characterization-powerpoint (9-10.RL.2.3)
http://www.brighthubeducation.com/high-school-english-lessons/99200-making-predictions-in-reading-mini-lesson/ (9-10.RL.2.4)
https://www.teachervision.com/skill-builder/reading/48711.html (9-10.RL.2.4)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-5.html (9-10.RL.3.1)
http://www.learner.org/jnorth/tm/ReadStrat7.html (9-10.RL.3.1)
http://education-portal.com/academy/lesson/character-in-literature-definition-types-development.html#lesson (9-10.RL.4.2)
Indianapolis Public Schools
Curriculum and Instruction
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English 10
Resource Document 2016 – 2017: Quarter 3
Reading Nonfiction
http://secondarysolutionsblog.com/attacking-the-common-core-standards-informational-texts-part-three-using-textual-evidence-to-support-inferences-within-anon-fiction-text/ (9-10.RN.2.1)
http://ontheweb.rozlinder.com/teaching-students-to-use-textual-evidence-in-the-common-core-classroom/ (9-10.RN.2.1)
http://teacher.depaul.edu/Documents/NONFictionInterpretationGuidesBasedonPARCCSamples.pdf (9-10.RN.2.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-3.html (9-10.RN.2.3)
http://msjordanreads.com/2012/04/19/non-fiction-text-structures/ (9-10.RN.3.1)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-5.html (9-10.RN.3.2)
http://kateandmaggie.com/2014/02/05/teaching-beyond-the-main-idea-nonfiction-and-point-of-view-part-i/ (9-10.RN.3.3)
Author's Perspective & Rhetorical Strategies (9-10.RN.3.3)
https://owl.english.purdue.edu/owl/owlprint/625/ (9-10.RN.3.3)
https://learnzillion.com/lessons/1903-analyze-rhetoric-to-determine-an-author-s-point-of-view (9-10.RN.3.3)
http://www.ereadingworksheets.com/e-reading-worksheets/reading-unit-and-lesson-plans-aligned-with-common-core-state-standards/#modes-of-writing-andauthors-purpose-lesson-and-unit-plans (9-10.RN.3.3)
https://learnzillion.com/lessons/2015-cite-textual-evidence-to-support-inferences-drawn-from-the-text(9-10.RL.2.1 and 9-10.RN.2.1)
https://www.teachingchannel.org/videos/teaching-about-textual-evidence(9-10.RL.2.1 and RN.2.1)
RL 2.1 Citing Textual Evidence Lesson.pdf (9-10.RL.2.1 and RN.2.1)
http://teacher.depaul.edu/Documents/NonfictionLessonPlanExamplewithBIGIdeasandBIGQuestions.pdf (9-10.RN.2.2)
http://secondarysolutionsblog.com/attacking-the-common-core-standards-informational-texts-part-four-determining-the-central-idea-providing-an-objectivesummary/ (9-10.RN.2.2)
http://users.dhp.com/~laflemm/reso/mainIdea.htm (9-10.RN.2.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-3.html (9-10.RN.2.3)
http://betterlesson.com/community/lesson/72164/sequence-details-nonfiction (9-10.RN.2.3)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-5.html (9-10.RN.3.2)
http://www.pdesas.org/module/content/resources/19409/view.ashx (9-10.RN.3.2)
http://www.proteacher.org/c/765_authors_purpose.html (9-10.RN.3.3)
http://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37216&cc=108841 (9-10.RN.3.3)
http://writingcommons.org/open-text/information-literacy/rhetorical-analysis/rhetorical-appeals (9-10.RN.3.3)
https://learnzillion.com/lessons/4054-analyze-an-authors-use-of-rhetoric-to-deepen-meaning (9-10.RN.3.3)
https://learnzillion.com/lessons/1978-evaluate-an-argument-by-assessing-the-author-s-claims-and-evidence (9-10.RN.4.1)
https://www.teachingchannel.org/videos/evaluating-both-sides-of-argument (9-10.RN.4.1)
Reading Vocabulary
http://www.cpalms.org/Public/PreviewResource/Preview/48551 (9-10.RV.2.1)
http://www.pc.maricopa.edu/rdg/tutorials/vocless/vocab1.htm (9-10.RV.2.1)
http://www.brighthubeducation.com/high-school-english-lessons/6323-teaching-context-clues-activity/ (9-10.RV.2.1)
http://www.brighthubeducation.com/high-school-english-lessons/13411-connotation-and-denotation-activities/ 9-10.RV.3.1 and RV.3.2)
Indianapolis Public Schools
Curriculum and Instruction
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English 10
Resource Document 2016 – 2017: Quarter 3
http://learning.blogs.nytimes.com/2011/04/14/figuratively-speaking-exploring-how-metaphors-make-meaning/?_php=true&_type=blogs&_r=0
RV.3.2)
http://grammar.about.com/od/words/a/connotations.htm (9-10.RV.3.1 and 3.2)
https://www.csun.edu/~bashforth/098_PDF/06Sep15Connotation_Denotation.pdf (9-10R.V.3.1)
http://www.elacommoncorelessonplans.com/language-standards/difference-denotation-connotation.html (9-10RV.3.1)
http://udleditions.cast.org/craft_intro.html (9-10.RV.3.1)
http://www.webenglishteacher.com/figurative-language-lesson-plans.html (9-10.RV.3.1)
http://www.brighthubeducation.com/high-school-english-lessons/11687-a-tone-lesson-plan-when-writing/ (9-10.RV.3.1)
http://www.k12reader.com/worksheet/explaining-oxymorons/ (9-10.RV.3.3)
http://www.webenglishteacher.com/figurative-language-lesson-plans.html (9-10.RV.3.3)
http://education-portal.com/academy/lesson/interpreting-figures-of-speech-in-context.html#lesson (9-10.RV.3.3)
9-10.RV.3.1 and
http://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html (9-10.RV.2.1)
http://www.teachertrap.com/2013/01/strategies-for-using-context-clues.html (9-10.RV.2.1)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-l-9-10-5.html (9-10.RV.2.3)
http://www.brighthubeducation.com/middle-school-english-lessons/99499-teaching-denotation-and-connotation-through-usage-of-words/ (9-10.RV.3.1 & 3.2)
http://www.elacommoncorelessonplans.com/language-standards/difference-denotation-connotation.html (9-10.RV.3.1 and 3.2)
http://grammar.about.com/od/words/a/connotations.htm (9-10.RV.3.1 and 3.2)
Writing
https://owl.english.purdue.edu/owl/resource/685/05/ (9-10.W.3.1)
http://homeworktips.about.com/od/essaywriting/a/argument.htm
(9-10.W.3.1)
http://writingcenter.unc.edu/handouts/argument/ (9-10.W.3.1)
http://www.shmoop.com/video/argument-essay (9-10.W.3.1)
http://learning.blogs.nytimes.com/2014/02/04/200-prompts-for-argumentative-writing/?_php=true&_type=blogs&_r=0
(9-10.W.3.1)
https://learnzillion.com/courses/58?collection_id=1084#collection_1086 (9-10.W.3.1)
http://www.fountainheadpress.com/contentresources/eng_thesesclaims.pdf (9-10.W.3.1)
http://turnitin.com/en_us/resources/blog/517-turnitin-educator-network/2245-peer-review-strategies-that-work (9-10.W.4)
http://teachingcenter.wustl.edu/strategies/Pages/peer-review.aspx#.VGD4e8n1GSo (9-10.W.4)
http://english.clas.asu.edu/enged-grammarpractice (9-10.W.6.1)
http://www.k12reader.com/grade-level/grades-k-12/grades-9-12/ (9-10.W.6.1)
http://www.dailygrammar.com/archive.html (9-10.W.6.1)
http://www.webenglishteacher.com/conventions.html (9-10.W.6.2)
http://www.educationworld.com/a_tech/sites/sites063.shtml (9-10.W.6.2)
http://rubistar.4teachers.org/ (9-10.W.1-all Writing activities)
https:// owl.english.purdue.edu/owl/resource/685/05/ (9-10.W.3.1)
http://homeworktips.about.com/od/essaywriting/a/argument.htm (9-10.W.3.1)
Indianapolis Public Schools
Curriculum and Instruction
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English 10
Resource Document 2016 – 2017: Quarter 3
http://writingcenter.unc.edu/handouts/argument/ (9-10.W.3.1)
http://www.shmoop.com/video/argument-essay (9-10.W.3.1)
http://learning.blogs.nytimes.com/2014/02/04/200-prompts-for-argumentative-writing/?_php=true&_type=blogs&_r=0 (9-10.W.3.1)
http://education-portal.com/academy/lesson/informative-essay-definition-examples-structure.html#lesson (9-10.W.3.2)
http://secondarysolutionsblog.com/writing-informativeexplanatory-essays/ (9-10.W.3.2)
http://www.metrostate.edu/applications/drep/files/CLUES_Informative.pdf (9-10.W.3.2
http://learnzillion.com/lessons/2073-revise-by-varying-sentence-patterns (9-10.W.4)
http://www.nwp.org/cs/public/print/resource_topic/writing_processes (9-10.W.4)
http://www.time4writing.com/teaching-writing/students-the-writing-process/ (9-10.W.4)
http://www.classzone.com/books/lnetwork_gr11/index.cfm?state=VA (9-10.W.6.1)
http://eolit.hrw.com/hlla/newmainlinks/lang.jsp (9-10.W.6.1)
http://grammar.ccc.commnet.edu/grammar/index2.htm (9-10.W.6.1)
Speaking and Listening
http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507#home (9-10.SL.2.4 & 2.5)
http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html (9-10.SL.2.4 & 2.5)
https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom (9-10.SL.2.4 & 2.5)
http://www.authenticeducation.org/documents/WhatSeminar04.pdf (9-10.SL.2.4 & 2.5)
http://educationalaspirations.com/tag/collaborative-classroom/ (9-10.SL.2.2 and SL.2.3)
http://www.spannj.org/pti/Collaborative_teaming_and_PBS.pdf (9-10.SL.2.2 and SL.2.3)
http://www.cpalms.org/Public/PreviewStandard/Preview/6116#/#icts-toggle (9-10.SL.3.2 – click on “lesson plan” in the purple box)
http://www.uta.edu/faculty/mputnam/COMS3312/Notes/Intro.html (9-10.SL.3.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-sl-11-12-3.html (9-10.SL.3.2)
http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-famous-speeches-arguments-30526.html?tab=1#tabs (9-10.SL.3.2)
ELA Websites for Continual Use:
www.thinkcerca.com
www.adlit.org
www.readworks.org
www.newsela.com
http://etc.usf.edu/lit2go/
http://www.activelylearn.com/
www.readtheory.org
http://www.uen.org/7-12interactives/lang_arts.shtml
http://www.myeasybee.com/blog/the-best-free-vocabulary-graphic-organizers/
http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension
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English 10
Resource Document 2016 – 2017: Quarter 3
www.betterlesson.com (must register)
www.sharemylesson.com
http://www.redshift.com/~bonajo/vocabularyresources (all RV standards)
www.chompchomp.com (all W6 standards)
www.quia.com/cb/547647.html
www.quiz.com (all W6 standards)
www.quizlet.com (all RV standards)
www.nbclearn.com (all standards)
www.shmoop.com
http://www.citationmachine.com
DOE Resources
http://www.doe.in.gov/standards/englishlanguage-arts
Indianapolis Public Schools
Curriculum and Instruction
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