Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 1 Welcome to English 10
Time Frame: 1 week
Essential Questions: Why do we study English in high school? What do we need to know in order to be successful in this course?
CCSS
Activities
Assessment
W.9-10.8. Gather relevant
After introducing herself and her class rules, expectations, and procedures, the
Activity 1 formative
information from multiple
teacher introduces students to English/Language Arts. Terms for the unit include:
assessment:
authoritative print and digital
Composition, argumentation, persuasion, informative/informational, research,
Option 1—the teacher
sources, using advanced
searches effectively;
fiction, nonfiction, literature, poetry, novel, book, text, short story, genre, drama,
collects the alphabet
epic, myth, formal, and informal.
boxes after students
SL.9-10.1. Initiate and
have worked on them
participate effectively in a
Activity 1
individually and records
range of collaborative
discussions (one-on-one, in
Option 1. The teacher gives students a page with boxes on it and the letters of the the number of boxes
groups, and teacher-led) with
alphabet in each box. Students are given a short amount of time (10 min) to fill in
filled in. The teacher
diverse partners on grades 9–
the
boxes
with
words
and
phrases
starting
with
that
letter
that
relate
to
the
topic
collects the boxes again
10 topics, texts, and issues,
building on others’ ideas and
of English. When time is up, the students find a partner with whom to swap
after the students have
expressing their own clearly
answers. Students may pair up a second time to swap answers as well. As the
swapped answers with a
and persuasively.
teacher discusses English terms and concepts for the rest of the unit, students fill
partner and records the
in their boxes until the page is complete. The teacher can collect or check the
number of boxes filled in.
SL.9-10.4. Present information,
findings, and supporting
boxes at any time to see how many of the boxes are still empty or which unit
The teacher collects the
evidence clearly, concisely, and
terms
do
not
appear
on
the
students’
boxes.
boxes a final time after
logically such that listeners can
the teacher has defined
follow the line of reasoning
and the organization,
Option 2. The teacher gives student pairs or small groups a list of items, texts,
and discussed all the unit
development, substance, and
terms, etc. related to English 10 and sends the students on a scavenger hunt in the terms and again records
style are appropriate to
classroom. For example, the scavenger hunt list could include finding the
the number of boxes
purpose, audience, and task.
dictionaries that are stored in the room or looking up the definition for the word
filled in. The teacher
L.9-10.4. Determine or clarify
“hyperbole” in the literary terms handbook in the back of the literature book.
uses these data to
the meaning of unknown and
Students
might
be
sent
to
find
a
poem
and
a
piece
of
informational
writing
measure the students’
multiple-meaning words and
somewhere in the room.
progress toward learning
phrases based on grades 9–10
reading and content, choosing
(or relearning) English
flexibly from a range of
Activity 2
related terms. (L.9-10.4
strategies.
After the introductory activity, the teacher presents the unit terms to the class.
and L.9-10.6)
The teacher explains the types of writing and reading the students will encounter
Option 2—The teacher
L.9-10.6. Acquire and use
accurately general academic
in the class, showing examples or demonstrating whenever possible. Students
uses the students’
and domain-specific words and
take
notes
as
needed.
successfully completed
phrases, sufficient for reading,
scavenger hunts as an
writing, speaking, and listening
at the college and career
Activity 3
indicator of their
readiness level; demonstrate
In order to practice the terms, students participate in a learning activity similar to
understanding of the
independence in gathering
one
of
these
options:
terms. (L.9-10.4, L.9vocabulary knowledge when
10.6, W.9-10.8)
considering a word or phrase
important to comprehension
Option 1. Students divide a piece of paper into fourths. In one square, they write
or expression.
a definition of the word. In one square they list real-world examples of the word.
Activity 3 formative
In one square they either (a) use the word in a sentence or (b) list real-world nonassessment:
examples. In one square they illustrate the word. Students should only do this
Option 1—The teacher
activity with words they are not already comfortable with.
collects four square
papers and assesses the
Option 2. The teacher writes the terms on slips of paper and puts them in a hat.
students’ understanding
Resources
Glencoe Literature Course 5
http://www.englishcompanion.com
/pdfDocs/styleanalysis.pdf
NM Targets
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
The students draw a word and use in-class resources to remind themselves of
what the words means. The students don’t tell the others what word they have.
After everyone has had a chance to look the word up and think about it on their
own, students go to the front of the room to draw or act out the word for the
others to guess in a manner similar to Pictionary or charades. Alternately,
students could turn to a partner and “teach” the word to each other.
Activity 4
The teacher ends the unit with a summative assessment over the terms and
concepts necessary as a foundation for English 10.
of the terms based
primarily on their
examples and
illustrations. (L.9-10.4
and L.9-10.6)
Option 2—Teacher
records the number of
correctly guessed words.
(SL.9-10.1 and SL.9-10.4)
Activity 4 summative
assessment:
The teacher gives a
formal written test over
the unit terms, asking
students to define
and/or give examples of
the words.
(L.9-10.4 and L.9-10.6)
Unit: 2 Short Story
Time Frame: 3 weeks
Essential Questions: The student will know that the elements of story structure (sequence of events, mood, theme, etc.) impact the overall effectiveness of a story.
EQ#1: What are the key components of a story and how do they work together? EQ#2: How can we use clues from the story to draw inferences about characters, conflicts, irony, and tone?
EQ#3: How does the cultural context of a story develop the theme?
CCSS
Activities
Assessment
Resources
NM Targets
L.9-10.6. Acquire and use
Introduce or, in some cases, review the short story terms:
Formative assessment: Glencoe Literature Course 5. 2009.
#RC1:
accurately general academic
Plot, sequence, mood, theme, tone, characters, conflict, irony,
Short story element
Recognize and
and domain-specific words
context, exposition, rising action, climax, falling action,
terms bingo OR
evaluate
and phrases, sufficient for
reading, writing, speaking,
denouement, resolution, characterization, dialogue, dialect,
students draw an
elements of a
and listening at the college
motive, point of view, and inference.
element from a hat
story and how
and career readiness level;
and teach that
they work
demonstrate independence in
Students read “The Masque of the Red Death” by Poe (p. 73). The element to a classmate www.teachertube.com “The Masque of the Red Death” together to
gathering vocabulary
knowledge when considering
teacher models a plot diagram with students. The teacher also
OR various vocabulary
en.wikipedia.org/wiki/The_Masque_of_the_Red_Death convey the
a word or phrase important to
models
annotating
short
story
elements
on
a
few
pages
of
the
games
using
smart
1-plot summary
author’s
comprehension or expression.
story that are projected onto a screen.
board OR crossword
2-analysis
intended
RL. 9-10.1. Cite strong and
thorough textual evidence to
puzzle. (L.9-10.6)
3-publication history
message.
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
RL. 9-10.2. Determine a
theme or central idea of a text
and analyze in detail
Students will read and discuss “Civil Peace” by Achebe (p. 64).
Students choose a graphic organizer appropriate for compare and
contrast. Using the graphic organizer, students (in groups or
Formative assessment:
Students complete a
plot diagram for “Civil
Peace” on their own or
“Civil Peace” Introduction and author’s biography
www.enotes.com/civil-peace
Symbolism, theme, conflict www.enotes.com
Analyze the
way plot and
setting create
mood in a
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 2 Short Story
Time Frame: 3 weeks
Essential Questions: The student will know that the elements of story structure (sequence of events, mood, theme, etc.) impact the overall effectiveness of a story.
EQ#1: What are the key components of a story and how do they work together? EQ#2: How can we use clues from the story to draw inferences about characters, conflicts, irony, and tone?
EQ#3: How does the cultural context of a story develop the theme?
CCSS
Activities
Assessment
Resources
NM Targets
development over the course
pairs) compare and contrast the two stories.
with a partner. The
En.wikipedia.org/wiki/ Civil _Peace
story.
of the text, including how it
teacher collects plot
1-plot summary
emerges and is shaped and
diagrams as an exit
2-character overview
Analyze the
refined by specific details;
provide and objective
slip. (RL.9-10.5)
3-About the writer
way character
summary of the text.
4-Historical context
development is
RL. 9-10. 3. Analyze how
The
teacher
leads
the
class
in
a
discussion
of
the
importance
of
Formative
assessment:
impacted by
complex characters (e.g.,
historical context on the impact of a story. The teacher also talks
Students respond to a
culture.
those with multiple or
conflicting motivations)
to the students about themes repeated in a culture or throughout journal prompt which
develop over the course of a
time.
asks them to write a
Prove
text, interact with other
Students will read Walker’s “Everyday Use” (p. 186), excerpt from narrative excerpt from
inferences
characters, and advance the
plot or develop the theme.
“Kaffir Boy” by Mathabane (304), and “Cinderella’s Stepsisters” by an imaginary short
through textual
RL.9-10.5. Analyze how an
Morrison (442).
story that they would
support.
author’s choices concerning
As
students
read
and
discuss,
the
teacher
and
students
write.
Students
how to structure a text, order
collaboratively write inferential questions and answer those
incorporate elements
events within it (e.g., parallel
plots), and manipulate time
questions by citing evidence from the texts.
of setting or
(e.g., pacing, flashbacks)
characterization (RL.9create such effects as
10.3 and RL.9-10.5)
mystery, tension, or surprise.
RI. 9-10. 1. Cite strong and
AND/OR
thorough textual evidence to
Students respond to a
support analysis of what the
prompt following the
text says explicitly as well as
format: How did
inferences drawn from the
text.
__(author)__ use
RI 9-10. 2. Determine a
__(rhetorical device)__
central idea of a text and
to create __(short
analyze its development over
the course of the text,
story element)__?
including how it emerges and
(RL.9-10.1, RL.9-10.2,
is shaped and refined by
RL.9-10.5, RI.9-10.6,
specific details; provide and
W.9-10.2, W.9-10.9,
objective summary of the
text.
and W.9-10.10)
RI. 9-10. 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.
RI.9-10.8. 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.
Assessment: Students
complete a short story
test in which they
identify, apply, and
evaluate elements of a
short story. (RL.9-10.1,
RL.9-10.2, RL.9-10.5,
RL.9-10.6)
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 2 Short Story
Time Frame: 3 weeks
Essential Questions: The student will know that the elements of story structure (sequence of events, mood, theme, etc.) impact the overall effectiveness of a story.
EQ#1: What are the key components of a story and how do they work together? EQ#2: How can we use clues from the story to draw inferences about characters, conflicts, irony, and tone?
EQ#3: How does the cultural context of a story develop the theme?
CCSS
Activities
Assessment
Resources
NM Targets
W.9-10.2 Write
While reading the stories, students complete graphic organizers
Assessment: Students
informative/explanatory texts
for character analysis for selected characters. After reading all
choose a character and
to examine and convey
three stories and completing characterization graphic organizers,
complete an essay
complex ideas, concepts, and
information clearly and
students choose one character about whom to write a character
based on character
accurately through the
sketch. The teacher may choose to follow the suggestions on
development in which
effective selection,
page
448
of
the
text.
they explain the
organization, and analysis of
author’s use of literary
content.
W.9-10.3 Write narratives to
After completing the character sketch, students create a visual
devices to develop the
develop real or imagined
presentation
for
the
class
according
to
the
suggestions
on
page
character. Students
experiences or events using
456-457 of the text.
cite evidence from the
effective technique, wellchosen details, and welltext to support their
structured event sequences.
analysis. Students
W.9-10.9 Draw evidence from
address topics such as:
literary or informational texts
How the character
to support analysis, reflection,
and research.
relates to others;
W.9-10.10 .Write routinely
Character’s speech;
over extended time frames
Character’s motives;
(time for research, reflection,
and revision) and shorter time
Character’s behavior;
frames (a single sitting or a
Character’s evolution.
day or two) for a range of
(RL.9-10.1, RL.9-10.2,
tasks, purposes, and
RL.9-10.5, RL.9-10.6,
audiences.
SL.9-10.2 Integrate multiple
W.9-10.2, W.9-10.9,
sources of information
and W.9-10.10)
presented in diverse media or
formats (e.g., visually,
quantitatively, orally)
evaluating the credibility and
accuracy of each source.
SL.9-10.4 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.9-10.5 Make strategic use
of digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and
Assessment: Students
choose a short story
from the text to read
on their own and
complete a series of
open-ended questions
based on chosen short
story elements. (RL.910.1, RL.9-10.2, RL.910.5, RL.9-10.6, W.910.2, W.9-10.9, and
W.9-10.10)
Assessment: Students
respond to the openended prompt—
http://www.curatormagazine.com/kristynwinters/thecase-for-the-much-maligned-short-story/
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 2 Short Story
Time Frame: 3 weeks
Essential Questions: The student will know that the elements of story structure (sequence of events, mood, theme, etc.) impact the overall effectiveness of a story.
EQ#1: What are the key components of a story and how do they work together? EQ#2: How can we use clues from the story to draw inferences about characters, conflicts, irony, and tone?
EQ#3: How does the cultural context of a story develop the theme?
CCSS
Activities
Assessment
Resources
NM Targets
to add interest.
Students read the article “The Case for the Much-Maligned Short
Summarize and
L.9-10.4b Determine or clarify
Story” from Curator magazine. In the article, the author asserts
evaluate the argument
the meaning of unknown and
that short stories are more demanding of readers’ attention than
and specific claims in
multiple-meaning words and
phrases based on grades 9–10
novels.
the article “The Case
reading and content, choosing
for the Much-Maligned
flexibly from a range of
Short Story”, assessing
strategies.
whether the reasoning
is valid and the
evidence is relevant
and sufficient. Cite
short stories from this
unit to support your
analysis. (RI.9-10.1,
RI.9-10.2, and RI.910.8)
Unit: 3 Memoir
Time Frame: 2 Weeks
Essential Questions: The students will understand stories essential to the human experience. EQ#1: How do tone and style create the voice of a narrator in a memoir?
EQ#2: How does perspective shape or alter truth? EQ#3: How do shared experiences between characters advance the plot or develop the theme?
CCSS
RL. 9-10. 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.9-10.6. Analyze a particular point
of view or cultural experience
reflected in a work of literature
from outside the United States,
drawing on a wide reading of world
literature
RI.9-10.1. Cite strong and thorough
textual evidence to support analysis
of what the text says explicitly as
well as inferences drawn from the
text.
RI.9-10.2. 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.
Activities
Assessment
Introduce and, in some cases, review the terms:
Voice, style, memoir, persuasive writing, imagery, point of view,
theme, annotate, characterization, historical narrative,
summarize, and narrative.
Review and discuss with students the definitions of style and
voice. Read “Typhoid Fever” from Frank McCourt’s Angela’s
Ashes (pp. 342-348).
1. Partner students and distribute a style analysis worksheet
(such as one found online at sites such as ReadWriteThink).
Students will analyze the various elements of syntax and style for
the text on page 344.
2. After pairs have completed the worksheet, discuss findings as
a class. Discuss what elements of the style are indicative of a
child’s voice.
Resources
Glencoe Literature Course 5. 2009.
http://coyoteladybyrd.wikispaces.com
/English+10+Resources
(must join the wiki space to access)
Assessment: Students will answer
an open-ended question over the
text. In what ways is the
characterization of Frank effective
because of the point of view used?
(RL.9-10.3, W.9-10.1, W.9-10.9, W.910.10) OR Students write a
persuasive essay about the Angela’s
Ashes excerpt based on the prompt
on page 351 of the text. (RL.9-10.3,
W.9-10.1, W.9-10.9, and W.9-10.10)
www.teachertube.com
Angela’s Ashes
www.teachertube.com “Farewell to
Manzanar”
NM Targets
RC2: Evaluate the
relationship
between author’s
point of view,
intrapersonal and
interpersonal
character
development and
theme emergence.
Angela’s Ashes teaching unit, journal,
and activities www.enotes.com
Analyze how
perspective helps
create character in
a text.
Images: www.google.com
Analyze the
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 3 Memoir
Time Frame: 2 Weeks
Essential Questions: The students will understand stories essential to the human experience. EQ#1: How do tone and style create the voice of a narrator in a memoir?
EQ#2: How does perspective shape or alter truth? EQ#3: How do shared experiences between characters advance the plot or develop the theme?
CCSS
Activities
Assessment
RI. 9-10. 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.9-10.8. 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.9-10. 1 Write arguments to
support claims in an analysis of
substantive topics or texts, using
valid reasoning and relevant and
sufficient evidence.
W.9-10.2. 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.
W. 9-10. 3. Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
Students will complete a detailed analysis of the two characters
in Houston’s excerpt from “Farewell to Manzanar” (p. 286).
1. Read text and annotate, identifying events and/or quotes
which point to a theme of the text.
2. Discuss student annotations. Develop, as a class, several
thematic statements for the text.
3. Discuss how genre affects a text. Discuss the historical
context of the story and how we learn about events from the
past differently by reading fictional or narrative accounts than by
reading informational texts.
Teacher would choose the writing
assignment most appropriate for the
class based on time and writingreadiness.
At the conclusion of the unit, ask students to read the article
“How True Is That Memoir?” by Randy Dotinga from the January
18, 2006 edition of The Christian Science Monitor. In the article,
the author discusses issues about how reliable an author’s
memory is when writing a memoir and points out examples of
notable memoirs which turned out to be fictionalized.
Assessment: Students respond to
the open-ended prompt—
Summarize and evaluate the
argument and specific claims in the
article “How True Is That Memoir”,
assessing whether the reasoning is
valid and the evidence is relevant
and sufficient. Cite memoirs from
this unit to support your analysis.
(RI.9-10.1, RI.9-10.2, and RI.9-10.8)
Resources
En.wikipedia.org/wiki/Angela’s_Ashes
1-plot summary
2-character list
3-background
NM Targets
relationship
between character
and theme.
Formative assessment: Assign
literary element—historical narrative
question #2 on page 301. Does
Houston give enough objective
details about the historical period to
help the reader understand the
context of the narrative? (RL.9-10.6)
Unit: 4 Speeches
Time Frame: 4 Weeks
Essential Questions: The students will understand how language used to manipulate an intended audience. EQ#1: What is the impact of culture on the author’s theme? EQ#2: How does word
choice influence the tone of the argument?
EQ#3: Why do authors use rhetorical devices such as allusion, metaphor, and symbolism to persuade an audience?
CCSS
Activities
Assessment
Resources
NM Targets
RL.9-10.1.Cite strong and
Introduce rhetorical devices used in argument and persuasion by
http://www.readwritethink.org/files/r Target #RC3:
thorough textual evidence
talking to students about commercials. Ask students in groups to
esources/lessonEvaluate and
to support analysis of what
brainstorm advertisements and commercials that they like, dislike,
docs/QueenElizSpeech.pdf
delineate the
the text says explicitly as
well as inferences drawn
or find particularly compelling. Ask students what it is about those
claims and
from the text.
commercials that struck them.
http://www.historyplace.com/speech
arguments in a text
RI.9-10.1. Cite strong and
es/previous.htm
to determine
thorough textual evidence
Introduce and/or review the terms: Persuade, persuasive,
validity and
to support analysis of what
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 4 Speeches
Time Frame: 4 Weeks
Essential Questions: The students will understand how language used to manipulate an intended audience. EQ#1: What is the impact of culture on the author’s theme? EQ#2: How does word
choice influence the tone of the argument?
EQ#3: Why do authors use rhetorical devices such as allusion, metaphor, and symbolism to persuade an audience?
CCSS
Activities
Assessment
Resources
NM Targets
the text says explicitly as
argument, rhetoric, rhetorical device, allusion, metaphor,
Formative assessment:
http://www.readwritethink.org/files/r relevance of
well as inferences drawn
symbolism, tone, diction, audience, manipulate, emotional appeals,
In small groups students practice
esources/lessonreasoning.
from the text.
aesthetic, formal and informal speech, hyperbole, repetition,
changing style based on audience.
docs/ResearchQuestions.pdf
Analyze valid
RL.9-10. 7. Analyze the
representation of a subject
parallelism, paradox, propaganda, anecdote, ethos, logos, pathos,
Give students a persuasive topic.
arguments vs.
or a key scene in two
and connotation. Logical fallacies and rhetoric are discussed in a
Ask students to write a note to
http://www.brighthubeducation.com/ rhetoric and
different artistic mediums,
student workshop on page 583.
someone persuading them on that
high-school-english-lessons/25583propaganda
including what is
topic. Give the students three
examples-of-faulty-reasoning/
emphasized or absent in
each treatment (e.g.,
Revisit the commercials discussed during the unit introduction. Ask
different audiences (a friend, a
Examine literal and
Auden's "Musee des Beaux
students
to
discuss
those
same
commercials
again
using
the
terms
parent,
and
a
teacher,
for
example).
Glencoe
Literature
Course
5.
2009
figurative use of
Arts" and Breughel's
they’ve learned.
The students will need to change
language (incl.
Landscape with the fall of
Icarus).
their diction and use of detail based www.art.com
connotation,
RI. 9-10. 8. Delineate and
on the audience to whom they are
denotation, and
evaluate the argument and
writing
each
time.
After
writing
to
idioms)
specific claims in a text,
all three audiences, ask students to
Readwritethink.org/files/resources/les
assessing whether the
reasoning is valid and the
trade with another group. Ask
son_images/lesson414/rubric.pdf
Target #RC4:
evidence is relevant and
students to evaluate the
Evaluate how
sufficient; identify false
effectiveness
of
each
text.
Queen
Elizabeth’s
speech
to
the
authors of works
statements and fallacious
reasoning.
Students’ justified answers about
troops at Tilbury video
with similar
SL. 9-10. 1. Initiate and
effectiveness of rhetorical devices
www.teachertube.com
themes create
participate effectively in a
will serve as the measurable
those themes
range of collaborative
assessment of learning for the
Queen Elizabeth I biography and her
using literary
discussions.
W. 9-10. 1. Write
teacher. (RI.9-10.5, W.9-10.1, L.9speech
devices.
arguments to support
10.5)
tudorhistory.org/primary/tilbury.html
claims in an analysis of
Examine the way
substantive topics or texts,
using valid reasoning and
Students will analyze a historical speech for claims and evidence,
From Evidence-Based Claims Unit
En.wikipedia.org/wiki/Speech_to_the_ society influences
relevant and sufficient
and evaluate the speech’s effectiveness. Distribute copies of Queen
(EBC): EBC Criteria Checklists I & II,
Troops_at_Tilbury
personal
evidence.
Elizabeth’s speech to the troops at Tilbury and provide students with Making Evidence-Based Claims. See 1-content of the speech
prejudices.
RI. 9-10. 9. Analyze seminal
a bit of background on the speech.
engageny.org link in resources
1.1-historiography
Critique the way
U. S. documents of
historical and literary
column. (RI.9-10.1, W.9-10.9)
sound devices
significance including how
As
a
class,
read
the
speech
and
discuss
the
successfulness
of
the
Susan
B.
Anthony
video
influence the
they address related
speech, and the appeals used. On the overhead or promethean
Students will research and choose a www.universityarchives.com
mood of a
themes and concepts.
SL. 9-10. 3. Evaluate a
board, highlight the specific claims and evidence from the speech at
speech to deliver in front of the
Or learnoutloud.com/Free-Audioselection.
speaker’s point of view,
Tilbury. Ask students to decide whether or not evidence is sufficient class. Classmates listen and chart
Video/History/Speeches/Speech-onreasoning, and use of
and valid. Ask students to chart their decisions. Next, ask students
the literary devices they recognize
Womens-Right-to-Vote/22919
evidence and rhetoric,
to read another similar text or an unread portion of Elizabeth’s
in the speech. See page 581 for
Or
identifying any fallacious
reasoning or exaggerated
speech and do the same activity individually.
specific assignment details. (SL.9historyplace.com/speeches/Anthony.h
or distorted evidence.
10.3,
SL.9-10.4,
SL.9-10.6,
RI.9-10.5,
tm
RL. 9-10.4. Determine the
Next students will create a chart that compares/contrasts rhetorical
and RI.9-10.6)
meaning of words and
phrases as they are used in
devices. Read King’s speech “I’ve Been to the Mountaintop” (p. 401)
Rhetorical devices www.enotes.com
the text, including
and Randall’s poem “Ballad of Birmingham” (p. 576).
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 4 Speeches
Time Frame: 4 Weeks
Essential Questions: The students will understand how language used to manipulate an intended audience. EQ#1: What is the impact of culture on the author’s theme? EQ#2: How does word
choice influence the tone of the argument?
EQ#3: Why do authors use rhetorical devices such as allusion, metaphor, and symbolism to persuade an audience?
CCSS
Activities
Assessment
Resources
NM Targets
figurative and connotative
Alternately, read King’s speech “I’ve Been to the Mountaintop” (p.
“I’ve Been to the Mountaintop”
meanings; analyze the
401), and Barak Obama’s speech “What I see in Lincoln’s Eyes” (439).
speech video www.teachertube.com
cumulative impact of
Students find a famous speech to deliver in part or in whole to the
(video includes documents, audios,
specific word choices on
meaning and tone.
class. Students access internet artwork or create their own
and photos)
RI. 9-10. 7. Analyze various
supplemental image to portray the message in one of the above
accounts of subject told in
selections. They will share these with the class.
“I’ve Been to the Mountaintop”
different mediums
history, biography, & rap lyrics
determining which details
are emphasized in each
martinlutherking.org
account.
RI.9-10.9. 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.
“Ballad of Birmingham” connotations,
irony, and conflict www.enotes.com
or balladofbirmingham.org
Making Evidence-Based Claims Unit Grade 10
From
http://www.engageny.org/resource/g
rade-10-english-language-arts
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 5 Exploring Identity through Poetry
Time Frame: 2 Weeks
Essential Questions: The students will understand how is writing a reflection of one’s personal, relational, and societal identity? EQ#1: How do authors express their identity through poetry? EQ#2:
How do sensory details influence a reader’s understanding of the message? EQ#3 What is your identity and how do you express it? EQ#4 What about poetry lends itself to expressing one’s
identity?
CCSS
Activities
Assessment
Resources
NM Targets
L.9-10.4 Determine the meaning
Students free write about their self-image and how that
Assessment: Students will use free http://digital.library.upenn.edu/w
RC#5: Comprehend similar
of words and phrases as they are
may/may not have changed over the years. Save until the end
write previously drafted to
omen/mansfield/garden/brill.html themes across literary
used in the text, including
figurative and connotative
of the unit assessment.
construct a cohesive essay. Essay
genres.
meanings; analyze the cumulative
supports a thesis exploring selfGlencoe literature Course 5. 2009
Connect similar literary
impact of specific word choices on
meaning and tone (e.g., how the
reflection, culture, and social
devices between texts.
language evokes a sense of time
identity. (W.9-10.2, W.9-10.4,
and place; how it sets a formal or
informal tone).
W.9-10.5, W.9-10.10)
Target #L1: Analyze how
RL. 9-10. 6. Analyze a particular
writers use sound and
point of view or cultural
experience reflected in a work of
Read Momaday poems, “The Print of the Paw” and “To An
Assessment: Students will
“The Print of the Paw” and “To An
sensory details to evoke
literature from outside the U.S.
Aged Bear” (p. 510, 513). Use close reading activity to identify
construct a poetry book in which
Aged Bear” by N. Scott Momaday
emotions and create
drawing on a wide reading of
world literature.
and discuss sound devices and sensory details.
they will analyze a number of
meaning.
RI.9-10.4. Determine the meaning
selected poems, as well as
Nativeamericanfolklores.wikispace
of words and phrases as they are
used in a text, including figurative,
Create an artistic representation of the poem’s imagery.
construct their own poems
s.com
Target #L2: Analyze
connotative, and technical
according to various poetic forms.
common elements of
meanings; analyze the cumulative
impact of specific word choices on
Read and discuss Divakaruni’s poem “Woman with Kite” (p.
Students will provide an image to
Momaday’s biography
traditional poetic forms in
meaning and tone (e.g., how the
525).
correspond to each self-created
www.enotes.com
grade level texts.
language of a court opinion differs
from that of a newspaper).
poem. (W.9-10.2, W.9-10.4, W.9RI. 9-10. 7. Analyze various
In pairs, identify six examples of enjambment in the poem.
10.5, W.9-10.10)
Target #W1: Create a
accounts of a subject told in
different mediums (e.g. a person’s
Create a two-column chart with key words and deeper
multifaceted literary
life story in both print and
meaning.
argument linking complex
multimedia), determining which
details are emphasized in each
ideas, author’s perspectives
account.
Students write an explanatory paragraph answering EQ#1. Save
and evidence to support
W. 9-10. 9. Draw evidence from
literary or informational texts to
for end of the unit assessment.
claim.
support analysis, reflection, and
research.
SL.9-10.2. 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.9-10.5. Make strategic use of
digital media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence and to
add interest.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 6 Effective Writing
Time Frame: 2-3 Weeks
Essential Questions: The students will understand what is gained from asking questions and finding answers? EQ#1: What are the steps to gathering and organizing information from multiple
sources?
EQ#2: How do you synthesize information into a coherent thesis statement? EQ#3: How do you effectively sequence your argument and supporting evidence into a cohesive essay?
CCSS
Activities
Assessment
Resources
NM Targets
L.9-10.1. Demonstrate
Students will identify and revise clauses in their own writing.
Assessment: Students read the
http://grammar.about.com/od/te Target W2: Utilize parallel
command of the
1. Review students on clauses (types of sentences, fragments,
first two paragraph of Gay Talese’s sts/a/scnewyork.htm
structure, phrases, and
conventions of standard
run-ons)
“New York is a City of Things
clauses in one’s own writing
English grammar and usage
when writing or speaking.
2. Students will identify and label in a piece of literature from
Unnoticed.” Then, they will take
http://www.grammaruntied.com to add variety and interest.
a. Use parallel structure.*
class.
the 7 sets of sentences and
/phrases/phrasequiz1/Iquizphras
b. Use various types of
3. Model breaking up and combining sentences from the text.
combine them effectively to create e.html
Target W3: Develop a claim
phrases (noun, verb,
a new paragraph with similar style
and defend it using valid and
adjectival, adverbial,
participial, prepositional,
Students will identify and revise phrases (prepositional,
as the first two. (L.9-10.1, L.9http://www.stfrancis.edu/conten relevant reasoning and
and absolute) and clauses
infinitive, participial, gerunds, etc.) in their own writing.
10.2)
t/lib/acrobat/narrowing.pdf
evidence.
(independent, dependent;
1. Review students on various types of phrases. (various online
noun, relative, adverbial) to
convey specific meanings
quizzes available)
Assessment: Students will revise
http://owl.english.purdue.edu/o
Target W4: Create a short
and add variety and
2. Students will take a sample of their own writing (RC1 and W1) their writing sample for phrase
wl/resource/747/01/
researched project that
interest to writing or
and
highlight
and
label
various
phrases.
correctness
and
variety.
(L.9-10.1,
narrows a self-generated
presentations.
3. Discuss with students the need for the correct use of phrases
L.9-10.2)
question and supports the
W.9-10.1. Write arguments
to support claims in an
as well as the need for variety in their writing.
argument by synthesizing
analysis of substantive
multiple sources.
topics or texts, using valid
A. Students will successfully narrow topics that are too broad.
Assessment:
reasoning and relevant and
sufficient evidence.
1. Discussion: “How do you know if your research topic is too
1. Students will complete the
Incorporate printed
W.9-10.7. Conduct short as
broad?”
narrowing worksheet individually
materials and technological
well as more sustained
2.
Give
students
a
list
of
broad
research
topics.
Give
students
using
topics
from
the
list
provided.
resources into research.
research projects to answer
the purpose and length of the hypothetical research project.
2. Assign each student 2 or 3
Differentiate between
a question (including a selfgenerated question) or
3. Practice with class narrowing topics, using handout.
sources and have them create a
bibliography cards and note
solve a problem; narrow or
bibliography card for that source,
cards and assess how the
broaden the inquiry when
using
either
the
style
manual
or
two relate.
appropriate; synthesize
multiple sources on the
B. Students will create bibliography cards correctly using MLA
the copied information posted on
subject, demonstrating
format.
the wall. (L.9-10.3, L.9-10.6, W.9understanding of the
1. Brainstorm with students to create a list of possible research
10.7, and W.9-10.8)
subject under investigation.
sources they could use and what information they should write
W.9-10.8. Gather relevant
information from multiple
down when they are going to use a particular source.
authoritative print and
2. Partner students and supply each pair an MLA style manual
digital sources, using
and a large strip of paper.
advanced searches
effectively; assess the
3. Assign each pair a specific type of citation, which they will
usefulness of each source
then look up in the manual and copy onto their paper.
in answering the research
4. Have pairs post their papers on the wall and share their
question; integrate
citation with the class.
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for
citation.
Students will write part of a mock essay, correctly integrating
source material and creating bibliography cards.
1. Provide students with sample source passages. Pair students
Assessment: Students will write a
paragraph of a mock essay using
direct quotes, summary and
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 6 Effective Writing
Time Frame: 2-3 Weeks
Essential Questions: The students will understand what is gained from asking questions and finding answers? EQ#1: What are the steps to gathering and organizing information from multiple
sources?
EQ#2: How do you synthesize information into a coherent thesis statement? EQ#3: How do you effectively sequence your argument and supporting evidence into a cohesive essay?
CCSS
Activities
Assessment
Resources
NM Targets
L.9-10. 2. Demonstrate
and ask them to pretend they are writing an essay on one of the
paraphrase of their source
command of the
topics related to the passages.
material. (L.9-10.3, L.9-10.6, W.9conventions of standard
2. Partners should highlight sentences from the passage to use
10.7, and W.9-10.8)
English capitalization,
punctuation, and spelling
in their essay and create a bibliography card for the source.
when writing.
3. Discuss methods for introducing quotations, the need for
L. 9-10. 6. Acquire and use
variety, and using them effectively in an essay. Partners should
accurately general
practice several different ways of introducing their selected
academic and domainspecific words and phrases,
quotes.
sufficient for reading,
4. Review handout (How to Integrate Quotations). Partners
writing, speaking, and
should practice paraphrasing and summarizing their selected
listening at the college and
career readiness level.
quotations.
W.9-10.5. Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach,
focusing on addressing
what is most significant for
a specific purpose and
audience.
W.9-10.6. Use technology,
including the Internet, to
produce, publish, and
update individual or shared
writing products, taking
advantage of technology’s
capacity to link to other
information and to display
information flexibly and
dynamically.
W.9-10.7. Conduct short as
well as more sustained
research projects to answer
a question (including a selfgenerated 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.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 7 Research
Time Frame: 3 Weeks
Essential Questions: The students will understand what are the criteria to evaluate and incorporate valid information into an effective argument?
EQ#1: How do you determine if information is valid? EQ#2: How do you incorporate textual information with personal opinion?
CCSS
W.9-10. 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.
SL. 9-10. 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. 9-10. 5. Make strategic use of
digital media in presentation to
enhance understanding of findings,
reasoning, and evidence and to add
interest.
SL. 9-10. 6. Adapt speech to a variety
of contexts and tasks, demonstrating
command of formal English when
indicated or appropriate.
SL. 9-10. 2. Integrate multiple sources
of information presented in diverse
media or formats evaluating the
credibility and accuracy of each
source.
Activities
Students will research and synthesize opinions about a topic
and use that information to create a public statement, post
comments on a blog and write a persuasive essay.
1. On the overhead: Do local governments have the right to
impose curfews on citizens under the age of 18? Give
students’ 5 minutes to free-write on the question.
2. Coordinate a pair-share discussion. After three minutes
pairs join to make four and continue discussion. After three
minutes, fours join to make eight, and continue discussion.
Continue until back to whole group.
3. In their original pairs, students will use the National
Constitution Center: Interactive Constitution website to read
both the text of the First Amendment and the explanatory
text that appears beneath it. After reading, have students
identify and summarize each clause of the amendment.
Discuss responses. Discuss the purpose of the First
Amendment.
4. Ask students to reconsider their opening question
response and see if they can restate the question based on
what they have learned so far.
5. Return to groups of four and brainstorm ideas for both
sides of the argument. Students should create a large chart
outlining both reasons for and against youth curfews.
6. Hand each student a role-play card. Students should
decide where the person on their card would stand on the
issue.
7. Students then team up with other students who have the
same role play card. Each small group should write a public
statement from the perspective of their character. Explain
that they are writing in preparation for a public forum.
Assessment
Assessment: Students complete a
research folder with the following:
Note cards
Bibliography cards
Outline
Rough Draft
Final Research Paper with Works
Cited Page attached
(L.9-10.3, L.9-10.6, W.9-10.7, and
W.9-10.8)
Resources
NM Targets
Target W5: Write an essay
that examines a current
issue and organizes complex
ideas using appropriate
formatting, graphics and
multimedia, including a
conclusion that articulates
the significance and impact
of that issue.
Target W6: Create a research
project.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 8 Julius Caesar
Time Frame: 4 weeks
Essential Questions: The students will understand how character development affects a story’s impact in dramatic literature.
EQ#1: How do the struggles of a character parallel a greater problem within the universal human condition? EQ#2: In what ways is conflict illustrated through dialogue and symbolism?
EQ#3: Why should the resolution address the primary conflicts in the selection?
CCSS
L. 9-10. 3. Apply knowledge of language
to understand how language functions
in different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading
or listening.
RI. 9-10. 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. 9-10. 5. Analyze in detail how an
author’s ideas or claims are developed
and refined by particular sentences,
paragraph, or larger portions of a text.
W. 9-10. 7. Conduct short as well as
more sustained research projects to
answer a 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.
RL. 9-10. 9. Analyze how an author
draws on and transforms source
material in a specific work.
W. 9-10. 6. Use technology, including
the internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technology’s capacity to link to other
information and to display information
flexibly and dynamically.
Activities
Students will listen read and discuss Shakespeare’s Julius
Caesar (p. 816) in the following manner:
Read each Act silently while it is played on audio CD.
Read and discuss contemporary commentary for each Act.
Watch the movie Julius Caesar for each Act as it is read.
Research daily life in Rome as it occurred in Caesar’s day.
Examine the various sections of a newspaper and compose
a “Roman Newspaper”.
Assessment
Students will read the play “Twelve Angry Men” by
Reginald Rose.
Teacher assigns roles to read the play.
Teacher-led discussion of each character’s beliefs (cultural
perceptions) and motivations (why he feels/thinks the way
he does).
Venn diagram of two characters from either Julius Caesar
or “Twelve Angry Men” classifying differences or
similarities.
Assessment: Students compose a
compare/contrast essay using the
Venn diagram they created. (RL.910.6, RL.9-10.7, RL.9-10.9)
Resources
Glencoe Course 5. 2009.
http://dbhs.edlioschool.com/ourpages
/auto/2011/8/19/59548288/Twelve
Angry Men Landscape Version Full
Text.rtf
Julius Caesar video with introduction
www.teachertube.com (also includes
teaching samples, variations on the
play)
Julius Caesar teaching unit
www.enotes.com
Biography.com/people/Williamshakespeare-9480323
En.wikipedia.org/wiki/Globe_Theatre
Students will read the novel 1984 by George Orwell.
Teachers use instructor novel guide to teach key
vocabulary, evaluate character and plot development, and
connect to previous units.
Students create two questions for each level of Blooms
Taxonomy related to conflict, character struggles,
symbolism, and universal themes of the novel.
In groups of five, students complete a poster activity on
one character or universal theme from the novel. Each
poster is displayed in a different area of the room; groups
rotate to all other posters, adding textual evidence to
support the claim stated on the poster.
Students research the topic of either censorship or
propaganda and advertising and its effect on behavior
invasive government involvement in daily life.
Assessment: Students construct an
analytical essay comparing how
the research topic affects
individuals in present-day society
vs. the impact experienced by the
characters in 1984. (RL.9-10.6,
RL.9-10.7, RL.9-10.9)
“Twelve Angry Men” monsterpiece
theatre www.teachertube.com
“Twelve Angry Men” theme,
symbolism, and climax
www.enotes.com
1984 video www.teachertube.com
1984 quotes, interpretation, and
writing an essay www.enotes.com
NM Targets
Target RC#6: Identify
types of character and
how they work
together to progress a
story.
Target L#3: Analyze
how authors use
sensory details to
evoke emotions and
create meaning. Such
as:
Imagery
Tone
Setting
Dialogue
Target L#4: Critique
how an author’s
choices concerning
how characterization
manipulates plot
development.
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 9 Science Fiction
Time Frame: 3 weeks
Essential Questions: Big Idea: Students will comprehend the way that genre literature sparks imagination.
EQ#1: What are the various elements of science fiction, fables, mystery, and fantasy literature? EQ#2: What are the steps to produce a coherent piece of genre literature suited to a specific audience?
CCSS
Activities
Assessment
Resources
NM Targets
W. 9-10.4. Produce clear and coherent
Students will read and discuss Bradbury’s “A Sound of
Assessment: Test students
Glencoe Course 5. 2009
Target RC#7: Interpret the
writing in which the development,
Thunder” (p. 1024).
regarding the elements of genre
components of genre
organization, and style are appropriate
to task, purpose, and audience.
Cite examples from the story of events that occur in a
literature (science fiction, fables,
“A Sound of Thunder” video
literature:
RL. 9-10. 5. Analyze how an author’s
logical, predictable way.
mystery, and fantasy). (RL.9-10.5
www.teachertube.com
foreshadowing
choices concerning how to structure a
text, order events within it, and
Identify at least three metaphors the author uses to
and RL.9-10.7)
figurative language
manipulate time create such effects as
describe the Tyrannosaurus Rex. What two things are
“A Sound of Thunder” theme, internal,
diction
mystery, tension, or surprise.
W. 9-10. 5. Develop and strengthen
being compared in each metaphor?
Assessment: Create a genreand external conflict, and point of view
tone
writing as needed by planning, revising,
With a partner, create a web of a character, object, or
specific story incorporating
www.enotes.com
imagery
editing, rewriting, or trying a new
approach focusing on addressing what
scene from the story and when finished, use details to
components of genre literature.
Isaac Asimov bibliography
is most significant for a specific purpose
create a poster, collage, or painting. If possible, students
(RL.9-10.5, RL.9-10.7, and W.9en.wikipedia.org/Isaac_Asimov_bibliogr Target W#7: Analyze and
and audience.
L. 9-10. 5. Demonstrate understanding
will present their work on the Promethean board.
10.3)
aphy
organize the above
of figurative language, word
components to create a
relationships, and nuances in word
meanings.
Students will read and discuss Asimov’s “Robot Dreams” (p.
genre-specific story.
1074).
In partners, students create a chart with details to
exemplify person vs. machine archetype.
Write a paragraph describing Asimov’s three laws of
robotics and outline a similar set of laws for humans.
Include evidence from the text and incorporate appropriate
diction for sensory effects.
Students will read and discuss Calvino’s “The Happy Man’s
Shirt” (p. 1018).
Create a foldable categorizing: Foreshadowing, Figurative
language, Diction, Tone, and Imagery
Logically assess specific examples of fable that distinguishes
it from science fiction.
“The Happy Man’s Shirt” author’s
biography www.enotes.com
Roswell Independent School District
Language Arts Curriculum Map 2013-2014
10th Grade
Unit: 10 Words in Context
Time Frame: 2 weeks
Essential Questions: How important is word choice in a text? How can changing words change tone and meaning?
CCSS
Activities
Assessment
RI.9-10.4. Determine the meaning
Ask students to read the very short, short story “The Path
Assessment: Ask students to
of words and phrases as they are
Through the Cemetery” by Leonard Q. Ross. Ask students
consider all of the words they
used in a text, including figurative,
to
highlight
words
that
describe
Ivan
and
words
that
“Ivan” words they listed and
connotative, and technical
meanings; analyze the cumulative
describe the night. Have students list a few of the words
decide what the cumulative impact
impact of specific word choices on
on a piece of paper and suggest synonyms that Ross could
of those words is on the tone of
meaning and tone (e.g., how the
have used instead. In groups, the students should talk
the story. Students should do
language of a court opinion differs
about how the sentence or passage would have been
likewise with the “night” words.
from that of a newspaper).
different with the synonym substituted. For example, Ross
(RL.9-10.4)
RL.9-10.4. Determine the meaning
wrote
of
Ivan,
“He
must
have
sobbed-that
was
the
sound
of words and phrases as they are
that was drowned in the wind.” How would the scene have
used in the text, including
figurative and connotative
been different in the reader’s mind if Ross had written that
meanings; analyze the cumulative
Ivan cried in the night wind, or hollered in the wind?
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)
Resources
http://www.englishcompanion.com
/pdfDocs/styleanalysis.pdf
http://abbynet.sd34.bc.ca/lkemp
/handouts/FOV2-00070EDB/FOV200075FCA/cemetarypath.pdf?
FCItemID=S03FA89A0
Glencoe Literature, 2009, Course 5
Assign “The Tucson Zoo” by Lewis Thomas on page 377 of
the literature text. Ask students to identify scientific words
used by Thomas in the selection. Then ask students to find
the section of the essay where Thomas describes his
fascination with the otters. How is his language different
when describing his feelings about the otters from when he
is describing reductionism? How does this difference in
word choice mirror his central argument in the essay?
Assessment: Assign the prompt-Analyze the cumulative impact of
Thomas’s technical diction on
meaning in “The Tucson Zoo.”
(RI.9-10.4)
Read “Address on the Anniversary of Lincoln’s Birth” by
Carl Sandburg on page 433 of the literature text. After
reading ask the students if Sandburg had a positive or
negative attitude toward Lincoln. Next, ask students to
identify words that support their answer. Ask students to
list the positive diction Sandburg uses to describe Lincoln in
a column and list the more negative connotation of the
words in a corresponding column.
Assessment: Assign the
vocabulary practice activity on
page 438 of the literature text.
The activity asks students to list
the positive and negative
connotative versions of five words
and explain the difference. (RI.910.4 and RL.9-10.4)
Read the poem “The Meadow Mouse” by Theodore
Roethke. Although the poem appears on page 543 of the
text, give students a handout version without any pictures
or footnotes. Ask students to sketch the mouse based on
the speaker’s description. Using context only, ask the
students to define words such as “cradled,” “miniscule,”
“quaker,” and “absurd” as they are used in the poem.
Assessment: Determine the
meaning of words as they are used
in the “The Meadow Mouse”,
including figurative and
connotative meanings. (RL.9-10.4)
Glencoe Literature, 2009, Course 5
NM Targets