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Last updated: 3/23/2014
ELA Grade 10 Module 3
Subject
Grade
Module
Suggested Timeline
English Language Arts
10
3
6-8 weeks
Grade Level Summary
In tenth grade, students analyze various forms of literature, including fiction, non-fiction, and other mediums on a variety of levels including theme development,
author’s assumptions and beliefs, complex development, point of view, and its impact on meaning and text structure and rhetoric while using textual evidence and
their own life experiences. In addition, students create their own writing samples using academic vocabulary, sufficient facts, concrete details, quotations, and
other information with an awareness of projected audience knowledge. They make important connections and distinctions, using varied transitions to link major
sections of the text and provide description and evidence in their pieces of writing to create a cohesive and coherent whole in all writing. Students also initiate and
engage in meaningful collaborative discussion on grade-level topics heightened by their ability to reason, provide evidence, and evaluate the views of others while
exploring their own beliefs and assumptions.
Grade Level Modules
Module 1: Rhetorical Devices Influence the Audience
Module 2: Knowledge and Experience Shape Perspective
Module 3: The Importance of Influential Relationships
Module 4: Mirrors: Seeing Ourselves Through the Eyes of Others
Module 5: Constrained Perspectives
Module Title
Module 3: The Importance of Influential Relationships
Module Overview
In this module, reading, writing, speaking, and listening are framed around the big idea of interpreting diverse perspectives. This module addresses the essential
question: How do events in our lives impact our relationships with others? Students read from and write to informational text as well as classic and contemporary
literature. They engage in class discussions involving the informational text and literature to interpret diverse perspectives.
Students apply a broad range of reading, writing, speaking, and listening skills. Students address how a writer influences the views and opinions of their audience.
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Key outcomes include determining a theme or central idea of a text and analyzing its development over the course of the text; citing strong and thorough textual
evidence to support analysis of what the text says explicitly and implicitly; analyzing how complex characters develop over the course of a text; analyzing the
impact the point of view has on the meaning of the text; and developing and analyzing a writing topic with relevant, well-chosen, and sufficient facts, concrete
details, or other information and examples.
Module Objectives
At the end of this module, students will be able to independently use their learning to:
Determine a theme or central idea of a text and analyze in detail its development over the course of the text
Cite strong and thorough textual evidence to support analysis of what the text says explicitly
Analyze how complex characters develop over the course of a text
Determine the point of view of the text
Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and
examples
Focus Standards Addressed in this Module
CC.1.3.910.A -
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.
CC.1.3.910.B -
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an
author’s explicit assumptions and beliefs about a subject.
CC.1.3.910.C -
Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CC.1.3.910.D -
Determine the point of view of the text and analyze the impact the point of view has on the meaning of the text.
CC.1.4.910.C -
Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
Important Standards Addressed in this Module
CC.1.3.910.E -
Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect.
CC.1.3.910.F -
Analyze how words and phrases shape meaning and tone in texts.
CC.1.3.910.I -
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing
flexibly from a range of strategies and tools.
Misconceptions
Proper Conceptions
Students may have difficulty understaning how to define the development of
Teachers may wish to compare and contrast objective and complex characters
complex characters.
as they develop, interact, and advance the plot or develop theme.
Concepts
Competencies
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Vocabulary
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Point of View
Theme
Text Analysis
Literary Elements
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.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences and conclusions based on an author’s explicit
assumptions and beliefs about a subject.
Determine an author’s particular point of view and analyze how rhetoric advances the
point of view.
Analyze how complex characters develop over the course of the text, interact with
other characters, and advance the plot to develop a theme.
Explicit assumption
Complex character
Point of view
Manipulation of time
Sufficient facts
Concrete details
Quotations
Audience
Awareness
Assessments
The assessments below include summative assessment examples (Formative assessment examples are located in the "Suggested Strategies to Support Design
of Coherent Instruction"). The assessments in this module address author's purpose, central idea of text, drawing evidence from text, and writing an informational
piece.
Multiple Choice Assessment
The assessment below includes a short passage. After students have read the text, have them respond to multiple choice questions that focus on author's
purpose, central idea of text, and drawing evidence from text.
Text for the following Multiple Choice Assessment: NightText.pdf
Multiple Choice Assessment: ELA Grade 10 Module 3 MC Assessment.doc
LDC Writing Task
The Literacy Design Collaborative (LDC) writing task offers an opportunity for students to write a eulogy based upon the excerpt from Night by Elie Wiesel.
LDC Task 21: How do events in our lives impact our relationships with others? After reading the pasasages from Night about Elie's relationship with his father,
write an essay that addresses the question and analyzes how the events of the Holocaust impacted their relationship, providing examples to clarify your analysis.
What conclusions or implications can you draw? (Informational or Explanatory/Analysis)
Expository Scoring Rubric
Conventions Scoring Rubric
Current Lexile Band 9-10: 960L–1115L CCSS Lexile Stretch Band: 1050L–1335L. Lexiles may be found at http://www.lexile.com and you may refer to the
Appendix A of the Common Core State Standards. (Lexile for Night by Elie Wiesel: 570L)
Suggested Strategies to Support Design of Coherent Instruction
Charlotte Danielson's Framework for Teaching: Domain 3 Instruction
Reading Informational Text
Thematic based module essential question: How do events in our lives impact our relationships with others? This module will focus on reading informational text
and should include one extended and three to five short texts.
Reading Literature
This module should include one or two shorter texts of Literature which will help to frame the big idea of interpreting diverse perspectives.
Text Selection
The selected text allows readers to analyze events and how they impact relationships among characters. The following texts may also be used by teachers
developing this module.
Marley and Me
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A Separate Peace
The Bean Trees
Between Shades of Gray
My Sister's Keeper
Anne Frank
Three Cups of Tea
The Joy Luck Club
In the Time of the Butterflies
The Fault in Our Stars
Writing Tasks
Writing tasks for this module will focus on opinion and argumentative writing. Students should write four to six opinion and argumentative analyses in this module.
They should continue to develop and convey understanding through routine writing. Students write one to two narratives to convey experiences, events or
procedures.
Formative Assessments
Formative assessments may include the following: Ticket out the Door, Partner Share, Think - Pair - Share.
Speaking and Listening
Students will initiate and engage in meaningful collaborative discussion framed around the big idea of interpreting diverse perspectives from their informational text
and literature selections. Students may engage in Socratic seminar debating how rhetorical devices influence the audience.
Language Mechanics
Language usage and mechanics will be progressively incorporated throughout this module. Remember -- once skills are taught in a mini-lesson, students are
expected to edit their work, paying attention to these elements before publication.
Differentiation
Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it
will take to modify that instruction so that each learner comes away with understandings and skills that offer guidance to the next phase of learning. (The
Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson. 1999)
The following list represents various methods for differentiation that could be employed by teachers. They are organized by content, process and product.
Content
Full text
Excerpts of speeches
Audio File/Books
Graphic organizers/Study Guides
Process
Flexible Grouping
Practical Examples
Video
Graphic Organizers
Tiered Assignments
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Real World Application
Web quests
Curriculum compacting
Reading and writing conferences with the teacher
Reciprocal teaching opportunities within groups and the class as a whole
Re-teaching and / or pre-teaching
Leveled, guided reading
Modeling
Chunking the reading material or reading process
Chunking for the writing process with explicit graphic organizers
Product
LDC tasks are crafted from the most fundamental levels of difficulty (Level 1) to additional demands to a “next step-up” skill or cognitive demand (Level 2)
to a task in which writers are asked to make connections and use background knowledge (Level 3)
Independent student projects
Menu of tiered assignments pertaining to specific material
Multi-modal activities
Supplemental opportunities for student choice in both reading and writing
Interdisciplinary Connections
In core content courses, there is also a focus on literacy standards. The document below allows educators to analyze the comparison of literacy standards across
the curriculum; it displays the ELA focus standards as green and the important standards as yellow for this module. This document comparatively aligns the PA
Core Literacy Standards for ELA, history and social studies, and science and technical subjects. For cross curricular purposes, educators can compare discipline
literacy standards listed below to the focus and important standards for the ELA module.
10th grade ELA Reading Standards Side by Side Module 3.doc
Additional Resources
Created By
Amy Martell, IU17 - Northeast Bradford School District
Anthony Gabriele, Wissahickon School District
Stacy Minahan, North Schuylkill School District
Sharon Leonard, PaTTAN
Theresa Hartman, Haverford Township
Emily Dickey, Waynesboro Area School District
Ryan Devlin, Brockway Area High School
Lindsey O’Shane-Shimrack, Mohawk Area School District
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